Let's Start With Art: Unit Overview

UN
1 Let’s Start
IT
with Art
Unit Overview
Themes
Different types of art
The purpose of art
Synopsis
In this unit students will learn about different types of art and ways to describe art. They will
find out about how art can help in communities and how to compose a good picture. They
will plan and prepare a conversation to describe a piece of art and write a cinquain poem using
target language from the unit.
Vocabulary
collage, installation, landscape, mobile,
mural, photography, portrait, sculpture,
sketch, still life
p. 35 Explore Language
Think It Over
Quantifiers: A Little, A Few, All, Most
Review and Reflection
p. 47
p. 37
Language Global Citizenship

Write About It Book Why is art important to people?
Cinquain Poems background, bright, dark, detailed,
Sentence Building: reviewing foreground, light, pale, shadow, simple
parts of speech
p. 45
p. 39
Talk About It Explore Language

Conversation: giving opinions Too and Enough with
Adjectives
p. 43 p. 41
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Think Together Visible Thinking
Why do people make art? See, Think, Wonder
p. 61 p. 49
Nonfiction
Fiction
Instructional Text: My Guide to
Photography Literacy Fantasy: True Colors
Words in Context: frame, element, Book Words in Context: owner, run out of,
choice, croissant, exclaims
zoom in, horizontal, vertical
p. 57 p. 51
Reading Skill Spelling Pattern

Understanding facts and opinions –ent
p. 55 p. 59
Language and Literacy Connections

The connecting theme in Unit 1 is art and why it is important.
Language Literacy
Vocabulary Set 1: types of art Fiction: portrait, still life
Set 2: describing art Nonfiction: landscape(s), photography,
portrait, background, foreground, simple
Grammar Quantifiers: A Little, A Few, All, Most Fiction
He only has a little hair. This still life isn’t good enough!
I know a few parents. The fruit and vegetables look real, but they’re
All the paintings are by our students. too boring.
Most of his hair is white. Can you show us all of your paintings?
Adjectives and Adverbs of Manner Nonfiction
This one’s too dark. I only include a few elements in the photo.
It’s not big enough.
Skills Pronunciation: silent gh 1 Reading: understanding facts and opinions
Spelling Pattern: –ent
International I kind of like it. / I quite like it. apartment/flat
English
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UN
1
IT
Language
Lesson 1 Walkthrough: Vocabulary
This lesson introduces the theme of the unit and presents and practices the first vocabulary set.
Warm Up Activity C Visualization

Warm Up activities are either language or topic-based. Activity C is a visualization activity and offers a different
Their purpose is not to pre-teach new vocabulary, pathway for students to interact with the target language.
but to engage students, activate prior knowledge, and The audio prompts students to create their own mental
prepare students cognitively for the lesson ahead. The images of the vocabulary and to do actions where
digital Enhanced Teacher’s Book (ETB) also contains appropriate. This personalized approach makes learning
Two-Minute Review activities to recall previously taught more meaningful and therefore more memorable.
language or skills. These activities are quick to do, so time Students are not expected to articulate (in English)
is not taken away from the rest of the lesson, and are easy what they have visualized because sometimes this may
to integrate into a classroom routine. You can choose to be harder than the target word. However, a variety of
do both the Two-Minute Review and the Warm Up or pair-/class-work activities for exchanging ideas have been
just one or the other, to suit the needs of your class. provided to give students a means for creative output.
Activity A Contextualized Presentation: Picture Activity D Controlled Practice & Critical Thinking
Dictionary Scene Activity D provides further language practice by getting
Activity A presents the first lexical set (eight to twelve students to interact with the picture dictionary. Critical
words) through a picture dictionary scene. This scene is thinking skills are developed as students complete a
designed to support learning by providing word-picture categorization task such as a Venn diagram, table, or
association. Alongside this, its purpose is to get students graphic organizer, and sometimes more than one answer
thinking about the unit topic, reviewing language, and is possible.
making connections to their own world. The scene includes
key characters from the corresponding Literacy Book unit Activity E Song
and the previous unit of the Language Book for students to
Activity E is always a song connected to a unit theme
identify. This is to help students make connections between
and provides additional context for the target language:
the two books, between units, and between the topics and
any words not in the dialogue in A will be included here.
characters, to show how communities work.
There is a fill-in-the-blank activity, where students are
The new language is contextualized aurally in a dialogue. encouraged to predict the answers before listening to
The audio includes at least some of the target vocabulary check. The song allows students to have fun with the
to encourage students to explore the image and develop language and helps them to learn through rhythm, rhyme,
discrimination skills. Students should be encouraged and repetition. There is usually a link to a Social and
to point to the pictures or words as they hear them Emotional Learning (SEL) competency.
mentioned. The process of listening, searching for, and
The song is supported by an animated video with the lyrics
finding vocabulary items helps students to engage with the
displayed to encourage heads-up participation. When
target language. Literacy Book Links are highlighted in the
the song lends itself to it, encourage students to invent
digital Enhanced Teacher’s Book (ETB).
actions or movements to do while singing: a Total Physical
There is always a gist or comprehension question to Response (TPR) approach will help them to learn and
focus students and help them understand the general retain the new language. Additional Video Focus ideas are
meaning of the dialogue. The digital ETB provides further provided in the digital ETB.
comprehension check questions to explore the picture and
audio in more detail.
Cool Down
The Cool Down is a final game or activity that provides
Activity B Drill & Controlled Vocabulary Practice
an opportunity to wrap up the lesson. It reviews and
Activity B is a drill and provides initial practice of all the reinforces the lesson objectives.
target vocabulary. Pausing the audio will give all students
enough time to say the words and enable you to give
immediate feedback on pronunciation. For ideas on how
to make drills fun, see TB p. 23.
The listen and number task asks students to write
numbers next to the vocabulary items in the picture in
the order in which they hear them mentioned. This gets
students thinking about the target language, which will help
them to learn it.
Unit 1 Let’s Start with Art

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Lesson 1 Picture Dictionary, Vocabulary & Song
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IT
Language UN
Vocabulary D Look and write.

1
• Students are going to categorize the vocabulary. This
Lesson Objectives encourages critical thinking because students must group
words in a logical or meaningful way. Draw a Venn diagram
• to learn vocabulary to describe art: collage, installation, on the board to remind students how they work. Elicit
landscape, mobile, mural, photography, portrait, sculpture, why portrait goes in the 2D circle and sculpture goes in the
sketch, still life 3D circle.
• to sing a song that explores making different types • Give students time to complete the activity. Then check
of art answers. You may wish to discuss why a collage can be
Materials both 2D and 3D (it depends which materials are used to
Audio Tracks 3 to 6; Video make it). Can students suggest some materials for 2D and
3D collages?
Warm Up Answers
Ask students to think of all the places in their town or country 2D artworks: portrait; landscape; still life; mural;
where they can see art. Elicit suggestions and write them on photography; sketch
the board. In pairs have students talk about different pieces 3D artworks: sculpture; mobile; installation
of art they have seen; do they have a favorite piece? They can Both: collage
talk about art they have seen on TV or pictures in books.
E TRACK 6 TB p. 213 Listen and complete. Then watch
A TRACK 3 TB p. 213 Listen and find. What does Lucas add and sing.
to some artwork?
• Have students turn their books over so they can’t see
• Have students look at the picture on pp. 10–11 and say the song lyrics. Tell them the title of the song is Art Is for
what they can see and where it is happening. Ask what Everyone and ask them what they think the song will be
the people are doing in the picture (looking at art and about and which words will be included. If necessary,
making art). prompt students by asking students What kinds of art do
• Play the audio and have students point to the words or you know?
pictures as they listen.
• Play the audio and have students raise their hands every
• Ask the comprehension question What does Lucas add to time they hear one of their predicted words in the song.
some artwork? and elicit answers. Play the audio again for
• Have students turn their books back over. Ask Can you
students to check. guess what’s missing? Play the song again, this time pausing
Answer where necessary for students to write their answers. Point
Lucas adds his bus ticket to the collage. out that all the words they need are on pp. 10–11, so they
can check their spelling.
B TRACK 4 TB p. 213 Listen, say, and number the pictures • Play the song video and encourage students to sing along.
in A. Then replay the song video and have students sing and do
• Play the audio. Have students point to the pictures and say actions for the different types of art as they hear them in
the words. the song.
• Tell students to listen again and write numbers next to the Answers
words in the picture. Do the example together (sculpture). 1 photography 2 sculpture 3 collage 4 mural
• Check answers by calling out a number and having 5 sketch 6 still life 7 landscape 8 portrait
students call out the word.
Answers Cool Down
1 sculpture 2 portrait 3 landscape 4 still life Play Physical Spelling (see TB p. 26) with the vocabulary from
5 collage 6 installation 7 mobile 8 mural this lesson.
9 sketch 10 photography
C TRACK 5 TB p. 213 Close your eyes. Listen, visualize,

and say.
• Prepare students for the visualization (see TB p. 21).
• Play the audio, allowing students to visualize the objects
as they listen. Make sure students know not to speak until
they hear the word say.
• Have students draw what they imagined for their partner,
who then guesses the word.
Practice Student’s App: Vocabulary Practice; Song Video 35
Lesson 1 Picture Dictionary, Vocabulary & Song
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Language
Lesson 2 Walkthrough: Explore Language

The grammar lessons present and practice the target structures using a simplified inductive approach. This encourages the students
to think about the patterns of language and to make and test assumptions through carefully staged and scaffolded activities. By
laying the groundwork for the kinds of tasks they will do in higher levels, they are supported to become independent thinkers from
the very beginning.
Activity A Contextualized Presentation Activity C Inductive Analysis

Activity A presents the lesson’s grammar focus through Activity C is a continuation of the language analysis, as
the context of a dialogue or story. Students listen and students are asked to focus on the meaning and usage of
read, but the target language is not highlighted at this the grammar structure. Concise concept statements are
point. The gist or comprehension question gives students given to explain how the language is used. Students have
a reason to listen and supports them to understand to think critically to choose between different options,
the story. The digital ETB provides questions to check which helps them to interact with the language. Encourage
students’ comprehension. If you don’t use the ETB, ask students to discuss their ideas in pairs before checking
simple comprehension questions to help students make answers as a class. First Language (L1) can be used to
connections with prior knowledge and personalize the support this task when language in the concept statements
scenario. is above level.
Activity B Grammar Analysis Table Activity D Drill: Sentence Level

Activity B is a grammar table with sections for students See TB p. 40.
to fill out, focusing on form. Most of the sentences come
from the dialogue in Activity A; if they are not there, the Activity E Controlled Practice: Written
answers will be filled in, with the key word(s) highlighted
See TB p. 40.
to provide a model. Students need to identify the
sentences and copy the missing words, thereby drawing
their attention to the grammar structure and to language Activity F Freer Practice: Communication
patterns. The teacher’s notes help you to scaffold the See TB p. 40.
discussion for the first four units. In later units, students are
encouraged to take the lead in identifying and discussing
the grammar patterns and completing the table. However,
the ETB provides additional support notes, should you
prefer to continue leading the grammar discussion.
Attached to the table is a language tip, pointing out
additional information related to the grammar point that
needs further support. There are three types of tip:
• Remember: when students have most likely already
seen this language feature, e.g. contractions.
• Look: a new, additional piece of information about the
grammar, e.g. a spelling pattern or anomaly.
• Watch Out: highlights typical mistakes learners make.

