0 A new school year
Lesson Objectives
To introduce oneself
and exchange personal
information.
To review basic structures
1 and vocabulary.
To learn a chant and
practise classroom
2 language.
To revise vocabulary and
spelling.
To practise classroom
language.
To reinforce classroom
3 vocabulary.
To develop skills using a
dictionary.
To read a scientific text and
learn facts about comets.
To develop reading skills.
Curricular link: Natural
4 science.
To read and summarise
scientific texts.
To define the differences
5 between a comet and a
planet.
Curricular link: Natural
science.
Key language Basic competences
Greetings and introductions: Hello, Im, My/His/ Linguistic
Her name/surnames, Im/Hes/Shes from, Ive competence
got two sisters Learning to learn
Classroom language: How do you spell? competence
Verbs: be, have got, see
Nouns: mother, father, sister, brother, list, surname,
astronomer, twin
Adjectives: American, French, young, small
Grammar: Im, hes, shes, my dads
Questions: How do you say? How do you spell? Linguistic
What does mean? competence
Verbs: spell, mean, eat, play, draw, match, talk Cultural and artistic
Nouns: bagpipe, comet, tail, rainforest, compass competence
Adjectives: new
Questions: How do you say in English? How do Linguistic
you spell it? Whats the first word? competence
Verbs: say, spell, use Learning to learn
Nouns: blackboard, desk, notice board, etc. competence
Verbs: orbit, pass, travel, name Linguistic
Nouns: celestial body, space, sun, nucleus, rock, ice, competence
tail, dust, gas, fire, astronomers, planet Learning to learn
Adjectives: long, famous, bright, easy competence
Knowledge of and
interaction with
the physical world
competence
Verbs: measure, orbit Linguistic
Nouns: distance, sun, year, planet, solar system, competence
report, astronomer, iron, nickel, rock, ring, ice, dust Learning to learn
Adjectives: bright, famous, long, large, round, light, competence
wide
Grammar: is made of, is famous for
Unit 0 17
 0
Lesson 1
A new school year

Objectives
To introduce oneself and exchange personal
information.
To review basic structures and vocabulary.
Key language
Greetings and introductions: Hello, Im My/His/Her
name/surnames, Im/Hes/Shes from, Ive got
two sisters
Classroom language: How do you spell?
Verbs: be, have got, see
Nouns: mother, father, sister, brother, list, surname,
astronomer, twin
Adjectives: American, French, young, small
Grammar: Im, hes, shes, my dads
Basic Competences
Linguistic competence
Listen to spoken texts as a source of knowledge and
entertainment.
Implement the rules of the linguistic system and non-
linguistic strategies to create spoken texts suitable for
each communicative situation.
Learning to learn competence Write: How do you spell ? on the board and use a pupils
Develop learning experiences based on cooperative name to demonstrate the question and elicit an answer.
work strategies. Repeat with a different name. If necessary, practise the
alphabet chorally and focus on any letters the class have
Materials difficulty with.
Class CD, Pupils Book, Activity Book.
Presentation
Warm-up Vocabulary Review
Ask pupils to open the Pupils Book at page 2 and display
Talking about school
the On-line Digital Book, if available. Tell the class to look
Point to yourself. Say: Hello, My names Write your name
at the pictures and name things that they can see, for
on the board and then write the question: Whats your
example: teacher, pupil, classroom, board, desk, clock,
name? Ask the question to several pupils and encourage
notebook, file, pencil pot, sheets of paper, notice board,
them to answer using: My names Ask them to introduce
etc. Encourage them to say: How do you say in English?
themselves to each other using: Hello, my names
If they ask about additional vocabulary, list the words on
Whats your name?
the board. Invite volunteers to spell words out as you write
Demonstrate and report back to the class. Say: His names
them.
Danny. Her names Sarah, etc. Ask other pupils in the class
to report back in the same way. Predict
Write your first name and surname on the board. Ask Focus on the two questions in the Predict box. Ask the
the class: Whats my first name? Whats my surname? class to answer the questions.
Ask the pupils to give more examples and talk about Answers: 1. Different answers are possible, but guide the
their classmates, for example: His surnames Fuentes. Her class to the idea that it is the first day of class and there is a
surnames Wilson. new pupil. 2. Its 9 oclock.

