Give Me Five! Teacher's Book Level 3

3
TEACHER’S BOOK
Donna Shaw • Joanne Ramsden
Macmillan Education
4 Crinan Street
London N1 9XW
A division of Macmillan Publishers Limited
Companies and representatives throughout the world
Teacher’s Book ISBN 978-1-380-02499-2

Teacher’s Book Pack ISBN 978-1-380-02498-5
Text © Donna Shaw and Joanne Ramsden 2018

Design and illustration © Macmillan Publishers Limited 2018
The authors have asserted their right to be identified as the authors of this work in
accordance with the Copyright, Designs and Patents Act 1988.
This edition published 2018

First edition entitled High Five! English published 2014 by 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.
Teacher’s Edition credits:

Original design by Amanda Easter and Sue Bushell
Page make-up by emc design ltd
Illustrated by Ángeles Peinador
Cover design by Bigtop Design Limited
Cover photographs by Tom, Dick and Debbie Productions
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.
Printed and bound in Spain
2022 2021 2020 2019 2018

10 9 8 7 6 5 4 3 2 1
TEACHER’S BOOK
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
Vocabulary and Grammar Practice answers page 242

Audioscript and Videoscript page 260
Secret code page 287
Syllabus
Contents
Unit Key Competences and Key Learning Outcomes
Lexis
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
• Review the numbers 1–50 (Lesson 4) Other vocabulary

• adventure, blog, bottom, boxes, code, double,
• Use the Pupil’s App on Navio explore, help, message, password, scientist,

• Review vocabulary from previous levels (Lesson 1) secret, steps, top, travel
• Listen for specific information (Lesson 2)
• Review and practise saying the alphabet (Lesson 4) Recycled vocabulary
• Ask how to spell things (Lesson 4) • The alphabet
• Family members
• Get to know the course characters (Lesson 1) • Sports: cycling, sailing, skateboarding,
• Ask for and give personal information (Lesson 1) swimming, volleyball
• Transport: (sailing) boat, bus, car, helicopter,
• Work with a Talk Partner to practise and reinforce learning (all lessons)
motorbike
• Sing a song (Lesson 1) • Animals: bird / seagull, butterfly, dolphin, fish,
• Understand and act out a story (Lesson 3) rabbit
• Say a rap (Lesson 4) • Places in a town: baker’s, chemist’s, park, post
office, restaurant / café, supermarket, swimming
pool
• friend, letter, number, school
Unit 1 • Identify and name places in a school (Lesson 1) Core vocabulary

Time for • Say the vocabulary chant (Lesson 1) • basketball court, bike stand, canteen, computer
school • Understand and act out a dialogue (Lesson 2) room, corridor, football pitch, gym, library, music
• Understand and use Wh- question words (Lesson 2) room, playground, school hall, vegetable garden
• Review and learn school subjects (Lesson 4) • Arts and Crafts, Drama, Geography, History, ICT,
• Use capital letters correctly (Lesson 7) PE
• Watch and understand a video (Video and 21st Century Skills) Extension vocabulary (optional)
• Use a code to read a message (Lesson 3) • changing room, entrance, reception, science
lab, staffroom, toilets; Biology, Chemistry,
• Use the Pupil’s App on Navio French, Literature
• Investigate Ireland (Lesson 8)
Other vocabulary
• Say a tongue twister, learn another spelling for the ‘j’ sound and practise • balls, club, computer, gloves, helmet, hockey
spelling (Lesson 5) stick, memory stick, pads, rollerblades
• Practise activity types found in the Cambridge Exams: A1 Movers • amazing, bored, comfortable, cool, exciting, fast
• Review your own learning (Review)
• Understand the importance of helping new pupils at school (Lesson 3) Recycled vocabulary
• Ask and answer about new things to try (Video and 21st Century Skills) • Days of the week
• Times (o’clock)
• Work with a Talk Partner to practise and reinforce learning (all lessons) • Classroom objects
• Play a communication game and complete a timetable (Lesson 5) • English, Maths, Music
• Sing two songs (Lessons 1 and 4) • draw pictures, eat lunch, read book, study,
• Understand and act out a story (Lesson 3) throw a ball; classroom, computers, fast,
• Read and write a poster for a school club (Lessons 6 and 7) football, games, helmet, hit / kick the ball,
• Learn about Ireland (Lesson 8) hockey, skating, skip, sport, swimming pool
• Think about your own culture (Lesson 8)
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)?
Core structures • The ‘j’ Cooperative Culture

21 st 21st Century
Link to Science
• Where do you (play with your sound learning Skills around the world Skills Living things
friends)? I (play with my friends) (in (giraffes • Listening to each • Open mindedness • Listing living and
• After-school
the playground). jumping other (Lesson 1) and trying new things non-living things at
activities in
• When do you (study Maths)? What judo • Collaborating Ireland school
do you (do in the computer room)? gym) (Lessons 2, 4 and 5)
Arts and Crafts
• Are you good at (Maths)? Yes, I • Checking learning Literacy • Observing
am. No, I’m not. (Lesson 5)
Text type proportion in art
• I’m brilliant / very good / good / • Peer evaluation and
• A poster (text to and the human
not very good at (History). When feedback (Lessons 5
persuade) body and creating
do we have (Music)? We have and 7) Thinking skills
a self-portrait
(music) on (Monday) at (nine • Working together Reading skills
• Predicting (Lessons
o’clock). (Review) • Asking yourself a
3 and 8); Discussing
Values question before
Other structures values (Lesson 3);
• Understanding you read
• The (classes) begin / finish at (five Expressing opinions
o’clock). We meet on (Tuesday). the importance of Writing skills (Lesson 3); Applying
The classes cost (£2). You need helping new pupils • Using capital rules (Lesson 4);
to wear (comfortable clothes). For at school letters Making inferences
more information, email (emma@ (Lesson 6); Thinking
fun.uk). about your culture
(Lesson 8); Making
Recycled structures
connections (Review)
• This is my school. I go to school.
There’s a (gym) in our school.
There isn’t a (music room) in our
school. Do you love (hockey)?
Do you want to (learn an exciting
sport)? My favourite after-school
activity is (hockey). I play (a tin
whistle).
5
Syllabus
Contents
Lexis
Unit 2 • Identify and name household chores (Lesson 1) Core vocabulary

Helping • Say the vocabulary chant (Lesson 1) • clear the table, cook dinner, dust, feed my pet, hoover
hands • Listen, repeat and act out a conversation (Lesson 2) the floor, lay the table, make my bed, tidy up, walk the
• Talk about routines (Lesson 2) dog, wash the car, wash up, water the plants
• Identify and name free-time activities (Lesson 4) • do puzzles, draw pictures, play board games, play
• Ask and answer about frequency (Lesson 4) computer games, read comics, watch DVDs
• Order adjectives and nouns (Lesson 7) Extension vocabulary (optional)
• Watch and understand a video (Video and 21st Century Skills) • brush the floor, clean the bathroom, fold the
• Use a code to read a message (Lesson 3) clothes, take out the rubbish, wash the clothes,
wash the floor; go for a walk, go ice-skating, go
• Use the Pupil’s App on Navio shopping, listen to the radio
• Investigate Scotland (Lesson 8)
Other vocabulary
• Say a tongue twister, learn another spelling for the ‘ch’ sound and practise • action, chore, fable, ferry, free time, island, look
spelling (Lesson 5) after, north, routine, smell, web, west
• Practise activity types found in the Cambridge Exams: A1 Movers • clever, dirty, greedy, lazy
• Review your own learning (Review) • dolphin, seal, turtle
• Understand the importance of helping at home (Lesson 3)
Recycled vocabulary
• Work with a Talk Partner to practise and reinforce learning (all lessons) • Days of the week
• Do a communication activity (Lesson 5) • Family members
• Household objects
• Sing two songs (Lessons 1 and 4)
• Places in a school
• Understand and act out a story (Lesson 3)
• Rooms in a house
• Read and understand a fable (Lesson 6)
• coat, delicious, dirty, drums, farm, hands, help,
• Plan and write the end of the fable (Lesson 7)
hot, hungry, legs, long, lunch(time); monkey, rabbit,
• Learn about Scotland (Lesson 8)
river, sheep, spider, swim, thin, town, vegetables,
walk, wash
Unit 3 • Identify and name health problems (Lesson 1) Core vocabulary

Fit and • Say the vocabulary chant (Lesson 1) • broken leg, cold, cough, cut, earache, feel dizzy,
healthy • Understand and act out a conversation (Lesson 2) feel sick, flu, headache, sore throat, stomach
• Identify healthy and unhealthy habits (Lesson 4) ache, temperature
• Use ‘must’ and ‘mustn’t’ (Lesson 4) • be active, be lazy, eat healthy snacks, eat lots of
• Use question marks correctly (Lesson 7) sweets, go to bed early, go to bed late
• Use a code to read a message (Lesson 3) • bandage, cast, cream, medicine, plaster, tablets;
• Do a health quiz (Lesson 6) do exercise, drink water, eat junk food, have fizzy
• Write a quiz about healthy eating (Lesson 7) drinks
• Identify how keeping healthy benefits the body (Video and 21st Other vocabulary
Century Skills) • divers, fit, healthy, healthy eating, hurt, ill,
points, quiz, rescue centre, sea animal rescue,
• Use the Pupil’s App on Navio
• Investigate Malta (Lesson 8) scientists, skin, vets

• Say a tongue twister, learn another spelling for the ‘k’ sound and practise Recycled vocabulary
spelling (Lesson 5) • always, every day, five times a week, never, once
• Practise activity types found in the Cambridge Exams: A1 Movers or twice a week, sometimes; be quiet, beach,
• Review your own learning (Review) breakfast, chores, cold, do sport, dog, drink
some water, eat fruit, fingers, run, school, shout,
• Understand the importance of talking to someone when you’ve got a
swim, tired, vegetables, watch TV, wear a hat,
problem (Lesson 3)
windy
• Play a communication game (Lesson 5)
• Learn about Malta (Lesson 8)
6
Contents
Sociocultural
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).
Core structures • The ‘k’ Cooperative Culture

