Unit 6  At the summer camp
Lesson 1: Vocabulary Transcript
Language
Core: climb a mountain, cook on the campfire, go caving,
go fishing, go kitesurfing, go to the beach, play volleyball,
swim in the lake, take photos, visit a castle
Revised: Free time / outdoor activities / sports; camera,
helmet, kite, mobile phone, sandcastles, torch; have to / don’t
have to, I like (swimming) on holiday.
Other: baked potato, board, equipment, fishing rod, holiday,
pay, summer camp, swimming costume
Starting the lesson (optional)
• Play Mime it (see Ideas bank page 169) to review activities
from previous lessons and levels.
• Talk about activities the children do at the weekend and
on holiday, in the children’s own language and English.
Ask the children What do you like doing at the weekend?
What do you like doing in the summer holidays? What do
you like doing in winter? Are you good at skiing? Can you
windsurf? Are you good at sailing?
• Point to the Unit aim box on the Class Book page and read
the aim together.
iPack
Unit introduction: 1 Watch.
• Watch the video. Ask the children questions about the
clip, in the children’s own language: Where’s Jack going?
(To summer camp.) What does he have to take? (Clothes,
a torch, a waterproof jacket and some suncream.) Has he
got boots? (Yes, he has.) Does he have to take a tent? (No, he
doesn’t.)
Transcript
Jack  Hello! I’m packing for summer camp. The bus leaves at
eleven o’clock! It’s half past ten now. I have to take clothes,
a torch and a waterproof jacket. Oh, and some suncream.
I’ve got my rubber boots here. We don’t have to take tents,
because there are some at the camp. OK, I think I’ve got
everything. Time to go!
Vocabulary presentation: flashcards (optional)
• Click through the flashcards in the Resources section of
the iPack to introduce the new vocabulary. Repeat several
times, encouraging the children to remember the words.
Class Book    page 60  In a more confident class, look at the new words in
2 Listen and repeat.  w 3.18
• Focus the children on the photo display of activities at the
summer camp and talk about what the children can see.
Where are they? (At summer camp.) Is there a beach? (Yes,
there is.) Is there a mountain? (Yes, there is.) Is there a lake?
(Yes, there is.) Who is at the summer camp with Jack? (Alfie
and Lisa.)
• Play the audio for the children to listen and repeat.
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4563352 AAU TB5 Eng.indb 138
1  visit a castle   ​2 go kitesurfing  ​3 take photos  ​
4  play volleyball   ​5 go caving  ​6  go to the beach   ​
7  go fishing   ​8  swim in the lake   ​9  climb a mountain   ​
10  cook on the campfire
OPTION:
Use the flashcards to present the new vocabulary. Place
the flashcards on the board and ask the class to say the
words with you. Choose a game from the Ideas bank on
pages 167–172.
3 Listen and say.  w 3.19
• The children listen to the comment about each activity
and say the number it corresponds to on the Class Book
pages. Play the audio, pausing before the number is
revealed. Continue the audio to check.
Transcript
1 Yes, we won! … Four
2 Oh, the water’s cold! … Eight
3 Smile! … Three
4 Look! We’re at the top! … Nine
5 Do you want a baked potato? I think they’re ready. … Ten
6 Let’s make a sandcastle! … Six
7 Did you see me jump? … Two
8 I think I’ve got a fish! … Seven
9 Wow, look. It says it’s seven hundred years old. … One
10 Have you got your helmets? Yes! OK, turn on your torches
now. … Five
4 Read and say the activity.
• Check comprehension of any new or difficult words.
Children read the descriptions 1–10 and say which activity
it is. Do this as a class or put the children into pairs.
ANSWERS
1  go caving   2  go kitesurfing   3  swim in the lake  
4  take photos   5  cook on the campfire   6  play
volleyball  7  go fishing   8  go to the beach   9  climb a
mountain  10  visit a castle
OPTION:
In a less confident class, the children take turns in pairs,
i.e. one child answering odd sentences the other even
sentences. Ask them to repeat the activity doing the other
numbers.
EXTENSION:
the word bank. Put the children into pairs to point to
a word for their partner to match to a holiday activity.
Alternatively, play a game from the Ideas bank using the
wordcards.
5 Ask and answer.
• Read the conversation in the speech bubbles. Put the
children into pairs. They take turns asking about what they
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 need for the activities on pages 6–7 using the structure.
Monitor, help and praise throughout.
• Remind the class that when we talk about obligation or
no obligation we use have to / don’t have to. Check the
children use the question and short answers correctly.
Jack’s question.
• Point to Jack’s question and read it aloud. Say I like going
to the beach and playing volleyball on holiday. Ask the
question around the class encouraging the children to use
the structure with the new activities.
Star question (optional)
• Ask the Star question encouraging the children to say
activities they know from previous levels that use different
verbs.
KEY COMPETENCES:   Linguistic competence
The Star question enables the children to further
personalise and use the language of the lesson,
while incorporating language they have learnt in
previous levels.
CULTURE NOTE:  Summer camps in the UK
School summer holidays in the UK last for six weeks, from
the middle of July to the end of August.  During this time
there are many different types of holiday activities and
summer camps. There are day camps where children
learn a new sport for a week such as tennis, swimming
or football, or do drama and dance. There are overnight
camps where children go to the seaside or countryside
and learn water sports such as surfing, paddle boarding,
water skiing and paragliding. There are also nature camps
where children learn how to forage for food and track
animals or look at wildlife and collect and study insects.
iPack
Vocabulary practice: game
• See instructions for Snap on page 163.
Activity Book    page 60  find out what time Jack is going to arrive home on
1 Look and complete the crossword.
ANSWERS
1  photos  2  kitesurfing  3  beach  4  mountain  
5  castle  6  volleyball  7  fishing  8  campfire   2 Read and learn. Say the sentences.
9  lake  10  caving
2 Cover and play Point and spell. Check with your
friend.
• See notes on page 60.
3 Complete the table. Ask and answer. Write 4
sentences about your friend.
• The children imagine they are at Jack’s summer camp
and write five activities they would like to do in the table.
Put the children into pairs to ask their partner what five
activities they want to do. They write them in the table.
• The children write four sentences about what their
partner wants to do in the space provided. Ask the
children to check their work in pairs.
4563352 AAU TB5 Eng.indb 139
Extra
• Fast finishers write about what activities they and their
family usually do in the summer.
Ending the lesson (optional)
• Play Mystery card to review the holiday activities (see Ideas
bank page 169).
Lesson 2: Grammar &
Communication
Language
Core: Going to future: I’m / You’re / He’s / She’s /
We’re / They’re going to (go caving). I’m not / You aren’t /
He isn’t / She isn’t / We aren’t / They aren’t going to (climb a
mountain).
Revised: Days of the week; Holiday activities; Time phrases;
have a picnic
Other: baked potatoes, beans
Starting the lesson (optional)
• Play Flashlight flashcards to review the holiday activities
(see Ideas bank page 167).
• Talk about things you are going to do at school today, this
week and at the weekend, in the children’s own language.
What are we going to do in class today? What are you going
to do tomorrow? What activities are you going to do this
weekend? Are you going to go shopping on Saturday? Are you
going to go to the beach this weekend? What are you going
to do there?
