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TEACHER’S BOOK
Donna Shaw • Joanne Ramsden
Macmillan Education
4 Crinan Street
London N1 9XW
A division of Macmillan Publishers Limited
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system,
or transmitted in any form or by any means, electronic, mechanical, photocopying, recording,
or otherwise, without the prior written permission of the publishers.
Authors’ acknowledgements
The authors would like to thank everyone at Macmillan who has given help and advice
throughout this project. Special thanks from Jo to Carlos, Daniel and Alex for their patience
and support during this process. Special thanks from Donna to Jose, Elisa, Teresa and Marina
for their encouragement and enthusiasm.
The publishers would like to thank the following teachers for their contribution to the project:
Ana Postigo, CEIP Vicálvaro, Madrid; Beatriz García Vaquero, CEIP Mariano José Larra,
Madrid; Damián Quiralte Fresneda, CEIP Claudio Moyano, Madrid; Eamonn Healy, Colegio
SEK Santa Isabel, Madrid; Elvira Robledo Gandarias, Colegio Ayalde, Loiu, Vizcaya; Francisco
Javier Navarro Pineda, Colegio Tajamar, Madrid; Guiomar Yagüe Martínez, CEIP Celso Emilio
Ferreiro, Móstoles, Madrid; Henar Del Gallo Muñoz, CEIP Cantos Altos, Collado Villalba,
Madrid; Ignacio de la Puente Rodríguez, CEIP El Cantizal, Las Rozas, Madrid; Inmaculada
Romero Fanego, CEIP Príncipes de Asturias, Pozuelo de Alarcón, Madrid; Laura Tenorio,
CEIP Esperanza, Madrid; María del Rosario García Leal, CEIP Rufino Blanco, Madrid; Patricia
Sanz, CEIP Félix Rodríguez de la Fuente, Coslada, Madrid; Silvia San José Paul, CEIP El
Cantizal, Las Rozas, Madrid; Víctor Molinero Cuartango, CEIP Ciudad de Roma, Madrid;
Virginia Escalona Monreal, CEIP La Encina, Las Rozas, Madrid; Laura Zarzuelo, Colegio
Virgen de la Almudena, Collado Villalba, Madrid; Eugenio Domínguez, Colegio Virgen de la
Almudena, Collado Villalba, Madrid; Silvia Díez de Rivera, Colegio Orvalle, Las Rozas, Madrid;
Maite Crespo, Colegio Jesús Nazareno, Madrid; Rocío González, Colegio Jesús Nazareno,
Madrid; Silvia Valderrama, CEIP Benito Pérez Galdós, Arganda del Rey, Madrid; Lilian
Villafuerte, CEIP Rosa Chacel, Collado Villalba, Madrid; Cristina Baeza, CEIP Rosa Chacel,
Collado Villalba, Madrid; Carlota Padovani, CEIP Vicálvaro, Madrid; Leyre Alcalde, CEIP
Cortes de Cádiz, Madrid; María Andrés, Colegio Matter Inmaculata, Madrid.
Full acknowledgements for illustrations and photographs in the facsimile pages can be found
in the Pupil’s Book ISBN 978-1-380-01358-3 and the Activity Book ISBN 978-1-380-01378-1.
These materials may contain links for third party websites. We have no control over, and
are not responsible for, the contents of such third party websites. Please use care when
accessing them.
The inclusion of any specific companies, commercial products, trade names or otherwise,
does not constitute or imply its endorsement or recommendation by Macmillan Publishers
Limited.
Syllabus page 4
Introduction to Give Me Five! page 18
Cooperative learning and strategies bank page 19
21st Century learning page 20
Multiple Intelligences and SEN tips page 21
Key Competences and Key Learning Outcomes page 22
Give Me Five! 3 Pupil’s components page 24
Give Me Five! 3 Teacher’s components page 25
Flashcards and Word cards games bank page 27
Using the Pupil’s Book and Activity Book page 28
Give Me Five! 3 and the external exams page 35
Using the Teacher’s Book page 36
Teacher’s notes
S Welcome to the lighthouse! page 37
1 Time for school page 47
2 Helping hands page 67
3 Fit and healthy page 87
My project 1: The zoo challenge page 106
4 Creative cooking page 111
5 Under the sea page 131
6 Sports mad page 151
My project 2: Treasure islands page 170
7 Detectives page 175
8 What’s on TV? page 195
9 Let’s celebrate! page 215
My project 3: A London adventure page 234
Festivals: Chinese New Year and
World Book Day page 238
Cambridge Exams Practice, Review and
Exams
Practice
Starter Unit • Listen, repeat and mime activities (Lesson 2) Core vocabulary
Welcome • Talk about activities you like, love and don’t like doing (Lesson 2) • cycling, dancing, flat, grandparents, lighthouse,
to the • Complete a story summary (Lesson 3) making models, playing tennis, reading, singing,
lighthouse! • Learn and practise the numbers 50–100 (Lesson 4) welcome; numbers 50–100
4
Competence in linguistic communication Competence in mathematics, science and technology Digital competence
Learning to learn Social and civic competences Sense of initiative and entrepreneurship Cultural awareness and expression
Contents
Culture around Cross-
Sociocultural
Structures Phonics the world and 21st Century Skills curricular links
aspects Literacy
Core structures Cooperative
• Who do you live with? I live with learning Skills
my (grandparents). • Checking learning
• I like (swimming). I love (Lesson 1)
(making models). I don’t like • Sharing information
(skateboarding). (Lessons 2 and 4)
• Do you like (singing)? Yes, I do. • Recording answers
No, I don’t. for a survey
(Lesson 2)
Other structures
• Collaborating
• Can we help you? Who’s this? He’s
(Lesson 3) Thinking skills
our (brother). He’s a (scientist).
• Categorising
Recycled structures (Lesson 1);
• What’s your name? My name’s Sequencing
(Josh). How old are you? I’m (nine). (Lesson 4); Grouping
I’m (nine) years old. Where do you (Lesson 4); Logical
live? I live in (the town). How do thinking (Lesson 4)
you spell (letter)?
5
Syllabus
Contents
Unit Key Competences and Key Learning Outcomes
Lexis
6
Competence in linguistic communication Competence in mathematics, science and technology Digital competence
Learning to learn Social and civic competences Sense of initiative and entrepreneurship Cultural awareness and expression
Contents
Culture around Cross-
Sociocultural
Structures Phonics the world and 21st Century Skills curricular links
aspects Literacy
Core structures • The ‘ch’ Cooperative Culture
21 st 21st Century
Link to Science
• My (dad) always / often / sound learning Skills around the world Skills The senses
sometimes / never (washes up). (witch • Sharing information • Helping others • Reviewing how
• Life on a Scottish
• My (sister) doesn’t (cook). chops (Lessons 1 and 5) island our senses give us
• Does she (wash up)? Yes, she chicken • Team building information about
does. No, she doesn’t. kitchen) (Lesson 4) Literacy our environment
• How often does (your mum) (watch • Checking learning
Text type Arts and Crafts
DVDs)? She (watches DVDs) once (Lesson 5) Thinking skills
• A fable (text to • Exploring primary,
a week / five times a week. • Peer evaluation and
entertain) • Categorising secondary and
• How often do you (make your feedback (Lesson 7)
(Lesson 1); Expressing tertiary colours and
bed)? I never (make my bed). • Working together Reading skills
opinions (Lesson 3); creating a still life
(Review) • Identifying the
Other structures Predicting (Lessons
Values message of the
• How does (Sarah) (travel to 3 and 6); Discussing
• Understanding text
school)? There isn’t (a school values (Lesson 3);
here). What does he do (in his free the importance of Writing skills Applying rules
time)? The (island) is famous for (its helping at home • Placing (Lesson 4); Making
sheep). You can (sometimes) see adjectives in the inferences (Lesson 6);
(seals). I (help) (my parents). correct position Visualisation and
Recycled structures prediction (Lesson 8);
• Do you (dust)? Yes, I do. No, I Thinking about your
don’t. When do you (dust)? I (dust) culture (Lesson 8);
(at the weekend). I travel to (school) Making connections
by (ferry). I love (playing with the (Review)
baby animals).
