3 Sharing our skills

s
Key learning outcome in Unit 3, the students will:

Wonder Participate in informational exchanges in English

Understand overall meaning and main idea(s) from short

Imagine
sentences and texts on everyday topics

Build Participate in social exchanges in English

Grow Write short texts to inform, instruct, or influence

Shine Create a class skills share chart

80

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 3
Unit overview
Target vocabulary Target structures
Everyday items: bandage, diary, flashlight, helmet, key, I have to/don’t have to (bring a helmet).
magazine, money, puzzle, rope, snack Do you have to (take jackets)? Yes, I do./No, I don’t.
Camping objects: blanket, gloves, jacket, sled, sleeping bag,
stove
Rafts: air, flat, float, sink
Pronunciation
climb /kl/, create /kr/
Functional language
May I help you? Oh, thank you! That’s very kind. Values
Sharing skills with others.

Recycling and building

I’m going to…
Competency focus
Understand the process of learning and how to learn more.
Be motivated and curious to learn and help the learning of
Language stretch others.
First… , then… , finally…

Key progress indicator chart

GSE range for Level 5: 31–39 (stretch 42) Development indicator:

Speaking Ask and answer questions about past events

and future plans.

Working towards: taking part in a conversation of 4 exchanges, using a range of tenses and descriptive language and, at
the highest level, being able to present on a topic of interest and engage with an audience.

Can tell someone what another person needs using simple Participate in common informational, academic,
words and gestures. (31) or transactional exchanges using simple language
and expressions.

Can respond to suggestions to do something using a fixed Participate appropriately in common social and
expression. (35) interpersonal exchanges using simple language
and expressions.

Can talk about everyday activities using simple language. Use simple language to talk about and describe familiar
(34) objects and situations or express basic opinions or
attitudes in short stretches of speech.

Writing Use the correct phrases for different

text types.

Working towards: writing 3–4 compound sentences in a structured paragraph on familiar topics and, at the highest level,
being able to write for a range of informal and formal purposes.

Can write basic instructions (e.g., how to draw or color Write short texts to inform, instruct, or influence
something). (39) a general audience.

81

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 3 Lesson 1 – Vocabulary Student’s Book page 32

Objectives Wonder: sparking curiosity Wonder

• Lesson aim: to name some useful objects and talk about how •Encourage students to think about
we use them everyday objects and how we use them. As you
• Target language: bandage, diary, flashlight, helmet, key, work through the lesson, ask students how often
magazine, money, puzzle, rope, snack they use the items and for what purpose.
• Recycled language: I can see… , having a picnic, bag, •Point to “Wonder” on the progress path and write
Is it a… ? the learning objective on the board: We’re learning
to talk about different things we use every day.
GSE
• Productive: Speaking: Can describe common everyday objects Materials
using simple language. • Audio; Our World video; Picture Cards
• Receptive: Listening: Can identify the context in which an
everyday conversation is taking place. Can follow a simple
conversation between two people or characters, if supported
by pictures.

3
Starting the lesson: warm up

Sharing our skills

● Ask students to look at the unit title. Explain that
a skill is something we can do, e.g., speak a foreign
language, play a musical instrument.
● Place all the Picture Cards on the board. Ask
students if they know any of the words. Point to a
word, say it, and have students repeat after you.
Talk about things we have to/don
’t have to do.
4 ● Ask students to look at each item and say which of
Understand a biography about
an explorer. these they have at home or with them today.
Ask for and offer help.

Write instructions to make someth

ing. Big Picture: What can you see? In
troduc

e
Set up a class skills share. ● Have students look at the Big Picture and say what
they can see in it.
2
I wonder
1
● Refer students to the I wonder question on page
5 33. Ask them what kind of activities they think the
3 items might be used in and write some ideas on
the board, e.g., rope – climbing, helmet – climbing/
cycling, flashlight – camping. Tell students they will
6
learn more about these activities in the unit.

1 key 1 D
iagn ose
3.01 Listen and explore.
Lesson 1
2 bandage ● Ask students to look at the Big Picture and say
3 snack What can you see? 3 Watch the video. what they think the conversation will be about.
4 rope ● Play the audio. Ask students who they heard
1 3.01
Listen and explore. 4 What are the items?
5 puzzle Say and guess. speaking (Alex, Leo, and Bella).
6 money 2 3.02
Listen, point, and say. ● As a follow up, ask What are the children going
You can open a
7 diary door with this. to learn? (some exciting skills) Why do they need
8 magazine
Which of the items
money? (to buy lunch) Why does Leo have a
Is it a key?
9 flashlight do you carry in magazine? (in case he gets bored).
10 helmet your bag?
Yes!
2 3.02 Listen, point, and say.
32 Vocabulary Everyday items ● Play the audio. Tell students Structures
to look at you.
I have Ashave to (bring a helmet).
to/don’t
the audio says an item, point to its corresponding
M03_RS_SB5_AmE_99133_U03.indd 32 1/7/21 4:31 PM
Picture Card.
● Then play the audio again with pauses for students
to repeat. SUPPORT Ask students to look at the
words in the vocabulary list. Raise a Picture Card,
picture side up, and say the word. If you say the
correct word, they repeat after you. If you say the
incorrect word, they correct you.

t t t t t t t
82 Starting
the lesson
Learning
path
Big Picture I wonder Presentation:
Activity 1
Presentation:
Activity 2
Picture
Cards

M03_RS_TB5_AmE_99201_U03.indd 82 14/7/21 11:10 AM

 3
STRETCH Tell students to look at the vocabulary and guess Ending the lesson
what activity they think Leo might use each item for, e.g.,
climbing. ● Play a game to review the target vocabulary. Tell students

Wonder
you will say three items from the new vocabulary. Students
3 Watch the video. have to draw them as best they can. If they have any of the
● Explain to students they will now watch the Our World video items with them, they can show them to the class. Repeat
showing children learning different skills. Ask students to with three new items and then again with the remaining
watch carefully and say what items from the new vocabulary three items.
they can see.
● Play the video and elicit the answers (flashlight, rope, Workbook page 22
helmet).
et Choose and write three skills you have. This activity

w
’s r e v i e

L
FUTURE SKILLS: enquiry and imagination reviews words students may already know which link to
After watching the video, ask students if they have tried the vocabulary topic for this unit. Students write three
or would like to try any of the activities they saw. Ask things they can do.
students how they think the students felt at different
times during their trip, especially when they were sleeping 1 Look and write. Students write the words that match the
pictures.
outside or going down the cliff. Write on the board all of
the different feelings and emotions the students mention.
As an extension activity, have students imagine they are ANSWER KEY: 2 magazine, 3 flashlight, 4 bandage,
Callum. They can write a diary entry or give an interview 5 money, 6 diary, 7 puzzle, 8 helmet, 9 key, 10 snack
about how they are feeling on the island.
2 Look at Activity 1 and write. Students complete the
sentences with the correct words.
4 What are the items? Say and guess.
● Ask students to say the different items they have learned ANSWER KEY: 2 key, 3 flashlight, 4 money, 5 snack,
in this unit. Place the corresponding Picture Cards on the 6 diary
board.
● Model the activity with a few items with the class. Wonder helper: Students complete the sentence with their
● Place students in pairs and have them do the activity. own ideas.
SUPPORT Before doing Activity 4, go through each item and
have students say what they are used for. If necessary, write
key words on the board. As students do Activity 4, tell them Extra time: Students can write in their notebooks and if
to refer to the board for help. STRETCH Place students in another student has finished and done the activity, too, they
pairs. Ask students to choose three objects. They say one of can compare answers together.
their items to their partner who has to say two sentences
to describe it, e.g., Student 1: Key. Student 2: It’s big or small.
We use it to open doors. Activity 1 Audio script
Alex Today is an exciting day. It’s the activity day!
Bella Yes! We’re going to learn some exciting skills – and
WONDER HELPER teach each other, too.
Refer students to Bella’s question. Read the Leo I can’t wait. I’m ready to go!
question together and ask students to think about Bella Ha ha! Leo, what’s in your bag? It’s full!
what they carry around each day. Elicit answers from Leo I have all the important items we’ll need for an
different students. Then ask students to look in their bags activity day. Look!
for any of the items and pull them out. If they have the Bella Oh, a bandage. Great idea.
item, they hold it up and say the word. Alex You will need the helmet and the rope for some of
the activities, too.
Bella And the money to buy lunch! You’re very prepared,
Leo! I don’t think you’ll have time to read the
Extra activity magazine or do the puzzle, though!
To extend the Wonder helper activity, ask students to Leo True. But I have something to do if I get bored.
think about what other things they carry with them every Bella You have a flashlight, too!
day to school. Ask them to draw and write about them. Alex I hope we won’t be outside when it gets dark! And
The items do not necessarily have to be from the new there isn’t any time to be bored because we have a
vocabulary because at this point we want students to day of activities to do! Let’s go!
express themselves using familiar items. Students present
their work to the class.