Class Book    page 61 
1 Read and listen. What time is Jack going to arrive
home on Sunday?  w 3.20
• Remind the class that Jack is at a summer camp. Point to
the message and ask the class who it is from and who it is
to (From Jack to his mum).
• Tell the children to read and listen to the message and
Sunday. Feed back the answer from the class.
ANSWER
At 8 pm.
• Tell the class Jack has got lots of plans for things he is
going to do at summer camp. Refer the children to the All
about grammar box. Explain that we use going to to talk
about our future plans. Point out the form of going to in
the affirmative and negative with the different pronouns.
Point out the verb to be before going to and the form of
the verb that follows going to (infinitive).
• Put the children into pairs. Ask the children to take turns
saying sentences about what Jack is going to do and then
what they are going to do (individually and with their
partner). Monitor, help and praise throughout.
OPTION:
In a less confident class, do this activity together as a class
using a variety of pronouns.
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 3 Play The activities game.
• Point to the calendar and elicit the holiday activities Jack
and Alfie are going to do. Check the children understand
the time expressions in the morning, in the afternoon, on
Saturday.
• Put the children into pairs. One child says a sentence
using going to (affirmative and negative sentences) about
Jack or Alfie’s plans, for their partner to guess who. Refer
them to the grammar box and the model conversation for
support. Monitor and help throughout.
KEY COMPETENCES:   Linguistic competence
Following a controlled speaking activity with freer
speaking practice allows the children to play with the
language of the lesson and consolidate their learning. It
also develops their speaking and listening skills.
iPack
Vocabulary and grammar practice: game
• See instructions for Cloudburst on page 163.
Activity Book    page 61  4 Speak and guess with your friend. Use
1 Listen and number. Listen again and complete
the sentences.  w 3.21
• Look at the numbered pictures and elicit the names and
holiday activities. Play the audio for the children to listen
and write one number from each box to indicate the child
and the activities they are going to / not going to do.
Check answers in pairs.
• The children use the numbers they have written to
complete the sentences 1–3. Play the audio again for
children to check their ideas. Check in pairs before
feeding back.
Transcript
1 Lisa is going to climb a mountain, but she isn’t going to
swim in the lake.
2 Jack and Alfie are going to go fishing, but they aren’t
going to take photos.
3 Jack is going to visit a castle, but he isn’t going to go
kitesurfing.
ANSWERS
1  [ 2] [4] [9]: Lisa is going to climb a mountain, but she isn’t
going to swim in the lake.
2  [3] [5] [11]: Jack and Alfie are going to take photos, but
they aren’t going to go fishing.
3  [1] [7] [10]: Jack is going to visit a castle, but he isn’t
going to go kitesurfing.​
2 What are the grammar rules? Tick f.
• Tell the children to look at the chart and think about the
grammar they have just learned.
• Refer them to the column headings and ask them to look
and tick the columns that show how we talk about future
plans with going to.
• The children may work individually or in pairs to complete
the chart. The children check their answers in pairs before
feeding back.
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4563352 AAU TB5 Eng.indb 140
ANSWERS
I’m going to: Affirmative
I’m not going to: Negative
You’re going to: Affirmative
You aren’t going to: Negative
He’s / She’s going to: Affirmative
He / She isn’t going to: Negative
We’re / They’re going to: Affirmative
We / They aren’t going to: Negative
3 Order the words to make sentences.
ANSWERS
1 Lisa isn’t going to play volleyball.
2 Lisa and Alfie are going to go caving.
3 Alfie is going to visit a castle.
4 Jack and Alfie are going to go to the beach.
5 Jack isn’t going to climb a mountain.
OPTION:
In a less confident class, write an example with going to
on the board as support and point out the form of the
sentence (subject + to be + going to + verb).
Activities 1 and 3 to help you.
• Read the two speech bubbles. The children refer to
Activity 1 to say and guess the activities Jack, Alfie and Lisa
are going to do. Monitor and help throughout.
All about grammar    page 88 
1 Look and complete using the correct form of
going to.
• Review with the class how we form sentences using going
to and when we use them. Clarify in the children’s own
language if necessary.
• The children look at the pictures and complete the
sentences with the correct form of be + going to for each
picture. Check answers in pairs before feeding back.
ANSWERS
1  ‘re going to   2  isn’t going to   3  ’re going to  
4  ’m not going to   5  ’s going to   6  aren’t going to
2 Complete the text using the correct form of
going to and the verbs.
• The children read the text about Emma’s holiday plans
and write the correct form of be + going to and the verb
in brackets. Tell them to think about which pronoun
or person is being talked about and if the sentence is
affirmative or negative.
ANSWERS
1  ‘m going to go   2  ’re going to listen to   3  ’re going to
stay  4  aren’t going to cook   5  are going to eat   6  isn’t
going to come   7  ’s going to climb   8  ‘m going to ask
3 Write about your plans for next weekend.
• The children think about their own plans for next
weekend and write 2–3 sentences using the correct form
of going to (affirmative and negative).
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 Ending the lesson (optional)
• Play Listen and find to review going to and the holiday
activities (see Ideas bank page 168).
Further practice
Teacher’s Resource Material: Unit 6 Lesson 2 Reinforcement and
Extension worksheets.
Lesson 3: Culture &
Communication
Language
Core: Excuse me, could you send / give / tell me …? Yes, of
course. Yes, here you are.
Revised: Animals; Holiday activities; Past simple; Present
simple; Places around town; Weather; beach, can, going
to, lake, mountain, waterproof, wetsuit
Other: crab, Egypt, leaflet, lido, map, seaside, website
Starting the lesson (optional)
• Play The activities game from Lesson 2 again.
• Talk about activities you can do at the seaside in your
country in the children’s own language or English: What
activities can you do at the seaside in our country? What
do you like doing? What activities can you do in different
countries around the world? Do you like snorkelling? Is it scary
or exciting? Why?
iPack
Culture presentation: 1 Watch. What activities can
you do on an active holiday?
• 1st viewing: Watch Jack’s introduction to the culture film
and ask the children to tell you what the video is about
(Things people do in the summer holidays in the UK). Make
some predictions as a class about the question What
activities can you do on an active holiday?
• Watch the culture film, stopping before the
comprehension questions, for children to check their
predictions. Ask the class to tell you what they know
about the activities.
• 2nd viewing: Watch the video again and answer the
comprehension task at the end of the film.
Note:  Use the Culture and Communication worksheet with
the video.
ANSWERS
go mountain biking, hiking or kayaking
Transcript
Jack  It’s nearly the summer holidays. In the UK, we usually
have six weeks’ holiday from school. Most families go away
somewhere. Let’s see what kinds of things they do!
Culture film:
Are you going to go on holiday this year? Do you like
History? The UK has got lots of castles. This is Warwick Castle
in the centre of England. It’s more than a thousand years old.
In the past, kings and queens lived here. Now, more than six
hundred thousand people visit every year.
Maybe you prefer the countryside. This is the Lake District,
in the north of England. The Lake District is a great place
4563352 AAU TB5 Eng.indb 141
for an active holiday. You can go mountain biking, hiking or
kayaking.
As well as lakes, the UK has got more than ten thousand
kilometres of seaside, so there are lots of beaches! It’s often
windy at the beach, so it’s a good place to fly a kite or go
surfing.
If you want to fly a kite and go surfing, and you like
adventure, try kitesurfing! Splash! Watch out for the
windsurfers!
