My daily life
Lesson
Objectives
Key language
Verbs: present and past tense of regular and
irregular verbs (like, chase, catch, chew, lie,
wear, play).
Nouns: chart, homework, meat, vegetables,
bath, ball, shoes, sofa.
Adjectives: personal, younger.
Linguistic competence.
Linguistic competence.
Learning to learn
competence.
Linguistic competence.
Learning to learn
competence.
Learning to learn
competence.
Linguistic competence.
Basic competences
Unit 0
17
My daily life
Lesson 1
Objectives
To make a personal chart.
To express daily routines, likes and dislikes using the
present simple tense.
To compare activities in the past and present using the
past and present tenses.
Key language
Verbs: present and past tense of regular and irregular
verbs (like, chase, catch, chew, lie, wear, play).
Nouns: chart, homework, meat, vegetables, bath, ball,
shoes, sofa.
Adjectives: personal, younger.
Basic competences
Linguistic competence
Listen to spoken texts as a source of knowledge and
entertainment.
Understand and create a variety of spoken and written
messages in a foreign language, suitable to the
situation and the purpose of communication.
Materials
Class CD, Pupils Book, Activity Book, A4 sheets of
paper, coloured pencils (exercise C).
Warm-up
Unit 0 Lesson 1
Presentation
Predict
Ask the class to open the Pupils Book at page 2 and display
the picture in the On-line Digital Book if available. Ask
questions to focus their attention on what the story is about.
For example: Where are the children? (In the classroom),
What can you see in the classroom? (The board, a window,
pupils, a teacher, desks, a rubber, etc.)
Ask the Predict questions. Accept any answers at this stage,
but guide pupils to the fact that the teacher is reading
something to the pupils. Ask: What is the teacher doing?
(Reading something to the pupils), What are the pupils
doing? (Listening), How do the pupils feel? (surprised).
Check that the pupils can name the objects in the six
pictures (jeans, dress, soft toy/teddy bear, tomato,
hamburger, tennis).
Tell them to look at the Kyms personal chart and to work
in pairs to complete the information using the pictures.
Ask for volunteers to read out the answers.
Answers:
My names Kym.
I always wear jeans.
I never wear a dress.
I like tomatoes.
I dont like hamburgers.
When I was younger I played with my teddy bear/soft toy.
Now I play tennis.
Now talk about Kym.
Tell the class to look at their answers and complete the
two speech bubbles in open class: Kym always wears
jeans, when she was younger she played with her teddy
bear.
Invite volunteers to give more information, paying
attention to the formation of sentences in the third person.
Unit 0 Lesson 1
19
Wrap-up
Who am I?
Once the personal charts are complete, they can be
displayed on the walls around the classroom.
Ask the pupils to circulate and read the different charts
and look at the pictures to guess who they belong to.
Alternatively, the teacher could read out sentences from
different charts while the class listen and guess who they
belong to.
Extra practice
Fun personal charts
Remind the pupils about the story on page 2, where a
pupil made a personal chart for her pet dog.
Tell the pupils to work in pairs to make another chart for a
pet, a cartoon character or a celebrity.
20
Unit 0 Lesson 1
Lesson 2
Objectives
To develop reading and listening skills.
To practise using adverbs of frequency correctly.
To talk about daily routines.
Key language
Verbs: get up, get dressed, have breakfast, go to
school, leave school, do homework, do the dishes,
tidy your room, go to bed.
Nouns: homework, school, night, pool.
Adverbs of frequency: usually, never, often, always,
hardly ever, sometimes.
Basic competences
Linguistic competence
Listen to spoken texts as a source of knowledge and
entertainment.
Learning to learn competence
Understand and manage ones own learning process
and develop meta-cognitive strategies.
Materials
Class CD, Pupils Book, Activity Book.
Warm-up
Revise adverbs of frequency
Explain to the class that they are going to play the
hangman game with words which describe how often
things happen. Draw lines on the board representing the
letters in the words: always, usually, often, sometimes,
never, hardly ever.
Tell pupils to put up their hands to suggest a letter. Write
the letter in place if it is in the word, or write it on one side
if it isnt. Play the game until the pupils have discovered all
the adverbs of frequency.
Ask pupils to work in pairs to put the words in order from
least to most frequent.
Answers: (0%) never, hardly ever, sometimes, often, usually,
always (100%).
Review answers in open class and then check that the
pupils can pronounce the words correctly.
Invite volunteers to tell the class about how often they do
different activities using the adverbs of frequency.
Presentation
A Do the chant and write the missing words in your
notebook.
Ask pupils to open the Pupils Book at page 4 or display
the pictures in the On-line Digital Book if available.
