Culture and Communication teaching notes
Unit 1
1 Watch. What sports are they doing? Tick ✔.
Ask pupils to tell you the names of the sports pictured
(basketball, cricket, football, hockey, rounders, rugby,
badminton, swimming). Then watch the video once
through. After the video, ask pupils to tick the sports they
saw. You may then wish to watch again to check the
answers.
Answers
a ✔ ​
b ✔ ​
c ✔ ​
d ✗ ​
e ✔ ​f ✔ ​
g ✗ ​
h ✔
2 Watch. Discuss the sports you do.
Demonstrate the activity with a couple of example
questions and answers. Then divide the class into pairs.
Pupils ask and answer questions in their pairs; if they
don’t already know about their partner’s interests, they
can begin the conversation by asking What sports do you
do?
Level up: encourage more confident or able pupils to use
adverbs of frequency in their answers.
3 Say the dialogue again and listen to your friend’s
intonation. Swap.
Pupils listen to their partner asking a question and check
for the falling intonation at the end.
You can also ask pupils to make a video or audio
recording of themselves and their partner doing their
dialogue so that they can review their own pronunciation
as well as that of their partner.
Unit 2
1 Watch. What hobbies can you see? Tick ✔.
Read through the list of hobbies and ask pupils to raise
their hands if they do each hobby. Then watch the video
once through. After the video, ask pupils to tick the
hobbies they saw. You may then wish to watch again to
check the answers.
Answers
reading ebooks ✔ ​reading comics ✔ ​
reading spy books ✔ ​ doing puzzles ​ watching TV ​
playing computer games ✔ ​ collecting cards ​
riding a bike ✔ ​horse riding ✔ ​playing the piano ✔ ​
photography ​listening to music ✔
2 Watch. Discuss what music you like.
Demonstrate the activity with a couple of example
questions and answers. Then divide the class into pairs.
Pupils ask and answer questions in their pairs; they can
swap partners when they have finished. What is the
class’s favourite style of music / singer / group?
Level up: encourage more confident or able pupils to talk
about the music they like listening to and the music they
like playing.
Learn with Us 5  © Oxford University Press
3 Say the dialogue again and listen to your friend’s
sentence stress. Swap.
Read the example aloud and explain that the black dot
shows where the main stress falls in the sentence. You
can read the question and other sentences aloud and ask
pupils to identify the stressed words. Pupils then listen to
their partner as they repeat the dialogue and check that
the sentence stress falls in the correct place.
If there is time, you may like to ask confident pupils to
make a video or audio recording of themselves and their
partner doing their dialogue so that they can review their
own pronunciation as well as that of their partner.
Unit 3
There are A and B worksheets for this Culture and
Communication exercise, and pupils are required to work
in pairs to find the answers. Make sure you give out equal
numbers of the A and B worksheets to different pupils.
Pupils with an A worksheet should not look at the B
worksheet, and vice versa.
1 Watch. What buildings can you see? Tick ✔.
Read through the list of places, then watch the video
once through. After the video, ask pupils to tick the places
they saw. You may then wish to watch again to check the
answers. Higher-ability pupils can note the names of the
places, e.g. Buckingham Palace, the British Museum.
Answers
a cinema ​a hospital ​a hotel ✔ ​a library
a museum ✔ ​a palace ✔ ​a shopping centre ✔ ​
a theatre ✔ ​a tower ✔
2 Watch. Discuss how to get somewhere. Ask your
friend the way to these places and write them on the
map.
Divide the class into pairs, ensuring that one pupil in each
pair has an A sheet and one a B sheet. Explain that there
are different places missing from their maps and they
need to ask the way to the two places on their page from
their current location outside the train station. They
should listen carefully to their partner’s directions and
write the name of the place in the correct space. Point out
that all the language they need is in the speech bubbles
below the map.
Fast finishers can take turns giving each other directions
to another place. Their partner listens and says the name
of the place they have been directed to.
3 Say the dialogue again and check that your friend
asks the way politely. Swap.
Pupils listen to their partner asking for directions and
check that they begin with Excuse me and use the polite
question form Can you tell me the way to …
You can also ask pupils to make a video or audio
recording of themselves and their partner doing their
dialogue so that they can review their own pronunciation
as well as that of their partner.