7
Syllabus
Contents
Unit Key Competences and Key Learning Outcomes
Lexis
My project • Identify animals, services for visitors and animals’ living areas in a zoo Key vocabulary
1: (Lesson 1) • crocodile, eagle, elephant, giraffe, lizard,
The zoo • Present your project (Lesson 2) monkey, ostrich, parrot, penguin, snake, tiger,
challenge tortoise
• Review different types of animals (optional) (Lesson 1)
• fish, fruit, grass, insects, leaves, meat, seeds
• Find out about three zoo animals (Lesson 2) • first aid post, picnic area, playground,
restaurant, shop, visitors, zoo
• Reflect on what you’ve learnt and how well you’ve worked together
• alone, bird, cage, cave, cold / hot / warm
(Lesson 2)
climate, in a group, land, mammal, pool, reptile,
• Work together to design a zoo (Lesson 2) rocks, tree, water
• Share information with your group (Lesson 1) Recycled vocabulary
• Zoo animals
• Food zoo animals eat
• Services for visitors
• Animals’ living areas
8
Competence in linguistic communication Competence in mathematics, science and technology Digital competence
Learning to learn Social and civic competences Sense of initiative and entrepreneurship Cultural awareness and expression
Contents
Culture around Cross-
Sociocultural
Structures Phonics the world and 21st Century Skills curricular links
aspects Literacy
Key structures Cooperative Link to Science
• What’s your (mammal)? learning Skills Animals
• It’s (an elephant). • Listen to and respect • Reviewing different
• It lives (in a group). everyone’s opinion types of animals
• It eats (grass). (Lesson 2)
• The zoo is called (Animal Land).
• There’s (a playground) in the zoo.
• There are (elephants).
• It’s got (a restaurant).
• They’ve got (a playground).
• Children can (play here).
• That’s a (good idea).
• I’m not sure.
9
Syllabus
Contents
Unit Key Competences and Key Learning Outcomes
Lexis
Unit 6 • Identify and name water sports equipment (Lesson 1) Core vocabulary
Sports • Say the vocabulary chant (Lesson 1) • flippers, gloves, helmet, kayak, life jacket, mask,
mad • Understand and act out a conversation (Lesson 2) paddle, snorkel, surfboard, swimsuit, water-skis,
• Talk and write about future plans (Lesson 2) wetsuit
• Follow, complete and correct the grammar tables (Lessons 2 and 4) • badly, fast, loudly, quickly, quietly, slowly, well
• Learn adverbs of manner (Lesson 4) Extension vocabulary (optional)
• Learn simple time sequencers for ordering information (Lesson 7) • fishing rod, goggles, jet ski, oars, rope, sailing
• Watch and understand a video (Video and 21st Century Skills) boat; carefully, dangerously, happily, sadly
• Use a code to read a message (Lesson 3) Other vocabulary
• adventure / sports camp, archery, bungee
• Use the Pupil’s App on Navio
• Investigate New Zealand (Lesson 8) jumping, extreme sport, forest, horse riding,
kayaking, lake, leaflet, letter, mountain biking,
• Say a tongue twister, learn another spelling for the ‘k’ sound and practise rafting, rock climbing, sand surfing, windsurfing,
spelling (Lesson 5) zorbing
• Practise activity types found in the Cambridge Exams: A1 Movers
• Review your own learning (Review) Recycled vocabulary
• baseball, cycle, dance, go swimming,
• Understand the importance of listening to other people’s ideas (Lesson 3)
gymnastics, hockey, play football, ride a horse,
• Work with a Talk Partner to practise and reinforce learning (all lessons) rollerblade, sailing, sing, skate, snorkelling,
• Do a questionnaire in pairs and report on it (Lesson 5) swim, tennis, volleyball, walk, watch TV;
• Reflect on personal safety in sports (Video and 21st Century Skills) adventure, air, beach, camp, faster, hill, lie down,
mountains, river, rock, sea animals
• Sing two songs (Lessons 1 and 4)
• Understand and act out a story (Lesson 3)
• Read and evaluate a letter (Lesson 6)
• Write a letter (Lesson 7)
• Learn about New Zealand (Lesson 8)
• Think about your own culture (Lesson 8)
10
Competence in linguistic communication Competence in mathematics, science and technology Digital competence
Learning to learn Social and civic competences Sense of initiative and entrepreneurship Cultural awareness and expression
Contents
Culture around Cross-
Sociocultural
Structures Phonics the world and 21st Century Skills curricular links
aspects Literacy
Core structures • The ‘w’ Cooperative Culture
21 st 21st Century
Link to Science
• A (shark) is (bigger) than a sound learning Skills around the world Skills Habitats
(seahorse). (why • Teamwork (Lesson 1) • Using keywords to • Reviewing water
• Activities in
• A (shark) is more (dangerous) than white • Helping each other find information online habitats, the food
Hawaii
a (seahorse). whale (Lesson 1) chain and how to
• Is a (shark) more (intelligent) than a wearing • Collaborating Literacy protect ecosystems
(dolphin)? Yes, it is. No, it isn’t. watch) (Lesson 4)
Arts and Crafts
• Checking learning Text type
Other structures • Exploring space in
(Lesson 5) • A magazine
• (Blue whales) are (about 30 art and creating a
• Peer evaluation and article
metres long). Do you know that three-dimensional
feedback (Lesson 7) (information text)
(they haven’t got any teeth)? How landscape with
• Working together Reading skills Thinking skills
(big) is the animal? What does it a background,
(Review) • Activating
(look like)? Where does it (live)? • Applying rules middle ground
How does it (move)? Why is it Values existing (Lessons 2 and 4); and foreground to
(amazing)? What does it (eat)? • Understanding knowledge of Spatial thinking create the illusion
They’re (different sizes) and the importance content (Lesson 2); Predicting of depth
(colours). of protecting sea • Reading for (Lessons 3 and 8);
animals information and Discussing values
Recycled structures entertainment (Lesson 3); Expressing
• This (sea animal) has got (sharp Writing skills opinions (Lesson 3);
teeth). This (sea animal) is (big). • Using ‘and’ Thinking about your
There’s a (whale). There are (three to add similar culture (Lesson 8);
jellyfish). Which (sea animal) do information Making connections
you like? I like (dolphins). He likes (Review)
(jellyfish). They’ve got (soft skin).
They eat (fish and plants). Has it
got a (shell)? No, it hasn’t. Is it a
(turtle)? Yes, it is.
11
Syllabus
Contents
Unit Key Competences and Key Learning Outcomes
Lexis
My project • Review and learn the names of natural things and man-made things on an Key vocabulary
2: island (Lesson 1) • bay, beach, bridge, cave, cliffs, coast, island,
Treasure • Present your treasure map to other pupils and play a game (Lesson 2) jungle, lake, lighthouse, man-made, natural, port,
islands pyramid, river, rocks, treasure, village, volcano,
• Talk about the local landscape (optional) (Lesson 1)
waterfall
• Find out about an island (Lesson 1) Recycled vocabulary
• Reflect on what you’ve learnt and how you’ve worked together (Lesson 2) • Man-made features on an island
• Natural features on an island
• Share information with your group (Lesson 1) • behind, between, in, in front of, on, under
• Work together to design an island (Lesson 2)
• Identify islands in your country (Lesson 1)
12
Competence in linguistic communication Competence in mathematics, science and technology Digital competence
Learning to learn Social and civic competences Sense of initiative and entrepreneurship Cultural awareness and expression
Contents
Culture around Cross-
Sociocultural
Structures Phonics the world and 21st Century Skills curricular links
aspects Literacy
Key structures Cooperative Link to Science
• Where’s (Hawaii)? learning Skills Landscapes
• It’s in (the Pacific Ocean). • Listen to and respect • Talking about the
• What’s it like? everyone’s opinion local landscape
• There are (lots of beaches). (Lesson 2)
• There’s (a jungle).
• It’s (beautiful).
• Let’s (hide the treasure).
• I think we should (have a
lighthouse).
• I agree.
• You’re right.
• That’s a good idea, but how about
(having a waterfall)?
• Which do you prefer? I prefer (this
treasure map).
• Is the treasure (behind the
waterfall)? Yes, it is. No, it isn’t.