21 st 21st Century
Link to Science
• What’s the matter? sound learning Skills around the world Skills We can move
• Have they got (a cold)? Yes, they have. (pink • Sharing information • Being fit and healthy • Reviewing how we
• Sea animal
• Has she got (a sore throat)? Yes, she chameleon (Lessons 1 and 5) rescue in Malta move and what our
has. No, she hasn’t. headache • Collaborating body needs
• Do they (feel dizzy)? Yes, they do. king (Lessons 3 and 4) Literacy Arts and Crafts
No, they don’t. stomach • Checking learning
Text type Thinking skills • Identifying positive
• Does (your sister) (feel sick)? Yes, ache) (Lesson 5)
• A quiz and negative
she does. • Peer evaluation and • Applying rules
(information text) shapes and making
• You must (go to bed early). You feedback (Lesson 7) (Lessons 2 and 4); a collage
mustn’t (eat lots of sweets). • Working together Reading skills Remembering
(Review) • Activating (Lesson 2);
Other structures
Values existing Predicting (Lessons
• (Marine animals) (sometimes) need
• Understanding knowledge 3 and 7); Discussing
(our help). Some (turtles) have got
(broken bones). When the (turtles) the importance Writing skills values (Lesson 3);
are (better), (they put them into the of dealing with • Using question Expressing opinions
sea). Everyone (feels happy) when problems marks (Lesson 3); Visual
(the turtles are in the wild). intelligence (Lesson 4);
Visualisation and
Recycled structures prediction (Lesson 8);
• How are you today? I’m (fine). Have Thinking about your
you got (a headache)? Yes, I have. culture (Lesson 8);
No, I haven’t. Do you (feel dizzy)? Making connections
Yes, I do. No, I don’t. Go (to bed). (Review)
Are you (fit and healthy)? Yes, I am.
Do you (walk to school)? I (never)
(walk to school). How often do you
(eat fruit)? I (eat fruit) (every day).
What time do you (go to bed)? I (go
to bed) at about (nine o’clock). How
do (you spell) (shoulder)?
7
Syllabus
Contents
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
Unit 4 • Identify and name different food (Lesson 1) Core vocabulary

Creative • Say the vocabulary chant (Lesson 1) • cheese, chillies, mushrooms, olives, onions,
cooking • Understand and act out a conversation (Lesson 2) peppers, pineapple, prawns, spinach,
• Make requests with ‘would like’ (Lesson 2) sweetcorn, tomato sauce, tuna
• Follow, complete and correct the grammar tables (Lessons 2 and 4) • crunchy, plain, savoury, soft, spicy, sweet
• Learn adjectives to describe food (Lesson 4) Extension vocabulary (optional)
• Talk about what food you prefer (Lesson 4) • garlic, herbs, mayonnaise, mustard, pepper,
• Understand that adjectives are the same with singular and plural objects vinegar; chewy, delicious, horrible, juicy
(Lesson 7)
• Watch and understand a video (Video and 21st Century Skills) Other vocabulary
• circle, oval, rectangle, round, shape poem,
• Use a code to read a message (Lesson 3) square, triangle
• adjectives, descriptions, stories
• Investigate India (Lesson 8)
Recycled vocabulary
• Say a tongue twister, learn another spelling for the ‘z’ sound and practise • apple, banana, big, biscuits, bread, breakfast,
spelling (Lesson 5) brown, cake, chips, chocolate, cold,
• Practise activity types found in the Cambridge Exams: A1 Movers competition, computer games, cook, crisps,
• Review your own learning (Review) delicious, easy, eat, enormous, grow, hot, ice
cream, inside, kiwi, lazy, long, milk, orange,
• Understand the importance of trying new food (Lesson 3)
outside, quiz, red, restaurant, rice, small,
• Work with a Talk Partner to practise and reinforce learning (all lessons) strawberry, sugar, thin, throw, vegetables, white,
• Play a communication game (Lesson 5) yellow, zoo
• Use imagination to create food pictures (Video and 21st Century Skills)
• Sing a song (Lesson 1)
• Say a rap (Lesson 4)
• Read and understand a shape poem (Lesson 6)
• Plan, write and evaluate a shape poem (Lesson 7)
• Learn about India (Lesson 8)
8
Contents
Sociocultural
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.
Core structures • The ‘z’ Cooperative Culture

21 st 21st Century
Link to Science
• What would you like (on your sound learning Skills around the world Skills Plants
pizza)? I’d like some (cheese). (zebra • Team building • Being creative • Reviewing why we
• Food in India
• Would you like a lot of / lots of sneezes (Lesson 1) need plants
(olives)? Yes, please. No, thank cheese • Collaborating Literacy Arts and Crafts
you. cherries) (Lesson 4)
Text type • Identifying patterns
• Which do you prefer? (Apples) or • Checking learning
• Shape poems Thinking skills using lines, shapes
(pears)? (Lesson 5)
and colours and
• Do you prefer (plain) food or (spicy) • Sharing information Reading skills • Sequencing creating a mosaic
food? They prefer (sweet) food. (Lesson 5) • Guessing (Lesson 1); Applying
She prefers (savoury) food. • Peer evaluation and meaning from rules (Lessons 2 and
feedback (Lesson 7) context (inferring) 4); Remembering
Other structures
• Working together Writing skills (Lesson 2);
• What do people (have for
(Review) • Using adjectives Predicting (Lessons
breakfast)? Which (food) can you
buy? Breakfast is (an important Values 3 and 8); Discussing
meal). People use (milk) to make • Understanding the values (Lesson 3);
(cakes). (India) is famous for (its importance of trying Expressing
spicy food). new food opinions (Lesson 3);
Classifying
Recycled structures (Lesson 6); Thinking
• Do you like (onions)? Yes, I do. No, about your culture
I don’t. (Lesson 8); Making
• There are (lots of toppings). What connections (Review)
about you? It’s (long and thin). It’s
got (a stone in the middle).
9
Syllabus
Contents
Lexis
Unit 5 • Identify and name sea animals (Lesson 1) Core vocabulary

Under the • Say the vocabulary chant (Lesson 1) • crab, dolphin, fish, jellyfish, octopus, seahorse,
sea • Understand and act out a conversation (Lesson 2) seal, shark, squid, starfish, turtle, whale
• Use comparative adjectives (Lessons 2 and 4) • colourful, dangerous, heavy, intelligent, pretty,
• Follow, complete and correct the grammar tables (Lessons 2 and 4) ugly
• Learn descriptive adjectives (Lesson 4) Extension vocabulary (optional)
• Use ‘and’ to add similar information (Lesson 7) • clam, eel, lobster, ray, sea urchin, walrus; boring,
• Watch and understand a video (Video and 21st Century Skills) friendly, funny, interesting
• Use a code to read a message (Lesson 3) Other vocabulary
• Read an article about sea animals (Lesson 6) • blowhole, blue whale, brain, curled tail, hard /
• Plan and write an article about a sea animal (Lesson 7) soft skin, krill, long head, round body, spider
• Learn interesting facts about sea animals (Video and 21st Century Skills) crab, stomach, super, tongue; light, long, slow,
thin
• Investigate Hawaii (Lesson 8)
Recycled vocabulary
• Say a tongue twister, learn another spelling for the ‘w’ sound and practise • arms, big, body, car, cat, claw, cow, crocodile,
spelling (Lesson 5) December, dog, elephant, eye, giraffe, hamster,
• Practise activity types found in the Cambridge Exams: A1 Movers hard skin, head, hippo, legs, May, mouse, old,
• Review your own learning (Review) shell, snail, snake, teeth
• Do a quiz with a partner (Lesson 5)
• Understand the importance of protecting sea animals (Lesson 3)
• Say a rap (Lesson 4)
• Learn about Hawaii (Lesson 8)
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
• adventure / sports camp, archery, bungee
• 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
• Read and evaluate a letter (Lesson 6)
• Write a letter (Lesson 7)
• Learn about New Zealand (Lesson 8)
10
Contents
Sociocultural
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.
Core structures • The ‘k’ Cooperative Culture

21 st 21st Century
Link to Science
• I am / I’m not going to (play football sound learning Skills around the world Skills Water and air on
tomorrow). (black • Working together • Staying safe when Earth
• Extreme sports in
• He is / isn’t going to (go swimming). monkey (Lesson 1) doing sports • Identifying where
New Zealand
• They are / aren’t going to (watch kayaks • Team building we find water
TV). quickly (Lesson 2) Literacy Arts and Crafts
• Are you going to (play football)? lake) • Collaborating
Text type • Exploring three-
Yes, I am. No, I’m not. (Lesson 4)
• A letter dimensional
• What are you going to do (on • Checking learning
geometric shapes
Saturday)? (Lesson 5) Reading skills and constructing
• I (play chess) (well). He (dances) • Sharing information • Sequencing parts a cylindrical
(badly). (Lesson 5) of a text Thinking skills
Japanese carp kite
• Peer evaluation and
Other structures Writing skills • Applying rules
feedback (Lesson 7)
• Dear (Grandma), First / Next / • Using time (Lessons 2 and 4);
• Working together
Finally, (I’m going to) (go horse sequencers Predicting (Lessons
(Review)
riding). See you (soon). Love, ‘First’, ‘Next’, 3 and 8); Discussing
(Laura). Which (sport) can you do (in Values ‘Finally’ values (Lesson 3);
the air)? If you like (travelling fast), • Understanding Expressing
(sand surfing) is (the sport for you). the importance of opinions (Lesson 3);
listening to other Sequencing
Recycled structures people’s ideas (Lesson 6); Thinking
• I’m wearing (a wetsuit). I’m ready to about your culture
(snorkel). What about you? Are you (Lesson 8); Making
(ready to snorkel)? He’s wearing connections (Review)
(gloves). She’s got (water-skis).
She’s ready to (water-ski). You must
(run fast). Good idea. Why don’t
you (play football)? Do you like
(adventure)?
11
Syllabus
Contents
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)
Unit 7 • Identify and name household objects (Lesson 1) Core vocabulary