t t t t t t t
Extra
activity
Our World video:
Activity 3
Practice:
Activity 4
Wonder
Helper
Workbook:
Practice
Ending
the lesson
Learning
path
83

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 3 Lesson 2 – Structures Student’s Book page 33

Objectives Wonder: sparking curiosity Wonder

• Lesson aim: to talk about things we have to and don’t •Engage students with the Big Picture by
have to do asking them to say what items they can see and what they
• Target language: I have to/don’t have to (bring are used for. As students work through the lesson, have
a helmet). them share their opinions on whether the items are or
aren’t important for an activity day.
GSE •Point to “Wonder” on the progress path and write the
• Productive: Speaking: Can tell someone what another learning objective on the board: We’re learning how to say
person needs using simple words and gestures. what people have to and don’t have to do.
• Receptive: Listening: Can understand the main
information in short, simple dialogs about familiar Materials
activities, if spoken slowly and clearly. • Audio

Imagine Build Grow Shine Starting the lesson

Wonder
3 ● Review unit vocabulary by playing a game. Ask
Lesson 2 students to draw five vocabulary items. Explain
that you will say an item and if they have drawn
1 3.03
Listen and circle. What items do the it, they have to stand up and say it. Once all the
children have to bring?
vocabulary items have been used, have students
der…
on What flashlight bottle of water rope draw another five items and continue the game.
w activities could helmet snack magazine money
I

1
these items be
used for? 2 Read and learn. 3.03 Listen and circle. What items do the
7 Grammar
children have to bring?
I/You/We/They have to bring a rope.
● Ask students to look at the words in the box and
10 He/She has to bring a flashlight. say which items they think the children will need to
I/You/We/They don’t have to bring a snack.
He/She doesn’t have to bring a magazine.
bring on an activity day.
● Play the audio and elicit answers. Ask students if
3 Look and circle true (T) or false (F). their guesses were correct.
8
Important ✓ Not important w

ANSWER KEY: a flashlight, a bottle of water,

a rope, a helmet, money

9
2 D
iagn ose
Read and learn.
Leo has to… He doesn’t have to…
● Refer students to the Grammar box. Explain that
1 bring a flashlight. T / F 3 bring a snack. T / F we use have to when we need to do something
2 bring a diary. T/F 4 bring money. T/F important, and don’t have to when it is not
4 Make sentences about what Leo has to bring on necessary.
the activity day. ● On the board, write: I have to… and I don’t have to… .
Leo has to bring a rope. ● Say I have to bring my notebook to class every day.
I don’t have to bring a snack to school every day.
I can shine! ● Ask volunteer students to think about things they
5 Imagine there is a camping trip. Think
do/don’t need to do and say their own sentences
about what you have to bring. Say. with I (don’t) have to.
I have to bring a flashlight. ● Refer students to the Grammar box again. Have
them read it quietly. Then explain that with he/she,
I can say what people have to and don’t have
to do. we use has to in the affirmative and doesn’t have to
in the negative.
Structures I have to/don’t have to (bring a helmet).
33
3 Look and circle true (T) or false (F).
Refer students to the chart. Ask them to name the
M03_RS_SB5_AmE_99133_U03.indd 33 1/7/21 4:32 PM
●
items in the pictures.
● Then say Leo has to bring a helmet. True or false?
and elicit the answer True. Then say He doesn’t have
to bring a rope. Elicit the answer False.

t t t t t t
84 Starting the
lesson
Learning
path
Presentation:
Activity 1
Presentation:
Activity 2
Extra
activity
Practice:
Activity 3

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 3
● Have students complete the activity individually. Check
answers as a class. SUPPORT Have students make Extra activity
sentences using has to for all of the items in the “important” Have students plan a school trip for the class and decide

Wonder
column and doesn’t have to for all of the items on the what everyone has to and doesn’t have to bring. They
“not important” column, before answering the questions. should draw the items in a chart similar to Activity 3 on a
STRETCH Have students correct the false sentences and piece of paper, with the name of their school trip at the
write the true version. top of the page. Display each of the charts around the
class and have students go around each one and write or
ANSWER KEY: 1 T, 2 F, 3 T, 4 F say sentences about what they have to and don’t have to
bring on the trip. At the end of the activity, have students
say what trip they think they’d like to go on and why.
4 Make sentences about what Leo has to bring on the
activity day.
● Refer students to the chart again. Ask them to add one Ending the lesson
more item to the “not important” list. Explain it can be any ● Play a game to review the grammar. Explain that students
item they like. will play a game called That’s nonsense! Tell students you
● Model the activity for the class for a few items. will say a sentence to which they might have to reply That’s
● Place students in pairs and have them complete the activity. nonsense! and correct you.
SUPPORT Explain to students that you will say an item from ● Say I have to bring my dress to the camping trip. Elicit That’s
the chart for them to say whether Leo has to or doesn’t nonsense! You don’t have to bring a dress. Then say I have
have to bring it to the activity day. Go through each item to bring a flashlight. Elicit Yes, that’s correct. Play with the
and elicit full sentences, e.g., Leo has to bring a flashlight. He students for a few rounds and then have them play in small
doesn’t have to bring a puzzle. STRETCH Ask students to groups.
look at the left-hand column in Activity 3. Ask why they think
Leo has to bring each item. Encourage students to use full
sentences, e.g., Leo has to bring money because he has to buy
Workbook page 23
food. 3.04
1 Listen and answer. Then listen again and check
5 Imagine there is a camping trip. Think about what you (✓) or put an ✗ for Nina. Students listen and answer the
have to bring. Say. question. They listen again and check or put an ✗ next to
● Model the activity for the students, saying three things you the correct pictures.
have to bring. Extend by also saying three things you don’t
have to bring. ANSWER KEY: his car key
● Ask students to make a list of three things they have to ✓: helmet, flashlight ✗: snack
bring. Extend the activity by asking them to list things they
don’t have to bring.
2 Look at Activity 1 and write. Students complete
● Place students in pairs and have them complete the activity. sentences based on the pictures.
Monitor and help as necessary.
● Invite students to share their lists with the class. ANSWER KEY: 2 He has to bring a rope. 3 He has to bring
some money. 4 Nina has to bring a helmet. 5 She has to
bring a flashlight. 6 She doesn’t have to bring a snack.
I can shine! Assess

ACHIEVE The student can say a number of simple I can shine!

sentences describing what people have to and don’t
have to do. 3 Imagine you are going camping with your family. Then
write. Students complete sentences about themselves.

ADJUST The student can say simple sentences Extra time: Students draw and label three words from the
describing what people have to and don’t have to do target vocabulary.
after referring to a grammar box.

Activity 1 Audio script

EXCEED The student can say sentences describing Alex Please don’t forget to bring everything you need for
what people have to and don’t have to do with little the activity day. You have to bring a flashlight, a
support and a wider range of vocabulary. bottle of water, a rope, and a helmet. There are a lot
of activities to do outside so you need these things.
You don’t have to bring a snack or a magazine, but
you can bring them if you want. You can read a
magazine at recess. There is a store where you can
buy lunch, so you have to bring money.

t t t t t
Practice:
Activity 4
I can shine:
Activity 5
Workbook:
Practice
Ending the
lesson
Learning
path
85

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 3 Lesson 3 – Story Student’s Book pages 34 and 35

Objectives Imagine: fostering imagination Imagine

• Lesson aim: to read and understand a story about a person’s life • Encourage students to be imaginative
• Target language: blanket, gloves, jacket, sled, sleeping bag, stove and creative. After students read the text, ask
• Recycled language: habitats (e.g., desert, arctic, mountains), them to imagine they are Helen and to describe
wildlife (e.g., polar bears, wolves, camels) how they feel in each situation.
• Point to “Imagine” on the progress path and
GSE write the learning objective on the board:
• Receptive: Reading: Can understand the order in which events We’re reading a story about a person’s life.
happen (e.g., in diary entries or a story). Can identify key
information in short, simple factual texts from the headings and Materials
illustrations. Can predict what a short, simple text is about from • Audio
the title, a picture, etc., if guided by questions or prompts.
• Receptive: Listening: Can understand some unfamiliar words in
a short description, if supported by pictures.