Seaside towns have got hotels, funfairs and ice cream!
Many people go camping with their family or friends. But
the weather isn’t always good so some people from the UK
choose to go to a different country on holiday, where they
know it’s hot and sunny!
CULTURE NOTE:  The seaside in the UK
Greta Britain and Northern Ireland are islands, so there
are lots of different types of beaches to be found. There
are long sandy beaches in Wales which are excellent
for surfing. Cornwall, in the south west of the country,
has beautiful beaches, both sandy and stony, and there
are small bays which are perfect for paddle boarding,
snorkelling or learning to sail. In the north of England,
many seaside towns have activities such as donkey rides,
funfairs with exciting rides and aquariums that you can
visit. There is often a pier. In Northern Ireland, you can find
a beach with huge hexagonal rocks, known as the Giant’s
Causeway, which is amazing to walk around. Try to spot
Scotland over the sea!
Class Book    page 62 
2 Read and listen. What activities are Jack and
Omar going to do when Omar visits?  w 3.22
• Point to the text message and tell the class that Jack is
messaging his friend Omar. Tell them Omar is from Egypt.
• Ask the children to look at the photos and say any words
they know to describe them (a crab, colourful fish, the sea,
there’s a swimming pool, etc.).
• Play the audio for the children to listen and read. Then
answer the question.
ANSWERS
They’re going to go to the beach and go swimming in
the lido.
TEACHING TIP:
Remind the class that we can use swim and go swimming.
3 Think about a place to visit and the information
you need. Write notes.
• Refer the children to the words in the box and check
their understanding. Ask them to think about what sort
of information they might need to find out or ask for if
they visit those places. Read the sentences Could you tell
me …? and ask the class to find an example of this type
of question in Jack and Omar’s text message. Brainstorm
other places to visit and the types of information we
might need to ask about when visiting them. Brainstorm
ideas as a class and write them on the board.
• Tell the children to write the questions they might need to
ask to get information about 2–3 places they want to visit.
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 iPack / Class Book    page 62  Extra
4 Watch. Discuss the information you need to visit
a place.  w 3.23
• Explain to the class that they are going to watch or listen
to two children asking for information. Watch or listen.
• Watch or listen again and pause for the children to repeat
the conversation. Repeat as necessary.
Transcript
A Excuse me, could you tell me what time the swimming
pool opens?
B Yes, of course. It opens at ten o’clock.
A Thank you. Could you give me a map?
B Yes, here you are.
A Thanks.
Language in action!
• Refer the class to the Language in action! box and read
through the questions and answers.
• When the children are using the language confidently,
put them into pairs or small groups. They take turns to ask
for information about places to visit using polite questions
using the Language in action! box for support.
KEY COMPETENCES:   Social and civic competence
Learning polite functional language enables the children
to interact in society in a polite and positive way. This is
an important skill for communicating with others, both in
their own and other cultures.
Let’s compare culture
• Discuss the culture question in English and in the
children’s own language if necessary. What do you do at
the seaside? Do you go swimming? Do you like doing water
sports? Do you visit places at the seaside or do you stay on the
beach? What activities do they do in the UK? Is the sea warm
or cold in the UK? Is the weather wet or dry? Does this change
the activities they do in the UK?
Activity Book    page 62 
1 Reorder the letters and make words to complete
the dialogue.
ANSWERS
1  going  2  Could  3  fishing  4  campfire   about at the end of their message? (World of water) Tell the
5  beach  6  volleyball  7  caving  children they are going to do a quiz about water from that
2 Complete the table with holiday places, activities
and sports.
• Look at the table as a class and point out the headings.
Brainstorm ideas as a class or work in pairs.
• The children write places you can visit and the activities
and sports they can do at each place.
3 Write a description of your perfect holiday. Use
Activities 1 and 2 to help you.
• The children refer to the table in Activity 2 for ideas and
the text in Activity 1 to write a description about their
perfect holiday using going to.
142 Unit 6
4563352 AAU TB5 Eng.indb 142
• Fast finishers write what they are going to take on a
camping holiday using going to. Ask the children to check
their ideas in pairs if you have time.
Ending the lesson (optional)
• Play True or false? (see Ideas bank page 169).
Further practice
Teacher’s Resource Material: Unit 6 Festivals
worksheet.
ASSESSMENT OPPORTUNITIES:
The Language in action! activity is an opportunity to assess
the children’s speaking development. Assessment grid
and notes in Teacher’s Resource Material.
Lesson 4: Cross-curricular
(Natural Science)
Language
Core: fresh water, land, ocean, reservoir, salt water, tap
Revised: Present simple: can, have to; every day, ice, lake,
river, save water, snow, (three) times a week, waste water,
water plants
Other: collect rain water, contain water, flush the toilet, the
Earth’s surface, the ground, less than, more than, North /
South Pole, store water, turn off
Starting the lesson (optional)
• Play Ladders to brainstorm rivers, lake, seas and oceans
around the world (see Ideas bank page 171).
• Ask around the class Which of these places have you visited?
What type of water is it, salt water or fresh water? Do you like
swimming in salt water or fresh water? Which water do we
drink?
iPack
Cross-curricular presentation: slideshow 1 Watch
and do the Quick quiz. Discuss.
• Talk about Lesson 3. Ask the class Who was Jack messaging
about seaside activities? (Omar) Which website did they talk
website.
• Watch the slideshow, pausing before the Quick quiz.
• Put the children into pairs and pause after each Quick quiz
question for the children to raise their hands and answer.
Continue the audio to check.
Transcript
The Earth is sometimes called the Blue Planet because more
than 70% of the Earth’s surface is covered by water.  Less
than 30% of the Earth’s surface is land.
Salt water: The oceans contain salt water. More than 97%
of the world’s water is salt water. Many different kinds of
animals live in the ocean. They need salt water to survive.
Fresh water: Rivers and lakes contain fresh water. There is
also fresh water under the ground, and as snow and ice.
Less than 3% of the world’s water is fresh water. Humans
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 and some animals need fresh water to survive. People store
water in large, man-made lakes called reservoirs.
The Earth’s population is getting bigger, so it’s very
important not to waste water. Think about how you can save
water. Can you turn off the tap more often?
Quick quiz!
Question 1  What is the Earth sometimes called? … The Blue
Planet.
Question 2  How much of the Earth’s surface is water? … More
than 70%.
Question 3  How much of the Earth’s surface is land? … Less
than 30%.
Question 4  Is the water in the oceans salt water or fresh
water? … Salt water.
Question 5  Is the water in the rivers, lakes and under the
ground salt water or fresh water? … Fresh water.
Question 6  Is the water in ice or snow salt water or fresh
water? … Fresh water.
Question 7  Think about how much water you use.
a.  How often do you have a bath? b.  How often do you
have a shower?
Class Book    page 63  find water. The children write the words from the word
2 Read and listen. Why do we have to save
water?  w 3.24
• Look at the photos and ask the class what they can see.
• Play the audio for the children to follow the words in their
books.
• Ask the children to read the text again and answer the
question with a partner. Discuss the answer as a class.
Transcript
See Class Book page 63 for transcript.
ANSWER
Because there is very little fresh water in the world, and
humans and many other animals and plants need fresh
water.