Detectives • Say the vocabulary chant (Lesson 1) • armchair, bath, bookcase, cooker, cupboard,
• Understand and act out a conversation (Lesson 2) fridge, mat, mirror, painting, sink, sofa, wardrobe
• Use the past tense with ‘was / were’ (Lessons 2 and 4) • bracelet, earrings, keys, sunglasses, umbrella,
• Follow, complete and correct the grammar tables (Lessons 2 and 4) watch
• Learn names of personal belongings (Lesson 4) Extension vocabulary (optional)
• Use exclamation marks (Lesson 7) • bedside table, carpet, coffee table, DVD player,
• Watch and understand a video (Video and 21st Century Skills) microwave, wash basin; brush, comb, diary,
• Practise memory skills in a game (Video and 21st Century Skills) toothbrush
• Use the Pupil’s App on Navio • characters, investigate, necklace, play, police
• Investigate Australia (Lesson 8) officer, robber, scene, script

• angry, excited, laughing, nervously, shouting,
• Say a tongue twister, learn another spelling for the ‘r’ sound and practise surprised, whispering
spelling (Lesson 5)
• Practise activity types found in the Cambridge Exams: A1 Movers Recycled vocabulary
• Review your own learning (Review) • behind, between, in, in front of, near, on, under;
bathroom, bedroom, dining room, hall, kitchen,
• Understand the importance of looking after personal belongings (Lesson 3)
living room; angrily, happily, quietly, sleepily,
• Work with a Talk Partner to practise and reinforce learning (all lessons) slowly; boat, book, build, cinema, comic, DVD,
• Play a communication game (Lesson 5) garden, golf, home, library, restaurant, school,
shiny, shops, shouting, stone, supermarket,
swimming pool, town, walls, window, work,
wrist, wrong
• Say a chant (Lesson 4)
• Read and evaluate a script (Lesson 6)
• Plan and write a script (Lesson 7)
• Learn about Australia (Lesson 8)
• Learn about unusual houses around the world (Video and
21st Century Skills)
12
Contents
Sociocultural
aspects Literacy
• 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.
Core structures • The ‘r’ Cooperative Culture

21 st 21st Century
Link to Science
• He was / wasn’t (at school) sound learning Skills around the world Skills The top layer of
(yesterday). (Ron • Team building • Paying attention Earth
• An underground
• They were / weren’t (at the cinema) robber (Lesson 2) town in Australia • Identifying rocks
yesterday. writes • Collaborating and minerals
• Was the (watch) (on the table)? red (Lesson 4) Literacy Arts and Crafts
Yes, it was. No, it wasn’t. wrapper) • Checking learning
Text type Thinking skills • Exploring organic
• Were the (earrings) (in the (Lesson 5)
• A script (text to (natural) forms and
cupboard)? Yes, they were. No, • Sharing information • Classification
entertain) finding organic
they weren’t. (Lesson 5) (Lesson 1); Applying shapes and forms
• Peer evaluation and Reading skills rules (Lesson 2);
Other structures to make a land art
feedback (Lesson 7) • Predicting Predicting (Lessons
• What’s that (noise)? Is it a (fox)? collage
• Working together content from an 3 and 8); Discussing
Hands (up)! (Living underground) is
(Review) image values (Lesson 3);
(cooler) than (living above ground).
I can’t (play in the day) because Values Writing skills Expressing
(it’s too hot). • Understanding • Using opinions (Lesson 3);
the importance exclamation Remembering
Recycled structures of looking after marks (Lesson 4);
• There’s a (mystery). Where’s the personal belongings Sequencing
(mirror)? It’s in the (living room). It’s (Lesson 6); Thinking
(between the door and the book about your culture
case). They’re (on the armchair). (Lesson 8); Making
It’s got (three bedrooms). It hasn’t connections (Review)
got (a window). There’s a (sofa)
and an (armchair).
13
Syllabus
Contents
Lexis
Unit 8 • Identify and name TV programmes (Lesson 1) Core vocabulary

What’s on • Say the vocabulary chant (Lesson 1) • advert, cartoon, comedy programme,
TV? • Understand and act out a conversation (Lesson 2) documentary, film, game show, music
• Ask and answer questions with ‘did’ (Lesson 2) programme, quiz show, sports programme, talk
• Follow, complete and correct the grammar tables (Lessons 2 and 4) show, the news, the weather
• Identify and name free-time activities (Lesson 4) • climb a tree, paint a picture, phone a friend,
• Use regular verbs in the past simple (Lesson 4) plant seeds, play cards, skip
• Give reasons with ‘because’ (Lesson 7) Extension vocabulary (optional)
• Watch and understand a video (Video and 21st Century Skills) • actor, camera operator, director, musician,
• Use a code to read a message (Lesson 3) presenter, reporter; bake-baked, skate-skated,
study-studied, travel-travelled
• Investigate The USA (Lesson 8) Other vocabulary

• car chase, channel, editor, judges, prizes, review,
• Say a tongue twister, learn another spelling for the ‘f’ sound and practise reviewer, singers, special effects, star, studio
spelling (Lesson 5)
• Practise activity types found in the Cambridge Exams: A1 Movers Recycled vocabulary
• Review your own learning (Review) • adventure, carry, city, clever, climb, dangerous,
detective, dog, exciting, famous, farm, fish, flag,
• Understand the importance of working together (Lesson 3)
frog, funny, fur, hills, information, jump, last night /
• Work collaboratively to plan a video (Video and 21st Century Skills)
week, newspaper, pet, photo, scary, scientists,
• Work with a Talk Partner to practise and reinforce learning (all lessons) slide, submarine, surprise, team
• Play a communication game (Lesson 5)
• Read and evaluate a review (Lesson 6)
• Plan and write a review (Lesson 7)
• Learn about the USA (Lesson 8)
Unit 9 • Identify and name attractions at festivals (Lesson 1) Core vocabulary

Let’s • Say the vocabulary chant (Lesson 1) • band, big wheel, bumper cars, candyfloss,
celebrate! • Understand and act out a conversation (Lesson 2) clown, costume, fireworks, ghost train, merry-
• Talk about festivals in the past tense (Lesson 2) go-round, parade, roller coaster, toffee apple
• Follow, complete and correct the grammar tables (Lessons 2 and 4) • ten past (three), twenty past (one), twenty-five
• Tell the time (Lesson 4) past (eleven), twenty-five to (four), ten to (eight),
• Understand how to use ‘but’ (Lesson 7) five to (twelve)
• Use a code to read a message (Lesson 3) • barbecue, bonfire, bouncy castle, display,
helter-skelter, stall; five past two, ten past seven,
• Use the Pupil’s App on Navio twenty to three, ten to nine
• Investigate Canada (Lesson 8)
Other vocabulary
• Say a tongue twister, learn another spelling for the ‘s’ sound and practise • concert, email, face painting, haggis, log rolling,
spelling (Lesson 5) lumberjack, maypole, Morris dancers, Mounties,
• Practise activity types found in the Cambridge Exams: A1 Movers photo, poet, ribbon, school fete, show, snacks,
• Review your own learning (Review) sweets
• Understand the importance of doing nice things for others (Lesson 3)
Recycled vocabulary
• Work collaboratively to plan a fete (Video and 21st Century Skills)
• Months of the year
• Work with a Talk Partner to practise and reinforce learning (all lessons) • Ordinal numbers (1st–31st)
• Play a communication game (Lesson 5) • beach, bike, birthday, burger, cake, chocolate,
festival, fish, half past, ice cream, last week /
night, played, quarter past / to, sunglasses,
surprise party, TV programmes, watched TV,
• Read an email (Lesson 6)
water, yesterday (evening)
• Plan and write an email (Lesson 7)
• Learn about Canada (Lesson 8)
14
Contents
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)?
Core structures • The ‘s’ Cooperative Culture

21 st 21st Century
Link to Science
• What did (you) wear / eat / drink / sound learning Skills around the world Skills Work
do / see (yesterday)? I wore / ate / (Cecil • Team building • Working in a group: • Reviewing
• Canada Day
drank / did / saw; I had / went / snake (Lesson 2) accepting ideas the three job
celebrations
rode sang • Collaborating and suggestions sectors (primary,
• What time did (you) (go to bed) danced (Lesson 3) Literacy secondary, tertiary)
yesterday? (I) (went to bed) at city • Checking learning
• An email (email Arts and Crafts
(twenty past nine). celebration) (Lesson 5)
form) • Identifying the
• Sharing information
Other structures use of lines to
(Lesson 5) Reading skills Thinking skills
• In the (evening), I had (a big show movement
• Peer evaluation and • Guessing
dinner). Then I (sang songs), but • Thinking about your in illustrations and
feedback (Lesson 7) meaning from
I didn’t (dance). When’s (Canada culture (Lesson 1); drawing a comic
• Working together context (inferring)
Day)? Applying rules strip
(Review) Writing skills
(Lessons 2 and 4);
Recycled structures Values • Using ‘but’ to
Predicting (Lessons
• Let’s (watch the parade). Do you • Understanding the give opposite
3 and 8); Discussing
(eat candyfloss)? Yes, I do. No, importance of doing information
values (Lesson 3);
I don’t. What (a mess)! What did nice things for others
Expressing opinions
(Peter) watch / ride on / see? What (Lesson 3); Making
was (Joey’s) favourite activity? connections
(Review)
15
Syllabus
Contents
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: • Learn about Chinese New Year Key vocabulary

Chinese • chopsticks, dragons, envelopes, festival, fish,
• Write a riddle for a mystery word
New Year lanterns, lions, lucky, money, noodles, riddles,
• Read and solve some riddles soup, tradition
• Make a Chinese lantern
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
Contents
Culture around Cross-curricular
Sociocultural 21st Century
Structures Phonics the world and Skills
links
aspects Literacy
• 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.
identify language patterns and use new technologies

develop their social and
use them to personalise and be and multimedia as tools for
civic competences through
creative with new language. learning.
a hands-on cooperative
project each term and the
integration of collaborative
link their learning to other
tasks and strategies.
areas in the curriculum such
as Science and Arts and Crafts.
With Give Me develop literacy skills
Five! 3, pupils … through a range of enjoyable
develop a clear and natural and motivating real-world
pronunciation through the texts and a focus on the key
systematic practice of tricky reading and writing skills.
sounds.
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.
Josh and his sister Lily are

nine and eight years old
respectively and have just
moved into their new home,
a lighthouse.
Together with their friend
Ravi, they discover that
living next to the sea is full
of surprises and adventure.
Luke is Josh and Lily’s big brother. He’s
a scientist and a fan of codes and secret
messages. The children love reading
about the amazing things he sees and
does on his trip around the world.
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
Cooperative learning activities and strategies bank