Wonder Build Grow Shine

Imagine
3 2 3.05 Read, listen, and write. What different
Lesson 3
Helen Thayer – an explorer’s life places does Helen visit?
1 Look. What skills do you think Helen learns?

Tell students they are going to read a biography of

2 3.05
Read, listen, and write. What different places
does Helen visit? ●
3 Match the words in the text to the pictures.
1937 Helen is born in New Zealand. an explorer. Explain that a biography is a true story
about a person’s life, in chronological order.
1 2 3

At nine years old, Helen

climbs her first mountain
in New Zealand. After
1946 Helen travels alone to
● Tell students to listen as they follow along in
their books. Have them note where they find the
that, she learns climbing
4 5 6 skills from other the North Pole. The
explorers. She learns people who live there

answers to the rubric question.

to ski and gives skiing are called the Inuit.
lessons to children. They teach Helen skills to survive on the ice.
The Inuit people help Helen get a sled. She uses

Check answers as a class. SUPPORT On the board,

the sled to travel around and the people teach
1988 Helen to stay safe from dangerous polar bears.
She sleeps in her sleeping bag and cooks on
●
4 Read again. Then write.

write the years mentioned in the text. Ask students

a small stove.. It’s very cold, and Helen has to
1 Who does Helen teach to ski? wear gloves and a fur jacket to keep warm.
2 How does Helen cook in the North Pole?
Helen enjoys learning from people on her

to say what happened during the years on the

3 What does she wear to keep warm?
4 When do Helen and Bill live in the mountains? Helen and her husband, travels. She starts her organization, Adventure
5 What happens in 2012? Bill, live in the mountains Classroom, so that she can teach others.
1994
timeline and to say how old Helen is in each year
6 What do Helen and Bill use to build for a year, close to a family
a shelter in the desert? of wolves. Helen learns
about how wolves help

I can shine!
Who does Helen
learn from in
her life?
each other. Helen and Bill go to the desert. They travel on
camels. Helen can read a map, but the local given. STRETCH In pairs, students make a timeline
showing what skills Helen learned.
people teach her how to use the stars to find
5 her way. Helen and Bill learn how to build a
Imagine you are with Helen on a trip.
Answer. 2012 shelter with blankets. It’s
hot, and they sleep on the
Where are you?
sand. They learn how to
What do you have to bring?
make a fire in the sand to
What do you learn?
make bread.

I can understand a story about events in a biography.

ANSWER KEY: A mountain in New Zealand, the
34 Vocabulary Camping objects Story value Learning new skills and teaching others.
35 North Pole, the mountains close to a family of
M03_RS_SB5_AmE_99133_U03.indd 34 1/7/21 4:32 PM M03_RS_SB5_AmE_99133_U03.indd 35 1/7/21 4:32 PM wolves, the desert

Starting the lesson D

iagn ose 3 Match the words in the text to the pictures.
● On the board, write: North Pole, mountains, desert. Go through each ● Tell students to look at pictures 1–6 and say what
one and ask students to say what the habitat is like and what animals the items are if they can.
live there. ● Students complete the activity in pairs.
● Check answers as a class.
1 Look. What skills do you think Helen learns?
● Refer students to the pictures. Ask them to say what they see. ANSWER KEY: 1 gloves, 2 stove, 3 jacket,
● Explain to students they will read about a person called Helen and her 4 sleeping bag, 5 sled, 6 blankets
adventures. Ask what skills they think she will learn, just by looking at
the pictures.
RECEPTIVE SKILLS TIP
POSSIBLE ANSWERS: how to build a shelter or put up a tent, how Access the Pearson English Portal and make
to make a fire copies of the text. To help students understand
the text, ask them to find and underline key
information in each paragraph. Students then
FUTURE SKILLS: enquiry and imagination retell the story using the underlined phrases.
Tell students to look at the pictures in the text. Ask what they
think makes a person adventurous and what skills people learn on
different adventures. Ask which of these adventures they would like
to go on and why.

t t t t t t t
86 Starting
the lesson
Learning
path
Pre-reading:
Activity 1
Reading text:
Activity 2
Presentation:
Activity 3
Picture
Cards
Extra
activity

M03_RS_TB5_AmE_99201_U03.indd 86 14/7/21 11:10 AM

 3
4 Read again. Then write.
● Give students some time to complete the activity. Tell them
Story extension
Information about Helen Thayer is widely available

Imagine
to note where they get the answers from.
online, including her own website: helenthayer.com. Have
● Check answers as a class. SUPPORT Before students
students do some research about her and present their
answer the questions, identify the key words in each
findings to the class.
question and write them on the board, e.g., 1 ski, 2 cook,
3 keep warm, 4 mountains, 5 2012, 6 shelter. Tell students that
if they look for these words in the text, this will help them
find the answers more easily. STRETCH Place students in Ending the lesson
pairs and ask them to write three false statements about ● Ask students to read the story again and choose one skill in
the text for their partners to correct. the biography they would like to learn and why. Encourage
them to think of ways they can learn this skill.
ANSWER KEY: 1 children, 2 on a stove, 3 gloves and
a fur jacket, 4 1994, 5 Helen and Bill go to the desert, Workbook page 24
6 blankets
1 Read and number. Students put the events in order.
IMAGINE HELPER
Ask students which helper they can see (Sam, the ANSWER KEY:
Imagine helper). 5 Helen and Bill live in the mountains, close to a family
of wolves.
Read Sam’s question aloud. Give students a few minutes 1 Helen is born in New Zealand.
to think and discuss their ideas in pairs. Remind them to 6 Helen and Bill go to the desert on camels.
look back at the text for help. Have pairs then share their 3 Helen travels to the North Pole.
answers with the class. 2 Helen climbs her first mountain in New Zealand.
4 Helen starts her organization, Adventure Classroom.
5 Imagine you are with Helen on a trip. Answer.
● Place students in small groups. Ask them to choose one trip 2 Read and write. Students unscramble the letters to make
and then to answer the three questions. Encourage them words to complete the sentences.
to use describing words as much as they can and to explain
their answers. Monitor and help as necessary. ANSWER KEY: 1 stove, 2 gloves, 3 jacket, 4 sled,
● Have groups share their answers with the class. 5 sleeping bag, 6 blankets
SUPPORT Encourage students to think of objects that
would be useful in the different locations from this unit, as Imagine helper: Students complete the sentences and
well as other items. STRETCH Students write a paragraph evaluate the story.
answering the questions and read to the class.

I can shine!
I can shine! Assess
3 Think of someone you know. What skills does he/she
have? Students write sentences about someone they
ACHIEVE The student can understand a story about a know.
person’s life.
Extra time: Students write a list and present it to the class.

ADJUST The student can understand a story about a

person’s life when supported with vocabulary prompts.

EXCEED The student can understand a story about a

person’s life and retell the sequence of events.

t t t t t t t
Practice:
Activity 4
Imagine
Helper
I can shine:
Activity 5
Story
extension
Workbook:
Practice
Ending the
lesson
Learning
path
87

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 3 Lesson 4 – Structures and song Student’s Book page 36

Objectives Build: building confidence Build

• Lesson aim: to ask questions with Do you/Does he/she have • Build confidence in English
to… ? and give short answers language learning by asking students to ask and
• Target language: Do you have to (take jackets)? Yes, I do./ answer in pairs. Have them write their own set
No, I don’t. of questions using the target structures to ask
• Recycled language: make breakfast, get up early, walk to and answer.
school, have to • Point to “Build” on the progress path and write
the learning objective on the board: We’re asking
GSE questions about what we have to do and giving
• Receptive: Listening: Can understand the main information in short answers.
short, simple dialogs about familiar activities, if spoken slowly
and clearly. Materials
• Productive: Speaking: Can make simple requests to have or do • Audio; red pencil and green pencil, slips of paper
something in relation to common everyday activities. Can ask
and answer simple questions about habits and routines.

Starting the lesson D

iagn ose

Lesson 4
● Tell students that there are a few things you have
to do every day or in general. Say I have to get up
1 3.06
Read, listen, and write. What do they decide to do? early every day. I have to make breakfast. In the
evening, I have to help clean up. In cold weather, I
Joe: Do we have to sleep in the tent tonight? have to wear warm clothes.
Dad:
Daria:
No, we don’t. It’s raining. Come on! Let’s go.
Do I have to take my jacket?
● Ask students to say a few things they have to do.
Dad: Yes, you do. We have to take our Write some phrases on the board. Leave them on
Joe:
backpacks, too. We’re going to a hotel!
Hooray!
the board for support in Activity 2.