3 Read again and answer.
• Read questions 1–6 and check the children understand
the key words in the question. Allow the children time to
read the text again.
• The children write their answers in their notebooks. Ask
them to check in pairs before feeding back as a class.
Encourage the class to tell you how they save water.
ANSWERS
1 Fresh water and salt water.
2 Less than 3%.
3 Salt water.
4 In rivers, lakes, under the ground, and as snow and ice
on mountains and near the North and South Poles.
5 In reservoirs.
6 Have a short shower, not a bath; turn off the tap when
you’re brushing your teeth; collect rain water to water
plants.
4563352 AAU TB5 Eng.indb 143
KEY COMPETENCES:   Mathematical competence and
basic competences in science and technology
Learning about the importance of water and ways to
preserve it is an important issue to reflect on. The children
will have to think of innovative ways to preserve and use
water in the future.
WEB SEARCH:  Find out where your nearest lake,
river and reservoir are. Can you find out where
the fresh water you use comes from?
• The children use the internet to find out about water
in their area. Put children into pairs to use the Cross-
curricular worksheet to do their research. Check the
instructions and language of the worksheet before
children research.
Activity Book    page 63 
1 Label the pie chart.
• The children look at the pie chart which represents the
two types of water on the Earth and examples where we
bank in the correct section of the pie chart.
ANSWERS
1  salt water   2  oceans  3  fresh water   4  snow and
ice  5  reservoirs  6  rivers  7  lakes  8  under the
ground​
2 Complete the text using the information from
the pie chart.
• The children read and complete the text using the words
in Activity 1.
ANSWERS
1  salt water   2  fresh water   3  97  4  3  
5  reservoirs  6  rivers  7  snow and ice
(in any order)   8  under the ground   9  oceans
3 How much water do you use every day?
• Ask the children to think about the water they use every
day. The children read each question and write their own
answer. They calculate how much water they use each
day in litres. The children may use a calculator or work out
their answers on a separate piece of paper. Monitor, help
and praise throughout.
4 Write about the water you use every day and
what you’re going to do to save water.
• The children read the questions in the table and write
their answer in the box. Check the children understand
the meaning of flush the toilet.
• They use the information given about how much water
each activity uses and calculate the water they use for
each activity and as a total each day.
• Put the children into pairs to talk about how much water
they use each day and how they think they can save
water. Feedback ideas from the class. In a mess confident
class brainstorm ideas as a class and write them on the
board.
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 • The children complete the paragraph about their
daily water usage and then 2–3 ways they are going
to save water.
Extra
• Fast finishers find out and write a list of animals that can
live in salt water in their notebooks.
Ending the lesson (optional)
• Play Bingo! (see Ideas bank page 170). Brainstorm 16
animals that live in water on the board for the class to
choose from to play.
Further practice
Teacher’s Resource Material: Unit 6 Cross-curricular
worksheet.
Lesson 5: Story & Vocabulary
Language
Core: barbecue, customer(s), main course, menu, waiter,
waitress
Revised: Adjectives; Food; Holiday activities; Jobs;
Nationalities; Present simple; Superlatives; going to, There’s
a … Would you like …? Have you got …?
Other: book a table, busy, burn, humorous, lunchtime,
maybe, picks up, restaurant, thoughtful
Starting the lesson (optional)
• Play 2-minute race to review food and drink words (see
Ideas bank page 171).
iPack
Vocabulary and grammar review and presentation:
story animation
1 Watch.
• Tell the children they’re going to watch a story animation
with Jack. Pause after Jack’s introduction and ask What’s
the story about? (A humorous story about a cook and a
waitress.)
• With books closed, watch the story. Ask What happens
in the story? (Nick, a cook, wants to take his friend Katy, a
waitress at his restaurant, out for lunch for her birthday. He
can’t find a table at the restaurant she likes so he plans a
BBQ on the beach.)
Transcript
Jack  This is a humorous story about a cook called Nick. Let’s
find out what happens.
• See Class Book pages 64–65 for story transcript.
Vocabulary presentation: flashcards (optional)
• Click through the flashcards in the Resources section of
the iPack to introduce the new vocabulary. Repeat several
times, encouraging the children to remember the words.
144 Unit 6
4563352 AAU TB5 Eng.indb 144
Class Book    pages 64–65 
2 Read and listen. Find the words in the story. 
w 3.25
• Point to the photo at the top of the page and ask What is
it? (A cook and a fish.) What type of story is it? (A humorous
story.)
• Play the story audio for the children to read and follow in
their Class Books.
• Check comprehension: What does Nick cook at the
restaurant? (Fish.) Does he burn the fish? (Yes, he does.) Is
Katy friendly? (Yes.) When is Katy’s birthday? (Tomorrow.)
Where does Nick want to take Katy? (To a Chinese
restaurant.) Does she like Chinese food? (No, she doesn’t.)
What does she like? (Italian food.) What time does Nick pick
up Katy? (At half past twelve.) Is Katy happy she isn’t going
to an Italian restaurant? (No, she isn’t.) How does Nick feel?
(He’s excited.) What has Nick got for lunch? (A barbecue
and a picnic.) What is his job today? (Cook and waiter for
Katy.) How does Katy feel with her special birthday present?
(She’s happy.) How does Nick feel? (He’s happy, too.)
• Ask the children to look at the six words in the word bank
on page 64. Read them as a class. Tell the children to find
the words in the story. Ask the children what the words
mean, in their own language or in English.
• Use the flashcards to review the new words.
ANSWERS
barbecue: frame 7 main  course: frame 7  
customer(s):  frames 1, 7  menu: frame 7  
waiter: frame 7  waitress: frame 1
ALL ABOUT VALUES:  A thoughtful present is always a
good present.
Remind the children of who organised the thoughtful
present. What did he do that was special? How did Katy feel
about her present? Do you think they had a lovely time? Will
Katy remember her birthday present from Nick? Talk to the
children in their own language about giving thoughtful
presents and why it’s more important than spending lots
of money.
KEY COMPETENCES:   Social and civic competence
Being thoughtful and thinking about others is a social
skill that the children can apply to many areas of their
lives. It is important to have empathy and consider others’
feelings and to look after friends, family and people we
meet every day.
3 Read and answer.
• Read questions 1–6 and check understanding of any
unknown words. Allow the children time to read the
questions and text again.
• The children write their answers in their notebooks. Ask
them to check in pairs before feeding back as a class.
ANSWERS
1  He’s a cook.   2  She’s a waitress.   3  She doesn’t
like Chinese, French or Indian food.   4  Because
it’s busy.   5  Bread, olives, salad, fish and
strawberries.  6  No, he doesn’t.
03/11/2017 10:50
 4 Listen to Jack and his friends. What did you think
about the story?  w 3.26
• See notes on page 65.
WEB SEARCH:  What kinds of restaurants are
there in your town or city?
• The children use the internet to find out about
restaurants in their area. Encourage them to give their
opinions about the food if they have eaten there, or
their opinions in general.
iPack
Vocabulary practice: game
• See instructions for Small image matching on page 163.
Activity Book    page 64  iPack
1 Read and complete Jack and Alfie’s review of the
story.
ANSWERS
1  humorous  2  waitress  3  restaurant  4  menu   What did he do? How did Katy feel about her thoughtful
5  barbecue  6  course  7  customer  8  waiter  present?