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Language
Explore Language C Think and discuss. Then choose.

• Have students work in pairs to read and discuss the
Lesson Objectives sentences. Tell them they can look at the table and at the
story to help them circle the correct options. Then check
• to learn how to talk about quantity using a little, a few, the answers as a class.
all, most • Elicit that we use a little with noncount nouns and a few
• to practice art vocabulary with count nouns. Ask students Is “some” more or less than
Materials “a little” or “a few”? (usually more) Is “a lot of ” more or less
Audio Tracks 7 and 8 than “all”? (less)
Answers
Warm Up 1 small
2 big
3 all
Ask students to visualize a picture they have on display at
home. Have them tell a friend who or what is in their picture. D TRACK 8 TB p. 213 Listen and say.
A TRACK 7 TB p. 213 Listen and Read. Who’s Larry • Play the audio and have students listen and repeat. For
drawing? ideas on how to vary the drill, see TB p. 23.
E Choose a picture. Look and write.
• Have students look at the pictures on p. 12. Ask them
What can you see? What do you think the people are talking • Ask two students to read aloud the example sentences.
about? Have the others listen and point to the activity in
the picture.
• Play the audio and have students follow in their books.
• Ask the comprehension question Who is Larry drawing? • Tell students they are going to write some sentences
and elicit the answer. about one of the pictures. Have them choose one picture
and write sentences about it—encourage them to use
Answer a little, a few, all, or most when they can.
Larry is drawing his grandpa.
Suggested Answers
B Look at A. Complete. Picture A: A few children are painting a mural. There are a
few paint jars. There isn’t any yellow paint. There is some
• Write or project the table onto the board. Tell students green paint and a little red paint. Most of the objects
that the sentences they need are all in the story.
in the collage are pictures. There are a few stars in the
• Refer students to the first sentence in the table and collage. There are a few pictures on the wall. Most of the
have them find it in the story (picture 2). Have students pictures on the wall are landscapes. There is a lot of water
complete the first sentence in the table. Then have them in the vase.
work in pairs to complete the rest of the table. Picture B: A lot of children are painting a mural. There are
• Complete the table on the board so that students can a few paint jars. There is some yellow paint, a little green
check their answers. Ask what kinds of words hair, parents, paint, and a lot of red paint. There aren’t any pictures in
and grandparents are (nouns). Review the difference the collage. There are a few stars in the collage. There
between count and noncount nouns (noncount nouns are a lot of pictures on the walls. There is a little water in
refer to things that cannot be counted, they do not have a the vase.
plural form, and they are not used with a/an).
• Look at the bottom row of the table. Ask which word we F Look at E. Compare and find the differences.
use after Most (of). Point out that we can also use of after • Put students into pairs or groups, making sure there is at
all but that it is not essential. least one student who wrote about picture A and one
• Have students look at the Grammar tip Remember. Write who wrote about picture B in each group.
on the board I have a lot of apples. I have some apples. • Have students compare their sentences. Ask them how
I don’t have any apples. Invite students to draw apples next many differences they found. Invite students to share their
to the sentences to represent the different quantifiers. sentences with the class.
Elicit that any can also be used for questions.
Cool Down
Answers Play Correct the Teacher with sentences about the pictures
a little; a few; All; of in E (see TB p. 25); for example, In picture A, there are a few
stars in the collage (True); In picture B, there is a lot of water in
the vase (False).

Practice Resource Bank: Grammar Printout
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Student’s App: Grammar Practice Lesson 2 Grammar 1
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Language
Lesson 3 Walkthrough: Global Citizenship

This lesson presents and practices the second vocabulary set, practices listening for gist and specific details, and gives students the
opportunity to learn about the lives of other children around the world and to make connections with their own lives.
Opening Question Activity E Listening for Details

The opening question takes the place of the Warm Activity E encourages students to listen out for specific
Up and is designed to activate interest and curiosity in details. Ask them how many of the questions they can
the Global Citizenship topic by helping students to make answer from information they have remembered from
connections to prior knowledge. Don’t correct students D, but reassure them that this is not a memory test
at this point or give too much feedback, as the lesson is and that it doesn’t matter if they don’t remember. Then
structured so that they develop ideas to discuss at the end play the audio again, so they can listen and check their
of the class. answers and answer any questions they missed.
Encourage further discussion and personal response
Activity A Contextualized Vocabulary to what they heard by analyzing the answers (e.g. why
Activity A presents the new vocabulary through eye- something was false) and having students talk about
catching photos or pictures, to provide a real-world what they found interesting or surprising.
context. There is a contextualized listening activity
which presents some of the target language through a Discussion Questions
dialogue or monologue. This listening activity provides an The Discussion Questions address the key holistic
introduction to the Global Citizenship part of the lesson on learning concepts that run through the unit. Ultimately, the
the facing page. Students will be able to make connections discussion can be done in pairs with some whole-class input
between this audio and the audio for D and E. at the end, although you may wish to have a whole-class
discussion for the initial units to allow students to become
Activity B Drill & Controlled Vocabulary Practice familiar with the activity. The Global Citizenship strand at this
See TB p. 34. level encourages students to think about how they can get
involved in their community, and how their community can
have an impact on the wider world, and on them.
Visualization
There is usually one personalization question and one
There is a visualization audio track for this vocabulary set
question that asks students to look further and see the
on the TTL. See TB p. 34.
bigger picture. Deal with each one in turn, giving students
time to think and discuss in their pairs or small groups.
Activity C Controlled Vocabulary Practice: Written Allow use of L1 for new words and more complex ideas as
Activity C is a read and circle or complete activity to this will enable students to express themselves and develop
encourage students to think critically about the new a clearer understanding of the key concepts. You can also
vocabulary and to use it through controlled practice. challenge students to provide sentences beyond their ability
by translating words and phrases from L1 into English.
Activity D Listening for Gist & Main Idea Bring the class back together to discuss the conclusions
Activity D provides input for the Global Citizenship they have reached. Use graphic organizers on the board to
discussion at the end of the lesson. There are usually present students’ ideas. Revisit the opening question and
two speakers who explore the Global Citizenship theme see if students answer it differently now. In-depth ideas to
in connection to different countries around the world. help you structure each discussion as well as project ideas
Students listen for the main idea of the audio topic and can be found in the ETB.
answer a gist question.
Before they listen, give students some time to explore the Competencies
pictures. You could let them find the countries mentioned Icons in the teaching notes highlight which activities in
on a world map and ask them what they already know the Language Book are connected to one of the five
about these countries to activate prior knowledge. Tell competencies: Me, Act, Think, Learn, and Communicate.
students to listen out for key vocabulary they recognize. For more information, see TB p. 19.
Explain that thinking about these words in order will help
them to understand what the listening is about and answer
the gist question. Some of the new vocabulary from
Activity A is always recycled here.

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Lesson 3 Global Citizenship, Vocabulary & Listening
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Language
Global Citizenship • Have students complete the activity and then compare
answers with a friend. Invite students to come to the
Lesson Objectives board and circle the correct answer.
Answers
• to learn vocabulary for describing art: background, 1 foreground 2 background
3 dark
4 shadow
bright, dark, detailed, foreground, light, pale, shadow, simple 5 bright 6 light
• to explore why art is important to people
• to practice listening for gist and details D TRACK 11 TB p. 214 Now listen to Yoko and Juan. Why
Materials do people make these artworks?
Audio Tracks 9 to 11; Audio Track A; a world map • To generate interest, have students look at the two
(Activity D) pictures and notice where each child is from. Ask students
Where are these countries? Use a map to find them.
Opening Question • Have students look at the pictures and ask them what they
This question activates students’ prior knowledge. Ask can see. Ask if they have ever made something like this.
students the opening question: Why is art important to people? • Listening for gist: Play the audio and have students listen
Give students time to think and elicit ideas. You could prompt for the answer to the gist question Why do people make
students by asking How might art be important to people in these artworks? Elicit answers.
our community? but don’t give students much feedback at this
point. They will find out more during the lesson. Answers
Yoko: To relax, to decorate for the Star Festival
A TRACK 9 TB p. 213 Listen to Jane talk to her art teacher Juan: To express themselves, to make decorations
about shadow boxes. Why do people make shadow for festivals
boxes?
E Listen again. Write True or False.
• Ask students if they know what Jane is holding in the
picture. Tell students that it is called a shadow box. • Listening for details: have students look at the questions
and remember what they heard. Ask them to answer as
• Play the audio and have students point to the words or
many question as they can. Play the audio and stop after
pictures as they listen.
… traditional Japanese art. Ask why number 1 is false
• Ask the gist question Why do people make shadow boxes? (origami is not Mexican—it’s Japanese).
Elicit answers, then play the audio again for students to check.
• Play the rest of the audio and have students complete the
Answer activity. To check answers, ask individual students to read a
to tell a story sentence aloud and say True or False. If the answer is false,
ask one student to say why it is false.
B TRACK 10 TB p. 214 Listen, say, and number the pictures
Answers
in A.
1 False
2 False
3 True
4 True
5 True
6 False
• Play the audio and have students point to the pictures and
say the words.
Discussion Questions
• Tell students to listen again and number the pictures in the • Draw students’ attention to the discussion questions: Is
order they hear them. Do the example together (simple). art important to you? Why? How does art help us understand
• Check answers by asking volunteers to call out the each other? Discuss the questions as a class (see ETB).
numbers and asking others to respond. Alternately, project • Return to the original opening question: Why is art
the answers using the TTL. important to people? Recap ideas discussed at the
Answers beginning of the class and encourage students to share any
1 simple 2 detailed 3 foreground 4 background new ideas.
5 dark 6 light 7 shadow 8 bright 9 pale
Cool Down
Put students into teams. Describe the vocabulary items from
TRACK A TB p. 214 Visualization
A and have teams take turns to guess the word; for example,
The Tap & Teach Lessons (TTL) have a visualization audio
the front of a picture (foreground), when there is no light (dark).
track for this vocabulary set. (See TB p. 21.)
If they guess incorrectly, the other team has the chance to
C Read and choose. guess and win the point.
• Project the activity onto the board and look at the
example answer. Ask students what words tell us that the
answer is foreground (in front of the castle).

