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Lesson
Schooldays
Objectives
Key language
Basic competences
Linguistic competence.
Learning to learn
competence.
Linguistic competence.
Cultural and artistic
competence
Linguistic competence.
Mathematical competence.
Learning to learn
competence.
Linguistic competence.
Learning to learn
competence.
Linguistic competence.
Cultural and artistic
competence.
Linguistic competence.
Unit 1
29
Schooldays
Lesson 1
Objectives
To listen, read and talk about schooldays in the
present and past tenses.
To focus on irregular verbs in the past tense.
Key language
Verbs: past tense of regular and irregular verbs (paint,
sing, meet, work, call, sit, go, learn, like).
Nouns: school subjects (Maths, Science, History,
Geography).
Adjectives: kind, strict, new.
Basic competences
Linguistic competence
Listen to spoken texts as a source of knowledge and
entertainment.
Express thoughts, emotions and experiences verbally
in a coherent way and in different contexts.
Understand and create a variety of spoken and written
messages in a foreign language, suitable to the
situation and the purpose of communication.
Learning to learn competence
Find information, integrate it with previous knowledge
and transform it into ones own knowledge.
Materials
Class CD, Pupils Book, Activity Book.
Warm-up
School subjects
Ask the pupils to name the school subjects they know in
English and write them on the board as they name them.
For example: Maths, English, Science, History, Geography,
Music, Art, P.E.
Point to one of the subjects on the list and ask: What do
we learn in this subject? Encourage the class to say: We
learn to ... or: We learn about ... Continue in the same
way until you have reviewed all the subjects.
Review the topics from Comet 5 that they learnt about
last year. Write these on the board under the heading
English. For example: comets, Aboriginal people, natural
disasters, etc.
Ask volunteers to say which their favourite topic was and
why they liked it. Clarify the meaning of any words they
do not remember.
30
Unit 1 Lesson 1
Presentation
Predict
Ask pupils to open the Pupils Book at page 8 and display the
pictures in the On-line Digital Book, if available. Ask questions
to focus the pupils attention on what the story is about. Ask:
Where are the children? (In the classroom) What can you see
in the classrooms? (The board, a window, a bookcase, pupils,
a teacher, desks, etc.).
Point out the two Predict questions and ask pupils to work in
pairs to discuss their answers to each one.
Review by looking at each picture and asking volunteers to
say what the children are doing in each picture and how old
they are. Accept all possible answers at this stage and write
suggestions on the board.
Wrap-up
True or false
Ask pupils to write three more true or false questions
based on the story on pages 8 and 9.
When they have written the questions, ask them to swap
notebooks with their partner and answer the questions.
Unit 1 Lesson 1
31
Extra practice
My schooldays
Ask pupils to remember their own early schooldays and
to write sentences about what they liked or didnt like.
Encourage them to use the following expressions: I
remember, I learnt to/about, I liked/didnt like, I sat next to,
I studied, I met, etc.
As pupils are writing, monitor and help where necessary.
Make a list of common errors that the pupils make doing
the activity. When they have finished, write the sentences
with errors on the board and correct them together.
32
Unit 1 Lesson 1
Lesson 2
Objectives
To develop reading and listening skills.
To talk about school from both academic and social
perspectives.
Key language
School subjects: Maths, History, Geography, English,
Music, Science, Biology, Physics.
Verbs: study, learn, start.
Adjectives: kind, hard, free.
Basic competences
Linguistic competence
Listen to spoken texts as a source of knowledge and
entertainment.
Cultural and artistic competence
Participate in cultural and artistic collective initiatives
both from ones own culture and others.
Materials
Class CD, Pupils Book, Activity Book, a rubber ball.
Warm-up
Revise the past tense
Brainstorm common verbs and write them on the board
as pupils say them. You will need at least 15, so if pupils
dont have many ideas, give them clues: What do we do at
school? And at dinner time? And at bed time?
Show pupils the rubber ball. If you do not have one, you
can make one by screwing up a piece of A4 paper.
Ask them to stand in a circle. Tell them that when you
throw the ball, you will say a verb from the list and the
pupil you throw the ball to must say it in the past tense.
Ask if the answers in the past are correct. If they say yes,
continue the game. If they say no, ask who can correct it.
The pupil with the ball then has to say a different verb and
throw the ball to a classmate, who will say the verb in the
past. Play until they have used all the verbs on the board.
Presentation
A Match the subject to the school book.
Write a simple sum on the board, for example: 67+42= ... and
say: If you see this in your book, what subject are you studying?
Instruct the class to open the Pupils Book at page 10 and
display the picture in the On-line Digital Book, if available.