13
Syllabus
Contents
Unit Key Competences and Key Learning Outcomes
Lexis
14
Competence in linguistic communication Competence in mathematics, science and technology Digital competence
Learning to learn Social and civic competences Sense of initiative and entrepreneurship Cultural awareness and expression
Contents
Culture around Cross-
Sociocultural 21st Century
Structures Phonics the world and Skills
curricular links
aspects Literacy
Core structures • The ‘f’ Cooperative Culture
21 st 21st Century
Link to Science
• Did (you) watch (a cartoon) sound learning Skills around the world Skills Transport and
yesterday? Yes, (I) did. No, (dolphin • Working together • Making a video communication
• Activities in
(I) didn’t. I (painted a picture) fished (Lesson 1) Hollywood • Naming TV
yesterday. We didn’t (watch TV) elephant • Discussing survey programmes that
(last night). phoned results (Lesson 2) Literacy provide information
• What did (Daisy) do (yesterday friend) • Team building
Text type Arts and Crafts
morning)? She (planted seeds). (Lesson 3) Thinking skills
• A review • Identifying the
• Collaborating
Other structures • Ranking (Lesson 1); use of balance
(Lesson 4) (information text)
• What type of (TV programme) is it? Applying rules (symmetry) in art
• Checking learning Reading skills
This (documentary) is about (sea (Lessons 2 and 4); and designing a
(Lesson 5) • Scanning texts
animals). I (love) (this programme) Problem solving flying machine
• Sharing information for specific
because (it’s exciting). What’s on (Lesson 2);
(Lesson 5) information
(Channel 2) at (five o’clock)? Which Predicting (Lessons
• Peer evaluation and
of (these programmes) do you Writing skills 3 and 8); Discussing
feedback (Lesson 7)
(want to watch)? I (don’t) think it’s • Using ‘because’ values (Lesson 3);
• Working together
(a very good programme). to give a reason Expressing opinions
(Review)
(Lesson 3); Thinking
Recycled structures Values about your culture
• I like / love / don’t like watching • Understanding (Lesson 8); Making
(cartoons). Do you like watching the importance of connections
(the news)? Yes, I do. No, I don’t. working together (Review)
Do you prefer watching (cartoons)
or (films)? What do you like
watching (in the afternoon)?
15
Syllabus
Contents
Unit Key Competences and Key Learning Outcomes
Lexis
My project • Review and learn the names of places and attractions in London Key vocabulary
3: (Lesson 1) • bike, boat, bus, taxi, Underground
A London • Present your project (Lesson 2) • aquarium, attraction, building, cathedral,
adventure museum, park, Queen, river cruise, tower, trip,
• Discuss the advantages and disadvantages of city life (optional) (Lesson 1)
zoo
• Use the Internet to investigate two London attractions (Lesson 1) • Saturday, Sunday
• do experiments, ride a bike, take a photo
• Reflect on what you’ve learnt and how you’ve worked together (Lesson 2)
• Work together to design a digital presentation of your trip (Lesson 2)
• Share information with your group (Lesson 1)
Festivals: • Ask and answer questions about books and reading Key vocabulary
World • adventure, black hole, books, buy, chest, desert,
• Make a poster about a favourite book
Book Day detective, dragon, faraway land, follow, gold,
• Learn about World Book Day grow, ice, land, magic beans, magic carpet,
• Read and enjoy a poem pirate, poems, read, sand, snow, stories,
treasure, tree, white rabbit, witch, write
16
Competence in linguistic communication Competence in mathematics, science and technology Digital competence
Learning to learn Social and civic competences Sense of initiative and entrepreneurship Cultural awareness and expression
Contents
Culture around Cross-curricular
Sociocultural 21st Century
Structures Phonics the world and Skills
links
aspects Literacy
Key structures Cooperative Link to Science
• What’s your (first / second) learning Skills Where we live
attraction? • Listen to and respect • Discussing the
• What can you (do) there? You can everyone’s opinion advantages and
(visit some rooms). (Lesson 2) disadvantages of city
• You can (do experiments) there. life
• Why don’t we (go on the London
Eye)?
• Shall we (go to Regent’s Park)?
• On Saturday we’re going to (take
the Underground).
• We’re going to visit (Buckingham
Palace).
Key structures
• People) eat / use / decorate …
• (Children) have / receive / read …
• The (envelopes) have got (money
inside them).
• They often have (drawings of lucky
animals).
• What letter is it?
Key structures
• Do you like (writing stories and
poems)?
• How often do (you read a book)?
I (read a book) three times a week.
• What’s your (favourite book)?
My favourite book is (Geronimo
Stilton).
• What’s it (about)? It’s (about a
mouse).
17
Introduction to Give Me Five!
Give Me Five! is a six-level course for pupils who have an extended English timetable and are being taught at a faster pace. It is
designed to develop pupils’ communicative competences in a systematic and comprehensive manner.
communicate confidently
and fluently through well-
learn about life in English- supported speaking tasks.
speaking countries around
the world and think about
their own culture. 3 participate fully in fun and
engaging activities such as
songs, stories, games and
develop reading, writing, chants.
listening and speaking in
a balanced and integrative
manner. prepare for Cambridge
Exams through the systematic
integration of exam practice
material and a dedicated Exams
develop their thinking skills Practice lesson in each unit.
become independent and
and multiple intelligences
reflective learners through
through a variety of stimulating
the integration of learning-to-
and challenging activities. develop their 21st century
learn strategies and activities.
skills through real life videos
and interesting tasks to practise
and perfect the skills needed in
Meet the characters in Give Me Five! 3 the 21st century.
18
Cooperative learning
Give Me Five! 3 incorporates a variety of cooperative include Talk Partners, where the pupils test and prompt
learning tasks and strategies which require the pupils each other in pairs, and Writing Partners, where the pupils
to work together in a structured way. Working in pairs and work together to plan, write and evaluate a piece of written
small groups has many benefits. The pupils are prepared work. There is also a simple, clearly staged cooperative
to spend more time on the tasks, are motivated to produce project at the end of each term which provides the pupils
more language and are more likely to use creative and logical with the opportunity to learn and develop interpersonal
thinking. Cooperative learning also helps develop a positive skills such as turn taking, listening to others and dealing with
classroom environment as the pupils have a greater sense of conflict.
belonging and learn to understand and value all the members
of the group. Finally, cooperative tasks require the pupils In order to support and reinforce these different ways of
to be active and more independent learners, building their working, the teacher is provided with a set of Talk cards. The
self-confidence and their ability to cope with uncertainty and cards can be displayed in the classroom and include a Talk
unpredictability. Partners card, where the pupils work with the person sitting
next to them to complete a task, a Talk in small groups
Give Me Five! 3 makes use of common and well- card, where the pupils work in groups of three or four, and
researched cooperative learning strategies. One of these an Own work, but can help a partner card where the
is Think-Pair-Share, where learners listen to a question, pupils are encouraged to support and help each other with a
think about it individually, discuss the answer with a partner reading or writing task.
and then share their ideas with the rest of the class. Others
19
21st 21st Century learning
Give Me Five! 3 and 21st Century learning Video and 21st Century Skills lessons
Today’s learners are growing up in a complex, changing world Video generates interest and supports learners’ listening skills
where an enormous amount of information is available at the by providing a clear visual context and model to practise
touch of a button and where social media allows them to speaking. It is also a flexible tool, allowing teachers to pause
communicate with people all around the world. Technology the recording or turn off the sound, and can be used as a
is transforming the way we live and the way we learn. A key stimulus for thinking, language practice and communication.
objective of Give Me Five! 3 is to support learners in developing Each unit in Give Me Five! 3 concludes with a Video and 21st
the necessary skills for the digital age. Apart from using digital Century Skills lesson. These video lessons help to build key
technology, skills such as communicating and collaborating 21st Century Skills, develop visual literacy and provide a
with others, thinking creatively and critically, and working to springboard for authentic communication.
become a caring global citizen are an essential part of this The stars of the videos are Chloe and Mark, the two children
course. presenters of Channel 21. The children begin each programme
Give Me Five! 3 takes an integrated approach to the use of by introducing a new topic and then share a selection of
digital technology and the teaching of digital skills. In each related video clips that they have gathered. These are visually
unit there is a comprehensive set of digital practice material for rich videos, bring images of the world into the classroom and
the learner, helping them to become autonomous and digitally offer insights into British culture. The children then discuss
confident. Pupils are also supported in developing specific ICT the clips and highlight a 21st Century Skill in the material. This
skills. There are tips on how to use the Internet to find, select serves to contextualise the 21st Century Skill and show the
and present information, and there is a selection of projects learner how it is relevant in their learning and in their lives.
with digital outcomes. Guided web quests also support pupils
in using the Internet to explore new places around the world.