18 Unit 0 Lesson 1
 Brian: Yes. My father is French. Hes from Cannes. Hes a
teacher.
Teacher: Really?
Brian: Yes. And my mother is American. Shes from
California. Shes an astronomer.
Teacher: Interesting. But Brian

Brian: And at home I speak English with my mother and

French with my father. Sometimes I

Teacher: Thats very interesting, Brian, but

Brian: My twin sisters only speak English. Theyre very
young. Only 3 years old and they ...

Teacher: Youre in the wrong class. Your class is in room 5B.

B Say the missing words.

Do the first example in open class. Then, tell the pupils
to work alone to find the answers to the remaining
questions. When they have finished, ask them to compare
their answers with a partner and point to where the
information is in the story.
Check answers by asking different pupils to say the
complete sentences. Ask volunteers to point to the
A Listen and read. information in the story if any pupils are having difficulty.

Instruct the class to look at pages 2 and 3 of the Pupils Answers:

Book. Then tell them to read the story quickly in silence 1. Porel
and check their answer to the first Predict question. Set a 2. American
time limit of one or two minutes. Ask pupils to compare 3. French
answers with a partner. Check answers with the class. 4. Two
Focus on where the information is on the page. 5. 5B
Check understanding of the situation in the story. Ask: 6. three
Why do the pupils fall asleep? (Because Brian talks for so Revise country and nationality words. Say: His mother is
long.) Ask: How long does Brian talk for? (At least half an American. What country is she from? (The United States).
hour.) Point out the clock in frame 5 if necessary. His father is French. What country is he from? (France).
Play Class CD Track 2 and instruct the class to listen and
follow the story. C Talk about your family.
Tell pupils to work in pairs and complete the dialogue with
Class CD Track 2: Listen and read.
their own information.
Brian: Hi. My names Brian. Im the new pupil. Encourage them to make additional sentences similar to
Teacher: Nice to meet you, Brian. the story. For example: Ive got two brothers.

Wrap-up
Teacher: Lets see Hmm. I cant see your name on the
list ... End the class by paying special attention to the problems
Brian: Oh. My first name is Brian and my surname is pupils may have found with pronunciation or additional
Porel. Thats P-O-R-E-L. nationalities and countries that came up. Write them on
Teacher: Porel! Thats a French surname, isnt it? the board.

Unit 0 Lesson 1 19
 Ask different pupils to report back about classmates
that they spoke to in the previous activity. For example:
Rashidas dad is from Morocco. His first name is Hocine.
Extra practice
Mingle activity
Draw a table on the board with all the pupils names down
the left-hand side and then add two columns with the
following headings: A parents name and Country/City.
Instruct pupils to copy the table.
Review the questions: Whats your mother/fathers name?
and Where is he/she from?
Tell pupils to mingle and ask as many different classmates
these questions as possible. They should fill in as much
information in their table as possible. Set a time limit of
ten minutes.
Ask different pupils to feed back to you as you complete
the table on the board with information about all the
pupils parents.
20 Unit 0 Lesson 1
Activity Book Page 4
1 Write the words in the correct columns.
Explain to pupils that when we talk about our families
in English, some words are only used for female
members of our family, some words are only used for
male members of our family and some words can be
used for both.
Highlight the two examples in the table uncle (male)
and parents (both).
Instruct the pupils to read the family words in the box
carefully and put them in the correct column below.
Ask pupils to compare their answers in pairs and then
check in open class.
2 Match the countries to the nationalities.
Ask the pupils to look at the flags and the names of
the countries below each one.
Instruct them to match each country to the correct
nationality.
3 Complete Brians family description using the
words in the box.
Ask students what they remember about Brian Porel
(the boy from lesson 1 in the Pupils Book). Explain that
the text in this activity is about Brian.
Allow pupils to read the words in the box and the text
at their own speed. They then have to complete the
text with the missing words.
When they have completed the activity, invite a
volunteer to read out the complete text while the rest
of the class check their answers.
Lesson 2
Objectives
To learn a chant and practise classroom language.
To revise vocabulary and spelling.
Key language
Questions: How do you say? How do you spell?
What does mean?
Verbs: spell, mean, eat, play, draw, match, talk
Nouns: bagpipe, comet, tail, rainforest, compass
Adjectives: new
Basic Competences
Linguistic competence
Reflect on language as a means to interpret and
comprehend reality.
Cultural and artistic competence
Participate in cultural and artistic collective initiatives
both from ones own culture and others.
Materials
Class CD, Pupils Book, Activity Book, blank paper.