1 Three-step interview 4 Round robin
The pupils work with a partner to ask and answer questions, Organise the class into small groups. Then ask an open-
e.g. about their preferences or their routines. Once they ended question. Each pupil should take turns to share their
have completed the task, they turn to a new partner and answer with their group. To prevent interruptions, give pupils
report what their first partner has told them, e.g. Peter loves a talk token, e.g. a rubber, to place on the table when they
skating. This strategy can be used for personal questions, for speak. Once they have done this, they cannot speak again
example in some Talk Partner activities. until all their group’s tokens are on the table. This strategy
can be used, for example, when talking about values in
2 Think – write – pair – compare Lesson 3 or the children’s culture in Lesson 8.
Ask the pupils a question, e.g. What water sports do you
know? Each pupil should think and write down their ideas. 5 Board sharing
The pupils then share and compare their ideas with a partner When pupils have discussed a question in small groups, ask
or in a small group. Asking pupils to write down their ideas them to choose their best answer. One pupil from each group
helps them to organise their thoughts and ensures full should then write the information on the board. The class
participation. This strategy can be used for brainstorming, for can then compare and discuss the different answers. This
example in Lesson 1, Activity 1. strategy can be used for brainstorming ideas or for making
predictions, for example before reading the story in Lesson 3.
3 Numbered heads
When the class is working in small groups, give each pupil 6 Reading partners
a number (1–3). At the end of the task ask a question and Organise the class into pairs to read a text. The two pupils
say one of the numbers. The pupil with that number in each should take it in turns to read a section of the text, e.g. a
group should answer the question. Repeat the process with paragraph, to each other. At the end of each section they
other questions, choosing a different number to answer each should check each other’s understanding. This strategy can
time. This strategy can be used when the pupils are planning be used, for example, after a class reading of the literacy
and creating projects in small groups or when they are doing texts in Lessons 6 and 7.
the review quiz in pairs at the end of the unit.
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:
Linguistic intelligence Logical-mathematical intelligence Musical intelligence

The pupils are supported on their Integrated activities that require The pupils are exposed to songs,
journey to becoming confident and the pupils to use mathematical and chants, tongue twisters, rhymes,
accurate speakers, listeners, readers logical thinking skills. These include riddles and poems. These help them
and writers of the English language code breaking, problem solving, to produce natural-sounding rhythm,
through a wide variety of activities. The hypothesising and recording and stress and intonation.
pupils are given opportunities to use presenting data.
this language in a range of social and
Interpersonal intelligence
cultural contexts.
Visual-spatial intelligence
A values section in each unit provides
The engaging artwork in Give Me Five! an opportunity for the pupils to develop
Bodily-kinaesthetic intelligence
is used to support meaning and help the ability to empathise and respond
Physical expression is an important the pupils to visualise contexts for appropriately to other people and draws
part of communication and the pupils language. Graphic organisers help their attention to key social and civic
are encouraged to use mime and the pupils form their own conceptual values and codes of conduct.
gesture to support meaning. The links and order new information.
pupils are also given the opportunity to
Intrapersonal intelligence
develop their fine motor skills.
The pupils are encouraged to think
about their inner feelings, values and
beliefs through questionnaires and
discussion questions. They also carry
out several self-evaluation tasks.
Tips for teaching pupils with Special Educational Needs

Setting up the class and Hearing Impaired (HI) learners Visually Impaired (VI) learners
Working together • Write instructions on the board or • Say every word you write on the board
• Change the groupings regularly to highlight them on the IWB. Make sure and use realia to teach vocabulary.
make sure the SEN pupils have an you have your pupil’s attention before Realia allows the visually impaired
opportunity to work with all their you read out the instructions or speak. pupils to use all their senses.
classmates. • Seat your hearing impaired (HI) pupil • Give Me Five! 3 offers plenty of songs,
• Keeping routines is highly important sen tips and
facing copyclose
to come
to youhere
to make lip stories and dialogues with lesson
for SEN pupils. Use visuals to reading and following instruction tips on how to include total physical
reinforce rules and routines. gestures easier. response (TPR) activities.
• Make instructions clear and on a step- • Assign or ask for a volunteer helper or • Encourage other pupils to describe
by-step basis. Check understanding note-taker depending on the level. The experiences to give plenty of exposure
by giving an example and getting an helper can point out the instructions in to personal and shared interests.
example from the pupils. the Pupil’s Book and a note-taker can
• Use positive classroom language. take note of the key ideas of a listening
Say what you want pupils to do, not to support the hearing impaired pupil.
what you don’t want them to do. For
example, say Look at the board not Dyslexic learners
Don’t keep turning round.
• For brainstorming activities, do the first few examples with the class. Ask the pupils
• Develop a peer mentoring system to to do the first part of an activity and check their answers before moving on to the
encourage pupils to help each other next part. For writing activities at sentence level, provide the pupils with a model
and share skills. which can be done as a whole class first.
• If pupils can’t write in their books, provide photocopies to allow pupils with dyslexia
to mark the text or cut it and move it around. This allows for information to be
processed in manageable chunks.
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 linguistic communication:

the ability to use language as an instrument to
express and interpret concepts, facts, feelings
and ideas in an appropriate and creative way.
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.
Sense of initiative and entrepreneurship:

Digital competence: the ability to use
the ability to apply qualities and skills such as
digital technology confidently, critically
creativity, critical thinking and perseverance,
and responsibly.
and to plan and manage projects.
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
Competence in linguistic communication

Give Me Five! 3 develops the pupils’ linguistic skills in a Each unit of Give Me Five! 3 has a double-page literacy spread
systematic and integrative manner. The pupils learn to identify which introduces the pupils to a variety of engaging real-world
the meaning, sounds and rhythms of words and phrases texts. Reading strategies are systematically introduced to
through songs, chants and stories. The use of short listening support readers in understanding, responding to and reflecting
texts helps them develop the ability to understand simple on these texts, whilst an analysis of features such as the writer’s
communicative messages in everyday contexts. purpose, audience and the informational content of a text help
prepare the pupils for writing. Discrete writing skills such as the
There is systematic practice of tricky sounds which helps the
use of capital letters or punctuation are also highlighted in the
pupils develop clear and natural pronunciation. In addition,
literacy lessons and the pupils learn and practise alternative
the structured use of games, personalisation activities and
spellings of consonant sounds in the Lesson 5 phonics section.
simple conversations provide the pupils with the opportunity
to practise real-world exchanges in the classroom and express
their feelings and opinions in English. A cooperative project
each term also helps the pupils develop social competences and
introduces language and strategies for working successfully in
small groups.
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.
Sense of initiative and entrepreneurship

Give Me Five! 3 develops a sense of initiative and
entrepreneurship through the inclusion of a cooperative
project in each term. These require the pupils to work in
Learning to learn groups to successfully plan and complete a task, such
as designing a zoo or organising a class trip to London.
Give Me Five! 3 introduces a variety of learning strategies
Working together to complete a task helps the pupils to
to help the pupils become more independent and reflective
take responsibility for their work and gain confidence in their
learners. Learning outcomes are set at the beginning and
abilities. Initiative is also encouraged through personalisation
reviewed at the end of each lesson to check that the objectives
activities, problem-solving tasks, creative activities and the
have been met. The pupils are also encouraged to reflect on
opportunity to work independently in pairs and small groups.
their learning and progress at the end of each unit through the
use of a self-evaluation task. A dedicated learning-to-learn
section in each unit encourages the pupils to think about how
they like to learn and introduces simple strategies which can be
used independently, outside the classroom.
Finally, throughout Give Me Five! there is an emphasis on Cultural awareness and expression
good learning habits and the importance of making an effort
and being responsible for your work. Personal qualities such In Give Me Five! 3 the pupils are introduced to the real-world
as self‑confidence, initiative, curiosity, interest and creativity culture of different English-speaking countries around the
are also explicitly promoted, preparing the pupils for life-long world. The content of these lessons has been selected to be
learning. of intrinsic interest to the pupils and to help them understand
and respect different customs. A Think about your culture
section encourages the pupils to reflect on their own culture
and have a clearer idea of their own cultural identity.
Give Me Five! 3 also provides the opportunity to experience
and appreciate a range of art forms such as poems, songs,
literature, drawing, mime and performance, and encourages
the pupils to express their ideas, experiences and emotions
through these mediums.
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!
contains a Starter Unit and Give Me Five! is an engaging six-level primary

course with a strong focus on collaboration and Book to reinforce and extend Give Me Five! is an engaging six-level primary
course with a strong focus on collaboration and
3 3
21st century skills. The dynamic and fun content 21st century skills. The dynamic and fun content
nine thematic units. It also language learning, support and

keeps pupils motivated to reach learning goals, keeps pupils motivated to reach learning goals,
while integrated exams practice helps pupils while integrated exams practice helps pupils
achieve success in external exams. achieve success in external exams.
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
festivals sections. Each unit listening and speaking skills.

Activity Book Activity Book Integrated audio and video
Integrated audio and video
Integrated classroom management tool Donna Shaw Pupil’s App on NAVIO Integrated classroom management tool Donna Shaw
Pupil’s App on NAVIO
Game-based language practice
Pupil Progress Tracker Joanne Ramsden Game-based language practice
Pupil Progress Tracker
Test Generator
Joanne Ramsden
activities to foster language Test Generator activities to foster language
acquisition Teacher’s Resource Bank, including: acquisition Teacher’s Resource Bank, including:
is divided into eight lessons Each unit comprises a variety of

– Additional exam resources and speaking videos – Additional exam resources and speaking videos
Literacy practice activities Literacy practice activities
– Tests – Tests
Immersive worlds to explore – Supplementary reinforcement and extension worksheets Immersive worlds to explore – Supplementary reinforcement and extension worksheets
Donna Shaw Joanne Ramsden

– 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
and provides vocabulary activities which are devised to

Class CDs Perfect partners with Class CDs
Perfect partners with
Grammar Goals – Pupil’s Book 3 Flashcards Grammar Goals – Pupil’s Book 3 Flashcards
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
and practise chunks of AUTHORS

3
encourage creativity and allow AUTHORS
3
language and a double-page

9781380013514_PupilsBook3_Cover.indd 1 26/01/2018 09:48
the pupils to use language in a

9781380013781_AB3_Cover.indd 1 29/01/2018 16:16
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
Social Science Primary 3 Natural Science Primary 3
Arts and Crafts Primary 3
The Pupil’s App on Navio is designed to accompany

the course and provide extra practice in class or at
home. Pupils can create avatars and then explore
Navio’s immersive worlds. Pupils complete game-
based activities designed to practise and review the
language and content learnt in class. As they do so,
they earn rewards, points and badges. The App tracks
pupils’ progress so the teacher can see how they are
doing and provide extra support where it is needed.
Grammar Goals 3
The App also includes all the songs, stories and
animations from the course so that pupils can review
them at home and share them with their family. The
access code for the Pupil’s App can be found on the
inside front cover of the Pupil’s Book.
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.
aims, key language, materials Literacy
Own work, but can help a partner

required, learning routines, key
• Talk cards: a set of six cards to
activities and a range of optional
support the pupils’ understanding of
9781380024985_GMF_TB3_Cover.indd 1 12/4/18 12:37
extra activities, including Links to Science and cooperative

the interaction required at different
learning activities. These are accompanied by Detailed
stages of the lesson.
Lesson Plans which provide complete and concise teaching
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
cooperative learning skills.