There are multiple opportunities for communication and
collaboration in Give Me Five! 3. Learners are encouraged
to work together to discover and build knowledge through
quizzes and questionnaires, whole-class discussions and a
wide range of Talk Partner activities. Pupils also work with
Writing Partners to plan, write and evaluate pieces of written
work, and are encouraged to work cooperatively to review
learning and reflect on progress at the end of each unit. Finally,
there are structured cooperative projects which by providing
opportunities for authentic communication, they encourage
the development of interpersonal skills and enable learners to The 21st Century Skills selected for this level are the following:
celebrate achievement.
Ways of thinking: these skills focus on critical and creative
Each unit of Give Me Five! 3 provides a range of tasks to build
thinking and include open mindedness (Unit 1), using your
the pupil’s critical and creative thinking skills. These include
imagination (Unit 4) and paying attention (Unit 7).
problem-solving, evaluating information, and using imaginative
Ways of working: these skills focus on collaboration and
thinking. The Video and 21st Century Skills lessons also focus
communication and include accepting ideas and suggestion
on a selection of discrete thinking skills. They provide practical
when working in groups (Unit 9).
tips and thinking strategies.
Digital skills: these skills focus on researching, evaluating
The interconnectivity of the 21st Century and the increasing
information and using digital technology and include using
diversity of our communities mean that pupils need to learn
keywords to find information online (Unit 5) and making a video
how to respect and value other cultures. Give Me Five! 3
(Unit 8).
provides learners with historical, geographical and cultural
Living in the world: these skills focus on values, responsibility
information about nine different places in the world. This rich
and cultural awareness and include helping others (Unit 2)
content provides opportunities for intercultural learning,
being fit and healthy (Unit 3) and staying safe when doing sport
where learners identify cultural differences and similarities and
(Unit 6).
build a positive attitude toward their own and other cultures.
Finally, a dedicated Values section in each unit supports
learners in developing their social and civic competencies
and helps them to make a positive difference in the world.
20
Multiple Intelligences
According to the theory of multiple intelligences, each human being possesses a set of intelligences. As a consequence, learners
have different needs, strengths and abilities in the classroom. In Give Me Five!, seven key intelligences are highlighted:
21
Key Competences and Key Learning Outcomes
The Key Competences and Key Learning Outcomes outline the knowledge, skills and behaviour that the pupils need to develop
in order to achieve their full personal potential, participate in an effective and constructive way in society and become responsible
and autonomous life-long learners.
Competence in mathematics,
science and technology: the ability
Cultural awareness and expression: to develop and apply mathematical
the ability to understand and appreciate thinking to solve everyday problems and
different art and cultural forms. to use scientific knowledge to explain
the natural world and understand the
consequences of human action.
Social and civic competences: the ability to understand Learning to learn: the ability to organise
and appreciate diversity in society and to develop personal one’s own learning and work efficiently and
and interpersonal competences. autonomously as an individual or in a group.
How Give Me Five! 3 develops the Key Competences and Key Learning Outcomes
22
Competence in mathematics, science and technology
In Give Me Five! 3, mathematical competence is developed
in a number of ways. The pupils’ understanding of numbers,
space, measures and time is reinforced and language
patterns are highlighted. The pupils also have the opportunity
to work with number codes, charts and diagrams, and to do Social and civic competences
activities which require them to recognise and solve problems. Developing the ability to understand how somebody else
Each unit of Give Me Five! 3 is also linked to an area of is feeling and knowing how to respond appropriately is
learning in the Science curriculum, reinforcing key concepts an important objective of Give Me Five!, and emphasis is
and language across the curriculum. placed on positive classroom behaviour. Cooperative
projects provide the pupils with the language needed to
engage effectively with others and solve problems, whilst
the integration of collaborative activities and strategies
reinforces the importance of active participation, cooperation
and respect and support for others.
Digital competence
A values section in each unit encourages the pupils to reflect
Give Me Five! 3 uses digital resources as tools to support on their natural, social and cultural environment, integrating
learning, familiarising the pupils with computer technology real-world topics such as protecting natural environments,
and showing them how technology can be used for learning listening to other people’s opinions and making people feel
purposes. The Pupil’s App on Navio serves to consolidate welcome.
class work and allows the pupils to work independently outside
the classroom.
23
Give Me Five! 3 Pupil’s components
Pupil’s Book Activity Book
This is a 128-page, full- This 120-page, write-in book
7.9mm
7.5mm
PUPIL’S BOOK
Give Me Five! 3
ACTIVITY BOOK
Give Me Five! 3
colour, write-in book that Collaborate, Communicate and
Celebrate success in English!
works in tandem with the Pupil’s Collaborate, Communicate and
Celebrate success in English!
3 3
21st century skills. The dynamic and fun content 21st century skills. The dynamic and fun content
comprises three fun and Cooperative learning Projects 21st Century Skills Literacy External Exams Practice
develop reading and writing and
Cooperative learning Projects 21st Century Skills Literacy External Exams Practice
easy-to-use
PUPIL
projects
For the
and two
TEACHER 3 For the
provide further
PUPIL
For the
practice of the
TEACHER 3 For the
ACTIVITY BOOK
PUPIL’S BOOK
Pupil’s Book Teacher’s App on NAVIO Pupil’s Book Teacher’s App on NAVIO
Tap and Teach lessons Tap and Teach lessons
– Project and Festivals lesson support Rewards system to ensure – Project and Festivals lesson support
Rewards system to ensure
maximum pupil’s engagement maximum pupil’s engagement
Teacher’s Book Teacher’s Book
input and practice, a short Give Me Five! comes alive in this well-designed digital environment.
Navio helps you and your pupils use the full potential of the course and
additional resources, including instant Tap and Teach lessons, presentation
tools, game-based practice and a classroom rewards system.
engage and challenge the pupils, Give Me Five! comes alive in this well-designed digital environment.
Navio helps you and your pupils use the full potential of the course and
additional resources, including instant Tap and Teach lessons, presentation
tools, game-based practice and a classroom rewards system.
conversation to contextualise
The Give Me Five! series covers:
A2 B1
activate different intelligences,
The Give Me Five! series covers:
A2 B1
story for language input and consolidation. It also contains personal and meaningful way. At the end of each unit there
a humorous tongue twister to practise a tricky consonant is a full page unit review and a Video and 21st Century Skills
sound, a photographic world culture lesson, an engaging lesson. At the back of the book there is practice material
real-world literacy text and a unit review. At the end of for the Cambridge English Young Learners exams and a
each unit there is a Video and 21st Century Skills lesson, vocabulary and grammar practice section.
and at the back of the book there is practice material
for Cambridge English Young Learners exams and a
vocabulary and grammar review section.
PERFECT
PARTNERS
Pupil’s App on Navio WITH
24
Give Me Five! 3 Teacher’s components
Teacher’s Book Teacher’s Resource Bank: course resources
TEACHER’S BOOK
This user-friendly, spiral-bound The Teacher’s Resource Bank located within the
book provides teachers with as teacher’s app on Navio, contains a wealth of resources
much or as little support as they that complement Give Me Five! In addition to providing
need. The At a Glance Lesson 3 downloads for all class audio and video, the resource bank
Plans, illustrated with images Donna Shaw
Joanne Ramsden
contains:
of the Pupil’s Book and Activity
Book, clearly highlight the learning
Projects
21st Century Skills
External Exams Practice
• Letters to parents: an introductory letter, followed by
a letter to present each unit.
Cooperative learning
PHO
TOC
OPI
High Five! 3 © Macmillan Publishers Limited 2014
ABL
E
notes for each activity and answer keys. Full audioscripts • Vocabulary and Grammar worksheets: to reinforce and
can be found at the back of the book. In addition, there extend the vocabulary and grammar syllabus.
is a Reflective Teacher page at the end of each unit for
documenting learning, noting ideas and planning actions. • Evaluation Rubrics: one grid per unit to evaluate pupils’
level of achievement of the Key Learning Outcomes and
Key Competences as well as their 2 Standard level
Unit
Standard level
1
3
3 Writing
✗ 4 I ________________________
✓ ✓ clear the table.
5
6 5 I ________________________
true
PHO
3 There’s a football __________
TOC
OPI
New High Five!
a school hall.
ABL
3 © Macmillan Publishers
__________
E
4 There isn’t
Limited 2018
10
to the library. 10
garden next High Five TR3_2p.indb
5 There’s a vegetable __________ Page 3
12
the gym.
version.
stand next to Page 2
6 There’s a bike 23/02/2018 11:10
2018
7
High Five TR3_2p.indb
Class CDs
CLASS CDs
CD 1
for the Pupil’s Book and Starter Unit – Unit 3 Lesson 1
Donna Shaw
Joanne Ramsden
dialogues, listening tasks, stories, games, tongue twisters, Exams in Spoken English
culture lessons, literacy texts, review material, 21st (Elementary Stage, Grades 4 and 5)
Century Skills lessons and Cambridge English Young or the Cambridge English Young Learners Movers Test.