Ask them to identify the Maths book in the picture.
Unit 1 Lesson 2
33
Extra practice
Explain that all the sentences are about school, but the
words are not in the correct order.
Tell pupils to order the words and write the correct
sentences in the spaces.
Ask volunteers to read out sentences to review the
answers.
Wrap-up
34
Unit 1 Lesson 2
Lesson 3
Objectives
To revise the past tense of regular and irregular verbs,
in affirmative and negative statements and questions.
To practise reading skills.
To practise speaking about the past.
Key language
Verbs: the past tense of regular and irregular verbs
(start, study, go, do, sit, paint, meet, enjoy, love).
Basic competences
Linguistic competence
Listen to spoken texts as a source of knowledge and
entertainment.
Identify the basic linguistic structures, the intonation
and the pronunciation of the foreign language.
Materials
Class CD, Pupils Book, Activity Book.
Warm-up
Odd one out
Write the following groups of words on the board:
1. went, ate, jump
2. sit, play, meet
3. do, want, like
Instruct the pupils to copy them in their notebooks and
then work in pairs to decide which is the odd one out. As
a clue, tell them to think about the past tense.
Ask for volunteers to explain their answers and review in
open class.
Answers:
1. jump (the others are in the past tense).
2. play (the others are irregular verbs).
3. do (the others are regular verbs).
Presentation
A Read this summary of Andys life at primary
school.
Write the following true or false questions on the board:
1. Andy learnt to read when he was five.
2. Andy and Henry always went to the park to play.
3. Andy didnt like Geography.
Unit 1 Lesson 3
35
Unit 1 Lesson 3
Wrap-up
Correction
Write the list of common mistakes on the board. Tell
pupils to work in pairs to correct them and then review
the answers in open class.
Extra practice
Asking and answering questions
Ask pupils to turn to lesson 1 in the Pupils Books and to write
three questions in their notebooks about Lucys schooldays.
Invite volunteers to read out their questions and select
pupils to answer them without looking at the text.
Lesson 4
Objectives
To learn about the Maya number system.
To practise reading skills.
To develop problem-solving skills.
Curricular link: Maths.
Key language
Verbs: the past tense (go, learn, originate, teach,
work, represent, collect).
Nouns: civilization, system, numbers, market, banana,
orange, lemon, necklace, bracelets, marbles.
Adjectives: large, central, beautiful.
Basic competences
Mathematical competence
Develop a favourable disposition towards information
and situations that contain mathematical elements or
supports.
Put into practice reasoning processes that lead to
solving problems or obtaining information.
Devise and apply problem-solving strategies suitable to
each situation.
Learning to learn competence
Apply newly acquired knowledge to new contexts.
Materials
Class CD, Pupils Book, Activity Book, world map.
to the board to write their series and see if the rest of the
class can solve it.
Presentation
A Read and learn about the Maya civilization.
Warm-up
Number series game
Write the following series of numbers on the board
and ask pupils which number comes next and what the
pattern is: 1, 4, 7, 10, 13, 16
Answer: 19 (addition of 3).
Now ask pupils to complete the following series in pairs
and explain what the pattern is:
12, 24, 36, 48 ...
1, 2, 4, 7, 11, 16
1, 2, 3, 5, 8, 13, 21 ...
Answers: 60 (multiples of 12), 22 (addition of 1, 2, 3, 4,
etc.), 34 ( This is the Fibonacci series, where each number is
the sum of the previous two).
Ask pupils if they like this kind of exercise and emphasise
that it is like a puzzle. If they seem confident and enjoy
the activity, you could ask them to work in pairs to make a
new series themselves and then invite volunteers to come
Write the Maya symbols for numbers 1-4 on the board and
ask pupils what numbers they think they represent. Then
add number 5 and ask the pupils to guess the symbol for 6.
Invite volunteers to come and write their answers on the board.
Instruct pupils to open the Pupils Book at page 12 and
display the picture in the On-line Digital Book, if available.
Ask them to find out if their guesses for the symbol for
number 6 were correct.
Ask pupils what kind of numbers they think they are and
accept all possible answers. Then, tell them to read the
text in exercise A quickly to check their answers.
Show pupils the map of the world and ask if anyone can
point to Mexico. Ask if they know where Central America is.
Ask pupils to read the text carefully to find out how Lucy
learnt about the Maya people. Ask the following questions
to check their understanding: Where did Lucy go last
summer? (Mexico), What was Lucy interested in? (Mexican
history), Who taught Lucy about Maya numbers? (Her
grandmother).