Name:
Test
Test
Class:
Unit
1
3
3 Writing
Teacher’s App on Navio

Name:
5 Order and write.
Test
Test Class: 1 your / cook /
Does / dad / dinner?
does. / Yes, / he
________________________ Does your dad cook dinner?
________________________
Yes, he does.
Reading ________________________
________________________ ___
2 Does / dust?
Look and write.
Friday
/ brother / your ______________________
Thursday ________________________
3 Wednesday Science he / No, / doesn’t. ________________________
Tuesday Maths ________________________ _________
• Tests: a Diagnostic Test, Unit

Monday ICT (classroom)
(classroom) 3 sister / your / ________________________
History ____________________
Maths (computer room) break the / table? / Does
(classroom) break / lay ____________
________________________
The Teacher’s App on Navio offers one-stop

9:00 (classroom) break No, / doesn’t. /
Geography she ____________ ____________
break Arts and Crafts (classroom) ________________________
break PE 4 plants? / the ________________________
Music (classroom) / Do / water / you
English (gym) lunch (canteen) ________________________ _______
(music room) lunch (canteen) do. / I / Yes, ____________ ________________________
11:00 (classroom) lunch (canteen) ________________________
Science ______
lunch (canteen) ICT ________________________
lunch (canteen) (classroom) 5 walk / your
English
(computer room) / mum / dog? ______________
Drama / the / Does ____________
Tests, Term Tests and an End-of-

History (classroom) ________________________
(school hall) doesn’t. / No, /she
3:00 (classroom) ________________________ ___________
________________________
___.
at nine o’clock 6 pet? / you /
access to all the many resources which

____________________ feed / your / Do
________________________
___________________
On Monday
we have Maths? _____________. don’t. / No, / I ____________ ________________________
1 When do _________
In the __________ _____________.
________________________
we have Drama? at __________ ________________________
2 Where do On Thursday ______
and Crafts? 610 Look and
we have Arts _____________. write. 10
3 When do
In the __________ _____________.
we have Science?
Year Test with audio and

4 Where do ___ at __________
On ____________________ ✓ ✓ ✓ always ✓ ✓
often ✓ sometimes ✗ never
we have Music?
accompany the course. Tap and Teach

5 When do
1
write true or false. 2
4 Look, read and
always
1 I ________________________
make my bed.
✓ ✓ ✓
✓ 2 I ________________________
Teacher’s Notes. Each test has a

3 hoover the floor.
4
Lessons with integrated audio and video

3 I ________________________
cook dinner.
✗ 4 I ________________________
✓ ✓ clear the table.
5
6 5 I ________________________
true
standard and a higher level

__________ wash up.
school.
pitch at our
1 There’s a football __________
6 I ________________________
ensure that everything you need to teach

school.
corridors in our __________ tidy up.
2 There are library.
✓ ✓ ✓
pitch near the ✓
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
each lesson is in one place. You can use

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ABL New High Five!
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7
High Five TR3_2p.indb
the Classroom Management tool to award points for

• Word cards: A set of 118 word
59
good behaviour or success in class, and track your pupils’

marks and progress using the Progress Tracker. You’ll cards. Suggestions for using the
word cards can be found in the seahorse
find additional photocopiable resources in the Teacher’s
Resource Bank (see opposite) and Test Generator. Detailed Lesson Plans and in the
Word cards games bank on page 27. © Macmillan Publishers Limited 2014
Class CDs
CLASS CDs
Teacher’s Resource Bank: External Exams Resources

Four class CDs provide
Donna Shaw • Joanne Ramsden
This section in the Teacher’s

all the recorded material 3
ISBN 9781380025012
© Macmillan Publishers Limited 2018
3 Resource Bank supports teachers

This recording is copyright and
unauthorised copying is illegal.
CD 1
for the Pupil’s Book and Starter Unit – Unit 3 Lesson 1
Donna Shaw
Joanne Ramsden
who are preparing their pupils for

Activity Book: songs, chants,
9781380025012_GMF_CD3_cover.indd 1 18/4/18 18:34
either one of the Trinity Graded

9781380025012_GMF_CD3_disc.indd 1 18/4/18 18:39
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
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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
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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
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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.
Word card games

3 Careful copying to be word detectives. Give the first clue
Organise the class into small groups and and ask the pairs to discuss which of the
1 Word dictation place a selection of word cards face down words on the board it could be. Repeat
Choose a word card from the lexical set on the table in front of each group. A pupil the procedure with the other clues. After
you want to practise and spell out the word in each group should turn over one of the the class has listened to all five clues, ask
on it. The pupils raise their hands when cards and show it to the rest of the group different pairs to guess the word. Possible
they recognise the word. Ask a pupil to say for a few seconds. The card is then clues include: 1 It’s got … letters. 2 It’s
it. Repeat with different words, saying the replaced and everyone in the group writes got … vowels. 3 It rhymes with the word …
letters faster as the pupils become more the word in their notebooks from memory. 4 It finishes with the letter … 5 It begins
confident. You can also invite different Afterwards, the pupils should look at the with the letter …
pupils to take your role. card again to check their spelling. 5 Word card classification
2 Board pelmanism If everyone has spelt the word correctly, the
Use the word cards to organise and classify
Stick a set of flashcards and the card stays face up on the table and another
vocabulary items. You can use the cards to
corresponding word cards face down on card is chosen. However, if anyone in the
create a mind map, writing the name of the
the board in a random order. Number all group has spelt the word incorrectly, the
topic in the centre of the board and then
the cards. Then divide the class into two card should be replaced and the
asking the class to organise the word cards
teams. Each team takes turns to choose group has another go. The group can
into sub-topics around the topic. You can
two numbers. Turn over the corresponding help each other at this stage. The activity
also create Venn diagrams, for example
cards each time. If the cards match, continues until all the cards are face up on
classifying food into groups according to
remove them from the board and award the the table.
whether it is eaten hot or cold, or organising
team a point. If they do not match, return 4 Word detectives activities on a line according to how boring
them face down to their original positions. Stick a set of word cards on the board, or exciting they are.
Encourage the class to try to remember prompting the class to read and say each
where the different cards are located. The word as you do so. Then organise the class
team with the most points when all the into pairs and explain that they are going
cards have been removed is the winner.
27
Using the Pupil’s Book and Activity Book
Lessons 1 and 2
The pupils activate their A short conversation

6
existing knowledge by
Lesson 1 Vocabulary Lesson 2 Grammar
Sports mad
Unit
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
play football next week.

contextualise
and picture flashcards. I
He / She
am / am not
is / isn’t going to
go swimming
watch TV
tomorrow.
after school.
language.
7 life jacket 8 swimsuit We / You / They are / aren’t go water-skiing at the weekend.
go surfing on Tuesday.
I’m wearing a helmet

And a life jacket, too.
I’m ready to kayak.
I’m wearing gloves
And a wetsuit, too.
I’m ready to water-ski.
Grammar clue
We can ask questions with going to.
Remember!
He is = He’s
The grammar
9 paddle 10 water-skis
What about you?
Chorus
What about you?
Chorus
Are you going to go swimming tomorrow?
What are you going to do on Saturday?
He is not = He isn’t
table highlights and
Real-world
4 Talk Partners Play a guessing game. 4 Talk Partners Play a true or false game. practises language
patterns. The pupils
I’m wearing a mask,
flippers and a wetsuit. I’m going to play football after school.
photographic images
Are you ready to snorkel? I think it’s true.
11 surfboard 12 gloves No, it’s false.
listen to an audio and

Yes. That’s right!
provide the pupils 60 sixty

Key learning outcomes: identify and say water sports equipment; sing a Key learning outcomes: Use going to to talk about future plans
sixty-one 61
point to the different

song about doing water sports Vocabulary: water sports Grammar: I’m going to play football after school
with a record of new 9781380013583_Text.indb 60 16/01/2018 11:14 9781380013583_Text.indb 61 16/01/2018 11:14
vocabulary. The pupils parts of the sentence

point to each image in the table. They
and say a vocabulary then work with a
A fun and easy-to-sing song builds fluency and The pupils work
chant. partner to create their
makes language more memorable. in pairs to play a
own sentences.
game using the
new vocabulary
items.
Fun, game-like
Spor ts mad
Unit Lesson 1 Vocabulary Lesson 2 Grammar 6
activities motivate the

6
1 Complete the sentences in the grammar table.
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
activities give the

1 I going to football on Monday.
2 samk
melthe 2 He going to go sailing .
8
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
The pupils practise 11 ratwe-isks
6 pifplres
writing the new 12 levsog
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
2 I’m not going to

.
.
as problem solving
3 and spatial thinking
I’m going to visit
are developed in each

4
He’s wearing a wetsuit and a life jacket . She’s . my grandparents
5
tomorrow. I’m not
He’s got a .
unit.
6 going to play football
He’s ready to . next week. What are
you going to do?
The pupils use a code- 58 fifty-eight

CODE ! 24–36–76–32 CODE ! 12–72–4–8
fifty-nine 59
breaking activity to 9781380013781_Text.indb 58 29/01/2018 12:04 9781380013781_Text.indb 59 29/01/2018 12:04
review and recycle

vocabulary from the
previous unit at the
bottom of each Activity Digital resources
Book page.
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.
28
Lesson 3
A pre-reading task helps prepare the pupils to read and listen to

the story. These include a code-breaking task and predictions about
the story content.
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?
adventure with Lily,

faster like this.
Come on,
What activity do you think the children are going to do in the story? everyone!
of the narrative.
Paddle quickly!
Josh and Ravi. A list 2 Listen and read. Act out.