Warm-up
Spelling game
Tell the class that they are going to play a spelling game.
Demonstrate the game by writing three words that you
want the pupils to spell on three pieces of A4 paper. For
example: comet, English and France. Show the blank side
of the paper to the pupils, or stick them to the board with
blue tack.
Write: How do you spell? on the board. Now ask the
class how to spell each word you have chosen.
Invite volunteers to spell your words with the help of
the class. As they spell out the letters, write them on the
board.
Finally, reveal the words on the pieces of A4 paper to see if
the class spelt the words correctly.
Tell pupils to choose three words and write them on a
piece of paper.
Ask pupils to work in pairs and ask their partner: How do
you spell? for each word. As an alternative, they can
play the game in small groups or in two teams in open
class.
Presentation
New vocabulary
Write New words on the board. Ask pupils to think of
new words that they have learnt in English recently. List
the words on the board and ask them to explain what the
words mean.
Tell the class that you are going to spell a word and that
they have to write it down. Spell the word bagpipe.
Ask pupils to compare their spelling in pairs, and then
write it on the board. Ask if anyone knows what a bagpipe
is. Give clues. Say: Its a musical instrument. Underline the
two parts of the word, bag and then pipe. Do a simple
drawing of a bagpipe. Ask the class what they know about
bagpipes. Remind them that it is a wind instrument and
produces a sound when the player blows air through the
pipe to inflate the bag. Bagpipes were traditionally used
for dancing but they are also used in formal military and
police ceremonies and marches.
A Do the chant.
Instruct the class to open the Pupils Book at page 4 and
display the On-line Digital Book, if available. Explain that
the person playing the bagpipe is from Scotland.

Unit 0 Lesson 2 21
 Play the chant Class CD Track 3 and tell pupils to point to  ow talk to your classmate and spell your words to
N
each line as they listen. Then ask the class to sing as they each other
listen again. Demonstrate the activity in open class. A volunteer reads
out a word from his/her list and the other pupils use the
Class CD Track 3: Do the chant. questions from exercise B to check that they remember the
This word is new for me word correctly.
The word bagpipe is new for me. Instruct pupils to work in pairs and take turns reading out
How do you spell it? their words and asking and answering questions with their
What does it mean? partner.
Is it with an E,
Or with an A? Wrap-up
Or can you spell it any way Ask different pupils to write words that they have on their
In my language, list on the board and to spell them as they write them.
How do you say it? Use the questions in exercise B to check that all pupils
Do you eat it or do you play it? understand the words.
The word bagpipe is new for me.
Can you draw a picture?
Let me see. Activity Book Page 5

Chant game 4 Put the words in the correct order to make

Write a word (a noun) on the board which the pupils
probably do not know. For example: headphones, big
wheel, or traffic lights. Practise pronouncing the word.
Tell the class to do the chant together and substitute
bagpipe for the word you have written on the board. Now
ask if they know the meaning of the new word. Draw a
picture of the word on the board.
Repeat the game with other new words, finally introducing
the word comet.
B Match the questions and the answers.
Ask pupils to read the questions. Elicit the answer to the
first question. Tell them to match the remaining questions
to the answers.
Check answers in open class.
Answers: 1. b, 2. a, 3. d, 4. c.
Give the class one minute to memorise the questions and
the answers, then tell them to cover the answers with a
book.
In pairs, one pupil asks a question and his/her partner tries
to remember the answer.
C Write a list of new words you remember from
last year.
Check that the class remember the meaning of the words
rainforest and compass. Ask them to list five more words
that they learnt the previous year.
questions.
Explain that the words in each of the questions are in
the wrong order.
Instruct the pupils to read the words carefully and then
rewrite each sentence correctly in the space below. As
a clue remind them that the question mark always
goes at the end of the question.
Ask students to check their answers in pairs and then
review in open class.
Ask students to work in pairs and ask each other the
questions.
5 Use letters of the alphabet to complete the
rhyme.
Ask all the class to recite the alphabet together.
Correct any letters which pupils have difficulty
pronouncing correctly.
Pupils then have to read the rhyme carefully and then
work in pairs or in groups to complete the text with
letters that rhyme.
Ask for volunteers to read out each line of the rhyme
to check answers.
Instruct the class to chant the rhyme chorally.
Find words that rhyme with the other letters.
Write a list of the letters which arent included in the
rhyme on the board (f,l,m,n,r,s,w,x,z) and ask pupils to
find words which rhyme with them.