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Unit 4
There are A and B worksheets for this Culture and
Communication exercise, and pupils are required to work
in pairs to find the answers. Make sure you give out equal
numbers of the A and B worksheets to different pupils.
Pupils with an A worksheet should not look at the B
worksheet, and vice versa.
1 Watch. What bridges can you see? Write.
Then read and circle.
Explain that all the pictures show bridges across the River
Thames in London. Read the words in the word pool. Then
watch the video once through. After the video, ask pupils
to label each bridge with its name. You may then wish to
watch again to check the answers. Higher-ability pupils
can note the year each bridge opened.
Answers
(from left to right) London Bridge (1973), Millennium
Bridge (2000–2002), Tower Bridge (1894)
Which is older: Stonehenge
What did the Romans build? Hadrian’s Wall
2 Watch. Discuss what people are famous for. Ask your
friend questions to complete the table.
Divide the class into pairs, ensuring that one pupil in each
pair has an A sheet and one a B sheet. Explain that they
have information about different people on their
worksheets and they need to ask questions to complete
the table. Review the letter names and How do you spell
that? before they start, so that they can spell the names if
necessary.
Point out that all the language they need is in the speech
bubbles below the table.
Fast finishers can take turns giving each other a piece of
information from the table. Their partner guesses the
person.
3 Say the dialogue again and check your friend’s
pronunciation of was. Swap.
Explain that the pronunciation of was changes depending
on whether the word is stressed or not. Model the
examples given, then ask pupils to repeat the dialogue,
listening out for their friend’s pronunciation.
You can also ask pupils to make a video or audio
recording of themselves and their partner doing their
dialogue so that they can review their own pronunciation
as well as their partner’s.
Unit 5
1 Watch. What clothes is she talking about?
Write T for Traditional or U for Uniform.
Watch the video once through. After the video, ask pupils
to write T next to the picture if the clothes are traditional
and U if they are a uniform. You may then wish to watch
again to check the answers.
Answers
U ​U ​T ​T ​T
Learn with Us 5  © Oxford University Press
Culture and Communication teaching notes
2 Watch. Discuss what clothes you have to wear for
different things.
Demonstrate the activity with a couple of example
sentences. Then divide the class into pairs. Pupils discuss
in pairs; encourage them to listen carefully to what their
partner tells them and respond with related information
or questions so that the conversation flows naturally.
Level up: encourage more confident or able pupils to ask
further questions like the ones given below the tables.
3 Say the dialogue again and check your friend’s
pronunciation of can. Swap.
Explain that the pronunciation of can changes depending
on whether the word is stressed or not, and that the
same letters have yet another pronunciation in can’t.
Model the examples given, then ask pupils to repeat the
dialogue, listening out for their friend’s pronunciation.
You can also ask pupils to make a video or audio
recording of themselves and their partner doing their
dialogue so that they can review their own pronunciation
as well as that of their partner.
Unit 6
There are A and B worksheets for this Culture and
Communication exercise, and pupils are required to work
in pairs to find the answers. Make sure you give out equal
numbers of the A and B worksheets to different pupils.
Pupils with an A worksheet should not look at the B
worksheet, and vice versa.
1 Watch. What activities can you see? Tick ✔.
Read through the list of hobbies and ask pupils to raise
their hands if they like each activity. Then watch the video
once through. After the video, ask pupils to tick the
hobbies they saw. You may then wish to watch again to
check the answers.
Answers
volleyball ​hiking ✔ ​kitesurfing ✔ ​kayaking ✔ ​fishing ​
mountain biking ✔ ​visiting a castle ✔ ​
taking photos ​going to the beach ✔
2 Watch. Discuss the information you need to visit
a place. Ask your friend questions to complete the
table.
Divide the class into pairs, ensuring that one pupil in each
pair has an A sheet and one a B sheet. Explain that they
have information about different places on their
worksheets and they need to ask questions to complete
the table. You may wish to review telling the time before
they start.
Point out that all the language they need is in the speech
bubbles below the table.
Level up: encourage more confident or able pupils to think
of further questions to ask their friend about the places.
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