CD3 11
The raft race
of frame-by-frame 1 There are lots of things to
do at the Water Sports Day.
2 It’s three o’clock. OK.
comprehension Look. There’s a

raft race. Are you
going to enter it?
What are you
doing here, Dad? 7 Dad is having problems. 8 The children help Dad Next time, I’m
get back to the beach.
questions for each

going to listen to
Oh no! My
We can help your ideas, Josh.
raft is sinking.
you. Hold this!
story is provided in the

I’m going
to enter the
race, too.
Detailed Lesson Plan in Thanks, Dad!
the Teacher’s Book.

The Values section
Definitely!
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
and relate a personal,

around that 2 Do the children use rope to make their raft? 5 Do the children help Dad?
flag. OK. We can tie
them to the wood
W h o l e C l a ss
with this rope. 4 Values Read and discuss.
• Does Josh listen to Lily and Ravi’s ideas in the story?

social or civic value to
Good idea, Ravi!
• Does Dad listen to Josh?
• Do you listen to other people’s ideas?
their own lives.
Key learning outcomes: read, listen and understand a story about a raft race
Values: listening to other people’s ideas
62 sixty-two Language: I’m going to enter the race. Paddle quickly! sixty-three 63
9781380013583_Text.indb 62 16/01/2018 11:14 9781380013583_Text.indb 63 16/01/2018 11:14
The story reinforces language

introduced in Lessons 1 and 2 and
previews language from Lesson 4.
Lesson 3 Story
6 Lesson 3 Story
After you read
1 Read and complete the puzzle. What’s the mystery word? 1 r o p e

1 The children tie the plastic bottles to the wood with this. 2
2 They must paddle the rafts around this object. 3
3 Dad sits on this material. 4
A range of activities check the 4 The children help this person.
5 These plastic objects are under the raft.

5
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
Our Adventure Blog by Lily, Josh and Ravi

In this adventure, we enter a bike race. Mum enters the race, too. We build a raft with
some plastic bags and some wood. We tie the bottles to the wood with paper, but Dad
doesn’t use rope. We paddle slowly. Dad has problems because his raft is sinking. We
help Dad get back to the lighthouse. At the end of the race, Dad is wet and angry and he
wants to go swimming.
1 raft 2 3 4
5 6 7 8
Comprehension is reinforced The pupils are encouraged to

through a listening activity. 3 Thinking skills Read and complete. What do you think? give a personal response to the
1 The story is funny / boring / sad / interesting / exciting / scary. story as well as an opportunity to
practise thinking skills.
2 My favourite frame in the story is number because .
3 I give the story stars.
CODE ! 76–32–4–72–44
60 sixty
9781380013781_Text.indb 60 29/01/2018 12:04
Digital resources
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
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.
6 Lesson 4 Vocabulary and Grammar Lesson 5 Listening and Speaking 6

1 Listen, point and say. 1 Listen, read and say.
A listening task
CD3 13 CD3 16
Speak and spell
A lively song, chant or ‘ck’ says

‘k’. prepares the pupils
rap gives further practice
1 swim quickly 2 swim slowly 3 ride well 4 ride badly 5 play quietly 6 play loudly
for a communicative
2 Listen and sing Warm up!
game. The pupils listen
The black monkey kayaks quickly on the lake.
CD3 14
of the vocabulary and Warm up.

Warm up your body.
Let’s move slowly.
Stretch your arms.
Let’s move quickly.
Wiggle your fingers.
➔
to children using the
Now practise spelling on page 62 in your Activity Book.
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.
unit language to play

Warm up. Bend your knees. Shake your body. CD3 17
grammar.
Warm up your body. Slowly, slowly, slowly. Quickly, quickly, quickly.
One, two. One, two, three. Chorus Chorus
3 Listen and follow. Repeat.

CD3 15
SPORTS QUESTIONNAIRE Name: Anna Joans Age: 9
the game.
Adverbs of manner
swim quietly. 1 What’s your favourite sport? basketball
I / You / We / They rollerblade slowly.
2 How often do you do sport? twice a week
cycle well.
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.
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.
The pupils enjoy a

Lesson 4 Vocabulary and Grammar 6
Lesson 5 Speaking and Spelling
6 Lesson 5 Speaking and Spelling full page of activities
Look, read and circle.
1 Complete and say.
Speak and spell to practise reading,
1
Activities encourage the 1 2 writing and saying the
pupils to recognise and The bla mon ey aya s
key letter sounds in
practise the Lesson 4 He swims badly / slowly / well. She rollerblades well / quickly / badly.
qui ly on the la e.
each unit.
vocabulary. 3 4
2 Find and circle the words. Classify and write.
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 .
activities are carefully

2 What do you do quickly? How do you spell snake?
3 What do you do quietly?

S-N-A-K-E.
their Talk Partners to
staged to build the 4 What do you do loudly?
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.
Digital resources
30
Lessons 6 and 7
The pupils are introduced to a wide range of reading

text types. These are selected to reflect the interests A variety of tasks help the pupils to understand the purpose
and experiences of the age group and have an of a text, the intended audience or what is appropriate
authentic appearance that will appeal to learners. content. This helps to develop literacy and reading skills.
The Before you

read activities help
6 Lesson 6 Reading Lesson 7 Writing 6 A shorter text provides
prepare the pupils to Literacy Text type: a letter
Before you read a writing model for the
read. These include W h o l e C l a ss
Investigate a text
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?
2 Where do you write the date?

We can use First, Next and Finally
to order a list of activities. highlights a discrete
attractive visuals. 3 How do you begin a letter?
First, I’m going to do my homework.
Next, I’m going to watch TV. writing skill such as
4 How do you end a letter to a friend or Finally, I’m going to have dinner.
After you read

family member?
using capital letters or
➔ Go to page 63 in your Activity Book. ➔ Plan and write a letter on page 64 in your Activity Book.
connectors.
Key learning outcomes: read and understand an informal letter Key learning outcomes: prepare and write an informal letter; use simple time sequencers
The pupils are

66 sixty-six sixty-seven 67
directed to the After

you read activities

in the Activity Book. The pupils are directed to the Activity
Book to prepare their piece of writing.
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
a partner to plan, draft

How Grandma
Dear are you? I’m happy because I’m going to go
very myhappy because I’m going to go
I’m with
reinforce and
to ayou
After
How sports
are you?
readcamp friends tomorrow. The camp
with my friends tomorrow . The camp 1 Cooperative learning Work with a friend. Plan your letter. Make notes.
is in
to the
a95sports middle
Sun Roadcamp of a beautiful forest
95 Sunand Road
I can do sport
sport
1 isallinday.
the middle
Read of a beautiful forest and I can do
and order the letter. Newtown Newtown
and revise their writing.
check the pupils’
all day.
There are lots of exciting sports to try. First, I’m going
try. NT1First,
8BN I’m going NT1 8BN
a There
to playare volleyball that’sto
becausesports
lots of exciting my favourite sport.
favourite
my lessons
that’sThe sport. 1 What type of camp is it?
Next,
to play I’m going tobecause
volleyball go kayaking. 15th March are on 15th March
understanding of the The lessons are on

aNext,
lake
Dear and
I’m I needtoto
going
Grandma
gowear
and a life.jacket
kayaking
Grandad, Dear and Grandmaa helmet. and Grandad, 2 When are you going to go?
wear a life jacket and a helmet.
Finally,
a lake and need to go
I’m Igoing mountain biking in the re you?
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.
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
Reading skills such

Next, XXX
Robert I’m going to go kayaking. lessons 2 Use your notes to write a letter to a friend.
a lake and I need to wear a lifeajacket lake and How are
andI aneed you?
to wear
helmet. a lifehappy
I’m very jacketbecaus
and a helmet.
eNewtown
I’m going
e95 Sun RoadI’m going to go mountain to aingoing in the forest to go
provide the pupils with
Finally, Finally,
bikingI’m sports camp
to
the forest go mountain biking tomor
with my friends
is in the middle NT1row.8BN
The camp
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.
scanning are actively

Love,
f DearRobert Grandma XXX and Grandad,
Dear Grandma
Love,
15th March
There are
Howgare you? I’m
RobertNext,
andlotsGrandad,
of exciting sports to try.
to play volleyball becaus
very happy because
XXX I’m going to go
e that’sI’mmygoing
favour toite
1
First, I’m going
gosport. Dear ,
plenty of support in
the planning stage and
to a sports camp kayak
with my friends tomorrow. The camp
ing. The lesson s are on
a lake and I need to wear I’m very happy because I’m going to go to
How are you? I’m very happy because is in theI’m middle
going to ofgoa beautiful forest a life
and I can do sport
developed. Finally, I’m going to go jacket and a helmet.
to a sports camp with my friends all tomorrow.
day. The camp mountain biking in the . It’s .
I’m very happy becaus re you?
scaffold learning as they

is in the middle of a beautiful forest and I can do sport e
There are with lots exciting sportsI’m
myoffriends
going
to try. to go
First, I’mtogoing
a spoforest There are lots of exciting sports to try. First,
all day. . I can’t wait!
2 Read and write the answers. to play volleyball because that’s my favourite sport.
There are lots of exciting sports toNext, try. First, I’m going
I’m going to go kayaking. The lessons are on
write their text.

Love, .
1 When’s
to play Robertvolleyballgoing to go to
because the sports
that’s my camp?
favourite
a lake and I need sport.to wear a life jacket and a helmet.
See you after the camp!
The pupils work with
Next, I’m going to go kayaking. The lessons
Finally, I’mare
Robert on to go mountain biking in the forest
going
XXX
He’s going to go to the sports camp tomorrow.
a lake and I need to wear a life jacket with and a helmet.
my friends. I can’t wait! Love,
Finally, Robert
2 Where’s I’m going goingto go mountain
to go kayaking? biking in the forest
charts, graphs and with my friends. I can’t wait!