2 What do you think about the story? Circle a word
and complete your review. Learn to learn.
• See notes on page 65.
3 Do you like thoughtful presents? Circle Yes or No.
Write.
• Ask the children to think about a thoughtful present they
have been given or that they have given to someone else
in the past. The children read the sentences and circle Yes
or No as it applies to them and complete the sentence.
• Refer the children to the score ratings. Remind the
children it’s nice to give thoughtful presents because it
shows we care about others.
Extra
• Fast finishers consider what happens next in the story.
They write their ideas in their notebooks. Ask the children
to share their ideas with a partner or the class.
Ending the lesson (optional)
• Play Collocations race to review food and drink and free
time activities (see Ideas bank page 171).
Further practice
Teacher’s Resource Material: Unit 6 Story playscript worksheet.
4563352 AAU TB5 Eng.indb 145
Lesson 6: Story, Grammar &
Communication
Language
Core: Going to future: Are you / we / they going to (have
lunch here)? Yes, we / they are. Yes, I am. No, we / they aren’t.
No, I’m not. Is he / she going to (cook pizza)? Yes, he / she is.
No, he / she isn’t, to be; Questions and shorts answers
Revised: Holiday activities; Food and drink; Free time
activities; barbecue, customer(s), main course, menu, waiter,
waitress
Starting the lesson (optional)
• Play What are the words? (see Ideas bank page 172).
Story review and grammar presentation  w 3.25
• Ask the children what they remember from the story:
Who’s in the story? What was Nick’s job? What was Katy’s
job? Where did Katy want to go? Could Nick get a table there?
• Watch (or listen to) the story again to confirm answers.
Vocabulary review: flashcards (optional)
• Click through the flashcards in the Resources section of
the iPack to remind the children of the new vocabulary.
Class Book    page 66 
1 Read and say. Find the answers in the story.
• Tell the class these are four sentences from the story. There
is a word missing in each. Ask the children to read the
story on pages 64–65 again and find the missing words.
ANSWERS
1  going  2  aren’t  3  Are  4  we
2 Beat the clock. How many questions and answers
can you make in 3 minutes?
• Remind the class that they already know how to make
questions and short answers in the present using the
verb to be. Elicit 3–4 questions and answers from the class
using different pronouns and affirmative and negative
answers, e.g. Are you happy? Yes, I am. Is he 10 years old? Yes,
he is. Are they boys? No, they aren’t. etc.
• Explain that today they will learn how to make questions
and short answers using going to. Look at the All about
grammar box as a class. Explain that we use questions
with going to to ask about future plans. Point out the word
order in the questions be + pronoun + going to + verb.
Tell the class that they already know the short answers
because they are the same as with the verb to be.
• Put the children into pairs. Ask them to take turns asking
and answering questions with be + going to using the
grammar box for support. Ask them to count the number
of questions and answers they ask / answer in 3 minutes.
Set a timer. In a more confident class, encourage the class
to ask questions using other verb endings. Monitor, help
and praise throughout. Feed back some of the questions
and answers from pairs.
Unit 6 145
03/11/2017 10:50
 3 Ask and answer.
• Ask the children to look at the picture and say what food,
drink, activities and people they can see. Read the verbs in
the word bank and check the children’s understanding.
• Put the children into pairs. They take turns pointing to a
person in the picture and asking a question using a verb
from the word bank about what that person is going to
do. Their partner answers with a negative or affirmative
response. Monitor, help and praise throughout.
KEY COMPETENCES:   Linguistic competence
Using an image to practise new grammar helps the
children give it meaning and context. This makes it
memorable and enables them to recall the language in
later lessons.
4 Ask your friend what he or she is going to do
after school.
• Ask the children to think about what they do after school.
Brainstorm some free time activities and write them on
the board.
• Point to the children at the bottom of the page and
read the conversation. Put the children into pairs to ask
questions using Are you going to…? and answer with short
answers. Encourage them to say what they are going to
do if their answer is No, I’m not. Monitor, help and praise
throughout.
Star question (optional)
• Ask the children to recall what their partner told them
about their plans after school. They write 2–3 sentences
in their notebooks. Ask them to check with their partner if
they remembered correctly.
iPack
Vocabulary and grammar practice: game
• See instructions for Chase the cheese on page 164.
Activity Book    page 65  using short answers.
1 Listen and number the pictures.  w 3.27
Transcript
1 Narrator  Nick has got a table and chairs, a barbecue and
a picnic. He gives Katy a menu. There’s bread and olives.
There’s fish and salad for the main course. There are
strawberries for pudding.
Nick  I’m going to be the cook and the waiter today! And
you’re going to be the customer.
2 Narrator  Nick drives to the beach.
Katy  Are we going to have lunch here?
Nick  Yes, we are.
Katy  But there isn’t a restaurant!
Nick Aha!
3 Narrator  Nick has got an idea. The next day, he picks Katy
up at half past twelve.
Nick  Happy birthday!
Katy  Thank you. Are we going to go to the Italian
restaurant?
Nick  No, we aren’t.
Katy Oh!
146 Unit 6
4563352 AAU TB5 Eng.indb 146
ANSWERS
a  1  b  3  c  2
2 Answer the questions about the story.
ANSWERS
1  No, they aren’t.   2  Yes, they are.   3  No, she
isn’t.  4  Yes, she is.   5  Yes, he is.   6  No, he isn’t.
3 Write a questionnaire to find out what your
friend is going to do this summer. Ask and
complete.
• The children think of five activities to ask their friend about.
They write a question for each in the questionnaire using
Are you going to …? Monitor, help and praise throughout.
• Put the children into pairs. They ask their questions to their
partner who gives short answers. They may add more
information if they are able, e.g. Yes, I am. I’m going to go with
my family. The children record their partner’s answers in the
column on the right. Monitor and praise throughout.
All about grammar    page 89 
1 Write questions with going to.
• Review how and when we ask questions with going to
and how we form short answers using to be. Remind the
children the form of be changes for each pronoun. Clarify
in the children’s own language if necessary.
• The children use the prompts to make questions using
be + going to. Check in pairs before feeding back as a class.
ANSWERS
1  Is Tom going to make a pizza?   2  Are we going
to go kitesurfing?   3  Are they going to cook on the
barbecue?  4  Are you going to go to the beach?   5  Is
the waiter going to open the window?
2 Complete the questions with going to. Look and
write the short answers.
• The children refer to the pictures to complete the pairs
of questions about each child. They answer the question
ANSWERS
1 Is Jenny going to take photos? No, she isn’t.
Is she going to paint a picture? Yes, she is.
2 Is Mike going to play football? No, he isn’t.
Is he going to play volleyball? Yes, he is.
3 Are you going to cook meat? No, I’m not.
Are you going to cook fish? Yes, I am.
4 Are Sally and Kate going to go caving? No, they aren’t.
Are they going to go to the beach? Yes, they are.
3 Write 3 questions to ask your friend about next
weekend.
• The children write 3 questions to ask a friend about next
weekend using Are you going to …? Put the children into
pairs to ask and answer using short answers.
Ending the lesson (optional)
• Play Memory chain to review future plans (see Ideas bank
page 169).
Further practice
Teacher’s Resource Material: Unit 6 Lesson 6 Reinforcement and
Extension worksheets; Unit 6 Word skills worksheet.