2 Read and learn. Then write and answer for you.

1 3.06 Read, listen, and write. What do they
decide to do?
Grammar builder
● Ask students to look at the picture and to say what
Do I/you have to take jackets? Yes, you/I do./No, you/I don’t. they see.
● Play the audio for students to follow along in their
Does he/she have to wear gloves? Yes, he/she does./No, he/she doesn’t. books and answer the question. Elicit the answer.
● Ask the students to say if they would go to a hotel
Do we/they have to bring money? Yes, we/they do./No, we/they don’t.
as well.
1 you/make breakfast every morning? Remember!
2 your dad/get up early? I have to sleep... ANSWER KEY: They decide to go to a hotel.
Do I have to sleep?
3 your parents/walk to school with you?
4 you/do your homework on the weekend?
RECEPTIVE SKILLS TIP
Before students listen and read, have them look
3 3.07
Read and sing. What do 4 Ask and answer. Use the prompts.
at the picture in Activity 1 and describe what
they need to make the fort? …go to bed at eight o’clock?
…get up at seven-thirty? they think is happening and how they think the
We’re making a fort in the forest, …carry your books to school? characters are feeling (It’s raining. There is a tent
…help your parents with housework?
Do we have to use wood?
…help your brothers and sisters with so maybe they are camping. The dad is smiling,
Do we have to bring rope?
Yes, you do! Yes, you should! their homework? but the children probably aren’t happy).
We’re making a fort in the forest, Do you have to go to
Do we have to use a key? bed at eight o’clock?
Do we have to bring any money?
No, you don’t! No, it’s free! 2 Read and learn. Then write and answer for you.
No, I don’t. I usually go
to bed at nine o’clock.
● Refer students to the Grammar builder box. Point out
that we use Do you/we have to… ? to ask each other
36 about what we have to do. If we are asking about
Structures and song Do you have to (take jackets)? Yes, I do./No, I don’t.
another person, we say Does he/she have to… ?
Communication Making and responding to offers.

M03_RS_SB5_AmE_99133_U03.indd 36 1/7/21 4:32 PM

● On the board, write: Yes, I… . No, I… . Yes, she… .
No, he… . Yes, they… . No, we… .
● Ask students to complete the answers (do, don’t,
does, doesn’t, do, don’t).

t t t t t
88 Starting
the lesson
Learning
path
Practice:
Activity 1
Presentation:
Activity 2
Build
Helper

M03_RS_TB5_AmE_99201_U03.indd 88 14/7/21 11:10 AM

 3
● Explain that the sentences in the green column are short
answers that we can use to respond to questions with have Extra activity
to in the simple present. SUPPORT Help students use short Place students in groups. Have them come up with five
answers by drilling. Explain that you will say a question and more questions using Do you have to… ? Have students

Build
raise a red pencil or a green pencil. If you raise a green pencil, use the questions to do a survey. They ask and answer
they have to give a short answer in the affirmative, but within their groups and then report their findings to the
with a red pencil, they have to give a negative short answer. class. If students are struggling to come up with ideas,
STRETCH Tell students to write four short phrases on a you can write some topics to help prompt them on the
slip of paper, using any verbs they like and yes or no, e.g., board, e.g., school, routine, hobbies. To support weaker
they go to bed early/no, do their homework/yes. Students students further, brainstorm more specific phrases they
swap papers with their partner. Their partner has to make a could use to ask questions about these topics, e.g., school:
question and answer with the prompts, e.g., Do they have to do homework, eat lunch; routine: brush your teeth in the
go to bed early? No, they don’t. morning, take a shower in the evening.

BUILD HELPER Ending the lesson

Explain that students should use the prompts in 1–4
to make questions to ask and answer with a partner.
● Ask students to stand in lines of three. Explain that the first
student has to start the question Do you have to… ?, the
Model the first item with the class. Then place students in second student has to say one more phrase, e.g., feed your
pairs to complete the activity. pets, and the third student has to give a short answer. For
example, Student 1: Do you have to… Student 2: feed your
pets? Student 3: No, I don’t. To practice all forms, prompt
ANSWER KEY: the first student to use: Does your mom, Do they, Does your
1 Do you have to make breakfast every morning? sister, etc.
Yes, I do./No, I don’t.
2 Does your dad have to get up early? Workbook page 25
Yes, he does./No, he doesn’t.
3 Do your parents have to walk to school with you? 1 Complete the questions and answers. Students complete
Yes, they do./No, they don’t. the questions and short answers.
4 Do you have to do your homework on the weekend?
Yes, I do./No, I don’t. ANSWER KEY:
2 Does he have to wear a helmet on his bike?
3 3.07 Read and sing. What do they need to make the Yes, he does.
fort? 3 Do we have to go to school by bus?
● Tell students to read the song quietly and then tell you in Yes, we do.
their own words what it is about. 4 Do they have to go to the park by car?
● Play the audio and have students follow along in their No, they don’t.
books. Repeat the audio for students to sing along. Then 5 Does he have to bring a snack to school?
elicit answers to the question. Note that the chorus lines are No, he doesn’t.
repeated in the song but not on the Student’s Book page 6 Does she have to take a sleeping bag?
and so weaker students may need support following along in Yes, she does.
their book.
● Once students are confident with the song, have them sing Build helper: Students ask and answer the questions in
along to the karaoke version (audio track 3.08). Activity 1 using Do you have to… ? and short answers about
themselves.
ANSWER KEY: They need wood and rope.
Grammar extension
Grammar 3 Lesson on page 90 of the Student’s Book offers
4 Ask and answer. Use the prompts. extended practice of the grammar introduced in Unit 3.
● Tell students to look at the prompts. Further teacher’s notes can be found in the teacher
● Model the activity for the first two prompts with confident resources on the Pearson English Portal.
students.
● Place students in pairs and have them complete the activity.
Monitor for correct use of language. SUPPORT On the
board, write the start of the question for support: Do
you have to… ? STRETCH Refer confident students to the
second speech bubble and encourage them to add more
information if they reply No, I don’t. Extend the activity by
having students try to find two things they have in common,
e.g., Amir and I don’t have to go to bed at nine o’clock. But
sometimes we have to get up at seven-thirty in the morning.

t t t t t
Practice:
Activity 3
Practice:
Activity 4
Workbook:
Practice
Ending the
lesson
Learning
path
89

M03_RS_TB5_AmE_99201_U03.indd 89 14/7/21 11:10 AM

 3 Lesson 5 – Communication Student’s Book page 37

Objectives Build: building confidence Build

• Lesson aim: to learn how to ask for and offer help; • Build confidence in pronunciation
to practice the sounds cl /kl/ and cr /kr/ by asking students to say sentences containing
• Speaking function: asking for and offering help words with the new phonics aloud to the class
• Functional language: May I help you? Oh, thank you! That’s very after practicing with a partner.
kind. • Point to “Build” on the progress path and write
• Recycled language: I can’t… , I want… the learning objective on the board: We’re
learning to ask for and offer help.
GSE
• Receptive: Listening: Can identify the context of short, simple Materials
dialogs related to familiar everyday situations. • Audio; Communication Cards; large sheet of
• Productive: Speaking: Can respond to offers or suggestions to paper or thin cardboard
do something, using fixed expressions.

Wonder Imagine Grow Shine Starting the lesson

Lesson 5
Build
3 ● Hold some books in your arms. Tell students you
need some help. Say Can you help me put these
1 3.09
Read, listen, and write. How 2 3.10
Listen again and repeat
books on the desk?
does Nadia help Sam? the words in blue.
● Accept help from a volunteer and say Thank you.
Nadia: Hello, Sam! Why are you sad? Repeat for a few more items.
Sam: I’m doing a puzzle on my cell phone,
but it’s really difficult.
● Then ask students what kind of things they ask
Nadia: May I help you? for help with. Ask who usually helps them and how
Sam: Oh, thank you! That’s very kind.
Nadia: Let’s think of ideas and write notes
they respond to help.
to find the answer.
Sam: I’ll write notes on my phone.
Nadia: Great idea!
1 D
iagn ose
3.09 Read, listen, and write. How does
Nadia help Sam?
● Ask students to close their books. Explain that they
will hear a conversation and have to say what the
conversation is about.
● Play the audio and elicit the answer.
● Ask the students what Sam needs help with (a
3 Match. Then say with a partner.
puzzle). Ask if students like doing puzzles on cell
1 I can’t carry my shopping. a May I help you?
2 I can’t turn on the laptop. b May I teach you? phones. If so, what puzzles do they do? Are they
3 I want to learn to skateboard. c May I turn it on? difficult or easy?
4 My math homework is difficult. d May I carry it?