Unit 1 Lesson 4
37
Wrap-up
Dictation
Collect some of the pupils notebooks and read their
problems aloud. Ask the rest of the class to do the
necessary calculations using the Maya numbers.
Extra practice
Other numbers
Ask pupils to use the Internet or a reference book to
research information on one of the following topics for
homework:
1. How to write higher Maya numbers.
2. Another numbering system from another culture.
3. The Fibonacci series of numbers (introduced in the
warmer).
38
Unit 1 Lesson 4
Lesson 5
Objectives
To revise past forms of regular and irregular verbs.
To learn about Ancient Egyptian history.
To practise and develop reading skills.
Curricular link: Social Science.
Key language
Verbs: the past tense (go, visit, see, die, make, clean,
wrap, put, discover, build).
Nouns: museum, mummy, sarcophagus, cloth, tomb,
pharaoh, cups, jewellery, ring, earrings, bracelet,
mask, tomb, desert.
Adjectives: amazing, gold, famous, golden, close.
Basic competences
Linguistic competence
Analyse and understand different types of texts with a
variety of communicative purposes.
Learning to learn competence
Develop learning experiences based on cooperative
work strategies.
Understand and manage ones own learning process,
developing meta-cognitive strategies.
Materials
Class CD, Pupils Book, Activity Book.
Warm-up
Verb dictation
Tell the class that you are going to give them a verb
dictation. Instruct them to work with a partner and write
the past tense form in their notebooks.
Start with the verb play. Give pupils time to write the
answer and then check with the whole class that they
have written played correctly.
Read the following list of verbs. Remind them to consult
with their partner before writing their answers: sit, ask,
meet, do, start, go, learn, be, like, study, sing, paint.
Answers: sat, asked, met, did, started, went, learnt, was /
were, liked, studied, sang, painted.
Check that pupils can pronounce the past tense forms
correctly, especially the -ed ending in started and liked.
Presentation
Ask pupils what they know about the Egyptians and write
their ideas on the board. Give help with vocabulary and
structures where needed. Focus on the pronunciation of
the words in English. Often the words are similar in English
and in their own language, but the stress is different.
Words they may know include: pyramid, pharaoh, mummy,
sarcophagus, tomb.
Display the picture in the On-line Digital Book, if available,
or ask pupils to open the Pupils Book at page 13 and look
at the pictures. Ask the class to discuss the pictures and say
what each one shows. Write the keywords on the board.
Possible answers: 1. jewellery, treasure, 2. mummy,
sarcophagus, 3. museum, building, 4. chair, golden, throne,
5. pyramids, desert, camels, 6. mask, face, Tutankhamon.
Unit 1 Lesson 5
39
Answers: A. 3, B. 2, C. 1, D. 6, E. 5.
Wrap-up
Vocabulary game
Invite a volunteer to come to the front of the class and
to sit with his / her back to the board. Write one of
the following words on the board: mummy, pharaoh,
sarcophagus, Tutankhamon, tomb, pyramid, desert, Egypt,
camels, jewellery, museum, cloth, mask, gold, treasure.
Tell the class that they have to describe or give a definition
of the word so that the pupil at the front can guess the
word. When the pupil has guessed correctly, continue
the game with a different volunteer. Use words from this
lesson.
Extra practice
Research
To learn more about the Ancient Egyptians, encourage
pupils to research Ancient Egypt. Ask them to use the
Internet to find the information they need in English. As an
alternative, they can also use reference books in English.
40
Unit 1 Lesson 5
Lesson 6
Objectives
To read a poem about schooldays.
To contrast the structure and function of the past and
present tenses.
Curricular link: Artistic Education.
Key language
Verbs: start, love, sing, paint, draw, play, remember,
get out of, look, scratch, mean, sleep.
Nouns: school, day, song, bed, head.
Basic competences
Linguistic competence
Express thoughts, emotions and experiences verbally
in a coherent way and in different contexts.
Cultural and artistic competence
Be familiar with the main techniques, resources and
conventions of the different artistic languages.
Materials
Class CD, Pupils Book, Activity Book, definition game
cards (warm-up).
Warm-up
Definitions game
Prepare about 10 game cards, each with a word written at
the top in black and three related words written below in
red. For example:
study
learn
subject
school
Explain that the class will be divided into two teams
(A and B). A volunteer from Team A will look at the first
card. The volunteer must define the word in black without
saying the words in red, while the rest of the team try and
guess the word.
When they have guessed the word, Team B will check
that the volunteer didnt use any of the red words in the
definition. Then, they will choose a volunteer to define
another word.
Suggested words to include: friend (person, like, class); sit
(chair, floor, down); teacher (school, teach, class); Maths
(number, add, subtract); History (past, Egyptians, Romans).