22 Unit 0 Lesson 2
Lesson 3
Objectives
To practise classroom language.
To reinforce classroom vocabulary.
To develop skills using a dictionary.
Key language
Questions: How do you say in English? How do you
spell it? Whats the first word?
Verbs: say, spell, use
Nouns: blackboard, desk, notice board, etc.
Basic Competences
Linguistic competence
Implement the rules of the linguistic system and non-
linguistic strategies to create spoken texts suitable for
each communicative situation.
Reflect on language as a means to interpret and
comprehend reality.
Learning to learn competence
Understand and manage ones own learning process,
developing meta-cognitive strategies.
Develop learning experiences based on cooperative
work strategies.
A Read and ask a classmate.
Materials
Pupils Book, Activity Book. Ask pupils to open the Pupils Book at page 5 and display
the On-line Digital Book if available. Ask two volunteers
to read out the dialogue. Now ask them to repeat the
Warm-up dialogue and ask about one of the other drawings on the
board from the warm-up activity.
Guessing game
Tell pupils to work in pairs and practise the dialogue by
Write: Things in the classroom on the board and draw
asking about other objects in the classroom.
classroom objects line by line, For example: table, desk,
chair, book, dictionary, notebook and blackboard. B Ask and answer about things in the classroom.
Encourage the pupils to guess what you are drawing, by Tell pupils to ask you about other objects in the classroom
asking: Is it a table? Is it a book? Leave the drawings on and list the words on the board. Make sure you include
the blackboard for exercise A. the following: window, door, light, floor, globe, coat rack,
bookshelf, schoolbag, wall chart.
Presentation
Ask pupils to look at the photo in activity B. They have to
Write the jumbled words: in / say / that / How / English? /
work in pairs and ask each other about the objects in the
you / do / that. Give the class one minute to put the words
classroom using the questions from activity A. They can
in order to make a question. (How do you say that in
use the word list to spell the words.
English?)
To review the vocabulary, rub out the word list and ask
Point to one or two things in the classroom and ask the
students to name the classroom objects. Instruct the pupils
question.
to copy the list in their notebooks.
Practise the pronunciation of the question with the class.