Learners Exams practice material. They also include The external exams resources contain the following:
recordings of the cooperative learning songs and a
• Videos of children doing speaking practice.
karaoke version of the Lesson 1 song in each unit.
• Teacher’s Notes on how to exploit these videos in the
classroom.
Flashcards • Extra Cambridge Exam Practice material and practice
tests and tips for teachers.
A set of 118 full-colour flashcards with • Trinity Exam Practice Worksheets
photographic images of the key vocabulary
• A set of Trinity Exam Practice cards for optional Trinity-
from Lesson 1 of each unit. Suggestions
type speaking practice at the start of each lesson.
for using the flashcards are given in
the Detailed Lesson Plans and in the
Flashcards games bank on page 27.
25
Teach Lessons for every lesson in New
2. Follow the onscreen instructions Tiger 1. Go to your Class Dashboard
If you haven’t got a Macmillan Education account, you need and choose Teach Lessons. Find the
to create a profile. Then you can enter your access code and lesson you want to teach and click
download the app for your device (see System Requirements: to open it. Click on the Toolbar along the bottom of the screen to
www.macmillaneducationeverywhere.com/system- expand it to Thumbnail view. The Toolbar also contains the Tap &
requirements). Teach tools you need to teach heads-up, whole-class activities,
Teacher’s and Pupil’s Apps on Navio including a Timer, Pen tool, and Mask tool.
Lessons follow the lesson plans in the Teacher’s Book, and provide
Teacher’s and Pupil’s Apps on Navio everything you need to teach from your device in one place. They
The Navio app which accompanies this course offers one-stop access to the huge range of resources that come with Give Me Five! 3.
include digital versions of all the activities in the Pupil’s Book, Activity
Tap and Teach Lessons enable you to move seamlessly between the book and digital components, and you can track your pupils’
The Navio app which accompanies this course offers one-stop access to the huge range Book and Essential
of resources that come Activity
with Book,
New Tiger with their answer keys. They also
1. Tap
marks and review their progress using the Progress Tracker, and find additional resources in the Resource Bank and Test Generator.
and Teach Lessons enable you to move seamlessly between the book and digital components, include all and the you audio canand trackvideo you need
your pupils’ marksfor the lesson, as well as
and review their progress using the Progress Tracker, and find additional resources some in the Resource
extra tools Bank such andas Test Generator.
digital Flashcards. All relevant pages from
Accessing the app
all three
Teaching a lesson
books are also provided so that you can project them in
class,
Teaching a lesson
to help your pupils and to encourage heads-up participation.
Accesing the app
To access Navio: NavioWhen makesyou it easy move
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through the lesson slide by slide using the
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and register pupils with their names and the email address Teach tools you need to teach heads-up, whole-class activities,
Navio’s new Rewards tool is a great way to tool.
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of their parents or guardians. Once the class is created, login engaged in class. Much more than just a record of attendance,
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0230483583_text_p1-24.indd 15
This hasupall the same content 27/11/2017 15:53
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of a whole class or any individual pupil. Every activity have individual devices or are using the app at home, they should
in the App is mapped against the course Learning always log in with their own username and password. In this way
230483583_text_p1-24.indd 15 27/11/2017 15:53
Outcomes and Skills, so you can easily identify where they can earn points and badges, set up and customise their avatar
your pupils need extra support. and build a record of their progress in the Progress Tracker.
26
Flashcards and Word cards games bank
Flashcard games
3 Disappearing flashcards Explain to the class that you are thinking
Stick a set of flashcards in a row or in a of one of the words and challenge them to
1 What is it? grid on the board. Point to each card and discover it in five questions. However, you
Hold up a flashcard so that the pupils elicit the word. Repeat until the pupils will only answer yes or no. If necessary,
can’t see the picture and describe what are saying the words in a fluent and provide a set of closed question prompts,
you can see, the colour, shape and rhythmical manner. Then remove one of i.e. Is it …? Has it got …? Do you
texture. You can also state where it’s the cards. Point to the remaining cards need …? Invite a pupil to ask you a
found and what it’s used for. Ask What is and the empty space in order and prompt question, i.e. Is the food sweet? If your
it? The pupils try to guess, for example Is the class to say all the words in order answer is No, it isn’t, the pupil should
it a (canoe)? When the class successfully once again. Continue removing the cards remove all the flashcards that have sweet
guesses the picture, show it to them and until there are no cards on the board and foods on them. Repeat the procedure until
ask them to repeat the word. Repeat the the class is chanting the words in order the pupils have either guessed the word or
procedure with all the flashcards in the from memory. run out of questions.
lexical set.
4 Flashcard duel 6 Keep talking
2 What’s missing? Invite two pupils to come to the front Organise the class into two or more teams.
Stick eight flashcards in a row on the of the class and ask them to take a Show the class your first flashcard and
board and quickly review the vocabulary flashcard. They can look at the card, elicit the vocabulary item. Then give the
items. Then say the items in order, but they mustn’t show it to anyone else. card to the first team and ask them to make
deliberately missing one of them out. The The pupils then take three steps away a sentence about what is on the card,
pupils should identify the missing word. from each other, turn and quickly show for example It’s yellow (a banana). If the
Repeat the procedure several times, their cards. Each pupil should name the sentence is acceptable the team wins a
missing out a different item each time. activity or item that they can see on the point and the card is passed on to the next
When the pupils are confident, remove other pupil’s card as quickly as possible. team who must think up another sentence,
the cards and repeat the activity. The Repeat the procedure with different cards e.g. It’s delicious. It’s sweet. It comes from
pupils should try to identify the missing and different pairs of pupils. the Canary Islands. I eat one every week.
item, but this time from memory. The Continue the activity until the groups
pupils can repeat the activity with their 5 Flashcard elimination
run out of things to say. Then repeat the
Talk Partners. Stick a set of flashcards on the board,
procedure with another card.
prompting the class to say each word.
27
Using the Pupil’s Book and Activity Book
Lessons 1 and 2
6 places grammar in
working in small groups to 1 What water sports do you know? Make a list.
What equipment do you need?
Brainstorm
1 Listen and read. Listen and repeat. Act out.
CD3 09 a fun and familiar
brainstorm words they
Lily: Look, Dad. I’m ready to do some water sports.
2 Listen, point and say the vocabulary chant.
CD3 06
Dad: Great! Are you going to go water-skiing? context.
already know.
Lily: No, I’m not. I’m going to go kayaking. Look,
3 Listen, look and sing Fun in the sea.
CD3 07 here’s my paddle.
1 flippers 2 wetsuit Under the water I’m wearing a mask
Dad: What are you going to do after that?
And on the waves. And flippers, too.
Let’s have fun I’m ready to snorkel. Lily: I’m going to go surfing. There are lots of
In the sea today. What about you? surfboards over there.
Chorus Dad: Have fun, Lily! See you later.
Twelve items of 3 mask 4 kayak 2 Read again. Which things does Lily need? Why? Attractive artwork
vocabulary are engages the
introduced and practised pupils and helps
5 snorkel 6 helmet 3 Listen and follow. Repeat.
using photographic going to
CD3 10
photographic images
Are you ready to snorkel? I think it’s true.
11 surfboard 12 gloves No, it’s false.
Fun, game-like
Spor ts mad
Unit Lesson 1 Vocabulary Lesson 2 Grammar 6
pupils to write the new 1 Thinking skills Order the letters and write. Match.
isn’t aren’t watch going to go am play tomorrow
1 frusbadro
A range of
vocabulary items. surfboard 7 twetusi
3 file kectaj
9 sumiwsti
3 We
4 They
are
going to
swimming
TV
next week.
tomorrow.
pupils practice in
4 depdal manipulating the form
2 What are the children going to do tomorrow? Look and write.
of the new grammar.
10 yakak
1 2 3 4
5 kesnlor
6 pifplres
vocabulary in a sentence
1 He’s going to play football .
2 Look and write. Remember!
2 They . We use going to
1 2
using a recycled 3
4
when we talk
about our plans. A selection of
structure. 3 me Write about your plans. Ask and answer. Talk Partners
thinking skills such
1 I’m going to
.
as problem solving
3 and spatial thinking
I’m going to visit
unit.