Practice Student’s App: Vocabulary Practice; Listening Practice 39
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Language
Lesson 4 Walkthrough: Explore Language

This lesson presents and practices the second grammar structure(s) and has the same structure and purpose as Lesson 2.
Activity A Contextualized Presentation Activity E Controlled Practice: Written

See TB p. 36. Activity E is a controlled practice activity and gives
students some heads-down time to use the new grammar
Activity B Grammar Analysis Table structure. Encourage students to do this as independently
as possible, using the table in Activity B, so that they can
See TB p. 36.
process what they have learned and you can assess their
level of understanding.
Activity C Inductive Analysis
See TB p. 36. Activity F Free Practice: Communication
Throughout the digital ETB there are ideas to differentiate Activity F allows students to practice the target language
lesson content in a mixed-ability class. Support ideas through a freer, more communicative activity or game.
suggest a simpler pathway for completing an activity or Where there is text inside speech bubbles, this provides
provide scaffolding to enable less-confident students to a model, but make sure students understand that they
complete the activity. Challenge ideas encourage more- can choose what to say. This is a chance for students to
confident students to use additional language to take communicate and collaborate while using and practicing
activities further. For more activity-specific differentiation the target language. Students learn more by working with
ideas, see TB p. 24. different people, rather than the same friend each time.
One way to achieve this is by giving students a word or
Activity D Drill: Sentence Level picture card and asking them to find another student with
Activity D is a drill of four to five sentences/questions the same card. Students with matching cards will work
to allow students to familiarize themselves with the new together in the activity.
language. Drills give students intensive practice in hearing
and saying new phrases.
The first time you play the audio, focus on pronunciation.
Then play it again, this time encouraging students to
concentrate on intonation. Using different activities will
help you to keep drills fun and stop them from becoming
repetitive. For ideas on how to vary the drill, see TB p. 23.

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Language
Explore Language C Think and discuss. Then choose.

• Give students time to read the sentences, think about
Lesson Objectives their answers, and compare ideas with a friend. Tell them
they can look at the table and at the dialogue to help them
• to learn how to use too and enough circle the correct options. Then check answers as a class.
• to practice vocabulary to describe art Answers
Materials 1 more
2 less
Audio Tracks 12 and 13; three or four pictures to show
students (Warm Up, WU) D TRACK 13 TB p. 214 Listen and say.
• Play the audio and have students raise their hands when
Warm Up they hear too and enough.
Show students three or four different kinds of picture (e.g. a • Play the audio again, pausing after each sentence, and have
portrait, a wildlife picture, and a landscape). Ask students Do students listen and repeat. For ideas on how to vary drills,
you like the pictures? Why or why not? Then have students vote see TB p. 23.
for their favorite picture. E Read and choose.
A TRACK 12 TB p. 214 Listen and read. Which picture do • Refer students to the first sentence and the example
Larry and Poppy like best? answer. Ask students if too dirty means more or less dirty
• Ask students what they can see in the picture and what than they want (more—so they need to wash it).
they think the children are doing (comparing different • Have students complete the activity individually and then
versions of the same picture on the computer). Establish compare their answers in pairs.
that one of the children is from p. 12. Play the audio and • Check answers as a class.
have students follow the dialogue in their books.
Answers
• Ask the gist question Which picture do Larry and Poppy like
1 too dirty
2 isn’t big enough 3 ’s too small
best? and elicit the answer.
4 ’s too expensive 5 not thin enough
Answer
the last picture (bottom right) F Are the objects right for the mobile? Look, choose,
and say.
B Look at A. Complete. • Ask students to say what they can see in the pictures and
• Write or project the table onto the board. Tell students elicit the numbered items.
that the sentences are all in the dialogue. • Give students time to think and then have them discuss
• Refer students to the first incomplete sentence in the table their ideas with a partner. Encourage them to use too and
and have them find it in the dialogue. Elicit the answer and enough and the words in the box to express their ideas.
write it on the board. • Ask for ideas from the class.
• Have students work in pairs to complete the rest of the Suggested Answers
table.
1 It’s too heavy. / It’s not light enough. 2 It’s too small. /
• Invite students to come to the board to write one word It isn’t big enough. 3 It’s small enough. / It isn’t too big.
each. Ask What kinds of words are “dark,” “big,” and “good”? (It’s a good choice.) 4 It’s too big. / It isn’t small enough.
(adjectives) 5 It’s light enough. / It isn’t too heavy. (It’s a good choice.)
• Refer students to the Grammar tip Remember. Point out 6 It’s too wet. / It isn’t dry enough. 7 It’s too dirty. / It
that too + adjective means the same as not + adjective + isn’t clean enough. 8 It’s small/dry enough. / It isn’t too
enough. Write a sentence on the board and ask students big/wet. (It’s a good choice.)
for another sentence with the same meaning, using either
too or enough; for example, It’s not big enough. (It’s too Cool Down
small.) / I’m too short. (I’m not tall enough.) Ask students to imagine making a mobile with objects or
Answers items they can find in the classroom, in nature, or in their
too; big; enough; close home. Write each place on the board as the center of a
different spidergram. Invite students to come to the board
and write the name of an object around each place.
Ask students if they think any of the items are not suitable,
and encourage them to explain, using too or enough.
Practice Resource Bank: Grammar Printout

41
Student’s App: Grammar Practice Lesson 4 Grammar 2
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Language
Lesson 5 Walkthrough: Take the Stage / Talk About It

The first productive skills lesson is dedicated to speaking and functional language. Take the Stage lessons present and practice a
presentation. Talk About It lessons present and practice a conversation. The productive task is modeled by a child or children in
a video, which shows the students what they are going to do themselves and helps to bring the language alive. Ideally the video
should be watched in class. However, if this isn’t possible, use the Flipped Classroom Approach (see TB p. 15).
Building students’ confidence in speaking is a key part of the language-learning classroom and the activities are carefully staged to
help them analyze the language, brainstorm their own ideas, and plan what they will say. Performing successfully, in a conversation
or a presentation, helps ensure learners are receptive to future learning.
Activity A Video Showcase Activity C Planning

The video models the spoken practice students will do The planning stage of the lesson allows students to
later on in the lesson. There is a gist question on the page brainstorm lots of ideas before having to speak. Activity
and additional comprehension questions can be found C helps them prepare their ideas before organizing them
in the digital ETB. The digital ETB also provides a Video in D. You could use a cooperative learning routine to
Focus idea in every speaking lesson. encourage students to generate ideas (see TB p. 20).
There is a Watch callout question which encourages
students to notice something about the model Activity D Preparation
presentation/conversation in the video (e.g. body language). Students use their ideas from C to prepare a presentation/
This feature is often picked up in the Reflect callout. Notes conversation, guided by the template provided in the
for the Watch callout are provided in the ETB. book. Students will prepare presentations individually and
conversations in pairs. Often students are asked to choose
Activity B Functional Language one or two ideas to take forward from C. Encouraging
Functional language is highlighted for students to notice. students to make choices is an important part of this
Students can try to do the activity in the book from course, because it promotes engagement and critical
memory first and then check their answers when you thinking.
replay the video. Giving students a critical thinking task, At this level, students are encouraged to write notes
such as analyzing and categorizing the key phrases, will to prepare for a presentation, rather than writing the
help them to prepare for structuring their presentation or presentation out in full.
conversation later in the lesson.
Activity E Practice & Production
International English This is the productive activity when all students get the
This feature exposes students to differences in vocabulary, chance to speak. For the Presentation lessons, choose a
language, and spelling between American (US) English and few students each lesson to perform to the class—keep a
British (UK) English. Establish with the students that the record so each student gets a chance to perform over the
flag with the stars and stripes is for the USA and the one course of the year. If students don’t perform to the whole
with the crosses is for the UK, and that English is spoken in class, have them perform to each other in small groups.
both countries. Remind them that while this is true, some Encourage students to show appreciation for each other’s
words are different and some words are pronounced efforts, e.g. by clapping or saying Good job!
the same, but spelled differently. Equally, some words For the conversation lessons, it is enough that they have the
are spelled the same and pronounced differently! Tell conversation with a friend; they don’t need to perform it.
students that they will see American English words used
The activity ends with a Reflect callout feature for students
in this course, but that British English is also correct. It is
to think about how they did and circle. Encourage them to
important that while they are aware of the differences, you
be honest here and tell them that it is easy to forget to do
and they choose one variety to use, especially in exams.
things when we are nervous, but that speaking gets easier
with practice! Notes for the Reflect callout are provided in
Pronunciation the digital ETB.
Pronunciation activities in the Language Book are about
communicating clearly and intelligibly. Students will practice
saying sounds and words accurately, by copying you, their
teacher, and by listening to and repeating the audio. The
sounds featured here have been chosen because they are
difficult for many non-native speakers and may require
additional practice. Students are then encouraged to identify
other words with the same sounds and practice saying them.

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Language
Talk About It Pronunciation Silent gh 1

Lesson Objectives TRACK 14 TB p. 214 Listen and say.
• Hold up your right hand and ask Left hand or right hand?
• to prepare and practice a conversation giving opinions Elicit right. Write it on the board and say right. Have
about art students repeat the word. Ask if they can hear the g
• to recognize and reproduce words with silent gh and h in the middle of the word (no—they are silent
letters in this word).
Materials
Video; Audio Track 14 • Play the audio and have students repeat the words.
Repeat if necessary.
Warm Up • Say These words are used in the video. What other words
do you know with these sounds? Have students discuss in
Have students look back at the pictures in their Language
pairs to try to remember any other words they know
Book and choose one that they like. Have them share it with
that also have a silent gh. Write these on the board and
a partner and say why they like it.
drill all the words at the end.
A TB p. 238 Watch and listen. Which picture did Stephen
paint? Suggested Answers
eight, night, neighbor, through, high
• Tell students they are going to watch a video of two
friends talking about paintings in a home. Ask Do you think
they will have the same opinions? C Plan. Choose two pictures in this book. Then complete.