I can’t carry my shopping. ANSWER KEY: Nadia helps Sam with the puzzle
May I carry it?
on his cell phone.
I can shine!
Pronunciation
5 Talk with a partner. TEACHER TIME TO SHINE: teaching social norms
Make offers.
4 3.11
Listen and write the missing Ask students how they feel when someone
letters. Then listen again
and check. I can’t do this puzzle. thanks them for their help. Then ask students
why it is important that we are always polite
imb ock May I help you?
and friendly. Put a large sheet of paper or thin
ocodile ice eam Thank you! That’s very kind. cardboard on the wall. As a heading write Be
polite. Ask students to come to the poster and
eate ean
I can ask for and offer help. write different expressions they can use to be
polite and friendly, e.g., May I help you? Thank
Communication Making and responding to offers.
37 you. That’s very kind of you.

M03_RS_SB5_AmE_99133_U03.indd 37 1/7/21 4:32 PM

2 3.10 Listen again and repeat the words in blue.

● With books open, ask students to listen to the
audio and follow along. Ask what phrases Nadia
and Sam use to offer help.
● Place students in pairs to role-play the dialog.

t t t t t t
90 Starting
the lesson
Learning
path
Presentation:
Activity 1
Presentation:
Activity 2
Practice:
Activity 3
Speaking
support

M03_RS_TB5_AmE_99201_U03.indd 90 14/7/21 11:10 AM

 3
3 Match. Then say with a partner.
● Match items 1–4 and a–d as a class activity. I can shine! Assess
● Ask a confident student to read item 1 and then model the

Build
activity by saying May I carry it?
ACHIEVE The student can ask for help, offer help, and
● Place students in pairs and have them complete the activity. give thanks with a set of taught expressions.
Monitor for proper use of language. SUPPORT Explain that
we use May as a polite way of offering help. Tell students
to offer help in response to the following. Say My room is
ADJUST The student can offer help and give thanks
unclean. Elicit May I help you clean it? Write the exchanges on
when provided with a model.
the board. STRETCH Students come up with more problems
they can offer help for. They role-play the situations with a
partner.
EXCEED The student can ask for help, offer help, give
thanks, and respond to suggestions, with little or no
ANSWER KEY: 1 d, 2 c, 3 b, 4 a
support.

4 3.11 Pronunciation Listen and write the missing

letters. Then listen again and Ending the lesson
check.
● Ask students which activity they enjoyed best in this lesson
● Refer students to the parts of words. Ask if they can guess
and have them repeat it with a partner. Ask pairs to come to
what the words are.
the front and do the activity.
● On the board, write: cl and cr. Point to each sound, say it,
and ask students to repeat after you.
● Play the audio and ask students to complete the words. Workbook page 25
SUPPORT Place students in pairs. Tell them to look carefully 3.12
at your mouth as you say the words from the pronunciation 2 Read and number. Then listen and check.
box. Have students repeat after you. Then say each word Students read and number the dialog in the correct order.
slowly, mouthing it as you do so for students to copy and
repeat. STRETCH On the board, write: A clean crocodile ANSWER KEY:
climbed up a creek and ate my ice cream. Read it as fast 5 Pat: I’ll look at an online dictionary and find the
as you can. Place students in pairs and have them say the answer.
tongue twister to each other as fast as they can. 6 Sophie: Great idea, Pat!
4 Sophie: Oh, thank you! That’s very kind.
ANSWER KEY: climb, crocodile, create, clock, ice cream, 2 Sophie: I’m doing a puzzle in my magazine, but I can’t
clean think of the correct word.
1 Pat: Hi, Sophie. Why are you sad?
3 Pat: Oh, no. May I help you?
FUTURE SKILLS: collaboration and communication
Have students work together in small groups to find more
words with the cl and cr sounds in a dictionary. Ask them I can shine!
to make a list of about five words for each sound. If they
can, ask them to write sentences with them. 3 Look and read. Then talk with a partner. Students look
at problems 1–4 and role-play asking for and offering help
with a partner.
5 Talk with a partner. Make offers.
With Communication Cards: Pronunciation: First, have students read the tongue twister
● Place students in pairs and hand out the Communication to themselves. Then have them color the two different sounds
Cards. Have one student read aloud a problem to their in red and blue, like the examples. Finally, ask them to say the
partner who has to respond with the new phrases. tongue twister six times, as fast as they can.
Without Communication Cards:
ANSWER KEY: red: climb; blue: crocodiles
● Ask students to tell you things they often ask for help with.
Write their ideas on the board. Students use these problems
to talk with their partner.
● As students play, monitor for correct use of language.

t t t t t t
Practice:
Activity 4
Pronunciation
practice
I can shine:
Activity 5
Workbook:
Practice
Ending the
lesson
Learning
path
91

M03_RS_TB5_AmE_99201_U03.indd 91 14/7/21 11:10 AM

 3 Lesson 6 – Global citizenship Student’s Book page 38

Objectives Grow: nurturing growth in society Grow

• Lesson aim: to learn about sharing skills and teaching others • Promote global citizenship by
• Cross-curricular connection: Science increasing students’ awareness of how sharing
• Global citizenship theme: Sharing skills with others, recycling skills and helping others learn can lead to stronger
objects and materials and healthier social ties.
• Target language: air, flat, float, sink • Point to “Grow” on the progress path and write
• Recycled language: materials (plastic, metal, wood, paper, the learning objective on the board: We’re reading
glass) bottle, ball, bathtub about sharing skills and teaching others.

GSE Materials
• Receptive: Reading: Can use key words or captions to find • Audio; picture of a raft
information in a simple text. Can extract specific information
in short texts on familiar topics.
• Receptive: Listening: Can follow multi-step instructions if given
slowly and clearly. Can identify key information (e.g., places,
times) from short audio recordings, if spoken slowly and clearly.
• Productive: Writing: Can write simple captions for pictures.
ob
al Citiz
e ob
al Citiz
e ob
al Citiz
e ob
al Citiz
e ob
al Citiz
e ob
al Citiz
e
Gl

Gl

Gl

Gl

Gl

Gl
n

n
OptA
Let’s be I share I celebrate all I play with I try different I appreciate
friends toys! families! friends! food! special clothes

ob
al Citiz Starting the lesson D
iagn ose
en
Gl

OptB
● Ask students to think about what skills they have.
Lesson 6
Let’s be
friends
I share
Sharing skills
with others.
I play with
friends!
I try different
food!
I appreciate
special clothes Ask who taught them their skill and how old they
were when they learned it.
toys!

Lorem ipsum

1 Look. What do you need to 2 3.13

Read and listen. Match the captions ● Ask if they think we should teach other different
build a raft? to the pictures.
skills, encouraging students to explain why.
OptC a Tourists on a raft c A fishing raft
b Living on a raft d Raft festival
Skills sharing: rafts 1
Let’s be I share I celebrate all I play with I try different I appreciate

Look. What do you need to build a raft?

friends toys! families! friends! food! special clothes

By Emily ● Pre-teach the word raft. Show students a picture

1
A raft carries peopleobaor objects
l Citiz
e and
ob floats
al Citiz
e on water.
ob
al Citiz
e ob
al Citiz
e ob
al Citiz
e ob
al Citiz
e of a raft or draw one on the board. Ask what they
Gl

Gl

Gl

Gl

Gl

Gl

Rafts are usually flat. We can find pictures of rafts from thousands
think people use them for.
n

OptD
of years ago.
Ask students if they know anything about building
Let’s be I share I celebrate all I play with I try different I appreciate
friends toys! families! friends! food! special clothes