Unit 0 Lesson 3 23
 C Use a dictionary to answer the questions.
Write Dictionary Quiz on the board. Tell the pupils that
they will have to use their dictionaries to answer the quiz
questions.
Pupils have to work in pairs to find the answers to the
questions.
Check answers in open class.
Wrap-up
Ask pupils more questions similar to the ones in the quiz.
Tell them to work in pairs with a dictionary to answer the
questions.
Extra practice
Ask the pupils to work with a partner and write more
dictionary quiz questions. Monitor and help with the
questions when necessary.
When they have all written three or four questions,
instruct them to swap with another pair, who have to use
the dictionary to find the answers.
24 Unit 0 Lesson 3
Activity Book Page 6
6 Write the words in the correct gaps.
Review the ordinal numbers, if necessary. Ask ten
pupils to stand in a line and say, for example: Tania is
the first, Daniel is the second, etc.
Instruct the students to complete the activity with the
correct words.
7 Put the letters in the correct order.
Write three or four jumbled words on the board and
ask the pupils to decipher the words and write them
correctly.
Explain that the words in activity 7 are also jumbled,
but they all come from previous lessons.
Ask students to work in pairs to order the letters and
make a word.
Review answers as a class and write them on the
board.
8 Answer the questions.
Using the words which were written on the board in
the previous activity, practice ordinal numbers and ask
pupils which letter is the second, fourth, sixth, etc,
letter in each word.
Instruct the pupils to take out their dictionaries and
complete activity 8.
Ask pupils to check their answers in pairs, then ask for
volunteers to say the answers to each question.
Lesson 4
Objectives
To read a scientific text and learn facts about comets.
To develop reading skills.
Curricular link: Natural science.
Key language
Verbs: orbit, pass, travel, name
Nouns: celestial body, space, sun, nucleus, rock, ice,
tail, dust, gas, fire, astronomers, planet
Adjectives: long, famous, bright, easy
Basic Competences
Linguistic competence
Use written texts as a source of knowledge.
Learning to learn competence
Find information, integrate it with previous knowledge
and transform it into ones own knowledge.
Knowledge of and interaction with the physical
world competence
Value the contribution the development of science
and technology makes to society and discern scientific
knowledge from other forms of knowledge
Materials
A Read and learn.
Class CD, Pupils Book, Activity Book.
Ask pupils to open the Pupils Book at page 6 and display
the On-line Digital Book if available. Instruct them to read
Warm-up the text and to put up their hand if there are any words
they do not understand. Explain any vocabulary that may
Jumbled letters
cause difficulties, allowing, where possible, other students
Write the following jumbled words on the board: rats,
to answer and explain the meaning of words to the class.
nus, penlat, omno, and tocem.
Instruct them to check the text again and see if any of
Tell the class that these are all things that we can see in
the points they thought of in the warm-up activity (listed
the sky. Ask them to work with a partner to put the letters
on the board) appear in the text. Set a time limit of one
in the correct order and discover the words.
minute.
Answers: star, sun, planet, moon, comet
Pupils report back to the class on any similarities.
Presentation B Read and say true or false. If the answer is false,
Write the word Comet on the board. Ask the class what say why.
they know about comets.
Instruct the pupils to read through the questions in silence.
Help them to form sentences and write them on the
Ask them to read the text again to find the information
board.
and say if the sentences are true or false. Tell them to note
Possible answers: Comets fly through space. They go
the answers in their notebooks. Set a time limit of five to
around (or orbit) the sun. Sometimes you can see them.
eight minutes
They have a tail. They are bright.
Pupils compare answers in pairs. Then, correct answers
in open class, referring to the text to correct the false
sentences.
Answers: 1. False 2. True 3. False 4. False 5. False 6. False
7. True 8. False.

Unit 0 Lesson 4 25
 Wrap-up
Instruct the pupils to close their books and work in pairs
to see how many facts they can remember and note down
from the text.
After ten minutes, ask them to report back and list their
sentences on the board. You can either help them to
correct the sentences as you write them up, or refer the
pupils to the text again for them to modify their sentences.
Extra practice
Ask pupils to copy and modify the sentences from exercise
B and change some of them from true to false, or vice
versa.
In pairs, one pupil reads out the new sentences while the
other listens and says if the sentences are true or false.
Pupils then change roles.
26 Unit 0 Lesson 4
Activity Book Page 7
9 Do the crossword.
Instruct the children to read the clues to the crossword
carefully and think about what they have learnt about
comets.
Ask them to complete the crossword in pairs. It is
advisable that they use pencil at first, so that they can
change their answers depending on the letters they
obtain from other clues.
Review the answers in open class.
10 Listen and complete the sentences.
Look at the sentences one by one in open class, asking
if anyone can suggest a possible way to complete the
gaps.
Tell the pupils to listen and complete the sentences.
Play Class CD Track 4 at least twice to ensure that they
have all had time to write their answers.
 lass CD Track 4: Listen and complete the
C
sentences.
a) Comets are visitors from space.
b) We cant always see comets.
c) We can only see comets when they pass near the Sun.
d) The Hale-Bopp comet is very big.
e) The Hale-Bopp comet has got two tails.
f) Astronomers can name about 4,000 comets.
Review the answers in open class, highlighting any
answers that were similar or the same as pupils
guesses.
Lesson 5
Objectives
To read and summarise scientific texts.
To define the differences between a comet and a
planet.
Curricular link: Natural science.
Key language
Verbs: measure, orbit
Nouns: distance, sun, year, planet, solar system,
report, astronomer, iron, nickel, rock, ring, ice, dust
Adjectives: bright, famous, long, large, round, light,
wide
Grammar: is made of, is famous for
Competences
Linguistic competence
Identify the basic linguistic structures, the intonation
and the pronunciation of the foreign language.
Learning to learn competence
Find information, integrate it with previous knowledge
and transform it into ones own knowledge.
Materials
Pupils Book, Activity Book, vocabulary cards.
Tell the class that in this lesson they are going to read
about a different comet. Write on the board: Halleys
Warm-up comet.