• Introduce the comprehension question Which picture did
Stephen paint? Play the video and check the answer. Ask • Tell students they are going to plan their own conversation
additional questions; for example, Whose home are they in? about pictures.
(Stephen’s) Play the video again and have students notice • Draw or project the table onto the board. Show students
Stephen’s body language when he agrees or disagrees. a picture you chose from the Language Book and ask
Answer them to help you by suggesting reasons why you might like
the fourth painting (the landscape) it. Complete the table with these opinions.
• Now have students choose two pictures they either like
B Watch again. Check (✔) the sentences or questions or dislike from the Language Book and have them work
you hear. individually to complete the table with information about
• Have students read the question and sentences. the two pictures they have chosen.
• Play the video again and have students check the sentences D Prepare notes for your conversation. Use your ideas
they hear. Read the phrases aloud and have students raise
from C and phrases from B.
their hands for the ones they checked.
• Play the video again as a model.
• Read the responses again and ask students to think about
the opinion they give: positive, negative, or neutral. Tell • Then do an example conversation with the class, using
them to notice your tone of voice and body language your plan. Build up the conversation by making notes of
as you say them. Have them say positive and raise their students’ suggestions on the board. Ask questions to help,
hands, negative and lower their arms, or neutral and put e.g. Do you like the picture? Why? Do you agree or disagree?
their hands out in front of them. (Positive: 5, 8; Neutral: 7; • Have students work in pairs to prepare their conversation.
Negative: 2, 3, 4, 6) They can choose two or three pictures from their plans to
talk about.
Answers
1; 2; 3; 4; 5; 7 E Practice with a friend.
• Have students practice their conversation with their
partner as many times as they need to. Remind them
International English to take turns, listen when their partner is speaking, and
Point to the flags and elicit which phrase is American English nod their head to agree or shake their head to disagree.
and which phrase is British English. Point out that quite Encourage them to show their partner the pictures in their
in American English usually means a lot. In British English, books as they talk about them. Monitor and provide praise
depending on intonation, it can mean a lot or kind of. Ask and help as needed.
Which phrase do we use?
Cool Down
Ask pairs if they agreed on a picture that they both liked.
Make a list of these pictures on the board and have a vote for
the class’s favorite picture.

Practice Student’s App: Speaking Skills Practice; Speaking Video 43
Lesson 5 Speaking
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Language
Lesson 6 Walkthrough: Write About It

The second productive skills lesson focuses on the mechanics of writing, e.g. punctuation, word-building, and sentence-building.
There is always a model text, as well as a brainstorm/planning stage, for the final production task. The structure of the lesson is
similar to Lesson 5.
Activity A Contextualized Writing Mechanics Activity D Production: Writing Task

Activity A presents the lesson’s writing focus through a Activity D is the productive writing task. Encourage
model text. It is important to ask students comprehension students to do a draft version, then either peer or self-
questions to ensure they have understood the text, since correct, before writing their final version, since research
they will be expected to produce their own writing based shows that feedback is more useful between drafts and it
on this model by the end of the lesson. Some additional gets students into the habit of self-correcting. As well as
comprehension questions are provided in the digital the Challenge printout mentioned for C, there are two
ETB. The teaching notes take an inductive approach, by other writing printouts, which can be downloaded and
encouraging students to look at the model and notice printed from the Resource Bank: the standard template
the mechanic. can be used by most students for their final written piece.
Less-confident students can have the Support printout
Activity B Controlled Practice which gives them more scaffolding to complete the same
Activity B builds on A by having students practice using task as the rest of the class. Stronger students should
the target writing mechanic. Encourage them to use the be encouraged to expand on the model given in A by
model in A as a guide. recycling language from previous lessons and giving more
examples where relevant.
Activity C Planning As with the Speaking lesson, there is a Reflect callout,
which relates to the mechanic explored in A and B. Focus
Activity C teaches students to brainstorm and plan before
on this callout before students write their final draft
writing by providing a graphic organizer to help students
and give students time to self-correct their work where
collate their ideas. Stronger students can be given the
necessary. Notes are provided in the digital ETB.
Challenge printout from the Resource Bank which has
another column/section to complete.
Cool Down
Cool Down activities give closure to the lesson. They are
designed to get students thinking about what they learned
and might include a game to review new language and
concepts, or provide an opportunity to share classwork
completed during the lesson.

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Language
Write About It B Follow the instructions. Complete the poem.

• Read each line of the instructions and ask students to give
Lesson Objectives the corresponding lines from the poems in A.
• Highlight the title “The Beach” and have students close
• to learn how to identify and use different parts of their eyes and imagine being on a beach. Say What words
speech does it make you think of?
• to plan and write two cinquain poems • Elicit possible adjectives to complete line 2 of the poem
Materials in B. Then have students complete their poems individually.
(Optional) a simple poem to recite to the class (WU); Remind them to refer to the instructions. Encourage
colored pens/pencils; (optional) Challenge, Standard, and them to be creative and write something different from
Support writing printouts from the Resource Bank, one their friends!
per student (Activities C and D) • Have students compare their finished versions with a
friend. Check if they followed the instructions correctly.
Warm Up Ask if any students would like to read their poem to
Ask students if they know any poems by heart either in their the class.
own language or in English. Invite volunteers to recite a poem C Plan. Think about writing poems. Choose two titles
they know (in any language). Alternatively, recite a simple and complete.
poem and ask students what they liked or disliked about it.
• Tell students they now have a chance to write two of
A Read the poems. Circle the nouns, adjectives, their own cinquain poems. Point out that two possible
and verbs. titles have been provided, “School” and “Art” but that
• Have students look quickly at the poems and say how they can also think of their own title for the third column.
we can see they are poems even before we read (short Brainstorm some ideas and write their suggestions on
lines, no punctuation at the ends of the lines, each new the board.
line starts with a capital letter). You can point out that not • Tell students to plan one poem on either school or art and
all poems are like this, but many are. Ask students Which one poem on a topic of their choice. Have them follow
poem is about the countryside? Which poem is about the city? the instructions in B to complete the table for their two
• Check students know what a noun is: something that is an poems. Encourage them to think about the topics they’re
object, a person, a thing, or a place—something we can writing about and to be as creative as possible. Challenge
use as a subject. Have students find and circle all the nouns printouts can be handed out at this point.
with a blue pen/pencil. Check answers, then repeat this for D Write your two poems.
the adjectives and verbs. Check the meaning of each first: • Have students use their plan in C to write a rough draft of
adjectives describe nouns, and verbs describe actions or each poem in their notebook.
events. Have students circle each group using a different
color: adjectives in red and verbs in green (or other colors • Have students self-correct or exchange their work with a
they may have). Ask students what words are not circled friend and peer-correct. You can put a checklist of points
in each poem (in the and with). Point out how easy it is to for students to look out for on the board (e.g. spelling;
make a poem just by joining nouns, adjectives, and verbs commas; capital letters; correct use of nouns, adjectives,
together. and verbs).
• Finally, have students read the poems again and decide • Have students correct any mistakes and write their final
which one they prefer. Take a vote with a show of hands poems neatly on paper or on the Support and Standard
for the class favorite. printouts from the Resource Bank. Allow them time to
illustrate their poems.
Answers
Flowers Rain Cool Down
Nouns: colors, field, poppies people, umbrellas Have students read their poems to the class, without saying
Adjectives: big, red quiet, soft, wet the title. Then ask the other students to guess what the
title is.
Verbs: blowing, smiling, falling, dripping,
dancing, splashing, walking

Practice Student’s App: Writing Practice 45
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Language
Lesson 7 Walkthrough: Think It Over

The final lesson in the Language Book encourages students to reflect on what they have learned and what they want to explore
further. Students are not expected to articulate all their ideas in English. It is important that the students reflect for themselves
rather than being told what they studied, as this gives them another opportunity to develop as independent thinkers while also
beginning to take responsibility for their learning and learning styles. This lays the groundwork for Assessment for Learning and
Learning to Learn approaches. At this level, their responses will help you to adapt future lessons to suit your learners’ needs and to
make targeted suggestions for further practice.
What did I do? How well did I do?

This question focuses students on the activities they This question asks students to evaluate their own progress.
completed during the unit, both in and outside of the However, answers will only be valuable if students feel
Language Book. Help them to recognize that they are they can be honest. You may find it helpful to explain
able to do a lot of different things, and bring in props to what it means to analyze ourselves and to provide some
trigger memories. concrete examples to help them understand, e.g. If you can
Encourage students to make a personal and creative remember 20 words, color in the paint pot with five brushes. If
response to the question by choosing activities independently you can remember one or two, color in the paint pot with one
to draw or write about. This allows you to see what brush. Let them know that it’s OK to color in the first paint
students found interesting and challenging, and what they pot; it just means they need to do more practice. You can
feel they’ve achieved. Ask students to think about why they suggest targeted practice to suit different students’ needs,
enjoyed certain activities and didn’t enjoy others. Ask them such as the grammar printouts from the Resource Bank or
how they felt when they were doing something they found the Student’s App on Navio.
difficult and how they felt when they had finished the task.
What can I do next?
What did I learn? Encourage students to think of all the different ways
The purpose of this question is to find out what students they can continue their English learning journey outside
think they have learned, rather than what you think they of the classroom, including use of new media, e.g. apps,
have learned. Explain that ideas can be content-related, as video games, vlogs. Brainstorm ideas as a class. In Units 1
well as to do with language. In early units, brainstorm ideas and 2, you can use the suggested words as prompts.
on the board for students to choose from or to help them Encourage students to be creative with their ideas and to
think of others. In later units, have students discuss their make suggestions based on the things they identified as
ideas in pairs, but be careful not to pair quieter students enjoyable. Follow up in the next lesson by asking questions,
with dominant ones, as it is important for each student to e.g. What did your mom say when you sang the song? Tell me
have the opportunity to make a personal response. The about the English movie you watched.
digital ETB provides differentiation activities to support
this question. Looking Forward
This features a teaser question about the next unit,
How did I learn? / What was my favorite part? which also shows how people are linked in different
These two questions alternate across the units. Their ways through different activities and roles in their lives.
purpose is to help students to begin to identify personalized Brainstorm possible answers and review these predictions
learning strategies. in the first lesson of the next unit to see who was correct.
For How did I learn? encourage students to think about
what helped them to remember something, e.g. repeating Further Review & Recycling
something a lot of times in a drill or through a cooperative Regular recycling of new language helps increase exposure
learning routine, using the Student’s App on Navio at and build confidence and understanding.
home, or creating a mental picture of the vocabulary. Put It Together communicative games come after every
What was my favorite part? gets students to personalize two units, providing an opportunity to review and recycle
their learning. Encourage them to notice that our favorite the language learned in the previous lessons. These fun
part is often the way we learn best. Have students think activities are designed to encourage students to use the
about how they can make the learning more enjoyable for language in context and to want to play again and again.
themselves. This helps them to start taking responsibility Plays review and recycle language from Units 1–5 and
for their personal learning journey. Units 6–10 in amusing contexts, which could be used as
mid-year or end-of-year performance pieces.

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Lesson 7 Unit Review
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Language
Think It Over How did I learn?