To make a raft, people tie logs together. Sometimes they use big ●
metal oil drums. But how does a raft sail on the water? Why doesn’t rafts. Have they ever helped to build one?
it sink? 2
● Give students a few minutes to look at the pictures
and scan the text for the answer. Elicit the answer.
Some materials, for example, wood,
plastic, and paper, float. Other
materials, for example, glass and
3
POSSIBLE ANSWERS: rope, wood, plastic
metal, sink. A ball of wood sinks.
A straight piece of wood (like a raft)
bottles
floats. An object with air in it, like
a beach ball, also floats.
2 3.13 Read and listen. Match the captions to
Today in some countries, people use rafts to carry things or for 4 the pictures.
fishing. Some people build their homes on rafts, too. There are also
rafts for tourists. They travel up and down rivers and lakes. ● Draw students’ attention to the pictures. Ask them
Raft festivals are fun. People use recycled bottles, things from the to think about the people using these rafts.
home, and even bathtubs to build rafts! Then they have to sail them. ● Tell students to follow along in their books as they
listen to the text. Give students a little time to
3 Read again. Then answer. 4 3.14
Listen. What does Emily use for complete the activity and elicit answers.
1 What materials float? Ben’s raft?
2 What do people use rafts for?
3 Why do tourists use rafts? 5 3.15
Listen again. Then circle. ANSWER KEY: 1 d, 2 c, 3 a, 4 b
4 What happens at raft festivals?
1 Why does the wood have to be flat?
a so that it floats b so that it sinks
2 Does Ben have to buy a piece of wood?
a Yes, he does. b No, he doesn’t.
3 Read again. Then answer.
What skill can you 3 What are the oil drums made of? ● Give students a few minutes to read the text again
teach other people? a plastic or metal b plastic or paper and answer the questions.
● Tell students to note where they found the
38 Global Citizenship Sharing skills and teaching others. answers. SUPPORT Go through each paragraph Writing Instructions

M03_RS_SB5_AmE_99133_U03.indd 38 1/7/21 4:32 PM

asking simple questions to make sure students
have understood the text. STRETCH On the board,
write: float, tie, sink, build, recycle. Ask students
what these words mean. Have them say what they
refer to in the text.

t t t t t t
92 Starting
the lesson
Learning
path
Presentation:
Activity 1
Practice:
Activity 2
Extra
activity
Practice:
Activity 3

M03_RS_TB5_AmE_99201_U03.indd 92 14/7/21 11:10 AM

 3
ANSWER KEY: 1 wood, plastic, and paper, 2 to carry Background information (Culture and CLIL)
things, fishing, or to build a home on, 3 to travel up and Give students the following background information about
down rivers and lakes, 4 People build rafts using recycled rafts to help them understand how important an invention
bottles and things from home. they were and how they helped people travel and trade

Grow
goods.
1 Early rafts were so simple that they could be made
RECEPTIVE SKILLS TIP without tools, using only materials found in nature such
Place students in pairs and give them a list of materials as bamboo sticks, logs, or reeds.
and/or objects the text mentions (e.g., a ball of wood, a 2 Sometimes many rafts were joined together to make
beach ball, paper, glass, metal). Have students categorize permanent floating structures like bridges.
them into ones that float or sink. 3 A traditional raft has no sides, so water passes over it.
As long as the material it’s made from is waterproof
4 3.14 Listen. What does Emily use for Ben’s raft? and does not become waterlogged, it will float.
● Tell students they are going to hear Emily telling Ben how to
make a raft. Have students think about what Emily might Workbook page 26
use.
● Play the audio and ask students if their guesses were 1 Read and match. Then look and write. Students match
correct. words to definitions and pictures.
● Play the audio again for students to complete the activity.
Elicit answers. ANSWER KEY: 2 c, 3 d, 4 a
b sink, c air, d float
ANSWER KEY: a flat piece of wood, two plastic or metal 3.16
oil drums, rope 2 What does Eva need to make the boat? Listen and
check (✓). Students listen and check the correct items.
5 3.15 Listen again. Then circle.
ANSWER KEY: ✓ straw, balloon
● Tell students to read the questions and see if they can
remember the answers. 3.17
● Play the audio for students to complete the activity. Check 3 Listen again. Then write. Students listen again and
answers as a class. SUPPORT Play the audio with pauses complete the sentences.
before completing the activity and ask students simple
questions about what they have just heard. STRETCH Have ANSWER KEY: 1 floats, 2 sinks, 3 air
students write three questions about the audio. They then
ask and answer with their partner. Grow helper: Students check the correct picture.

ANSWER KEY: 1 a, 2 b, 3 a ANSWER KEY: ✓ Picture 2

GROW HELPER Extra time: Students work in pairs to answer the question.
Read Alex’s question aloud and ask students to
think of one of their skills. Ask if they think they can POSSIBLE ANSWERS: We can make plant pots, bird
teach it to anyone else, and if so, how. feeders, pencil pots, etc. with a plastic bottle.

FUTURE SKILLS: critical and reflective thinking Activity 4 Audio script

Ask students how they think rafts have changed over Ben I want to make a raft, but I don’t know how.
time (they have become boats, which then became ships Emily May I help you, Ben?
which can carry almost anything across the ocean). Ask if Ben Yes, please.
they know of any other invention that started as a simple Emily First, you need a flat piece of wood.
structure but has gone on to become bigger and better. Ben Does it have to be flat?
Emily Yes, it does. Flat objects float. They don’t sink.
Ben Do I have to buy a piece of wood?
Ending the lesson Emily No, you don’t. You can use an old door or a table.
Then find two big plastic or metal oil drums.
● Have a class discussion about skills in general. Have students
Ben What do I have to do with them?
discuss the advantages of learning a new skill and how it can
Emily You have to tie the drums to the piece of wood.
help them in society.
Do you have some rope?
Ben Yes, I do.
Emily Good. And that’s it! You have a raft!

t t t t t t
Practice:
Activity 4
Practice:
Activity 5
Grow
Helper
Workbook:
Practice
Ending the
lesson
Learning
path
93

M03_RS_TB5_AmE_99201_U03.indd 93 14/7/21 11:10 AM

 3 Lesson 7 – Writing Student’s Book page 39

Objectives Grow: nurturing growth in society Grow

• Lesson aim: to write instructions • Encourage further development of students’ sense
• Text type: a set of instructions of social responsibility in the classroom by having students
• Recycled language: First, Then, Finally give positive feedback on each other’s work. At the end of the
lesson, have students write a positive comment about one or
GSE more of their classmates’ descriptions, e.g., These instructions
• Receptive: Reading: Can follow a simple series of are very clear. I can understand this very well. This is really good.
written instructions to carry out a task. • Point to “Grow” on the progress path and write the learning
• Productive: Writing: Can write a short list of objective on the board: We’re learning to write instructions.
instructions for using or doing something, given
a model. Materials
• Audio

Build Starting the lesson

3
Wonder Imagine Shine
Grow
D
iagn ose

● Remind students of Lesson 6. Ask them to say

Lesson 7 what materials were mentioned for building rafts
(pieces of wood, oil drums, rope).
1 3.18
Read and listen. Which materials 2 Read again. Order the ● Then ask students to think about how to make a
does Luke talk about? pictures. Which words can we use to
order a set of instructions? raft and explain some of the steps. Do not focus
How to make a raft on the order of the steps here, just encourage
a b
You need: wood, rope, piece of plastic, plastic bottles students to think about the process. Write their
Step 1: First, collect wood. You can look in a forest suggestions on the board as instructions, e.g., Then
or park.
Step 2: Then, tie the logs or pieces of wood together tie the drums to the piece of wood.
with rope. ● Ask in what other situations we often give
Step 3: Finally, you have to sit on the raft, so find a c d
big square piece of plastic. Tie it to the logs. instructions, e.g., making food. Use their
An extra tip: Use some plastic bottles to help suggestions to write further instructions on the
your raft float. board, e.g., Turn the stove on.

1 3.18 Read and listen. Which materials does

Our writing workshop Luke talk about?
● Explain that students will hear a boy talking about
3 3.19 Ideas generator Listen and write. 4 Give it a go Plan your instructions. how to make a raft.
Then match. Use the words in the box. ● Play the audio for students to complete the
1 How to make a . Choose something to make.
activity. Elicit answers.
First, you collect wood.
Then, you the wood
● Ask students why Luke has chosen logs and plastic.
together. What materials do you need? (They don’t sink.)
2 How to make a .
First, you find a tree. Then, you
wood to make a ladder.
What steps do you take? ANSWER KEY: wood, rope, plastic
a b
What words can you use?
2 Read again. Order the pictures. Which
collect find look make put tie use words can we use to order a set of instructions?
Refer students to the pictures and ask them to say
I can shine!
●
what each one shows and what material is in each
5 Write your instructions. picture.
● Give students a minute or two to complete the
I can write instructions.
first part of the activity.
39 ● Then have students complete the second part
Writing Instructions
of the activity. Elicit answers. SUPPORT On the
M03_RS_SB5_AmE_99133_U03.indd 39 1/7/21 4:33 PM board, write: Finally, First, Then. Ask students to put
them in order (First, Then, Finally). STRETCH On
the board, write: First, Then, Finally. Place students
in pairs and have them give each other simple
instructions in three steps for downloading music or
a movie, or saving a phone number in their phones.