6 going to play football
He’s ready to . next week. What are
you going to do?
28
Lesson 3
Attractive and
humorous pictures
6 6
and an exciting audio
Lesson 3 Story
In each unit, the pupils 5 6
recording support the
Before you read Dad begins to build his raft, too. The rafts are ready. It’s time for the race.
enjoy an exciting 1 Use the code to read the I’m going to watch a windsurfing 72–4–12–20 this Why don’t you use
No. My raft is
Ready, steady, … GO!
pupils’ understanding
message from Luke. afternoon. What about you? this rope, Dad?
of the narrative.
Paddle quickly!
3 The teams listen to the rules of the race. 4 The children begin to build their raft. After you read
You must build your
raft with these things.
Let’s use these
plastic bottles.
3 Talk Partners Ask and answer. encourages the pupils
to reflect on the story
And you
1 Do the children enter a kayak race? 3 Do the children listen to each other’s ideas?
must paddle No, they don’t. They enter a raft race. 4 Do the children use flippers to move the raft?
your raft
Lesson 3 Story
6 Lesson 3 Story
pupils’ understanding of the 6 The race begins and finishes here. The mystery word is .
story. 2 Listen and circle the eight mistakes. Listen again. Write the correct words.
CD3 12
5 6 7 8
CODE ! 76–32–4–72–44
60 sixty
Digital resources
Teacher’s Digital: Don’t forget Pupil’s Digital: Encourage your pupils to
you can teach this lesson using use the Pupil’s App on Navio to practise
the Teacher’s App on Navio. the vocabulary from these lessons.
29
Using the Pupil’s Book and Activity Book
Lessons 4 and 5
The Speak and spell section uses a humorous tongue
Six new items of vocabulary are introduced and practised, twister to give the pupils practice in producing tricky sounds.
using pictures and photos. It also introduces pupils to alternative spelling patterns for
these sounds.
A listening task
CD3 13 CD3 16
introduces additional
Warm up. Slowly, slowly, slowly. Quickly, quickly, quickly.
Are you ready? Let’s move slowly. Let’s move quickly. 2 Read the quiz. Then listen and identify four differences.
grammar.
Warm up your body. Slowly, slowly, slowly. Quickly, quickly, quickly.
One, two. One, two, three. Chorus Chorus
He / She
dances badly. 3 How do you: ride a bike? well badly
Talk Partners
Grammar clues plays chess quickly. swim?
play tennis?
fast
well
slowly
badly
icons indicate when
encourage the pupils to
Grammar clue skate? quickly slowly
Remember!
When we say how we do an action, we usually use -ly.
bad – badly quiet – quietly
good = well
the pupils have the
think analytically about
fast = fast
3 Talk Partners Ask and answer to complete the questionnaire.
4 Talk Partners
Tell a friend.
opportunity to practise
new language. Play a mime game.
Do you sing
loudly or
quietly?
Carmen
sings loudly.
speaking in pairs.
These activities build
Swim slowly! Pablo plays the
Yes! That’s right! piano well.
I sing loudly.
Key learning outcomes: identify and say how you do different activities using adverbs of Key learning outcomes: listen for specific information; play a communication game
Teacher’s Resource
Bank: Unit 6 confidence and ensure
64 sixty-four manner Vocabulary: adverbs of manner Grammar: I cycle quickly. using adverbs of manner Phonics: alternative spelling for the ‘k’ sound sixty-five 65
full participation.
9781380013583_Text.indb 64 16/01/2018 11:14 9781380013583_Text.indb 65 16/01/2018 11:14
The pupils play a communicative game in pairs. Each pupil has different information, In the Teacher’s Resource Bank you
providing the pupils with a genuine reason for speaking. The Teacher’s Notes give clear, can find further activities to practise and
precise instructions on how to set up and scaffold the communication game. consolidate learning.
k
w h o c k e y e r o c k e j m b l a c k t g
j
The activities use
He plays football loudly / quietly / slowly. She cycles badly / quickly / slowly.
a
y
k
n recycled words to
2 Order the words in the grammar table. Write the sentences.
a
k
m
a
build the pupils’
confidence and link
e ck k s
s
1 hockey k
1 loudly. sing I k
2 You
3 cycles
slowly.
He
walk
quickly.
2
3
n
e
h
e
new information to
4 well. They dance
4
k
c n
w
existing knowledge.
I swim very well. o q
What about you? s k s h a r k r k i t e e b a c k s n a k e
3 Read and answer. Ask and answer. Talk Partners
Reading and writing The pupils work with
me
3 Talk Partners Test your friend. Ask and answer.
1 What do you do well? I .
5 What do you do slowly? That’s right. Well done! test and prompt each
pupils’ confidence CODE ! 92–32–4–48–20 CODE ! 76–20–4–48
other on the spelling
and ensure success. sixty-one 61 62 sixty-two
of words that contain
the key letter sound.
9781380013781_Text.indb 61 29/01/2018 12:04 9781380013781_Text.indb 62 29/01/2018 12:04
Digital resources
Teacher’s Digital: Don’t forget Pupil’s Digital: Encourage your pupils to
you can teach these lessons use the Pupil’s App on Navio to practise
using the Teacher’s App on Navio. the vocabulary from these lessons.
30
Lessons 6 and 7
pupils to follow.
1 Imagine you are going to go to a sports camp. Which activities would
W h o l e C l a ss
you like to do? 1 Look at the leaflet. What can you do at the adventure camp?
activating the pupils’ archery windsurfing
mountain biking volleyball
rock climbing
baseball
gymnastics
kayaking 2 Read and listen. Which activity is Laura not going to do?
existing knowledge,
CD3 19
W h o l e C l a ss Reading tip!
2 Read and listen. Which activities is 37 Silver Street
CD3 18
Robert going to do? Think about what you London Holiday fun at the
exploiting visuals,
know. What things do NW1 8AP
re
Camp
Adventu
people write in letters? 18th March
Dear Grandma,
How are you? I’m very excited because I’m
asking questions to 95 Sun Road
Newtown going to go to an adventure camp on Friday.
It’s in the mountains and there are lots of Guided questions help
NT1 8BN great activities for me to try.
raise interest and 15th March First, I’m going to go horse riding because
I love horses and I can ride very well. Next, ages
the pupils identify key text
Dear Grandma and Grandad, I’m going to do archery. It looks fun! Finally, 8-12
making predictions. going to Mr and Mrs Evans
How are you? I’m very happy because I’m I’m going to go windsurfing on the lake. I
features such as titles,
Come and
. The 21 High Street need to wear a wetsuit because the water enjoy a
go to a sports camp with my friends tomorrow I is cold. I’m not going to go rock climbing day of
and
camp is in the middle of a beautiful forest
adventure
Oxford because it’s very scary.
captions and layout.
in the
can do sport all day. OX4 3FT See you soon.
mountains.
I’m
There are lots of exciting sports to try. First, Love,
going to play volleyball because that’s my favourite Laura xxx
lessons
sport. Next, I’m going to go kayaking. The
and
are on a lake and I need to wear a life jacket in
All texts are a helmet. Finally, I’m going to go mountain
the forest with my friends. I can’t wait!
biking For more information,
phone the Adventure
Centre on 3654 294763.
supported by an
Discuss a text
See you after the camp.
Love, 3 Think and discuss.
W h o l e C l a ss
Writing tip!
The Writing tip section
audio recording and Robert xxx 1 Where do you write your address in a letter?
95 Sun Road
95 Sun Road Newtown
Newtown
A range of After NT1 8BN
NT1 8BN Lesson 6 Reading 6 6 Lesson 7 Writing
15th March
15th March
The pupils work with
you read activities Literacy
Dear Grandma andText type: a letter
Grandad,
Grandad,
andvery Plan your writing
Literacy Text type: a letter
Step-by-step
b How are the re you? 3 Where is it?
I’m How
veryare you?
happy
I’m going I’m
to very
because happy
go mountain
I’m biking
goingbecause
to go you?
toin
I’m
95 I’m
going
a Sun
spoforest
Road
very
to gohappy because I’m going to go
literacy text.
Finally,
toto to acamp
atomorrow.
sports
go spoforest
Thewith my friends tomorrow. The camp
I’mtovery
with a sports
my camp
friends.
happy withwait!
because
I can’t my going
I’m friends camp 4 What three activities are you going to do?
c is in the middleI of a beautiful
can’t is in the
wait! forest and middle
I can doof asport
beautiful forest and I can Newto do sport
my friends.
instructions and a
with
See wn
allyou
day. after the camp. all day.