• Ask students how they learned the artwork words in
Lesson Objectives Lesson 1. Elicit ideas (by seeing the words next to the
pictures, by doing the visualization activity, by hearing the
• to review what has been learned in the unit words in the story, by doing a writing or speaking activity).
• to reflect on the unit and their own progress • Then ask students about Lesson 3. Encourage students to
• to think about learning strategies and how to continue think about the pronunciation and spelling of the words
learning at home they learned in this lesson. Ask What helps you remember
how to say/spell these words?
Warm Up • Have students draw or write about the activities that
Spell out words from either pp. 10–11 or p. 14. Spell them helped them learn. Then have them compare their
quite quickly. As soon as students recognize what the word answers in pairs and think about what was similar and
is, they raise their hands. When the majority of students have what was different in how they learned. Ask do we all learn
their hands raised, ask what the word is and then ask if it is a in the same way?
type of art or a word used to describe art. Suggested words:
sculpture (type), detailed (describe), bright (describe), portrait How well did I do?
(type), collage (type), sketch (type) • Ask students to color in the number of paint pots that
represents how well they think they learned the content
Read the questions and draw or write your answers. (i.e. the more pots they color, the more they feel they have
• Give students time to think about and discuss activities in learned). Ask What do you understand? What do you need
the unit before they complete each question. Explain that to practice more? Encourage students to look back through
they can choose to either write a few words or sentences the unit to see how much they remember, what they did
or to draw a picture. Allowing students to make a personal well, and what they found difficult.
response will help them retain knowledge and engage with
the learning points. What can I do next?
• Brainstorm ideas with the class about what they can do

What did I do? to continue to learn (e.g. watch the videos again, sing the
• Give students a few minutes to look back through the unit song again, talk about pictures they like or don’t like, write
at the different activities they did. Ask questions about another poem). Encourage them to suggest their own
the unit or write questions on the board for students to ideas for different activities they can do.
discuss in pairs or small groups; for example, What did you
sing about? What stories did you read? Where did you hear
• Draw students’ attention to the options in the box.
Encourage students to think about what they can do at
about paper art?
home to improve their English using the verbs in the box
• Encourage students to identify something in the unit that as prompts, for instance, read the stories or poems again,
they found challenging or something that was particularly practice using the new words to describe things at home
memorable for them. Students can draw or write about or pictures on websites, listen to English on TV, and act
their chosen activity. out the dialogues with friends.
What did I learn? • Ask students to choose one or more activities from the list
(read, practice, listen, act out) that they will do to practice
• Have students talk to a partner about what they their English.
remember from the unit—stories, words, phrases, people,
types of art. • Once students have completed the page in their books,
have them discuss with a friend what they drew or wrote.
• Ask questions about the unit to help students think about Did they choose the same activities or different ones?
what they learned; for example, What did you learn about
having a conversation in English? Can you make new questions • Ask students if there is one activity from the unit that they
or answers? What did you learn about art in different would like to repeat now.
countries? What did you learn about writing in English? What
else did you learn? Elicit ideas from the class and discuss
Looking Forward
them together. • Draw students’ attention to the character at the bottom
of the page. Ask Who’s this? and elicit what they remember
• Encourage students to draw a picture or write sentences about her. (Poppy discussed pictures with Larry in Explore
about their learning outcomes. Language 2.) Ask Which after-school club do you think she
• Have students talk to a friend about what they think they goes to? Encourage students to make predictions about
have learned. Poppy’s after-school club and what Unit 2 will be about.
Tell students they will find out in the first lesson of the
next unit.

Practice Resource Bank: Unit Test
47
Student’s App: Vocabulary and Grammar Review Lesson 7 Unit Review
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UN
1
IT
Literacy
Lesson 1 Walkthrough: Get Ready to Read
There are two sections to this lesson: Section 1 is always a Visible Thinking Routine (VTR) (see TB p. 20). Section 2 contains pre-
reading activities and previews a reading skill which will be explored in more detail in later lessons. The teaching notes on this page
are flexible, so you can tailor lessons to suit your learners. You can either choose to do the VTR and pre-reading activities in one
lesson, or alternately spend longer developing the VTR discussion and start the next lesson with the pre-reading activities, then go
straight into the reading. There is no Cool Down activity in the main teaching notes, but an extension activity provided in the ETB
may be used as a Cool Down.
Warm Up Transition
Warm Up activities are designed to generate interest The Transition is a discussion question or questions
in the topic and activate schema to help students make designed to move you smoothly between the two sections
connections between their own experiences and the of this lesson (VTR and pre-reading activities). This helps
readings. Activities are purposely not vocabulary-focused students make connections between the ideas they
to give the Literacy Book a distinct first language (L1) feel. explored in the VTR and the reading. Alternately, you can
The ETB provides a quick Two-Minute Review activity for use this question as a Warm Up, if you decide to start the
each Lesson 1, which provides a link between the previous pre-reading activities in the next lesson.
unit and the existing unit. You can choose to do both the
Two-Minute Review and the Warm Up or just one or the Activity D Activate Schema
other, to suit the needs of your class. Activity D poses a discussion question for students to
apply the work they did in the VTR even more closely to
Activities A, B, C Visible Thinking Routine: See, Think, the unit’s topic. Have students discuss the question in pairs
Wonder / Think, Pair, Share / Step Inside / Question Starts before sharing their ideas as a class. You can write up their
Activities A, B, and C relate to a Visible Thinking Routine ideas and suggestions in graphic organizers on the board,
(VTR). Each routine uses a striking image connected to the to develop critical thinking skills.
unit’s topic to foster thoughtful and constructive classroom
discussions. Activity E Skill Preview
For See, Think, Wonder, allow students to think silently for Activity E previews the unit’s reading skill. This will be
one minute at each step of the routine. Then take ideas addressed fully in the second Get Ready to Read lesson.
from the class. After the first flurry of ideas, encourage You are not expected to actively teach the skill in Lesson 1.
students to keep looking and to see more things. Explore The goal is to introduce the concept gently and attune
the difference between students seeing on their own and students to look for and/or use it as they read.
seeing things together (group discovery). You can allow
some discussion in L1 here, but try to re-formulate the
students’ ideas into simple English. Avoid leading students
to an answer by keeping supporting questions open, e.g.
What (else) do you see / think / wonder about the picture?
What colors / shapes do you see? Why do you think that?
For Think, Pair, Share, Step Inside, and Question Starts give
students a minute to look at the picture and encourage
them to think about what they can see. Have them share
their ideas and write useful words on the board. This
provides students with a bank of vocabulary to draw
on during the discussion part of the routine. Make sure
students have enough time to think about their own ideas
before they discuss in pairs or groups, as this will lead to a
richer discussion.
Model class discussions for each of the VTRs are provided
in the teaching notes. When students are sharing their
ideas, encourage other students to say if they agree or
not, using language like: Us too. / We agree. / We have a
different idea. / Really? / Good question! They should also feel
able to guide the discussion by asking questions, such as
Why do you say that? Make sure you write down students’
questions and ideas on construction paper or post-it
notes, so you can revisit them later on in the unit.

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IT
Literacy UN
Get Ready to Read

1
Here’s an example of this part of the routine.
Lesson Objectives Teacher: What do you think?
Student A: I think this is a dream.
• to activate prior knowledge about art Teacher: What makes you say that?
• to encourage students to observe and interpret Student A: (It looks like) the light is flying!
through a See, Think, Wonder Visible Thinking Routine Teacher: What else do you think?
(VTR) Student B: I think the light is hot.
• to preview the reading skill of identifying facts and Student C: I don’t think so. His hand isn’t burned.
opinions
Materials C What do you wonder?
(Optional) VTR printout from the Resource Bank • Say I wonder why the boy is so small. Then ask students
(Activities A, B, C) What do you wonder? What questions do you have? Give
them one minute to think silently.
Warm Up • Have students discuss their ideas in groups or as a class.
Ask students to raise their hands if they enjoy art. Elicit Allow students to be creative and accept all their ideas.
different types of art (e.g. painting or drawing pictures, taking
pictures, making models or sculptures) and which ones they
Here’s an example of this part of the routine.
have tried. Ask Do you prefer looking at pictures or paintings?
Teacher: What do you wonder?
Do you know the names of any famous artists?
Student A: (I wonder) who the boy is.
See, Think, Wonder Teacher: Good question. What do you think?
A Look at the picture. What do you see? Student A: Maybe he’s from the future!
Students are going to do a See, Think, Wonder VTR to Student B: He might be an alien!
explore the image of a painting. Teacher: OK, what else do you wonder?
• Ask students What do you see? Give them a minute to look Student C: Does a giant own the light?
at the picture. Then elicit one or two examples using the
phrase I see … before asking students to share in small
groups or pairs. Then share ideas as a class. Make sure Transition
students limit their answers to what is visible, not how they Ask students if they have ever painted a picture like this. Ask
interpret it. Do you like it? Do you prefer simple paintings or ones with a lot of
things happening? Have them discuss in small groups.
Here’s an example of this part of the routine. D Think and discuss. When do you draw pictures and when
Teacher: What do you see? do you take photos? Why?
Student A: I see a boy and a light. • Have students think about the last time they drew a
Teacher: Tell us more about the light. What can picture or took a photo. Ask them to think about where
you see? they were, and why they drew the picture / took the
Student A: It’s really big. The boy is touching the glass. photo. Have students discuss in pairs.
Student B: There are butterflies. E Read. Then underline the facts and circle the opinions.
Teacher: Great. What else do you see? This activity previews the reading skill of understanding
Student B: He’s in a forest. It’s dark! facts and opinions.
• Tell students the picture shows Emil, who appears in the
next story. Refer students to the text. Have them work
B What do you think?
in pairs to underline the facts and circle the opinions.
• Say I think the boy is very small. What do you think about the
picture? Elicit a response from a student. Then ask What • To check answers, project the text onto the board. Invite
students to underline a fact or circle an opinion.
makes you say that? and encourage the student to give
a reason. Answers
• Give students one to three minutes to think about the Facts: I’ve run out of paint!; It’s cheap and she has so
picture silently. Then have students work in small groups to many colors.
share their ideas before sharing as a class. Encourage them Opinion: Mrs. Blanche has the best paint.
to give reasons for their answers and provide language
help when needed. Now read True Colors

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Lesson 2 Walkthrough: Reading 1, Fiction