ANSWER KEY: 1 c, 2 d, 3 b, 4 a
The words we use are: First, Then, Finally

t t t t t
94 Starting
the lesson
Learning
path
Presentation:
Activity 1
Practice:
Activity 2
Practice:
Activity 3

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 3
3 3.19 Ideas generator Listen and write. Then match.
I can shine! Assess
● Have students look at the sentences and pictures and guess
what words might go in the gaps.

Grow
● Play the audio and have students complete the activity. Ask ACHIEVE The student can write instructions in three
if their guesses were correct. steps using simple sentences with sequencers and
● After completing both parts of activity, help students some descriptive language.
generate ideas. Ask if they have ever made anything at home
or school and if so, what materials or objects they used.
ADJUST The student can write instructions in three
ANSWER KEY: 1 b, fort, tie, 2 a, tree house, collect steps when provided with a model and prompts.

TEACHER TIME TO SHINE: peer feedback EXCEED The student can write instructions using
Giving students the opportunity to read and evaluate more complex sentences and add extra information to
the work of their peers can be a very valuable activity. give tips or extend the number of steps.
It can help students work together and notice ways to
improve their own work as well as the work of others.
Encourage students to be fair and kind in their feedback
with a balance of positive points and areas that could Ending the lesson
be improved. Encourage students to check and improve ● Collect all the students’ instructions. Explain that you will
their writing, once they have received feedback from a choose one and read it without saying what the instructions
classmate, before handing in their work. are for. Students have to guess. Repeat for a few turns, then
have students come to the front and read instructions for
the rest of the class to guess.
4 Give it a go Plan your instructions. Use the words in the
box.
● Look at the first planning step and ask students to say what Workbook page 27
they are going to give instructions for. Explain that they can
use an item from the unit if they wish. 1 Read and answer. Students read and answer the
question.
● Have students make notes for the rest of the steps in their
notebooks. SUPPORT After going through the above steps,
place students in pairs and have them write three sentences ANSWER KEY: 1 plastic bottle, scissors, balloon, plastic
they can use in their instructions using First, Then, Finally. straw, string, 2 air
Assist by putting key vocabulary for materials on the board.
STRETCH Students share their ideas in small groups of
2 Give it a go Plan your instructions for how to make a
three or four. Have them give each other ideas on what boat. Students plan their instructions. They can use their
would make a good extra tip to use in their instructions. imagination and make a different kind of boat to the
balloon boat in the model text.
Planning support
Help students note words they can use when writing. First, I can shine!
ask them to think of different verbs they can use, e.g., cut,
tie, make. Write them on the board under the following 3 Now write your instructions and draw. Use your notes
heading: Verbs I can use. Then continue with adjectives, from Activity 2. Students write their instructions. They can
e.g., strong, big, small. Write them under the heading: use their imagination and make a different kind of boat to
Adjectives I can use. Continue with sequencing words. Tell the balloon boat in the model text.
students to refer to these when writing their instructions.
Check your work: Students go back through and check their
instructions.
5 Write your instructions.
● Have students write their instructions in their notebooks,
using their notes from the previous stages. As they are Activity 3 Audio script
writing, monitor and provide support as required. Fast 1 How to make a fort. First, you collect wood. Then you tie
finishers can draw pictures to illustrate their work. the wood together.
● Invite students to share their instructions with the class. 2 How to make a tree house. First, you find a tree. Then
Encourage students to give feedback on their classmates’ you collect wood to make a ladder.
work, focusing on the positives.

t t t t t
Practice:
Activity 4
I can shine:
Activity 5
Workbook:
Practice
Ending
the lesson
Learning
path
95

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 3 Lesson 8 – Review Student’s Book page 40

Objectives Shine: Time to shine!

• Lesson aim: to review the language from Unit 3 • Encourage students to develop social skills
Shine
• Reviewed language: Do we have to… ? Yes, you do./ by having them help each other as they complete the
No, you don’t. May I… ? Thank you. That’s very kind. activities. Tell students to ask their partners for help
whenever necessary and to give help when they are asked
GSE to. This way they facilitate stronger bonds as classmates
• Receptive: Listening: Can identify simple information and realize the value of helping each other.
in a short video, provided that the visual supports this • Point to “Shine” on the progress path and write the
information and the delivery is slow and clear. learning objective on the board: We’re reviewing what
• Productive: Speaking: Can respond to offers or we’ve learned in the unit.
suggestions to do something, using fixed expressions.
Can describe common everyday objects using simple Materials
language. • Our World video

Review
are The Review consolidates the target language of
Our class skills sh
●
the unit from the I Can Shine checkpoints and helps
prepare students for the unit project. Vocabulary
and target structures from the Wonder and
Review Build spreads are reviewed through speaking
1 Match and say. in Activities 1 and 2. The speaking element in
1 You want to remember everything you do. a wear a helmet Activity 3 consolidates the target functional
2 You want to get to the top of a tree. b find a blanket language in the Build spread. Activity 4 and the
3 You’re cold. c write a diary video question in Activity 5 encourage students to
further explore the global citizenship theme.
4 You want to go rock-climbing. d climb a rope
● Ahead of the students completing the activities,
5 You want to open the door. e use a key
reviewing the song from Lesson 4 can help them
You want to remember everything. recall vocabulary and language learned earlier in
I have to write a diary. the unit.
2 Imagine you are going on a school camping trip. Ask and answer.
1 Match and say.
Do we have to bring money?
No, you don’t. ● Read the phrases a–e aloud. Check understanding.
3 Say with a partner. Ask for and offer help.
● Explain that students have to read the sentences
1 You want to learn the meaning of a new English word. 1–5 and match them to the phrases a–e. Place
2 You want to call your mom, but you don’t have a cell phone. students in pairs to complete the activity.
3 You’re carrying big shopping bags.
4 You don’t know how to send an email.
● Check answers as a class. Then have students work
in pairs using the speech bubbles as an example.
4 Choose a skill you can teach others. How can you teach them? Write.
● Extend by having students continue the activity
using other items from the unit, e.g., You want to
buy a snack. – I have to bring money.

ANSWER KEY: 1 c, 2 d, 3 b, 4 a, 5 e

tie a rope write a diary build a raft do a puzzle 2 Imagine you are going on a school camping
trip. Ask and answer.
5 Watch the video. What do you know now?
● Have students say what kind of things they can
take on a camping trip. Write them on the board.
● Refer students to the speech bubbles and model
40 Unit review Unit objectives review the activity for two items with a confident student.
Unit project A class skills share

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Then place students in pairs and have them
complete the activity.
Starting the lesson D
iagn ose
● Extend the activity by asking students why they
think the items they have to take will be needed.
● In pairs, ask students to look back through the unit, decide which was
their favorite lesson, and say why.
● Choose three items from Lesson 1 and write them on the board. Ask
students to say what they are used for. Repeat for the remaining
items.

t t t t t t
96 Starting
the lesson
Learning
path
Review:
Song
Review:
Activity 1
Review:
Activity 2
Review:
Activity 3

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 3
3 Say with a partner. Ask for and offer help. Workbook page 28
● Ask students to tell you what language for offering help they
learned in Lesson 5. Write the expressions on the board. 1 Read the riddles and write. Students solve the riddles
and write vocabulary items from the unit.