He’s
Love, .
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.
order information. CODE ! CODE !
assessment criteria to
16–60–48–64–32–36–56 80–84–72–80–48–20
sixty-three 63 64 sixty-four
check their work.

A variety of enjoyable
activities allow the
pupils to respond to
the text in a personal Digital resources
and creative way.
31
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?
from English-speaking pupils’ interest in a wide

rivers. You can do
exciting sports here. 3 Which sport can you do on a hill or
Can you answer on water? 1 Watch the video. Which of these objects do you see? Which sport uses them?
these questions?
countries around the 4 Which sport can you do on a beach?

1 2 3 4 5
range of topics.
2 Read and listen. Answer Luke’s questions.
world.
CD3 20
sports New Zealand
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.
2 There are five people in the raft.
Luke introduces the new RAFTING

Do you like adventure? In this sport, you
3 The rock climbers can see some snow.
4 You need a torch in the cave.

to the topic of the unit
and 21st Century Skills.
ride down a fast river on a raft. You need
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
In the final activity, pupils

ankles. Then you jump from SAND SURFING
a very high bridge. You fall
If you like travelling fast, sand surfing is
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
have the opportunity

down on a surfboard. It’s fantastic!
down. It’s amazing! It’s important to
stay safe when
children in different you do sport.

Thinkabout
Think aboutyour
yourculture
culture What
Whatexciting
excitingsports
sportscan
canyou
youdo
doin
inyour
yourcountry?
country?
to personalise their
countries brings the
3 Always listen to the referee. 4 You mustn’t wear shoes.
➔ Do the New Zealand web quest and the Unit Review on pages 65
learning from the lesson.

IC T
and 66 in your Activity Book.
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
They are encouraged

68 sixty-eight Zealand; think about and research New Zealand 21st Living in the world: staying safe when doing sport sixty-nine 69
foster a positive attitude 9781380013583_Text.indb 68 16/01/2018 11:14 9781380013583_Text.indb 69 16/01/2018 11:15
to adopt and put into

towards English-speaking
The pupils are directed to the The 21st Century Skill is practise the 21st
countries and English
Activity Book to do a web highlighted at the bottom of Century Skill focus of
language learning.
quest and the Unit Review. the page. the lesson by thinking
about how it is relevant
Think about your culture encourages the pupils to in their own lives.
identify similarities and differences between the two
cultures and to begin to form their own cultural identity.
Lesson 8 Culture around the world: New Zealand 6 6 Review

A full-page Review
Understanding of the
checks and
cultural content is 1 Listen and write the equipment you need. Cooperative learning Work with a friend to do the quiz. Can you beat
reinforces all of the

CD3 21
the clock?
1 Write the equipment you need to go water-skiing.
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
5 What’s the weather like in New Zealand today?

The pupils do a
cream r knee pad
wear gog s
gles follo
w the rule
s Thinking skills Think about your work in this unit. Read, circle and write.
My
code-breaking
ss My work in Unit 6 is excellent / good / OK.
The pupils do a simple 1 wear sun
cream
progre
Now I can .
ELL D
class web quest.
W
activity to find out
2 My favourite lesson in Unit 6 is
3 Find out more. Investigate more outdoor activities that you can do
ON
3
because .
in New Zealand. What’s the most popular sport in New Zealand? ICT
E!
where Luke travels to

GIV
E
4 ME
CODE ! CODE ! FI V E!
76–68–84–36–16 5
76–20–4–32–60–72–76–20
in the next unit.

2 Listen and sixty-five 65 66 sixty-six
com plete the 6
notes.
1 You mus Safe ska CD3 23
9781380013781_Text.indb 65
t always teboardin 29/01/2018 12:04 9781380013781_Text.indb 66 29/01/2018 12:04
wear a g
2 It’s also helmet
a good
The pupils do a listening task to further

idea to .
3 Pads wear
protect
your elbo .
4 You mus ws and
your
tn’t skate
on the .
5 Never
develop their understanding of the 21st

ride beh
The pupils reflect on

ind a .
.
Century Skill. 3
Think abo
What do
ut a spo
you do to
rt that you
stay safe
do.
?
and assess their
Read and
learning in the unit.

me
answer. Ask
1 What and
sports do answer.
you do? Talk Par
2 What I tners
do you
wear?
The pupils do a 21st

3 What
do you
do to stay
safe ? .
978138001378
1_Text.indb
Digital resources
67
Century Skills task. sixty-seve

n 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.
The zoo challenge

My project 1 Lesson 1 My project 1 Lesson 2
The pupils have Plan and create your project
Design a zoo and give a presentation. 1

the opportunity to
Discuss the questions. Write the information on page 37 in your Activity Book.
Investigate
1 What’s your zoo called?
W h o l e C l a ss
1 Is there a zoo in your town? What can you see and do at a zoo?
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 …
knowledge about •• List

Tasks create positive
Listthe
theanimals
animalsyou
youcan
cansee.
see.
•• List
Listfive
fiveservices
servicesfor
forvisitors.
visitors.
3 What do your animals need? We can have some elephants.
the topic. •• List

Listfive
fivethings
thingsyou
you can
can see
see in
inthe
theanimals’
animals’living
livingareas.
areas.
4 What do the visitors need? The crocodile

interdependence. Each
member’s contribution
needs a pool.
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.
Each project The zoo is called

‘Animal Magic’.
There’s a crocodile in
the zoo. It’s got a pool.
recycles language 3 Listen and check your lists. Listen again and repeat the words. The digital tip helps pupils
that the pupils
CD2 17
4 Choose three animals. Make notes on page 36 in your Activity Book.

practise and expand on a
have seen, while birds reptiles mammals There’s a playground in the
zoo. Children can play here.
variety of digital skills.
providing new There are some giraffes in the
W
ELL D
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
The listening activity gives the

pupils the opportunity to check
their word lists and to practise
saying them correctly.
The zoo ch allenge

My project 1 Lesson 1 My project 1 Lesson 2
1 Make notes about your zoo. The pupils record their

The pupils go to Investigate
1 Make notes about your three animals.
decisions for the group
the Activity Book to Name of the zoo:
Name of the animal: Name of the animal: Animals in the zoo: What the animals need:
task.
record their findings Is it a mammal, a reptile or a bird? Is it a mammal, a reptile or a bird?
1
2
in the individual Does it live in a hot, a warm or

a cold climate? Does it live in a hot, a warm or
a cold climate?
3
4
investigation Does it live on land or in water? Does it live on land or in water?

5
6
task. Does it live alone or in a group? Does it live alone or in a group?

7
8
The pupils reflect on

What does it eat? Services for visitors:
What does it eat?
Name of the animal: Think about your project

their cooperative
Is it a mammal, a reptile or a bird?
2 Cooperative learning Think about your project. Read and circle. skills and how they
Does it live in a hot, a warm or a cold climate? grass leaves seeds
✩
a little information
✩✩
some information
✩✩✩ have worked as a
Does it live on land or in water?
1 Now we know ... about the zoo
animals.
about the zoo
animals.
a lot of information
about the zoo animals. group.
has eight animals in
has eight animals in
Does it live alone or in a group? 2 Our map ... has eight animals. their living areas and
their living areas.
fruit meat fish some services for visitors.
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.
don’t like working like working in a

insects 4 We … love working in a group.
in a group. group.
36 thirty-six thirty-seven 37
Digital resources
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.
Cambridge Exams Practice: A1 Movers 5 Cambridge Exams Practice: A1 Movers 6
The twelve Cambridge Reading

and
Writing
Reading
and
Writing
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.
A day at the beach

at the back of the Pupil’s Fred’s family live in the city,
but at the weekend they
At the beach, Fred and his
family go swimming. They
Book will help the go to the beach. They’re in

the car now. They’re talking
see lots of fish and there are
some shells on the sea floor.
about the beach. Fred’s sister is happy, but
pupils to develop the ‘I enjoy fishing on the

rocks,’ says Dad.
then she sees a big animal.
‘Help! It’s a shark!’ she shouts.
necessary skills to do ‘Swimming in the sea is better,’ says Fred.
Fred’s sister doesn’t like swimming in the sea.

But it isn’t a shark. It’s a dolphin. It swims with
the family and Fred’s sister is very happy.
the Reading and Writing She’s afraid of sharks.
1 At the weekend, Fred goes to the beach .

4 There are some
sea.
at the bottom of the
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.
watch the External

. Jack: A Yes, I do
B I skateboard well.
2 Listen and look. What’s the difference? Speaking B Yes, I can.
C I skateboard fast.
Exams Video which

CD4 38
C Yes, I am.
5 Vicky: What about asking Alice to come
Listening activities A B 2 Vicky: Great! Which sport do you want too?
you can find in the

to do?
Jack: A That’s a good idea.
provide a realistic model Jack: A Yes, that’s right.

B I’m very well, thank you.
for the pupils to follow

B What about skateboarding?
C I play basketball.
C It’s nice.
6 Vicky: I can phone her this afternoon.

Teacher’s Resource
before doing Speaking
3 Vicky: Good idea! I love skateboarding.
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
Cambridge Exams Practice: A1 Movers 5 Cambridge Exams Practice: A1 Movers 6
Listening Listening
1 Listen and tick (✓) the box. CD4 47

1 Listen and colour and write. CD4 48
1 Where does John go at the weekend?
The nine Cambridge A B C
Exams Practice pages

at the back of the 2 What does he like doing there?
A B C
Activity Book will help

the pupils to develop 3 What does he see there?
the necessary skills A B C

Pupils are encouraged
to do the Listening and
Reading
2 Read the text. Choose the correct words and write them on the lines. and
Writing to develop their
Reading and Writing 2 Look and read. Choose the correct words and write them on the lines.
1 This animal lives in the sea. It’s got big teeth. shark
Reading
and reading and writing
papers.
Writing
2 This animal lives in the jungle. It can fly and it sometimes speaks.
3 This animal has got a long tail and it can jump.

skills by practising
4 This very big animal lives in the water and on the land.
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
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.
This box clearly shows

the learning outcomes,
key active language and
materials required for 6 Lesson 1 152
the lesson. The lesson The required and optional
materials for each lesson
Key language Materials
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
are included in the panel.