Ask the pupils to look at the pictures and work in pairs to
think of a sentence to describe each one. Explain that they
can look for clues in the chant.
Review possible answers in open class and write the pupils
suggestions on the board.
Possible answers: (from top to bottom, left then right)
do my homework, go to sleep, go to the pool / go
swimming, read a book, eat sweets, get the flu / have a cold.
Instruct pupils to copy the chant in their notebooks and to
leave a line for the missing words. Then, tell the pupils to
listen to the chant and write the missing words. Play Class
CD Track 2 once.
lass CD Track 2: Do the chant and write the
C
missing words in your notebook.
My daily life
I always do my homework
Im usually on time for school
I often read a book at night
Unit 0 Lesson 2
21
Wrap-up
Remember the chant
Tell the class to close the Pupils Book. Explain that you
are going to say the chant, but they have to help you by
saying the missing word each time you pause.
Say the chant and pause before the last word in each line.
Repeat the chant a second time and pause before the last two
words. Finally, repeat the chant, omitting the last three words.
Extra practice
Missing words
Ask the class to close their books again. Write the last
word of each line of the chant on the board. Tell them to
work in pairs to reconstruct the chant.
22
Unit 0 Lesson 2
When they have finished ask them to open the Pupils Book
at page 4 and check their answers.
Lesson 3
Objectives
To develop reading skills and learn about different
types of clocks.
To revise time vocabulary.
Key language
Measures of time: second, minute, hour, day, month,
year, century.
Verbs: measure, use, make, begin, appear, depend,
develop, appear.
Nouns: invention, Egyptians, clock, sundial, tomb,
pharaoh, hourglass.
Adjectives: different, precise, better, electric,
analogue, digital.
Basic competences
Linguistic competence
Listen to spoken texts as a source of knowledge and
entertainment.
Identify the basic linguistic structures, the intonation
and the pronunciation of the foreign language.
Materials
Class CD, Pupils Book, Activity Book, A4 paper.
Warm-up
Odd one out
Write the following lists of words on the board:
1. minutes, January, hours, days
2. clock, table, time, chair
3. better, water, faster, slower
4. sand, stones, hour, rocks
5. different, wear, make, use
Ask the pupils to work in pairs to decide which is the odd word
out in each line and to explain their answers.
Check answers with the class.
Answers: 1. January (the others are periods of time). 2. time
(the others are objects). 3. water (the others are comparative
adjectives). 4. hour (the others are solids). 5. different (the
others are verbs).
Presentation
A Say the time words in order, from the smallest to
the biggest.
Ask the class to open the Pupils Book at page 5 and display
the picture in the On-line Digital Book, if available. Tell them to
work in pairs to put the time words in order.
Unit 0 Lesson 3
23
Wrap-up
Discussion
Ask pupils to say what other functions watches have got
these days (some have alarms, some have timers and
stopwatches, some show times in different countries,
some work underwater, etc.).
Ask them what other things in their homes have got clocks
(mobile phones, computers, DVD players, microwave
ovens, etc.).
Extra practice
True of false
Write the following true or false sentences on the board:
1. You cant use a sundial at night.
2. The Egyptians made better water clocks than Arab
inventors.
Tell the pupils to find out if the sentences are tru or false
by reading the text. Check answers with the class.
Answers: 1. true, 2. false.
Instruct pupils to work in pairs to write three more true or
false sentences about the text in activity B on a piece of
paper.
Tell pupils to swap their sentences with another pair and
decide whether the sentences are true or false. When they
have finished tell them to check their answers with the
other pair.
Round up by asking different groups to read out one
of their sentences. Ask the class to listen and say if the
sentences are true or false.
24
Unit 0 Lesson 3
Lesson 4
Objectives
To understand and tell the time in English.
To practise listening and speaking skills.
Curricular link: Social Science.
Key language
Expressions related to time: What time do you ? Its
... oclock. Its quarter past , etc.
Verbs: get up, go to school, have lunch, do.
Nouns: lunch, lunchtime.
Basic competences
Learning to learn competence
Develop learning experiences based on cooperative
work strategies.
Apply newly acquired knowledge to new contexts
Materials
Class CD, Pupils Book, Activity Book.
Warm-up
Missing letters game
Draw the following lines on the board. Explain that each
line represents a letter in the six words that make up the
question.
_ _ _ _ / _ _ _ _ / _ _ / _ _ _ / _ _ _ / _ _?
(What time do you get up?)
Tell the class that they can guess 10 letters to discover the
hidden question. Ask for volunteers to guess letters. If
they are correct put them into the spaces in the words. If
they are incorrect write them on one side of the board.
When the class has used its ten guesses ask them to try
and guess the question.