03/11/2017 10:50
 Lesson 7: Song & Skills • Write the words under the correct sound. Then play the
audio for the children to listen. Play the audio again for the
Language children to listen and repeat the words.
Revised: Holiday activities; going to future; Questions • Point to the words on the board in a random order for
and shorts answers children to read and say.
Core sound: /æ/ at, camp, have /ɑː/ bath, castle, 5 Listen and repeat the tongue twister.  w 3.30
gardener, half, past, plants
• See notes on page 68.
Other: deep, dreams come true, set them free, whatever
I can
Exam practice    AB pages 95–96 
Starting the lesson (optional) 6 Work in pairs. Complete your speaking
• Play Racing lists to review holiday activities and where cards. Play.
we do them – park, sea, forest, etc. (see Ideas bank • Show the class a cut-out card and tell them to turn to
page 169). pages 95–96 in their Activity Books and cut out the
bottom card for Unit 6 along the dashed lines.
iPack • Put the children into pairs. One child is A and the other
is B. Ask the children to look at side A or B on their card.
1 Watch. Explain that they should read the holiday plan ideas and
• The children watch and listen to Jack, Lisa and Alfie tick them if they going to do them or cross if they aren’t.
introduce their final song. Ask What’s the song about? Take A then asks B questions using going to about each activity.
ideas from the class before you watch. (It’s about our B answers using a short answer. They swap roles. Do an
dreams.) example with a confident child, if necessary.
Transcript
• Refer the class to the two children at the bottom of the
Class Book page and read the speech bubbles. Remind
Jack, Lisa and Alfie  Hello.
the children of the structure they are using. Monitor,
Lisa  We’re sad!
praise and help throughout.
Alfie  Why are we sad, Lisa?
Lisa  Because this is our last video.  KEY COMPETENCES:   Learning to learn
Jack  But the song is amazing! Practising a range of exam techniques will enable children
Alfie  Tell them what it’s about, Jack. to feel confident in answering them in their exams. This
Jack  It’s about our dreams.  will also help develop their communicative skills.
Lisa  You’re going to love it. Continue sending us messages
online.
Jack, Lisa and Alfie  Goodbye! English at home
• Encourage the children to say the tongue twister to their
Class Book    page 67  family.

2 Read the song. Where’s Lisa going to go iPack

swimming? Listen and check.  w 3.28
• Ask the class to read the song silently and write where
Lisa is going to go swimming. Ask them to compare their
answer with a partner.
• Play the song for the children to listen again and check.
They tick the answer off in their notebooks when they
hear it.
ANSWERS
She’s going to go swimming in the deepest lake.
3 Sing. Do you like the song? Use these words.  in the correct order. Play the audio again for children to
w 3.28
• See notes on page 68.
4 Listen and repeat.  w 3.29
• Refer the children to the pronunciation box. Point to the
two sounds and say them. Write the sounds on the board
and tell the class these are the different ways we can
pronounce the letter a.
• Write a word below each sound as an example. Focus on
the difference between the sounds and the change in
position of your mouth: /æ/ and is a short sound and /ɑː/
is a long sound.
Pronunciation: game
• See instructions for Phonics matching on page 164.
Activity Book    page 66 
1 Read and order the lines. Listen and
check.  w 3.28
• Play the song for children to listen and sing.
• Children read the lines of the song and number them
listen and check.
ANSWERS
[2] I ’m going to make my dreams come true.
[1] Hey you, what are you going to do?
[4] I’m going to do whatever I can.
[3] Hey you, have you got a plan?
[8] atch lots of fish, then set them all free.
C
[6] Sail across the sea with the friends I make.
[5] I’m going to swim in the deepest lake.
[7] I’m going to go fishing in the deep, blue sea.
[12] All my dreams are going to come true!

Unit 6 147

4563352 AAU TB5 Eng.indb 147 03/11/2017 10:50

 [9] I’m going to climb a mountain – wait and see!
[11] I’m going to be a cook and cook for you.
[10] I’m going to be all the things I can be.
2 Listen to the tongue twister and underline the
/æ/ sounds and circle the /ɑː/ sounds.  w 3.30
• Play the audio for the children to listen to the tongue
twister again. They underline the /æ/ sounds and circle the
/ɑː/ sounds.
ANSWERS
/æ/ sounds: and, have, at
/ɑː/ sounds: gardener, castle, plants, bath, half, past
3 Write more words with the /æ/ and the /ɑː/
sounds.
• Ask the children to think of and write more words with
these sounds to write in the correct column. They may use
their Class Book for ideas.
Extra
• Challenge fast finishers to say the tongue twister as fast
and as accurately as they can, in pairs.
Ending the lesson (optional)
• Play I hear with my little ear to review the pronunciation of
the unit sounds (see Ideas bank page 172).
ASSESSMENT OPPORTUNITIES:
The speaking cards activity is an opportunity to assess the
children’s speaking development. Assessment grid and
notes in Teacher’s Resource Material.
Further practice
Karaoke version of song available.
Lesson 8: Language review &
Communication
Language
Core: Have you got (a table for two), please? Yes. Please
follow me. Are you ready to order? I’d like … Could I have …?
Revised: Affirmative, negative, questions and short
answers; Food and drink; Going to for future plans;
Holiday activities; barbecue, customer(s), main course,
menu, waiter, waitress, tap
Other: What are you going to have?
Starting the lesson (optional)
• Play Basketball to review the unit vocabulary (see Ideas
bank page 167).
Class Book    page 68  The waitress is going to put water in the jug from the tap.
1 Listen to Jack and Alfie. Which 5 activities do
they mention?  w 3.31
• Ask the children to read the holiday activities in the word
bank. Play the audio for them to listen and write the
activities they hear mentioned in their notebooks.
148 Unit 6
4563352 AAU TB5 Eng.indb 148
Transcript
Jack  Ah, we’re nearly home. Wasn’t it a great weekend?
Alfie  Yes, it was. What did you like best?
Jack  I think I liked going caving best. It was amazing being
under the ground.
Alfie  I liked swimming in the lake – there were so many fish!
Jack  It’s only two weeks to the summer holidays now. Are
you going to go on holiday?
Alfie  Yes, we are, to France. We’re going to go to the beach.
What are you going to do?
Jack  My friend Omar is going to visit from Egypt. We’re going
to go kitesurfing and we’re going to go fishing. I can’t wait!
Oh – here we are.
Jack’s mum  Hello, boys. Did you have a good time?
Jack and Alfie  Yes, we did.
Jack’s mum  And are you hungry?
Jack and Alfie  Yes!
Jack’s mum  Well, I’ve made you your favourite dinner.
Jack  Are we going to have pizza for dinner?
Jack’s mum  Yes, you are.
Jack and Alfie  Great!
ANSWERS
go caving, go swimming in the lake, go to the beach, go
kitesurfing, go fishing
2 Listen again. Read and answer.  w 3.31
• Read the questions and ask the children to consider the
possible answers.
• Play the audio again for the children to listen and write
the answers in their notebooks. Check in pairs before
feeding back.
ANSWERS
1 He’s going to go to France.
2 No, he isn’t. He’s going to go to the beach.
3 Omar is going to visit Jack.
4 Yes, they are.
5 No, they aren’t. They’re going to have pizza.
3 Look at the picture for 1 minute. Cover and say.
• Ask the children to look at the picture of the pizza
restaurant. Elicit what they can see using There’s a … There
are … and read the labels. Teach the word jug.