Presentation
A Read the poem.
Display the pictures on page 14 of the On-line Digital Book, if
available, or ask the class to open the Pupils Book at page 14
and to cover the text.
Ask them to look at the pictures and discuss with a classmate
what is happening in each one. Ask pupils: Why is the boy
scratching his head in the first picture? (He is confused).
Ask pupils to read the first verse of the poem in silence, and to
decide which picture illustrates this verse. Ask them to compare
ideas with a partner and explain their answers.
Answer: Picture b shows the boy at school, drawing a
picture as described in the first verse of the poem.
Ask pupils to read the second verse, to check that it matches
with the other picture.
Now look at the pictures and decide which one shows
the past and which one shows the present.
Ask pupils to discuss with their partner which picture shows
the past and which the present.
Unit 1 Lesson 6
41
Wrap-up
Remembering the poem.
Ask the class to close their Pupils Books. Write the words
to the poem on the board, but leave out all the verbs.
Instruct them to copy the poem into their notebooks
and complete it with suitable verbs in the past or present
tenses.
Invite volunteers to read the missing verbs and write them
on the board. Use this as an opportunity to revise the
pronunciation of the past tense.
Extra practice
My experience
As the pupils have already written about their early school
days in lesson 1, ask them to reread what they wrote and
write new sentences about their life at school today.
Ask them to compare the two periods in their lives.
Encourage them to consider the following points when
they write about their present school life and routines:
- Is it difficult to wake up on school mornings? Does
anyone wake them up? Do they use an alarm clock?
- What do they have for breakfast?
- Do they shower in the morning or in the evening?
- How do they go to school?
When they have completed the exercise, invite volunteers
to tell the class about themselves and discuss their
differences as a class.
42
Unit 1 Lesson 6
Lesson 7
Objectives
To practise writing a letter in the past tense.
To revise the vocabulary from Unit 1.
Key language
Verbs: live, tell, remember, start, leave, make, learn,
count, paint, sing, play, change, read, write, like, add,
subtract.
Nouns: friend, letter, alphabet, picture, song, game,
family.
Adjectives: sad, fun, new, best.
Basic competences
Linguistic competence
Analyse and understand different types of texts with a
variety of communicative purposes.
Express thoughts, emotions and experiences in writing
in a coherent way and in different contexts.
Activate linguistic abilities to interact and create
written texts suitable for each communicative
situation, with a variety of communicative or creative
purposes.
Learning to learn competence
Develop learning experiences based on cooperative
work strategies.
Materials
Class CD, Pupils Book, Activity Book, sheets of A4 paper.
Warm-up
Remembering
Tell the class about a lesson, a class or a teacher that you
remember well from your own past. Model your anecdote
on one of the paragraphs in Lucys story in lesson 1.
When you have finished, ask the class if they would like
to ask you any questions about your story. Answer their
questions. Then tell the class that you want them to try to
remember a lesson or a class from their past. Give them a
few minutes to decide what to talk about and to make a
few notes.
Put the pupils in groups of three or four and ask them to
tell each other their stories.
When pupils have finished, ask them which stories they
really liked, and why.
Presentation
A Rachel is writing to a new pen friend. Read her
letter and then answer the questions.
Ask pupils if they know what a pen friend is. Discuss or
explain the meaning. Compare pen friends to other types
of friends, such as school friends or friends at home. Ask
pupils how their relationships are different with each kind
of friend.
Explain that Rachel is writing to a new pen friend. Ask
them to read the letter quickly and find out what she is
writing about (her experiences at school).
Focus the pupils attention on questions 1-6 on page 15
of the Pupils Book and ask them to read through all the
questions carefully. Tell them to read the text again in
more detail and write the answers to the questions in their
notebooks.
Instruct them to compare their answers with a partner and
then review the answers in open class.
Answers: 1. She was three, 2. Because she didnt want to
leave her mother, 3. She painted pictures, sang songs and
played lots of games, 4. She was six, 5. She didnt sing or
paint, she practised reading and writing and she learnt to
add and subtract. 6. No, shes a bit sad.
Unit 1 Lesson 7
43
Wrap-up
Correction
Write the list of mistakes on the board. Tell pupils to work
in pairs to correct them, then review the answers in open
class.
Extra practice
Reading each others work
If possible, display the pupils letters on the classroom walls
and allow them to walk around and read each others
letters. Ask them to read carefully and to look for anything
particularly interesting, for example, something funny, sad
or strange.
When pupils have had time to read four or five letters, ask
them to sit in groups and discuss what they read and what
they found interesting about each one.
44
Unit 1 Lesson 7