The reading lessons aim to support the development of literacy and to foster a love of reading, to encourage students to become
lifelong readers.
There is one fictional and one nonfictional text in each unit. Fictional texts are laid out to emulate storybooks inspired by ESL/L1
materials and expose students to language in context, which may be slightly above level. This is because research shows that with
the right support, reading slightly above level can significantly improve overall reading skills.
Nonfictional texts give students a chance to learn new concepts and vocabulary, as well as broaden their view of the world. They
also often appeal to reluctant readers. Nonfictional texts are laid out to look like nonfiction books, websites, and articles to give a
realistic and aspirational feel to the book.
Warm Up The teaching notes tell you the purpose of the questions,
This Warm Up allows you to review the ideas generated e.g. gist, detail, making connections, personalization, fact,
at the end of the previous lesson in preparation for the language focus and give ideas about how to exploit them.
reading. Alternately, if you are carrying the lesson straight One reading in each unit includes a Text Focus point
on from the previous page, use this activity to transition written in blue, often with arrows pointing to the area
between the pre-reading and reading part of the lesson. of the text being highlighted. The teaching notes provide
support to help you address these Text Focus points
Reading Approach as part of the second reading stage. There is usually an
additional extension activity in the digital ETB to give
First Reading: Engage with the Text students additional practice.
The purpose of the first reading stage is to engage
students and help them become familiar with the text. Third Reading: Interact with the Text
This sets the scene for the comprehension and analysis
The third reading stage gives students the chance to
work that will come next. Before they read, encourage
interact with the text on a more personal level. Activities
students to identify things in the pictures that they find
include discussion and role-play to encourage further
interesting, surprising, or unusual. Engagement is more
exploration of character or plot, or text analysis, e.g,
important than vocabulary at this stage, so it’s fine for
summarizing, writing captions, and diagram construction to
students to point if they are unable to name what they see.
compare and contrast information.
For this first exposure to the text read it out loud, play the
The video or Story Player is available on the Student’s App
video, or have students listen to the audio and follow along
on Navio for students to watch again at home.
in their books. To help students feel comfortable and enjoy
watching/listening to the story, have everyone seated in a
circle at the front of the class. This is a great opportunity International English
for students to see and hear how to read fluently and with This feature exposes students to differences in vocabulary,
expression, so if you are reading, use character voices and language, and spelling between American (US) English and
facial expressions where appropriate. Pause only to ask British (UK) English. Establish with the students that the
prediction questions, which can help to motivate students flag with the stars and stripes is for the USA and the one
and encourage them to want to find out what happens with the crosses is for the UK, and that English is spoken in
next. Do not spend time analyzing the language at this both countries. Remind them that while this is true, some
point; full comprehension is not necessary for students to words are different, and some words are pronounced the
enjoy a text. same, but spelled differently. Tell students that they will
Words in Context, see TB p. 56. see American English words used in this course, but that
British English is also correct. It is important that while they
are aware of the differences, you and they choose one
Second Reading: Analyze the Text & Features
variety to use, especially in exams.
Ensure students get to explore the text in a variety of
To make the most of this feature, set up a class ebook
ways to keep them motivated and active participants
where students can add the international English words
in the learning process. If you read the text out loud in
and phrases as they appear in the book. This could be a
the first reading stage, have students read chorally in the
wiki or shared document that students can access and
second stage, or have them read silently with or without
edit at home. They could also find an image to illustrate
the audio.
the word. At various points during the year, have a quiz
The purpose of the second reading stage is to analyze the to see how many British and American English words
text and features using basic comprehension questions students remember.
provided in the teaching notes and the callout questions
from the colored boxes in the Literacy Book.

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Fiction: True Colors—Fantasy choice (p. 10) Ask students if the word is a noun/thing
or a verb/action (a noun). Ask What verb is it related to?
Lesson Objectives
(choose) Ask students to finish the definition: Your choice is
the thing that you … (choose).
• to read a fantasy story about a boy who helps people
croissant (p. 11) Have students find and point to
• to make a personal connection to the reading
the croissant in the picture. Ask if they have ever tried a
Materials croissant and if they know which country croissants come
Audio Tracks 5 and 6 from (France).
exclaims (p. 12) Ask Is it a noun or a verb? (a verb)
Warm Up What does the verb do here? (It tells us how Emil speaks.)
Ask students to name as many things as they can that they
How does Emil feel when he exclaims “This is amazing!”?
use in an art lesson; set a target of ten items. Then ask
(excited)
students to scan the pictures and see if they can find the
items they named.
Second Reading: Analyze the Text and Features
TRACK 5 TB p. 227 Reading Approach • Have students read the story silently. To keep them
First Reading: Engage with the Text focused, ask them to look for a phrase that they think says
something about Emil’s character. Elicit suggestions.
• Have students look quickly at the title of the story and the
pictures and say what they think it is about. Ask why they • Ask some questions to check comprehension; for example,
think the story is called True Colors (see Language Note in What does the True Colors paint do? (It makes the paintings
the ETB). into real objects.) What does Emil like doing with his new
paint? (helping people)
• Play the audio while students read. Ask students Who do
you think is the most important person in the story? Why? • Discuss the questions in the green boxes.
• When you come to the end of p. 11, stop and answer the • Language Focus (p. 13): What does He saves the day
prediction question in the green box: What is Emil going to mean? Ask students if they can give an explanation of
paint next? Elicit suggestions. Ask students What would you the phrase. If they are having difficulty, ask Were things
like to paint with True Colors? Then continue the story and good or bad before he used his True Colors? How about
see if students’ ideas were correct. after?
• Ask students Do you think Emil uses the True Colors paint • Personalization (p. 15): When you finish a piece of art,
well? Would you do the same thing? are you always happy with it? Ask students the question
and have them raise their arms to indicate yes and
• Read the whole text before looking at the Words in
Context. lower their arms to indicate no. Have students discuss
in pairs why they are sometimes not happy with their
TRACK 6 TB p. 228 Words in Context piece of art and what they do.
• Play the audio and have students repeat the words. • Discuss the text focus: Why do you think the author chose
to make this fantasy story happen in a real-life setting instead
• Have students race to find the words in the reading.
of a fictional one? Give students some thinking time, then
• Tell students they can sometimes think about whether have them discuss their ideas in pairs.
a word is a noun, adjective or verb to figure out the
meaning (see TB p. 22). Have them discuss their ideas
with a partner, using L1 if necessary.
International English
• Then bring the class together and use these discussion Point to the flags and elicit that apartment is American English
points to confirm the meanings. and flat is British English. Ask Which word do we use? Point out
owner (p. 10) Ask students to look at the picture of that apartment is also sometimes used in British English.
the shop. Ask them Whose is the shop? (Mrs. Blanche’s)
Does Mrs. Blanche have a boss? (No, she is the owner so Third Reading: Interact with the Text
she works for herself.)
• Play the audio again and have students repeat the direct
run out of (p. 10) Ask What happened to Emil’s paints? speech in the story with appropriate intonation.
(He used all of them, so he needs more.) Ask students
what things they run out of in their daily life (e.g. battery
• Then have students take turns to read sections of the text
in pairs.
on their phone).
Cool Down
Ask students what part of the story they liked best and why.

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Lesson 3 Walkthrough: Explore the Reading

This lesson allows students to explore the previous text further with comprehension, analysis and discussion activities.
Activity A Reading Comprehension Activity C/D Post-reading Discussion, Writing & SEL

Start this lesson with oral comprehension questions to One activity in each fiction Explore the Reading lesson
remind students about the text. Have a Group Time has a SEL competency focus. Productive think and write
discussion about the story (see TB p. 21). The teaching or discuss questions are designed to help students
notes suggest Wh- questions you can ask to help students make connections between the text and their own
to remember the gist and details of the reading (who, knowledge and understanding of the world through a
where, what, when, why). Play the video to review the story SEL competency. There are often opportunities here for
if you don’t want to read the text as a class again. critical literacy, as students can be encouraged to consider
The lesson then moves on to a heads-down activity which the point of view of different characters.
allows you to check students’ understanding of the reading.
If there are areas that you find students don’t understand,
you can return to the text and address these before
moving on to the analysis part of the lesson.
Activity B Analysis
Activity B is an age-appropriate analysis task, which
asks students to think critically about what they have
read and to consider the causes, problems, solutions, or
consequences. They will need to look back at the reading
to answer questions. Help students find a strategy for
doing this by encouraging them to look at the pictures and
scan the text for key words, rather than re-reading the
whole text again.

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Explore the Reading C Think, draw, and write. How would you use True Colors
to help other people? Why?
Lesson Objectives This activity explores the SEL competency of developing
relationship skills by providing help to those who need it.
• to understand and analyze True Colors through reading • Give your own example by drawing a quick picture on
comprehension activities the board and asking students to guess how to complete
• to explore the SEL competency of developing the sentence; for example, draw a table with a big bowl of
relationship skills by providing help to those who need it pasta and a salad and your friend looking pleased. Elicit the
• to make a personal connection to the reading sentence I would paint a nice dinner for my friend, because
she’s always tired at the end of the day (or similar).
Warm Up • Give students some thinking time to decide what they
Read the first part of some phrases from the story would paint to help other people. Have them draw it in
(pp. 10–15) and have students find and call out the second the box, then complete the sentence.
half of the sentence or phrase; for example, Have you run out • Have students compare their ideas in pairs or small groups.
of … (paint again?) You should be careful … (with it.) Ask if any students would like to share their idea with
He decides to start … (a new painting.) Will it come … the class.
(to life, too?) I told you to take … (the key).
• Draw on the SEL competency of providing help to those
A Read and write True or False. who need it. Ask students Who does Emil help in the story?
• Help students remember the story by asking some Is this usually a good way to make friends? Can you think of
questions using the five Ws (where, who, why, what, when) a time you helped someone? What happened? How did you
and how: Where does Emil find the True Colors paint? (in feel? How else can you help other people? Why is it good to
the art supply store) Who is the owner of the store? help other people? Do a Think, Pair, Share routine to discuss
(Mrs. Blanche) Why is True Colors special? (It makes paintings the questions (see TB p. 20).
become real.) How does Emil use the special paint? (He helps
people.) What makes Emil happy at the end of the story? (His
Cool Down
Ask students to leave their books open showing their drawing
neighbors like his paintings.)
from C and invite students to walk around the class and look
• Refer students to the first sentence and example answer. at other students’ ideas. Ask them to look for an original
Ask them to find something in the text that shows that the or interesting idea, a good picture, or the best way to help
answer is false. (Mrs. Blanche uses his name, and Emil says, someone. After a few minutes, ask students if they found any
“You know me too well!”) of these things and which one they liked best.
• Have students complete the activity, compare their
answers with a friend, and say why they chose True
or False.
• Nominate individual students to read a sentence and say
True or False. Ask if everyone agrees.
Answers
1 False
2 False
3 True
4 False
5 True
6 True
B Read and match the sentences to the characters.

• Refer students to the characters and quickly review who
each one is. Tell them that the sentences are all things
the characters might say and that they should match the
sentences to the characters based on what they know
from the story.
• Have students complete the activity. Then project it
onto the board and have students come and draw lines
to match, or ask students to raise their hands to give a
number and letter.
Answers
1 b
2 d
3 e
4 a
5 f
6 c

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Lesson 4 Walkthrough: Get Ready to Read

This lesson provides pre-reading activities, including a reading skill focus, to prepare students for the second text.
Activity A Reading Skill Focus Activity C Pre-reading Discussion

The reading skill that was previewed in Lesson 1 is The discussion question relating to the reading on the next
explored and practiced here. The activity takes an pages personalizes the learning and encourages students
inductive approach to learning, with students being become active participants. They either connect the
encouraged to practice the reading skill and notice how it reading to their own lives or think and express opinions.
can help them understand the reading before the skill is You can vary the activity by using a Think, Pair, Share VTR
named in the skills box. or a Cooperative Learning Routine such as a Rally Robin
(see TB p. 20).
Activity B Reading Skill Practice
Students practice the reading skill from Activity A before Cool Down
they apply it to the forthcoming reading. When they have As in the Language Book, Cool Down activities give
finished, discuss what students think and encourage them closure to the lesson. They are designed to get students
to say why they think it. thinking about what they learned and might include a
game to review reading skills or an activity to encourage
students to make a personal response to what they
have read.