• Tell the children they have 1 minute to look at the people
and think about what they are going to do. Tell the
children they will describe the picture using going to. Set
a timer.
• Put the children into pairs to take turns saying what the
people are going to do, keeping their picture covered.
ANSWERS
The cook is going to cook pizza.
The customer is going to order food.
The family are going to sit at a table.
The waiter is going to take the customer’s order.
4 Read and say the missing words.
• Ask the children to read the conversation and say what it
is about (Ordering food at a restaurant).
• Ask the children to read the conversation again and
complete the questions and sentences using going to.
Monitor, help and praise throughout.
03/11/2017 10:50
 ANSWERS
1  to  2  am  3  going  4  are  5  have  6  going
KEY COMPETENCES:   Linguistic competence
Recycling the language of the unit in a conversation
consolidates the meaning of the language. It also
develops the children’s speaking skills.
OPTION:
Put the children into pairs to act out the conversation.
Pairs can create a simple menu with food items on it
(those in the conversation and other food) and use this
as a prop to act out the conversation. Invite pairs to swap
menus and act out a conversation again.
iPack
5 Watch. Do the role-play with your friend.
Go to    page 80  ANSWERS
• The children watch the role-play. Ask Where are they? (In
a restaurant.) Elicit the questions Jack asks (Have you got a
table for two? Could I have the bill, please? and the questions
the waiter asks, Are you ready to order? And to drink?)
Transcript
Jack  Have you got a table for two, please?
Waiter  Yes. Please follow me.
Waiter  Are you ready to order?
Jack  Yes. I’d like a ham pizza, please.
Waiter  And to drink?
Jack  A strawberry milkshake, please.
Jack  Excuse me. Could I have the bill, please?
Waiter  Yes, of course.
Class Book    page 80  3 Plan your weekend. Write about what you’re
Conversation card 6
• Tell the children to turn to page 80 in their Class Book and
look at Conversation card 6. Read the aims together as a
class and point out the language the children will need for
the role-play. Follow the instructions on the page:
• 1  Put the children into pairs. They take turns being the
customer and the waiter / waitress, choosing the missing
information from the words in the coloured word banks.
Monitor, help and praise throughout.
• 2  Read the question and ask and answer it around the
class. Then read the Language tip as a class.
• 3  Invite 2–3 confident pairs to act out their role-play in
front of the class. Remember who acted out this time, so
different children can do it the next time.
Let’s compare culture
• Read the statement and check understanding. Discuss
with the class if they have been to a café where they order
and pay at the counter. Is this something that is common
in our country? What type of café was it? Which method
do they prefer? Is ordering food and drink the same or
different to the in the UK?
4563352 AAU TB5 Eng.indb 149
Class Book    page 68 
Star question (optional)
• Children use the unit language to write about their plans
for the summer holidays in their notebooks.
iPack
Grammar and vocabulary review: game
• See instructions for Three in a row on page 164.
Activity Book    page 67 
1 Look and answer the questions.
• The children read questions 1–5 and look at the pictures
of Jack and Lisa with crosses and ticks to write their short
answers. Remind the children to use the correct pronoun.
Check in pairs before feeding back.
1  No, they aren’t.   2  No, he isn’t.   3  Yes, she is.  
4  Yes, they are.   5  No, she isn’t.   ​   ​    ​   ​   ​
2 Write sentences about Jack and Lisa. Use
Activity 1 to help you.
• The children write affirmative or negative sentences with
going to using their answers to Activity 1 above. Check in
pairs before feeding back.
ANSWERS
1 Jack and Lisa aren’t going to play volleyball.
2 Jack isn’t going to go to the beach.
3 Lisa is going to go fishing.
4 Jack and Lisa are going to take photos.
5 Lisa isn’t going to visit a castle.
going to do.
• The children think about their plans for the weekend and
write sentences about each day (Friday, Saturday and
Sunday). They can choose 1 or 2 activities for each day.
Ask the children to write both affirmative and negative
sentences and to use different pronouns depending on
who they do each activity with. If you have time, ask the
children to tell their partner about their plans.
4 Listen and write. There is 1 example.  w 3.32
• The children look at the picture and read the text before
they listen to consider their answers. Point out the
example answer.
• Play the audio for the children to listen and write the
missing words.
Transcript
Adult  Hello, Anna!
Anna  Hi!
Adult  Are you going to the beach this summer?
Anna  No, I’m not. I’m going to a summer camp in Scotland.
Narrator  Can you see the answer? Now listen and write.
1 Adult  Are you going to the summer camp in July?
Anna  No, I’m not. I’m going there in August.
Adult When?
Anna  The first week of August.
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03/11/2017 10:50
 2 Adult  Are you going to do many things there?
Anna  Yes, I’m going to climb a mountain.
Adult  That sounds good. I like climbing, too.
3 Adult  Are you going to go swimming in the lake?
Anna  Yes, of course. Swimming is my favourite sport.
4 Adult  Are you going to play any other sports?
Anna  Yes, I’m going to play volleyball.
5 Adult  Are you going to eat in cafés and restaurants?
Anna  No, I’m not. I’m going to eat barbecues at the
campsite and cook on the campfire.
ANSWERS
1  August  2 / 3:  climb a mountain, go swimming in the
lake, play volleyball (two in any order)   4  at the campsite
Ending the lesson (optional)
• Play Roll the dice to review the unit language (see Ideas
bank page 168).
ASSESSMENT OPPORTUNITIES: 
The Conversation card is an opportunity to assess the
children’s speaking development. Assessment grid and
notes in Teacher’s Resource Material.
Lesson 9: Think, do & review:
My project
Language
Revised: Affirmative, negative, questions and short
answers; Food and drink; Going to for future plans:
Holiday activities; barbecue, customer(s), main course,
menu, waiter, waitress, tap
Starting the lesson (optional)  w 3.28
• Sing the song from Lesson 7 again.
Class Book    page 69  are you going to arrive?
1 Listen to Jack and his mum talking. Which
activity don’t they mention?  w 3.33
• Explain to the class that today they’re going to look at an
email Jack has written for his project. Read Jack’s speech
bubble at the top of the page.
• Ask the children to read the holiday activities in the word
bank. Play the audio for them to listen and write the
activity they don’t hear mentioned in their notebooks.
Transcript
Jack  Mum, I’m going to write an email to Omar. When are we
going to go camping with him?
Jack’s mum  In the second week of the holidays. For the first
week, we’re going to stay here and do some day trips. Dad is
going to go fishing with you at the lake, and we’re going to
visit a castle.
Jack  OK. And how long are we going to go camping for?
Jack’s mum  For a week. We’re going to camp at the seaside,
and we can go to the beach.
Jack  Omar wants to go swimming in the lido.
Jack’s mum  Of course. And maybe you can go kitesurfing
as well.
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Jack  I’d love to. Are we going to cook on a campfire?
Jack’s mum  Yes, sometimes. And we’re going to go to the fish
and chip restaurant by the beach.
Jack  Great! I hope Omar likes fish and chips.
ANSWER
play volleyball  ​  ​
2 Read Jack’s email. Listen and find 4 mistakes. 
w 3.34
• Ask the children what they remember about Omar from
Lesson 3 and the conversation between Jack and his
mum. Who is Omar? Where does Omar live? When is he
going to visit? What does he like doing? Where can they go
swimming?