• Identify and name water sports equipment
wetsuit • Teacher’s Resource Bank: Water sports equipment
the Key Competences
• Say the vocabulary chant
• I’m wearing (a wetsuit). I’m ready to (snorkel). What word cards
• Identify other sources of water on Earth
(optional)
about you? Are you ready to (snorkel)? He’s wearing • Water sports equipment flashcards
and Key Learning

(gloves). She’s got (water-skis). She’s ready to • Teacher’s Resource Bank: Talk cards
• Review and classify sports (water-ski).
• Extension: fishing rod, goggles, jet ski, oars, rope, Optional materials
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
Plan provides a brief

Starting the lesson
Spor ts mad
Unit Lesson 1 Vocabulary
Lesson 1 Vocabulary
Unit
Sports mad 6
• Use the Trinity Exams Practice 6 Brainstorm
• Listen, look and sing Fun in the
1 Thinking skills Order the letters and write. Match.
cards (optional).
1 What water sports do you know? Make a list.
What equipment do you need? sea.
Optional Link to Science

1 frusbadro
overview of all the activities

CD3 Track 07 p272 surfboard 7 twetusi
• Review sports vocabulary. 2 Listen, point and say the vocabulary chant.
CD3 06
2 samk
• Set learning outcomes and

8 melthe
3 Listen, look and sing Fun in the sea.
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
in the lesson, including activities in each unit

Let’s have fun I’m ready to snorkel.
• Play a guessing game.
4 depdal
In the sea today. What about you? 10 yakak
Activity 1 Chorus
5 kesnlor
3 mask 4 kayak
Go to the Activity Book. 11 ratwe-isks
• What water sports do you 6 pifplres

12 levsog
Starting and Ending the review and reinforce

know? Ending the lesson 2 Look and write.
• Make a list. • Review the lesson and reflect

1 2
• What equipment do you need? 5 snorkel 6 helmet

on learning.
lesson activities, and Vocabulary presentation

• Present the new vocabulary 7 life jacket 8 swimsuit
Extra activities
Extension
learning from the Science
curriculum.
He’s wearing a wetsuit and a life jacket . She’s .
Extra activities. Class

using the water sports I’m wearing a helmet I’m wearing gloves
• Play a game in pairs.
He’s got a
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
audio references are also

Word cards
9781380013781_Text.indb 58 29/01/2018 12:04
4 Talk Partners Play a guessing game.

vocabulary items. Activity Book
• Introduce the spellings of the I’m wearing a mask,
flippers and a wetsuit.
Activity 1 Code activity
Are you ready to snorkel?
vocabulary using the water 11 surfboard 12 gloves

Yes. That’s right!
Link to Science • Order the letters and write. • Complete the code
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.
indicate the fast route There is also a brief

through the lesson for overview of the Activity
teachers who have shorter Book activities.
lessons or fewer hours of
English.
The Detailed Lesson

Plan provides more
6
detailed step-by-step Detailed Lesson Plan
The activities for Ending
instructions for each Starting the lesson
Use the Trinity Exams Practice cards (optional).
Pupil’s Book Activity 2
Listen, point and say the vocabulary chant.
Activity 2
Look and write.
the lesson include
• The pupils describe what they can see in the pictures.
activity.
• The pupils practise asking and answering questions. CD3 Track 06 p272
Prompt a pupil to complete the sentences.
reviewing the lesson and

Review sports vocabulary. • Focus attention on the 12 photos. Say Let’s listen
and say the words. Play the CD. The pupils listen, • The pupils write the descriptions.
• Divide the board into three columns with the headings
play, go, do. Elicit a sport for each heading, e.g. point and repeat. Answers: 1 He’s wearing a wetsuit and a life jacket. He’s
play football, go swimming. Set a time limit. In small
groups, the pupils list all the sports they know for Pupil’s Book Activity 3
got a surfboard. He’s ready to surf. 2 She’s wearing a
wetsuit, a life jacket, a helmet and gloves. She’s got water- reflecting on learning.
The activities for Starting
skis. She’s ready to go water-skiing.
each verb. Write them on the board.
Listen, look and sing Fun in the sea.
Set learning outcomes and use the talk cards. CD3 Track 07 p272 Code activity CODE!
the lesson include

• Say Today we’re going to learn the names of water • Focus attention on the scene. Ask Where are Lily, • The pupils complete the code activity.
sports equipment. Ravi and Josh? (At the beach.) Say It’s a water
• Point to the talk cards to show the pupils the different Answer: fish
sports day. What activities can you do on the
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
Exams Practice cards

Pupil’s Book Activity 1 Review the lesson and reflect on learning.
What water sports do you know? Make a list. What
equipment do you need?
• Say Let’s listen to the song. Play the CD. The pupils
listen and read.
• Say Today we’ve learnt the names of water sports
equipment. What do you remember? Elicit the Each lesson includes
and the Talk cards to give
• Ask Who’s ready to snorkel? (Ravi.) Ask about the
optional Extra activities

• (Books closed.) Ask the pupils if there are any water equipment.
other water sports.
sports on the board. Encourage them to name any • Ask Which was your favourite activity today?
• Play the CD again. The pupils sing and do the actions. Which activity was easy / difficult?
other water sports they know (windsurfing, kayaking,
the pupils a clear idea of water-skiing, surfing, sailing, snorkelling). Then prompt
them to name the clothes and equipment you need. Pupil’s Book Activity 4
Extra activities
to reinforce and extend
what they are going to do Vocabulary presentation
Play a guessing game.
• Ask two pupils to read out the speech bubbles.
Extension
• Think of a land-based sport. Say I’m wearing a T-shirt learning.
in the lesson.
• (Books closed.) Choose a water sports equipment • Demonstrate the activity by giving another example. and shorts. I’m wearing socks and boots. I’ve got
flashcard, but don’t show the picture. Describe the Say I’ve got a paddle and I’m wearing a helmet. a ball. What am I doing? The pupils guess.Are you
item and its use, e.g. I wear these on my feet. I wear Ask a pair of pupils to demonstrate the activity. playing (football)? Repeat with different sports.
them when I snorkel. They help me swim fast. • The pupils play the game with a Talk Partner. • The pupils play the game in pairs.
• When the pupils identify the object, stick the flashcard
on the board. The pupils repeat the word. Repeat the Vocabulary extension
procedure with the other flashcards. Activity Book • Present six additional water sports equipment words:
Activity 1 fishing rod, goggles, jet ski, oars, rope, sailing boat.
Order the letters and write. Match. • Use the Vocabulary Booster on Navio to practise
Word cards
• The pupils name the water sports equipment they can these new words.
• (Books closed.) Hand a water sports equipment word
see.
card to each pair of pupils. They take turns to come
• The pupils order the letters and write the words, then
A clear layout and clear

to the board, read out their word and stick their word Link to Science
card next to the corresponding flashcard. match them to the equipment in the picture.
• If you are studying the Science topic of Water and
Activity Book teaching

Answers: 1 surfboard 2 mask 3 life jacket 4 paddle air on Earth in English, you could elicit other sources
stages make the plan very

5 snorkel 6 flippers 7 wetsuit 8 helmet 9 swimsuit of water. (Salt water: seas and oceans. Fresh water:
10 kayak 11 water-skis 12 gloves rivers, lakes, ice caps and groundwater.)
easy to follow. 153 notes always appear in a

shaded box so they can
be easily identified. The
answers are also provided.
36

Give Me Five! Teacher's Book Level 3

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Companies and representatives throughout the world

Teacher’s Book ISBN 978-1-380-02499-2

Text © Donna Shaw and Joanne Ramsden 2018

This edition published 2018

Teacher’s Edition credits:

Printed and bound in Spain

2022 2021 2020 2019 2018

Vocabulary and Grammar Practice answers page 242

• Review the numbers 1–50 (Lesson 4) Other vocabulary

Unit 1 • Identify and name places in a school (Lesson 1) Core vocabulary

Core structures • The ‘j’ Cooperative Culture

Unit 2 • Identify and name household chores (Lesson 1) Core vocabulary

Unit 3 • Identify and name health problems (Lesson 1) Core vocabulary

Core structures • The ‘k’ Cooperative Culture

Unit 4 • Identify and name different food (Lesson 1) Core vocabulary

Core structures • The ‘z’ Cooperative Culture

Unit 5 • Identify and name sea animals (Lesson 1) Core vocabulary

Core structures • The ‘k’ Cooperative Culture

Unit 7 • Identify and name household objects (Lesson 1) Core vocabulary

Core structures • The ‘r’ Cooperative Culture

Unit 8 • Identify and name TV programmes (Lesson 1) Core vocabulary

Unit 9 • Identify and name attractions at festivals (Lesson 1) Core vocabulary

Core structures • The ‘s’ Cooperative Culture

Festivals: • Learn about Chinese New Year Key vocabulary

identify language patterns and use new technologies

Josh and his sister Lily are

Cooperative learning activities and strategies bank

Linguistic intelligence Logical-mathematical intelligence Musical intelligence

Tips for teaching pupils with Special Educational Needs

Competence in linguistic communication:

Sense of initiative and entrepreneurship:

Competence in linguistic communication

Sense of initiative and entrepreneurship

contains a Starter Unit and Give Me Five! is an engaging six-level primary

nine thematic units. It also language learning, support and

festivals sections. Each unit listening and speaking skills.

is divided into eight lessons Each unit comprises a variety of

Donna Shaw Joanne Ramsden

and provides vocabulary activities which are devised to

and practise chunks of AUTHORS

language and a double-page

the pupils to use language in a

Social Science Primary 3 Natural Science Primary 3

Arts and Crafts Primary 3

The Pupil’s App on Navio is designed to accompany

aims, key language, materials Literacy

Own work, but can help a partner

extra activities, including Links to Science and cooperative

cooperative learning skills.

Teacher’s App on Navio

• Tests: a Diagnostic Test, Unit

The Teacher’s App on Navio offers one-stop

Tests, Term Tests and an End-of-

access to all the many resources which

Year Test with audio and

accompany the course. Tap and Teach

Teacher’s Notes. Each test has a

Lessons with integrated audio and video

standard and a higher level

ensure that everything you need to teach

each lesson is in one place. You can use

the Classroom Management tool to award points for