See you after the camp.
Love, NT1 8BN
There are lots of exciting sportsThere to try. areFirst,
lots I’m
of exciting
going sports to try. First, I’m going
Love, d 15thsport.
March
writing framework
Robert
to play xxxvolleyball because that’s to myplayfavourite
volleyball because
sport.
Dear Grandma and Grand that’s my favourite
Next,
The I’m going aretoon go kayaking. The ad,lessons 95areSunonRoad
as skimming and
with my friends. I can’t wait! with Newtown my friends. I can’tofwait! a beautiful forest and
all day. 15th IMarch
can do sport
See you after the camp. See
NT1you 8BNafter the camp.
graphic organisers
Love,
Robert XXX
Robert
3 Where’s Robert going to go mountain XXX
biking? Share and check
3 Read your letter with a friend. Write a tick (✓) or a cross (✗).
The pupils share their
to categorise and
4 How many sports is Robert going to do?
The address is in the correct place. The information is in the correct order. work with another
student and use self-
The date is in the correct place. I use First, Next and Finally to order my activities.
assessment criteria to
16–60–48–64–32–36–56 80–84–72–80–48–20
sixty-three 63 64 sixty-four
31
Using the Pupil’s Book and Activity Book
Lesson 8, Review and 21st Century Skills
The pupils are introduced 6 Lesson 8 Culture around the world: New Zealand Video and 21st Century Skills 6 The presenters
to age-appropriate 1 Read Luke’s questions. What do you think?
W h o l e C l a ss
Today’s programme is
about extreme sports.
Are they safe or are
introduce the video
cultural content lesson and spark the
I’m in New Zealand
1 Which sport can you do in the air in they dangerous?
now. It’s got high New Zealand? What do you think?
mountains and fast
2 Which sport can you do on a river?
world.
CD3 20
E TREME SPORTS 2 Watch the video again. Read and say true or false. Correct the false
sentences.
The pupils watch an
engaging video related
New Zealand has got some very exciting
Josh and Lily’s brother sports, but you must be very brave! 1 The family are going to go rock climbing.
destination and sets an lots of energy and you get very wet, but
it’s good fun!
5 The man does a bungee jump from a bridge.
3
investigation task.
Read the safety instructions. Think of three different sports for each one.
ZORBING
This is the newest extreme sport in New
Zealand. In this sport, you get inside a
big, plastic ball and you roll down a hill or Staying safe
BUNGEE JUMPING on water. Some balls move at 50 km an
In this sport, you put an hour. That’s the same as a car!
elastic rope around your
A webpage showing
very quickly through the air 1 You must wear a helmet. 2 Don’t do this on the road.
the sport for you. You can sit, stand or lie
and you bounce up and
culture to life. This helps Key learning outcomes: read about three extreme sports in New Key learning outcomes: watch and understand a video about extreme sports
consolidated through a
unit vocabulary and
listening activity.
2 Write the equipment you need to go snorkelling.
wetsuit
1 BUNGEE JUMPING
helmet harness
2 ZORBING
rope paddle surfboard
3 RAFTING
life jacket
3 Remember the song in Pupil’s Book Lesson 1. What are the children going to do? grammar.
Ravi is going to .
Lily .
Josh .
4 SAND SURFING
The pupils work
4 Read and answer.
What are you going to do tomorrow?
I .
What’s your friend going to do tomorrow?
My friend .
cooperatively to
An additional task
2 Explore the Internet with your teacher. Do the New Zealand web quest. IC T
5 How do you do these activities?
swim I swim quickly.
check their learning,
is provided for 1 How many main islands has New Zealand got? sing
rollerblade
complete the review
independent Internet
2 What’s the highest mountain in New Zealand called?
3 What’s the capital city of New Zealand?
6 Where’s Luke in this unit? and beat the clock.
Staying 7 Break the code to find out where Luke goes next.
safe Video and
research. 4 What colours are the New Zealand flag? 21st Centu
1 4–84–76–80–72–4–48–36–4
ry Skills
Look and
write. List CODE ! 6
Colour the flag. warm up
en and che
ck. Repeat
drink plen .
wear sun ty of wat
er wea CD3 22
3
because .
in New Zealand. What’s the most popular sport in New Zealand? ICT
E!
E
4 ME
CODE ! CODE ! FI V E!
76–68–84–36–16 5
76–20–4–32–60–72–76–20
Century Skill. 3
Think abo
What do
ut a spo
you do to
rt that you
stay safe
do.
?
and assess their
Read and
978138001378
1_Text.indb
Digital resources
67
29/01/2018
12:05
32
Using the projects
Give Me Five! 3 provides three fun and highly doable projects: The zoo challenge (Term 1), Treasure islands (Term 2) and A London
adventure (Term 3). These provide an opportunity for the pupils to work cooperatively in a structured way, building autonomy and
promoting creativity.
share existing 2 Work in groups. Look at the map of a zoo and make lists. Brainstorm
2 Which animals are in the zoo?
Choose eight.
Let’s call the zoo …
•• List
Listfive
fiveservices
servicesfor
forvisitors.
visitors.
3 What do your animals need? We can have some elephants.
Cooperative learning
is essential in order to
The visitors need a picnic area.
Vocabulary is
Take turns to speak when you work in a group.
Digital tip!
presented in an
2 Design and draw your zoo.
Look for photos of zoo animals on the Internet.
Print the ones you like and stick them in your zoo.
complete the group’s task.
Present your project
attractive context. 3 Present your zoo to the class.
recycles language 3 Listen and check your lists. Listen again and repeat the words. The digital tip helps pupils
that the pupils
CD2 17
ON
zoo. They’ve got some trees
input.
and some water.
E!
GIV
Think about your project Go to page 37 in your Activity Book. E
ME
FI V E!
Key learning outcomes: remember and learn the names of things you can see at a zoo; Key
Keylearning
learningoutcomes:
outcomes:work
workininaagroup
groupto
todesign
designaazoo;
zoo;present
presentyour
yourzoo
zoototothe
theclass
class
38 thirty-eight investigate a zoo Vocabulary: wild animals; things at the zoo Language:
Language:Let’s
Let’scall
callthe
thezoo
zoo…
…. .We
Wecancanhave
have(some
(someelephants).
elephants).The
The(crocodiles)
(crocodiles)need
needaa(pool).
(pool). thirty-nine 39
What does it eat? talk about the talk about the animals,
3 In the presentation talk about the
animals and their their living areas and
we … animals in the zoo.
living area in the zoo. services for visitors.
36 thirty-six thirty-seven 37
Digital resources
Teacher’s Digital: Don’t forget Pupil’s Digital: Encourage your pupils to
you can teach these lessons use the Pupil’s App on Navio to practise
using the Teacher’s App on Navio. the vocabulary from these lessons.
33
Using the Exams Practice
The Cambridge Exams Practice section at the end of both the Pupil’s Book and Activity Book introduces the pupils to the activity
types found in the different parts of the three papers of the Cambridge English Young Leaners Movers Tests: Listening, Reading and
Writing and Speaking.
Exams Practice pages 1 Look at the pictures and read the story. Write some words in your notebook
to complete the sentences about the story. You can use 1, 2 or 3 words.
1 Read the text and choose the best answer.
and Speaking papers. 2 Fred’s father likes . 5 Fred’s sister thinks she can see . 1 Vicky: Do you want to go to the sports
centre tomorrow, Jack?
4 Vicky: How often do you go skateboarding?
For further practice,
3 Fred’s sister thinks are scary. 6 Fred’s sister is happy because she swims with Jack: A About once a week.
C Yes, I am.
5 Vicky: What about asking Alice to come
C I play basketball.
C It’s nice.
Jack: A Do we?
Jack: A OK. I’m fine. Bank.
B Sorry.
B It’s fine.
tasks.
3 Work with a partner. Look and find more differences. C OK. Thank you.
C Me too.
Watch the External Watch the External
Exams Video. Exams Video.
Key learning outcome: practise for A1 Movers Reading Key learning outcome: practise for A1 Movers Reading
and Writing Part 5 and Speaking Part 1 one hundred and nineteen 119 120 one hundred and twenty and Writing Part 2
Listening Listening
5 This animal is a pet. It’s got four legs and long ears.
Football
activities found in the
6 This animal has got wings. You can see it at night.
1
2
My favourite sport is football. I like
television and I love playing it with
watching it on
friends
1 watch
2 my
see
his
watching
her
Reading and Writing
papers.