• Ask the class what emails are (Informal or formal letters
you write on the internet. Explain that this is an informal
email because it is for a friend.).
• Ask the class what plans they think Jack is going to
organise for Omar’s visit. Tell the class to read the email
and check if they were correct.
• Play the audio for the children to listen and read. Tell
children that there are four mistakes in the text they will
hear. They should listen and write the mistakes in their
notebooks.
Transcript
Hi, Omar,
I’m writing to tell you about our plans for your visit. For the
first week, we’re going to stay at my house. We’re going to
go fishing at the seaside near my home. We’re going to visit
a castle, too.
For the second week we’re going to go fishing at the seaside.
We can go swimming in the lake and go to the beach. We’re
going to go to an Italian restaurant, too. There aren’t any
waiters or tables. You buy your food and eat it outside.
I’m attaching a map of our town and some photos. But don’t
worry, we’re going to pick you up at the airport. What time
See you soon!
Jack
ANSWERS
1 They’re going to go fishing at the lake, not at the
seaside.
2 They’re going to go camping at the seaside, not fishing.
3 They’re going to go swimming in the lido, not in
the lake.
4 They’re going to go to a fish and chip restaurant, not an
Italian restaurant.
KEY COMPETENCES:   Learning to learn
Identifying mistakes in a text, by reading and listening,
is a useful technique for developing the children’s skill
in listening for specific information. Listening for errors
is easier than listening for a blank answer. Encourage
the children to think about what information might be
different before they listen.
3 Ask and answer.
• Put the children into pairs to ask and answer the questions
about Jack’s email.
03/11/2017 10:50
 ANSWERS
1 Omar@aau5.page
2 A map of his town and three photos
4 Hi, Omar; See you soon! Jack.  ​  All About Me Booklet    pages 14–15
OPTION:  
Check the children know how to say email addresses in
English, e.g. jack@aau5.page = Jack at a-a-u-five dot page.
Write some other examples of email addresses on the
board for the children to say.
Learn to learn
• Refer the children to the Learn to learn box. Ask them
to find the phrases used in Jack’s email. Encourage the
children to use these in their email they are going to write.
4 Prepare your project. Then write your
project    AB pages 68–69 
• See Activity Book notes below.
5 Rate your project. All About Me Booklet    page 21  notebooks, they write affirmative and negative sentences
• See All About Me Booklet notes below.
English at home
• After the children have completed their project, they may
take them home to show and tell to their family.
Activity Book    pages 68–69  children’s understanding of the word unusual before
1 Think of the different activities you do using
these verbs. Complete the mind map.
• Tell the children they will prepare before writing their
email project. Explain that they are going to write an email
to a friend about a summer camp.
• Point to the mind map and read the verbs in each section.
The children write as many activities as they can that
collocate with each of the verbs. They may work in pairs or
individually. Feedback ideas from the class.
2 Read the project checklist and tick f for you.
Learn to learn.
• See notes on page 60.
3 Write the research questions. Research and write
the answers.
• Tell the children to think about activities they would like to
do at a summer camp and include in their email.
• Look at Jack’s tip, focussing on the Wh- question words.
Tell the children to write Wh- questions about their
future plans for the summer holidays using going to. In a
less confident class, do this together as a class. They will
answer all the questions in their email.
• The children use the internet or adverts and leaflets to
find out any more information they need for their holiday
plans.
4 Read the tips and write your project.
• See notes on page 71.
5 Check and revise your work. Check and revise
with your friend. Learn to learn.
• See notes on page 72.
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6 Present your project.
• See notes on page 72.
 
1 Look and write. Tick f the activities you’re going
to do this summer.
• The children use the pictures to write the correct activities
from in 1–6. The children tick the activities they are going
to do this summer.
• The children write two sentences about two additional
activities they are going to do this summer. Put the
children into pairs to tell their partner all the activities they
are going to do or not do.
ANSWERS
1  go kitesurfing   2  swim in a lake   3  go caving  
4  cook on the campfire   5  go fishing   6  play volleyball
2 Plan your holiday. Read and write.
• The children read the questions and choose a or b. In their
using going to about their plans.
3 Read and write. Then write about your favourite
place to eat.
• The children read the article about three restaurants and
complete it with the words in the word bank. Check the
they read.
• The children write 2–3 sentences about their favourite
place to eat.
ANSWERS
1  restaurant  2  menu  3  customers  4  cook  
5  barbecue  6  fresh  7  waiters
4 Remember. Read and answer.
• The children read and answer the questions remembering
information from Unit 6. Encourage them to answer from
memory first and compare their answers with a partner.
ANSWERS
1 No, he didn’t.
2 They’re going to go swimming in the lido / outdoor
swimming pool.
3 We store fresh water in a reservoir.
4 Nick and Katy eat bread, olives, salad, fish and
strawberries for lunch.
5 No, they aren’t. They’re going to go fishing in a lake.
5 Check your answers to Activities 1–4 and count
your points. Read about how much you remember
about holidays.
• See notes on page 72.
6 In which activities did you plan well in Unit 6?
Complete and circle. Learn to learn.
• The children evaluate their own learning by completing
the sentences. Tell them to look through the Class Book
and Activity Book to find activities where they had to
plan well.
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 English at home EXAM PRACTICE  
• Encourage the children to talk about their holiday plans There is additional exam practice on Activity Book
with their families and then write about it. pages 75-77.

My progress    page 21  Activity Book    pages 76 

1 Think about your project. Read and tick f. 1  b  2  c  3  c  4  d  5  d  6  a  7  pancakes
8  going  9  zoo  10  c
• See notes on page 72.
2 What are you going to do this summer? Write 3 Activity Book    pages 77 
sentences. You are going to go on a school trip. Complete the table
• Ask the children to think about their plans for the summer with the information about your trip.
holidays. They write 3 sentences about their future plans SUGGESTED ANSWERS
in their notebooks. Place: the zoo
Date: Friday 4th June
3 Read and tick f. Weather: sunny, 21°C
• See notes on page 72. Bring: lunch / sandwiches, a drink / water, a hat
Wear: a wool jumper / jeans / trainers
4 Think about your targets for Units 1–5. Complete
Don’t bring: a mobile phone
the sentence.
• Ask the children to look back at all their targets for the
course and think about how well they achieved them.
• The children complete the sentence by writing 2–3
reasons why they are a good learner (e.g. I’m a good
learner because I notice my mistakes when writing, use
the internet and listen to others.).
• Congratulate the children on working so well throughout
the course, working together as a team as well as
independently.
• Ask the children to go to pages 22–23 and read and enjoy
the story Where’s Lizzy? Put children into pairs to say what
it was about and if they liked it or not, and why.

Ending the lesson (optional)

• Play a game of the class’s choice (see Ideas bank
pages 167–172).

ASSESSMENT OPPORTUNITIES:  
The children are now ready to do the Unit 6 test and
Term test 3. See Teacher’s Resource Material evaluation
section. If you would like your class to have more practice
before doing the Term test, consider doing it after the
Review unit.

The unit project is an opportunity to assess the Key

Competences. Assessment grid and notes on Teacher’s
Resource Material.

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