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Get Ready to Read • Now have students complete the activity and compare
their answers with a friend.
Lesson Objectives • Invite students to read something they put in either the
Facts or Opinions section without saying which it is.
• to review the reading skill of identifying facts and Have the others call out Fact or Opinion and check that
opinions everyone agrees.
• to activate prior knowledge about how art can help Suggested Answers
people Facts
Materials 1 Emil runs out of paint.
Different genres of music (Activity C) 2 Emil paints a still life.
3 Emil helps the old man.
Warm Up Opinions
Pay some compliments to a few students in the class; for 1 Emil’s work is beautiful.
example, I think you’re a kind person. Your writing is really neat. 2 Helping people is fun.
Your backpack is a cool color! Then encourage students to 3 The new paint is amazing.
turn to the person or people next to them and pay them a
C Think and discuss. How can art help people?
compliment about their clothes, hair, eyes, books, backpack,
achievements in class, abilities, or personality (where • Ask students to think of a way that art can help the person
appropriate). who makes it and also how it can help the people who
Ask students Do you feel good now? It’s a great way to start the experience it. Guide students to think about different
day and make friends! kinds of art (music, drawing, painting, sculpting, modeling,
writing, photography, etc) and to consider what kinds of
A Read and write Fact or Opinion. art they enjoy doing and how it makes them feel (both
Students are going to practice the reading skill of while they are doing it and at the end). Encourage them
identifying facts and opinions. to think about how doing art helps them to express ideas
• Say You’re my English class, and you’re a great class! Ask or emotions. Then have students think about how they
students which is a fact and which is an opinion. Ask them feel when they listen to a great piece of music, or look at a
if they used facts or opinions to say nice things to their beautiful painting. Does it inspire them or make them feel
friends in the Warm Up. happy/excited? Does it challenge them or make them want
to find out more about what the artist was thinking about?
• Give students some time to read the sentences and decide
if they are facts or opinions. • Bring some different genres of music into class and have
students listen and draw, write, or color how it makes
• To check answers, read the sentences and have students them feel. Have students talk about what they wrote or
raise their arms and say Fact! or lower their arms and
drew with a friend. Encourage students to see how art can
say Opinion!
develop ideas and imaginative thinking.
• Have students read the skills box about facts and opinions. • Finally, ask students if they think art helps the people who
Ask Why do you think it’s important to recognize the
make it or the people who experience it more. Give
difference between a fact and an opinion? Have students
students some time to think and then discuss their ideas in
discuss their ideas in small groups. Elicit some ideas.
small groups.
Guide students to begin thinking about all the different
information they might read on websites, blogs, and so Cool Down
on. Are these always completely fact-based? Learning to Read some sentences about your school and have students
question things when they read them and being able to stand up if it is a fact or sit down if they think it is an opinion;
distinguish between facts and opinions is an important life for example, This school is a great place to learn. (Opinion)
skill, as it will help students to make good decisions. There are [number] classrooms in this school. (Fact) I love coming
Answers to school. (Opinion) This school is bigger than my last school.
1 Fact
2 Fact
3 Opinion
4 Fact
5 Opinion (Fact) The teachers are really nice here. (Opinion)
B Look at True Colors again. Find three facts and three Now read My Guide to Photography
opinions about Emil and his art.
• Give students some time to look back at the story and find
either a fact or an opinion about Emil and his art. Ask for
one suggestion for a fact and one for an opinion and ask if
the others agree.

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Lesson 5 Walkthrough: Reading 2, Nonfiction

The structure of the reading lessons, whether fiction or nonfiction, allows students to be exposed to the text multiple times.
This helps them to connect oral and written forms, which is important for the development of reading skills. There is a focus on
reading for analysis and pleasure, rather than simple mechanics. Students will gain independence with each reading as you progress
through the course.
One reading lesson in each unit is supported by a video. Digital storytelling is helpful because it transcends language and culture
by engaging students in a way that is both visual and auditory, as well as textual. Learners can make connections to previous
experiences more easily, think critically about new information, and use their own knowledge to fill in any gaps in understanding.
Videos can be used as part of the overall reading strategy: as a way of engaging students with the text; as part of the process of
analysis; and as a tool to help them interact with the text on a more personal level. The digital ETB provides extension activities for
each video lesson. If you aren’t able to play the video in class, have students watch it at home prior to the lesson. See The Flipped
Classroom Approach, TB p. 15.
Warm Up Words in Context

See TB p. 48. Each reading lesson has a Words in Context box which
pulls out certain key words from the text for students to
Reading Approach explore in greater detail. It is recommended you look at
these Words in Context after the students have read the
The three-step reading approach is the same for fictional
text at least once through. This is so that the first reading
and nonfictional texts (see TB p. 50). The teaching
can be about enjoyment and engagement, rather than
notes give many different ideas to use within these steps
vocabulary learning. Don’t pre-teach these words; it is
throughout the course.
more valuable to offer students strategies to help them
The digital ETB provides extension activities for checking decode the meaning for themselves. Different strategies
comprehension further, using the video, and highlighting are suggested in the notes, with more on TB p. 22.
and exploiting each reading genre.
Introduce a different strategy in each lesson and encourage
pairs to use a combination of strategies to help them
decode the words. It is fine for students to use L1 for this,
to enable them to express their thoughts and ideas clearly.
Ask students which strategies they used to help them
understand the new words.
Then ask questions (provided in the notes) to check
understanding and clarify meaning. Effectively you are
providing students with tools which will help them to
figure out the meaning of other unfamiliar words they
encounter in the future.
It should be noted that these words have been highlighted
to help students’ comprehension of the texts; they are not
part of the course’s key language and will not appear in any
assessment material.

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Nonfiction: My Guide to horizontal/vertical (p. 19) Have students look at

Photography—Instructional Text the pictures. Ask them which one is longer from side to
side (horizontal) and which is longer from top to bottom
Lesson Objectives (vertical). Ask Which is better for taking a picture of a giraffe?
(vertical)
• to read an instructional text about photography
• to learn about photography through CLIL (arts and Second Reading: Analyze the Text and Features
humanities): exploring how to compose and take a
good photo
• Play the audio and have students follow along in their
books. Ask some questions to check comprehension; for
• to make a personal connection to the reading
example, Does Huan Chen like to have many things or few
Materials things in her photos? (few)
Audio Tracks 7 and 8; Video; a selection of interesting
• Then discuss the questions in the green boxes.
photos (e.g. landscapes, portraits, wildlife, buildings,
sports, etc). • Personalization (p. 18): What kind of photos do you
usually take? Ask students to raise their hands if they
often take photos of people, places, nature, sports, or
Warm Up something else and why.
Display a selection of interesting photos. Give students time
to circulate and look at them and then have them discuss in • Personalization (p. 19): Do you prefer the horizontal or
pairs how each of the photos makes them feel. the vertical photo? Ask students the question and have
them raise their hands for vertical and stretch their
TRACK 7 TB p. 228 Reading Approach hands out to the sides for horizontal. Take a vote and
First Reading: Engage with the Text then elicit reasons.
• Have students look at the photos in the reading and say if • CLIL Focus (p. 20): Do you have a photo that follows the
they have taken similar ones. Are their photos as good as Rule of Thirds? Ask for a volunteer to explain the rule of
the ones on the pages? thirds. For homework, have students look for or take a
photo that they can display in the next lesson to show
• Play the video to help students understand the reading. this rule.
Alternately, play the audio and have students listen
and read. • Personalization (p. 22): Do you find tips useful, or do
you prefer to do things your own way? Ask students the
• After each tip, stop the video and ask students to say if question and have them discuss it in pairs. Then tell
they think the tip is easy or difficult to do. them to raise their arms to indicate that they find tips
• Then look at the Words in Context. useful and lower their arms to indicate they prefer to do
things their own way. Encourage them to give examples
TRACK 8 TB p. 228 Words in Context to back up their opinions.
• Play the audio and have students repeat the words.
• Have students race to find the words in the text. Third Reading: Interact with the Text
• Tell students they can sometimes use the sentence or • Play the audio again and have students pretend they are
paragraph before to guess the meaning of the new holding a camera and following each of Huan’s tips in
words (see TB p. 22). Have them discuss their ideas real time.
with a partner, using L1 if necessary.
Cool Down
• Then bring the class together and use these discussion Ask students to look around the classroom and decide what
points to confirm the meanings. they would like to take a photo of. Ask them to decide which
frame (p. 18) Ask students to find another way of tips can help them make their photo as good as possible.
saying “the frame” in the same paragraph (the shape of the Have students discuss in pairs.
photograph). Next Lesson: Ask students to bring in their favorite photo
elements (p. 18) Ask if they can think of another and a photo that shows the rule of thirds for the next lesson.
word to use in place of elements here (things or parts).
zoom in (p. 19) Ask If you zoom in on something in your
photo, do you make it look bigger or smaller? (bigger) What
word gives us a clue? (close)

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Lesson 6 Walkthrough: Explore the Reading

This lesson follows the same structure as the first Explore the Reading lesson with comprehension, analysis, and discussion activities
to explore the second reading text. It also provides further practice of the reading skill.
Activity A Reading Comprehension Activity C/D Discussion, Writing & CLIL Focus
Before doing Activity A, have a team quiz, or group/ Productive think and write or discuss questions enable
pair discussion with books closed to check students’ students to learn about a subject area through the reading
comprehension of the text. This can be a nice routine to and to see language used in a real-world context.
have at the beginning of each Explore the Reading lesson. One activity in each nonfiction Explore the Reading lesson
has a CLIL focus. There are often extension ideas in the
Activity B Text Analysis & Practice ETB to explore this further.
This text analysis activity usually involves practicing the
unit reading skill. Have students answer the questions Spelling Patterns
individually first. Then they can look back on the reading in A spelling pattern box is always attached to one of the
pairs to check their answers. Explore the Reading lessons in each unit. This highlights
a high-frequency letter combination with examples
taken from the previous reading. The spelling activity is
supported by audio, but the focus of the activity should
be on reading (there is targeted pronunciation work in the
Language Book). Students listen to a set of words with
a letter pattern, notice where those letters appear, and
complete the words to reinforce understanding. What
matters most at this stage is that students are actively
thinking about how written words are constructed.
The second part of the audio spells out each word,
allowing students to check and correct their spelling.
Students should be encouraged to read the words aloud
to establish a connection between the sound of the word
and the way it is written.
Finally, students find other words within the reading with
the same spelling patterns. Making connections with other
words, reinforces pattern recognition and helps students
learn to decode more effectively when reading. See
Spelling Patterns, TB p. 13.