Ask different pupils what time they get up and what they
do before they come to school. Encourage them to use
the adverbs of frequency in their answers.
Presentation
A Use the sentences in the box to complete the
dialogue.
Tell the class to open the Pupils Book at page 6 and
display the picture in the On-line Digital Book if available.
Invite volunteers to say the times in the box.
Ask them to look at that photo. Ask: What is the girl
holding? (a clipboard) What are they doing? (a school
project / a survey). Highlight the dialogue and ask: What is
the survey about? (routines / times).
Unit 0 Lesson 4
25
Wrap-up
Reporting back
Ask different pupils to report back with any interesting
things they found out about their classmates. Ask
additional questions about interesting topics that emerge.
To wrap up, write the common mistakes that you heard
during the survey activity on the board. Tell the pupils to
work in pairs to correct them.
Extra practice
Survey conclusions
Write the following sentence starter on the board: Most
pupils go to bed at
Tell the pupils to work in pairs and to compare their
surveys and write a sentence for each of the five questions.
For example: Most pupils go to bed before eleven oclock
on Friday night.
Ask for volunteers to read out their conclusions to the class.
26
Unit 0 Lesson 4
10 Do the crossword.
Explain that all the sentences are about telling the
time. The missing words in each sentence are the
answers to the crossword.
Tell the pupils to work with a partner to complete the
crossword. Remind them that if they dont know the
answer to one clue, to move onto the next and return
when they have more letters on the grid.
Lesson 5
Objectives
To revise be and regular verbs in the past tense.
To revise vocabulary from Comet 5.
Curricular link: Social Science.
Key language
Verbs: be in the past tense (was/were) and regular verbs
in the past tense (lived, destroyed, fished, watched).
Nouns: people, tribe, sea, river, fruit, tree, earthquake,
region, painter, sculptor, architect, inventor,
microwave oven, park, night, bed.
Adjectives: original, early.
Shops: pet shop, clothes shop, grocers, stationers,
bakery, shoe shop.
Basic competences
Learning to learn competence
Develop learning experiences based on cooperative
work strategies.
Linguistic competence
To implement the rules of the linguistic and nonlinguistic strategies to create spoken texts suitable for
each communicative situation.
Materials
Class CD, Pupils Book, Activity Book.
Warm-up
Revision of irregular plurals.
Write: 1 book > 2 _ _ _ _ _ on the board, and elicit the
answer: 2 books.
Write the following words on the board and explain that
they have irregular plurals:
child
> _ _ _ _ _ _ _ _
man
> _ _ _
woman > _ _ _ _ _
person > _ _ _ _ _ _
fish
> _ _ _ _
Tell the pupils to work in pairs and write the plural of each
of the words in their notebooks. Tell them to use their
dictionaries if necessary.
Check answers by asking different volunteers to write an
answer on the board.
Answers: children, men, women, people, fish.
Check that pupils can pronounce the plurals correctly,
especially women /wmn/ and people /pi:pl/.
Presentation
A Help Kym to choose the correct word in these
sentences.
Tell the class to open the Pupils Book at page 7 and display
the picture in the On-line Digital Book, if available. Ask
pupils if they recognise the girl. Explain that she is Kym,
the girl from the story in Lesson 1, and that she is revising
language from Comet 5.
Ask the pupils if they can remember any of the topics they
learnt about in Comet 5.
Suggested answers: comets, dolphins, the Greenwich
meridian, adventure parks, Australian Aboriginals, Leonardo
da Vinci, shopping, volcanoes, etc.
Encourage pupils to say as much as they can about each one.
Tell the pupils to look at sentence 1. Ask them if the word
people is singular or plural. Elicit the first answer, then tell them
to complete the remaining sentences working on their own.
Ask pupils to compare answers with their partner, then
review the answers by asking different pupils to read out the
completed sentences.
Answers: 1. were, 2. lived, 3. fished / collected,
4. destroyed, 5. was, 6. have, 7. went / played, 8. didnt.
Check that the pupils understand the vocabulary in the
Unit 0 Lesson 5
27
Wrap-up
Vocabulary game
Invite a volunteer to come to the front of the class and
to sit with his/her back to the board. Write a word from
lesson 5 on the board.
Tell the class that they have to describe or give a definition
of the word so that the pupil at the front can guess the
word. When the pupil has guessed the word correctly,
repeat the game with a different volunteer.
28
Unit 0 Lesson 5
Extra practice
Questions for Kym
Tell the pupils to work in pairs to write another exercise
for Kyms homework. Explain that they can choose one of
the three types of activity from lesson 5:
A. Choose the correct word.
B. List three things.
C. Cross out the word that doesnt belong.
Instruct pupils to write their exercises in their notebooks
and then give them to another pair to answer.