3 in the park. I usually wear shorts and 3 an some a
T-shirt when I play. Football isn’t difficult, but you need
4 to be strong and you need to run . You 4 quick quickly quicker
5 can the ball with your feet, but you 5 kicks kicking kick
bat hippo kangaroo shark rabbit parrot whale dolphin
6 hit it with your hands. 6 need mustn’t can
Key learning outcome: practice for A1 Movers Listening Part 1 and Reading and Key learning outcome: practice for A1 Movers Listening Part 4 and Reading and Key learning outcome: practice for A1 Movers Listening Part 5 and Reading and Key learning outcome: practice for A1 Movers Listening Part 1 and Reading and
Writing Part 3 Writing part 1 one hundred and fifteen 115 116 one hundred and sixteen Writing Part 4 Writing Part 6
Digital resources
Teacher’s Digital: Don’t forget Pupil’s Digital: Encourage your pupils to
you can teach this lesson using use the Pupil’s App on Navio to practise
the Teacher’s App on Navio. the vocabulary from these lessons.
34
Exams
Practice Give Me Five! 3 and the external exams
Give Me Five! 3 and 4 provide a wide range of materials 3 Question bounce
to support teachers who are preparing their pupils for the Select a Trinity Exam Practice card, read out the question and
Cambridge English Young Learners Movers and Flyers ask the class to think of an answer. Then point around the
Test. Reading, writing and listening activity types found in the room, finally choosing one pupil. This pupil should answer
Cambridge English Young Learners Movers and Flyers the question. If the pupil answers correctly, they should take
Tests are integrated into the material and each book ends another card and ask the question to the class. Once again,
with Cambridge Exams Practice lessons in the Pupil’s the class should think of the answer and then the pupil with
Book and Activity Book. This material is adapted to match the card selects another pupil to answer. Repeat the procedure
the linguistic and cognitive level of the pupils, and language is as many times as you wish, ensuring that the questions are
systematically extended as the course progresses. ‘bounced’ to a range of pupils in the class.
There are also External Exams Resources which contain 4 Walking questions
videos of children doing the speaking exams, and provide Select six to eight Trinity Exam Practice cards. Drill each
Teacher’s Notes on how to exploit these videos in the question as a class and invite a different pupil to answer each
classroom. These resources, which are part of the Teacher’s time. Hand out the cards to different pupils. These pupils must
Resource Bank, also include additional External Exams move around the class and ask their question to five other
material and practice tests, for both the Cambridge English pupils. They should then return to their seats. Hand out the
Young Learners Movers and Flyers and the Trinity Graded cards to six different pupils and repeat the procedure.
Exam in Spoken English (Elementary Stage, Grades 4 and
5 Moving questions
5), material focused on developing specific exam-related skills
and a set of Trinity Exam Practice cards. Select eight Trinity Exam Practice cards and stick them on
the board, writing a number (one to eight) above each one.
Organise the class into small groups of three or four. One
Trinity Exam Practice cards pupil from each group should come to the board and read
The Trinity Exam Practice cards are a set of downloadable and memorise the first question. They should then return to
and photocopiable cards. They can be used to build the the group and ask the question. Once everyone in the group
pupils’ confidence in asking and answering questions. On has answered, a second pupil should repeat the procedure,
each card is a question based on the Trinity Graded Exam in reading and memorising the second question. Continue until all
Spoken English syllabus. These recycle questions from the eight questions have been asked and answered.
Initial Stage (Grades 2 and 3) and introduce questions from
the Elementary Stage (Grades 4 and 5). These cards should 6 Mix Pair Share
be printed out, laminated if possible and filed by unit. They The pupils should move silently around the room. When you
can then be used during the Starting the lesson stage, which call out the word pair, they should form a pair with the person
systematically recycles language, transferring it to the pupils’ closest to them. Students who haven’t found a partner should
long-term memory. For the Trinity Exam Practice cards routine, raise their hands to find each other. Read out a question on
the teacher selects several cards from previous units. The one of the Trinity Exam Practice cards. The pupils then tell
teacher should choose a different set of cards for each lesson, each other their answers. Encourage the pupils to keep talking
and tricky questions and recent topics should be revisited as long as possible. When all the pupils have finished, repeat
more frequently. The teacher then uses the cards to practise the procedure with other cards.
asking and answering questions by doing one of the following 7 Snakes and ladders
suggested activities: Draw a simple snakes and ladders board on the board and
draw a question mark in eight to ten of the squares. Divide
Trinity Exam Practice cards activity bank the class into two teams and ask each team to throw the dice.
1 Ask and answer in Talk Partners The team with the highest number should begin. The teams
Point to the Talk Partners Talk card and ask the class to get take turns to throw the dice and move along the board. When
into pairs. Then hold up one of the selected Trinity Exam a team lands on a question mark, read out one of the Trinity
Practice cards and ask the class the question. Invite a pupil Exam Practice cards. The team has to answer correctly to stay
to answer and repeat their answer for the class. The pupils on the square. If they don’t answer correctly, they move back
then ask and answer the same question with their Talk Partner. to their last square. The game continues until a team reaches
Repeat the procedure with other cards. the ‘finish’ square.
2 Three-step interview 8 Class question box
Follow the procedure for Activity 1. When the pupils have Make extra copies of the Trinity Exam Practice cards that you
asked and answered all the questions on the Trinity Exam have practised in class. Laminate these, if possible, and store
Practice cards, ask them to get into different pairs. They them in a class question box. Fast finishers can use these
should then share information about their first partner’s cards to review and practise language, working individually to
responses. write the answers in their notebooks or asking and answering
the questions with a Talk Partner.
35
Using the Teacher’s Book
The Teacher’s Notes have a clear, user-friendly design, offering both an At a Glance Lesson Plan and a Detailed Lesson Plan.
These mirror each other, enabling teachers to move between the two lesson plans with ease.
objectives are mapped to • flippers, gloves, helmet, kayak, life jacket, mask,
paddle, snorkel, surfboard, swimsuit, water-skis,
• Pupil’s Book p60; Activity Book p58; Class CD3;
Teacher’s App on Navio
Outcomes.
• Play a game with a recycled structure sailing boat • Teacher’s Resource Bank: Trinity Exams Practice
cards (selected from the Starter Unit and Units 1, 2,
• Recycled: cycled, dance, go swimming, gymnastics,
• Sing a song 3, 4 and 5)
hockey, play football, ride a horse, rollerblade, sailing,
sing, snorkelling, swim, tennis, volleyball, walk
The At a Glance Lesson At a Glance Lesson Plan Pupil’s Book Activity Book
Activity 3
cards (optional).
1 What water sports do you know? Make a list.
What equipment do you need? sea.
• Review sports vocabulary. 2 Listen, point and say the vocabulary chant.
CD3 06
2 samk
Activity 4
CD3 07
file kectaj
1 flippers 2 wetsuit Under the water I’m wearing a mask
3
use the talk cards. And on the waves. And flippers, too.
9 sumiwsti
Activity 1 Chorus
5 kesnlor
3 mask 4 kayak
Go to the Activity Book. 11 ratwe-isks
He’s ready to
.
equipment flashcards.
And a life jacket, too. And a wetsuit, too.
I’m ready to kayak. I’m ready to water-ski. CODE! 24–36–76–32
9 paddle 10 water-skis
What about you? What about you? Vocabulary extension 58 fifty-eight
Chorus Chorus
• Present six additional
provided.
sports equipment word cards. Key learning outcomes: identify and say water sports equipment; sing a
60 sixty song about doing water sports Vocabulary: water sports
• Water and air on Earth: • Match. activity.
Activity 2 9781380013583_Text.indb 60 16/01/2018 11:14
Identify other sources of water Activity 2
on Earth. • Look and write.
• Listen, point and say the
vocabulary chant.
CD3 Track 06 p272 Digital resources
Teacher’s Digital: Don’t forget Pupil’s Digital: Encourage your pupils
you can teach this lesson using to use the Pupil’s App on Navio to
Fast Forward icons the Teacher’s App on Navio. practise the vocabulary from this lesson.
optional use of the Trinity ways they will be working in the lesson. beach today? Prompt the class to identify the sports
on the sign. Then ask What’s Ravi wearing? Repeat
the question for Lily and Josh.
Ending the lesson t
36