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Explore the Reading • Discuss the sentences in more detail to further explore
the CLIL focus of the value of photos as art (not just
Lesson Objectives mementos).
Answers
• to understand and analyze My Guide to Photography 1 Opinion
2 Opinion
3 Fact
4 Fact
5 Opinion
through reading comprehension activities
• to practice the reading skill of identifying facts and C Think and write. Describe your favorite photo. Why do
opinions you like it?
• to learn about photography through CLIL (arts and Students are going to connect the reading to their
humanities): exploring what makes a good photo own experiences. This draws on the art objective of
• to make a personal connection to the reading understanding what makes a good photo.
• to identify and reproduce words with –ent
• Choose one of the photos you brought in and elicit how
Materials to complete the description from the class. Write this
Video; Audio Tracks 7 and 9; a selection of three or model answer on the board.
four different photos to show students (e.g. a mountain
• Have students look at their favorite photo and write
landscape, a close-up of an insect, a portrait of someone’s their own description using the template provided. Point
face, or a blurry picture of a fast-moving car) (Activity C) out that they need to try and explain why they like it. If
students haven’t brought in a favorite photo, they can
TRACK 7 TB p. 228 Warm Up do this from memory, or choose one of the photos you
Ask students if they can remember the tips from the previous brought in to describe.
lesson about taking good photos (don’t worry if they don’t • Ask if any students would like to share their descriptions
remember the exact wording). Write them on the board and with the class. You could display all the favorite photos on
ask if they can remember the order they came in in the text. a wall and have students listen and decide which of the
Then play the video or audio to see if they remembered the photos their classmate is talking about.
tips and their order correctly. If students brought in photos
displaying the rule of thirds, display them on the wall and give TRACK 9 TB p. 228 Spelling Pattern –ent
students a minute to circulate and look at each other’s work. Listen and write. Then check your answers.
A Read and choose the answer. • With books closed, write –ent on the board.
• Before students open their books, find out what they • Play the first part of the audio and have students repeat
remember from the reading. Ask How many tips did Huan each word. Then have them open their books. Play the
give? (five) What does she call the shape of the photo? first part of the audio again and complete as many words
(the frame) What different formats can you use for your as they can.
photos? (vertical or horizontal) Why should we follow the • Then play the second part of the audio for students to
rule of thirds? (to make photos more interesting) Where check their spelling and complete any missing words.
can you put the focus of the photo? (in the foreground or Ask Which word sounds different? (invent: in this word the
the background) second syllable is stressed) Have students underline ent
• Refer students to the example question and answer, and notice that it appears at the end of each word. Ask
and ask them to find something in the text to justify the students to read the words aloud.
answer. (p. 18, I like to fill the frame with only one thing.) • Have students scan the text on pp. 18–21 to find more
• Have students complete the activity and try to find words with a final ent. Invite them to read the words aloud
something in the text to justify each answer. Check then write all the –ent words in a word cloud.
answers as a class. Answers
Answers 1 present 2 intelligent
3 parent
4 ingredient
1 a
2 c
3 b
4 a
5 b 5 invent
In the reading: element; experiment
B Read and write Fact or Opinion.
• Remind students of the difference between facts and Cool Down
opinions with the sentences You’re my English class (fact) Do a collaborative Spelling Bee with the words from the
and You’re a fantastic class! (opinion). spelling pattern activity. See TB p. 27.
• Give students time to complete the activity. To check
answers, read the sentences and have students raise their
arms for a fact and lower their arms for an opinion.
Practice Resource Bank: Spelling Printout

59
Student’s App: Reading Practice; Spelling Pattern Practice Lesson 6 Post-reading 2
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Literacy
Lesson 7 Walkthrough: Think Together

Think Together brings the unit full circle to consider the key concept question. This acts as the thread for all the lessons related to
the readings. The teaching notes support you to address this question.
Warm Up Activities B/C Speaking Routine

Students are encouraged to revisit the Lesson 1 VTR Activities B and C have a text-to-world base. Students
image to see if their perceptions have changed or shifted are first given time to think and make connections to prior
now that they know more about the topic. Review their knowledge. They then explore ideas through a Think,
initial ideas and see if students can offer more information Pair, Share VTR or a cooperative learning routine, such
or link the image more explicitly to the unit’s topic. as Roundtable, Three-step Interview, Numbered Heads
In the digital ETB there is a Two-Minute Review idea. This Together, or Round Robin (see TB p. 20). Cooperative
is a quick, fun activity which reviews both of the readings in learning routines create opportunities for purposeful
the unit to help students make connections between the communication and collaboration which encourages
two. You can choose to do this instead of, or as well as, students to become actively engaged in their learning.
the Warm Up.
My Reading Journal
Activity A Text Comparison Students give a personalized response to the readings and
Activity A is a text-to-text comparison task which lays the reflect on the unit as a whole. The goal is to foster self-
foundations for more communicative comparison analysis reflection as a learning tool, to help students to see the
in higher levels. Learning how to compare and contrast importance of the learning process, to encourage them to
is an important skill which has been shown to: improve think critically about texts and to express preferences, and
students’ ability to memorize content; develop higher- motivate and empower them to want to learn more.
order thinking skills; strengthen comprehension skills;
and improve writing skills. Graphic organizers are used
throughout the course to help students organize content
and ideas and to guide them towards becoming more
effective learners.
If you have not done the Two-Minute Review, it may
be beneficial to have students brainstorm what they
remember about both texts before you start.

60
Lesson 7 Unit Review
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Literacy
Think Together • Set the class up for the Roundtable cooperative learning
routine (see TB p. 20).
Lesson Objectives • Give groups some thinking time. Then designate one
person in each group to start and remind them to write
• to make connections between the readings what their idea is and why. Point out that they can keep
• to explore the key concept: Why do people make art? going around the table until they have no more ideas.
• to reflect on the unit and provide personal thoughts • Have groups read and discuss their ideas. Ask each group
and opinions what they thought their best ideas were.
Materials C Draw the thing you chose in B.
Large pieces of paper, one per group (Activity B)
• Ask students to draw one thing they would like to paint or
take a photo of in the space provided.
Warm Up
Have students look back at the VTR image on pp. 8–9 and
• Ask students Are you happy with your picture? Is it like
you imagined?
ask Do you now have any new ideas about the image? Do you
now have an answer for any of the things you wondered about it? • Ask students how they felt while drawing their picture.
Remind students that the purpose of this activity is to
Ask Why do you think the artist made this picture? Have
reflect on why they make art and how it makes them feel.
students work in pairs and then share their ideas with the
rest of the class. • Introduce the key concept question Why do people make
art? Give students time to think about everything they
A Think and write. Compare and contrast True Colors and learned from the readings and their own feelings when
My Guide to Photography. What did you learn? making art. Encourage them to write their ideas in a
• Draw or project the Venn diagram onto the board. Ask spidergram around the key concept question. Then invite
students to look back at the two readings and try to find students to share their ideas with the class. Praise students
one similarity. Elicit a suggestion and write it in the center. for good thinking and for providing good ideas.
• Have students continue to compare and contrast the
two readings in pairs, and then draw and complete the My Reading Journal
Venn diagram in their notebooks. Encourage them to try
to find at least three similarities and differences. To check How does reading about art make you feel? What do
answers, invite students to come and write one thing in you want to do next?
the Venn diagram. These questions personalize what students have learned
• Finally, ask students to write about one or more things in the unit and encourage them to want to learn more.
they learned from each reading. Give an example, then give students some thinking time
and have them complete their answers. Invite students to
Suggested Answers
share their answers with the class.
True Colors: 1 Is about how helping people is good
2 Emil is a painter and uses a paintbrush and paints. Ask Do you all want to make some art, or do some people
3 Emil paints a bee; want to look at some art? Point out that enjoying art is also
My Guide to Photography: 1 Is about how to take a good a very valuable way to spend our time!
photo 2 Huan Chen is a photographer and uses a camera Example Answer
3 Huan Chen takes a photo of a butterfly; Reading about art makes me want to do something
Both readings: 1 Are about having fun with art 2 Emil and new! I want to take photos of ten different things on
Huan Chen want to stop their pictures being boring my way home today and then think about how to
3 Emil promises to paint a portrait and Huan Chen takes improve them!
a portrait picture of her brother; What did you learn?:
Students’ own answers.
Cool Down
B Think and discuss. Choose one subject you would like to Have students leave their books open with their drawings
paint or take photos of. Explain why. Do a Roundtable. from C. Encourage them to walk around the classroom,
looking at the different drawings. At the end, ask which
• Have students read the instructions. Give one example drawings were interesting or unusual.
answer: I’d like to take one photo of my own face every
day. Then I can see how I change in a year! Point out that
not all the ideas have to be brilliant—sometimes simple
suggestions help other people think of new creative ideas.
Practice Resource Bank: Unit Test

61
Student’s App: Key Concept Practice Lesson 7 Unit Review
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Let's Start With Art: Unit Overview

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UN

Language Global Citizenship

Talk About It Explore Language

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Reading Skill Spelling Pattern

Language and Literacy Connections

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Warm Up Activity C Visualization

Unit 1 Let’s Start with Art

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Vocabulary D Look and write.

C TRACK 5 TB p. 213 Close your eyes. Listen, visualize,

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Lesson 2 Walkthrough: Explore Language

Activity A Contextualized Presentation Activity C Inductive Analysis

Activity B Grammar Analysis Table Activity D Drill: Sentence Level

Unit 1 Let’s Start with Art

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Explore Language C Think and discuss. Then choose.

 Unit 1 Let’s Start with Art

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Lesson 3 Walkthrough: Global Citizenship

Opening Question Activity E Listening for Details

Unit 1 Let’s Start with Art

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Unit 1 Let’s Start with Art

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Lesson 4 Walkthrough: Explore Language

Activity A Contextualized Presentation Activity E Controlled Practice: Written

Unit 1 Let’s Start with Art

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Explore Language C Think and discuss. Then choose.

Practice Resource Bank: Grammar Printout

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Lesson 5 Walkthrough: Take the Stage / Talk About It

Activity A Video Showcase Activity C Planning

Unit 1 Let’s Start with Art

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Talk About It Pronunciation Silent gh 1

Unit 1 Let’s Start with Art

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Lesson 6 Walkthrough: Write About It

Activity A Contextualized Writing Mechanics Activity D Production: Writing Task

Unit 1 Let’s Start with Art

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Write About It B Follow the instructions. Complete the poem.

Unit 1 Let’s Start with Art

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Lesson 7 Walkthrough: Think It Over

What did I do? How well did I do?

Unit 1 Let’s Start with Art

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Think It Over How did I learn?

• Brainstorm ideas with the class about what they can do

Unit 1 Let’s Start with Art

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Unit 1 Let’s Start with Art

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Unit 1 Let’s Start with Art

Practice Resource Bank: Grammar Printout

Practice Resource Bank: Spelling Printout

Practice Resource Bank: Unit Test