Shine
● Then say I feel a bit hot. Elicit May I open the window? Reply
Thank you. That’s very kind.
● Next, model the activity with the first item with a confident ANSWER KEY: 2 magazine, 3 flashlight, 4 sleeping bag,
student. 5 sled
● Place students in pairs and have them continue the activity.
Monitor students for correct use of language. 3.20
2 Listen and number. Then listen again and write.
● Invite pairs to come to the front to role-play the activity. Students listen and identify the correct pictures, then
SUPPORT Do the activity as a class, by going through complete the sentences.
each item and emphasizing key expressions before placing
students in pairs to complete the activity. STRETCH
ANSWER KEY: 2, 3, 1
Students can write their own situations and role-play.
2 Yes, they do. 3 No, she doesn’t. 4 Yes, she does.
4 Choose a skill you can teach others. How can you teach 5 No, she doesn’t. 6 Yes, they do.
them? Write.
● Ask students what they read about in Lesson 6. 3 Order and write. Then change the words in blue and
● Tell the students to say what skills they have and how they role-play. Students complete the conversation and role-
can teach them. play their own versions.
● Then have them look at the pictures. Ask what skills they
show. ANSWER KEY: May I help you?, That’s very kind.
● Choose an item and then with the whole class, discuss how
they can teach that skill to someone else.
● Repeat for all of the items. Extra time: Students write a riddle by completing the gaps
with their own words.
5 Watch the video. What do you know now?
● Tell students they will watch the Our World video again. POSSIBLE ANSWER: It isn’t a hand, but it opens a door.
Before watching, ask students how they can learn new skills What is it?
and help others to learn new skills.
● Play the video and have students tell you what new skills the
children learned (how to build a shelter, make a fire, go down Unit 3 review notes
the cliff). ● Use this space to take notes on what your students might
● As follow-up discussion questions, ask Would you like to do need to revisit based on their performance in the review
what the children did? Why or why not? lesson.

TEACHER TIME TO SHINE: autonomous learning

It is important for students to take control of their
learning so they can gain confidence in using acquired
skills. Ask students to look through the unit and note
which lessons they had difficulty with. Have students tell
you what they found difficult about that lesson and what
they think they can do to review it successfully.

Extra activity
Place students in small groups. Have them make a word
collage. They write key words and phrases from the unit in
colorful fonts on a poster to present to the class.

Ending the lesson

● Have a class vote on which lesson students liked best. Revisit
the lesson and do a few of the activities.

t t t t t
Review:
Activity 4
Our World video:
Activity 5
Workbook:
Practice
Ending the
lesson
Learning
path
97

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 3 Lesson 9 – Project: Our class skills share Student’s Book page 41

Objectives Shine: Time to shine! Shine

• Lesson aim: to make a class skills share • Allow students of all abilities to
• Reviewed language: build a raft, use a bandage, do a demonstrate progress by modifying lesson
puzzle, I want to… , I can… , First,… , Then… , Finally,… objectives, adapting pair or group work or being
creative with learning goals.
GSE • Point to “Shine” on the progress path and write the
• Productive: Speaking: Can express their opinions on familiar learning objective on the board: We’re going to do a
topics, using simple language. Can talk about everyday class skills share.
activities using simple language.
• Receptive: Listening: Can identify the main points in short Materials
talks on familiar topics, if delivered slowly and clearly. • Coloring pencils, letter-size paper

Build Create
3
Wonder Imagine Grow
Shine
● This section focuses on personalization,
communication, and collaboration. In Activity 6,
students review their own skills using language
Create learned in the unit. Activities 7 and 8 foster
Class skills share
6 Look at the topics.
I want I can
collaboration and communication skills. In Activity
Think about a skill
you can teach others.
Skill
to learn… teach… 7, students work in small groups to share ideas
Sports and games and plan the project. In Activity 8, students work
Schoolwork
how to build
Sam Bella together to create a class skills share chart.
a raft.
Hobbies
● Make sure that students understand the steps to
success for the project. To enable them to carry out
Outdoor skills how to use
a bandage.
Alex Leo the project to the best of their ability, give them
Technology
clear step-by-step instructions:
how to 1 Decide a skill you can teach others and the steps
Nadia Sam
Think about the steps skateboard. you need to teach it.
to teach your skill.
2 Share your skill with your group. Choose a skill
7 Share your ideas with
how to do
Bella Nadia in the group you want to learn.
your group. Write skills a puzzle.
you want to learn. 3 Design the skills share chart.
how to 4 Add color, pictures, and a title.
play beach Leo Alex
8 Make your skills
share chart.
volleyball.
6 Look at the topics. Think about a skill you can
teach others.
● Tell students they are going to think about a skill
Time to shine! they have and how they can teach it to others.
● Refer the class to the topics in the colored lozenges
9 Showcase your skills share chart. 10 Find a partner to teach you
and ask them to think about things they are able
a new skill.
to do, e.g., What sports can they play? What
This is my skills share chart.
I want to learn how to school subjects are they especially good at? What
Shine on!
skateboard and I can teach technology do they regularly use? As a class,
you how to do a puzzle. Can you organize a class
skill share event? brainstorm ideas for each of the topics and write
key vocabulary on the board.
I can talk about a skills share chart.
● Ask students to decide on a skill and to think about
the steps involved in teaching it. Tell them to make
41 a note of any words they might need.
Unit project A class skills share
● Refer students to the Skill Up box and
remind them to make a plan of the different steps
M03_RS_SB5_AmE_99133_U03.indd 41 1/7/21 4:33 PM

Starting the lesson D

iagn ose they will need to teach their skill.
● Write the words fort, raft, blanket, and puzzle on the board. Ask for 7 Share your ideas with your group. Write skills
volunteers and invite four students to the board to draw a simple you want to learn.
picture of each of these items.
● Place students in small groups. Encourage them to
● Have students say what new things they learned about skills and how
think about what skills they want to learn as well as
to teach them to others.
the skills they can share.
● Tell students to share ideas. Monitor and help as
necessary.

t t t t t
98 Starting
the lesson
Learning
path
Project:
Activity 6
Project:
Activity 7
Project:
Activity 8

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 3
8 Make your skills share chart. 10 Find a partner to teach you a new skill.
● Refer students to the skills share chart in the Student’s ● Have students mingle around the class and say what skill
Book. Explain that, in their groups, they first have to decide they would like to learn.

Shine
on which skill each person can offer to teach. They write the ● Explain that the first person who offers to help them will be
skills in the first column and the names of who can teach their partner and will help them learn the skill.
them in the third column. Tell them they can use the ideas ● Extend the activity by having students write a set of simple
from the board. instructions for one another. Remind them to write in
● Then explain they each have to choose one skill from the steps and use sequencing words (First, Then, Finally,). Have
list they want to learn and write their name in the second students show their work to their partners or other pairs.
column, next to the person in their group who can help them. Ask them to help improve the work of others if necessary by
checking spelling, grammar, and vocabulary.
PROJECT TIP
Stop groups as they are working on their chart, just SHINE ON! Can you organize a class skill share event?
before they complete it. Ask a group to bring their chart As a class, discuss how students would go about
to the front of the class and present it. As a class, discuss organizing a class skill share event. Ask them to think
three good things about it and one thing that needs about where and when they would have the event, any
improvement. Repeat for all charts. Groups then continue equipment they might need, and how they would tell
their project and make improvements, before presenting people about it.
the finished work to the class.

Ending the lesson

Time to shine! ● Ask students to look back through the unit and to write
down three things that they learned during the unit, two
9 Showcase your skills share chart. things they enjoyed doing, and one thing they would like to
● Tell students that each group is going to present their chart review.
to the class. ● Refer students to the Progress Chart on page 3 in the
● Invite two students from each group to come to the front Student’s Book. Have them read the sentences for each skill
with their chart and present it. and notice what they have achieved so far.
● At the end of each presentation, ask the rest of the class if
there are skills in this chart they want to learn or can teach Workbook page 29
others. Encourage them to say I want to learn… or I can
teach you… . 1 Where do you usually use the objects? Think and
complete. Students look at the objects and complete the
chart to show where they are used.
Time to shine! Assess
POSSIBLE ANSWERS: Inside: puzzle, magazine, blanket,
ACHIEVE The student can ask and answer about sleeping bag, money
what they do and don’t have to do. They can offer help Outside: jacket, rope, sled, gloves, flashlight, helmet
and politely accept it. They can write a simple set of
instructions including sequencers.
2 Complete your journal. Students follow the steps to write
a journal about a school trip.
ADJUST The student can say a number of simple
sentences about what they have to do using a limited
3 Think and write. Students complete a brief evaluation of
the unit with personal responses.
vocabulary. When provided with prompts, they can
offer help and say thank you. They can complete
a simple set of instructions with support and Home–school link: Students talk to family and friends about
some errors. a school trip.

EXCEED The student can ask and answer about

what they do and don’t have to do, adding further
information if they use short answers. They can offer
help and politely accept it using a range of expressions.
They can write a set of instructions with an extended
number of steps, correctly using sequencers.

t t t t t
Time to shine:
Activity 9
Time to shine:
Activity 10
Workbook:
Practice
Ending
the lesson
Learning
path
99

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