Vocabulary game
Tell pupils that they are going to play a vocabulary game to
practise words from the previous two lessons.
Prepare the vocabulary cards before the lesson with one
word on each card. Use the following words: star, sun,
planet, moon, comet, space, rock, ice, tail, dust, gas, fire,
orbit.
Ask a volunteer to come to the board. Show him or her
the first card. Explain that he or she has to draw pictures
on the board until somebody guesses the word. Repeat
the activity until all the cards have been used.
Presentation
Ask the class what they remember about the Hale-Bopp
comet. Prompt them with questions, if necessary. For
example: What does it orbit? (The sun), What is the centre
made of? (Rock and ice), How many tails does it have?
(Two)
A Read the text and complete the fact file.
Ask pupils to turn to page 7 of the Pupils Book and display
the On-line Digital Book, if available. Instruct them to read
the text in silence and hold up their hand if there are any
words they do not understand. Explain all the vocabulary
that may cause difficulties. Tell them to read the text a
second time and complete the Halleys comet fact file.
Tell pupils to compare their answers with their partners
and then check the answers in open class.
Answers: 1.160, 2. sun / 75, 3. England, 4. 240 BC,
5. 2061.
B Read and learn.
Write Planet Saturn on the board. Invite a volunteer to
come to the board and draw Saturn. Introduce the word
rings. Tell the class that they are now going to read about
Saturn to complete another fact file.
Tell them to read the text and note down any words that
they do not understand.

Unit 0 Lesson 5 27
 Ask different pupils to read out the words they do not
know and, wherever possible, ask other students to
explain the meaning.
Now make your own fact file.
Tell the class to read through the text again carefully and
try to memorise the information. Then, tell them to cover
the text and complete the fact file in pairs.
Pupils uncover the text to compare their answers. Then the
answers can be checked in open class.
Answers: 1. 4,427,000,000 km, 2. Iron, nickel and rock,
3. 250,000 km, 4. 1.5 km, 5. Ice, dust and rocks, 6. more
than 50.
C Tell a classmate about Saturn.
Ask the pupils to close their books and work in pairs to try
to remember as much as they can about Saturn.
Encourage them to report back as you write the facts on
the board. Then, tell the class to open their books again to
check these facts against those in the text.
Wrap-up
Ask pupils to find as many differences as they can between
Saturn and Halleys comet. List the differences on the
board.
Suggested answers: Saturn is a planet. Halleys comet has
a tail. Saturn has got rings and moons. Saturn is bigger than
Halleys comet.
Extra practice
Ask pupils to work in pairs to write three definitions for
Saturn, three for Halleys comet and three for the Hale-
Bopp comet.
Pupils read out their sentences at random. The rest of the
class listen and say which one is being described, Saturn,
Halleys comet or the Hale-Bopp comet.
28 Unit 0 Lesson 5
Activity Book Page 8
11 Find and circle the five factual mistakes.
Before pupils open the Activity Book, ask them what
they remember about Halleys comet.
Ask them to open the Activity Book at page 8 and
explain that the text in activity 11 contains five factual
mistakes.
Instruct the pupils to read the text carefully at least
twice to find the five mistakes.
Review the five mistakes in open class.
Tell pupils to rewrite the text with the correct
information in the space below.
12 Label the picture.
Ask the pupils to look at the illustration carefully and
label each part.
Activity Book Page 9
A new school year quiz!
Instruct the pupils to look at the quiz.
Ask them to read the questions and sentences in the
box and choose the correct option to fill the gaps.
Correct the quiz in open class.
Use your dictionary.
Ask pupils to work in pairs to answer the questions.
Review the answers in open class.
Choose and circle. Give examples.
Ask pupils to choose the best option for each
question.
Remind them to give examples of what they can do.
Invite volunteers to say which is their favourite part of
the unit and why. They will then ask the question they
have prepared for you.