ENGLISH

VOLUME 5

•
CHAPTER 1: HELPING AT HOME Refer students to the objectives and say Today we
are going to learn about household chores.
• Point at the questions, read them to students one
Vocabulary: by one and encourage them to think about possible
Household chores: do the dishes, make the bed, fold answers and give their opinion about it.
clothes, set the table. • Depending on your specific context, it may be difficult
to have students sit in a circle on the floor. If that’s
Language chunks: the case, you can conduct the activity with students
Can you do the dishes? at their desks with books open.
Yes, I can. / No, I can’t.
Page 8
Materials needed:
ACTIVITIES
• Chapter 1 homework worksheet (1 copy per
student). 1. Look and think.
• Flashcards of household chores.
• Colouring pencils.
• Refer students to the story. Point at the pictures
and elicit what students can see. They will probably
• Markers.
answer in Portuguese. If that happens, accept
• A bottle.
students’ answers and say them in English.
• A4-sheet paper.
• Clear plastic file pocket.
• Ask What will happen in the story? Encourage
students to say what they think will happen in the
• Dry erase markers.
story based on the scenes in the book.

Objectives: 2. Story time.

• Learn household chores. • Read the story before class and make yourself
• Talk about their abilities. comfortable with the text and characters.
• Ask what friends can do. • Get students’ attention and tell them they are going
to hear a story.
LESSON 1 • Read the story to students, ensuring to make eye
contact with them. When you read the story, make
Pages 6 and 7 pauses to react to what happens and encourage
students to react as well.
LET’S TALK • When you read the dialogue, move places and use
different voices as you read the lines of different
• Ask students to sit in a circle on the floor. Show them characters, so students can easily identify the
your book open on pages 6 and 7 and ask What can character speaking.
you see? (A father and a daughter together, a boy.) • Use body language to make the story fun for students.
What are they doing? (They are doing household • If possible, bring props such as a hat to identify
chores, they’re washing the clothes, he’s doing the characters as you read the dialogue lines.
dishes.)

18
 HELPING AT HOME
CHAPTER 1

HELPING GRANDMA Then grandma asks:

Zack is a ten-year-old boy. His parents are — Can you fold your clothes?
travelling and he is staying at his grandmother’s Zack thinks about it. Folding clothes is not
house. He is always happy when he stays at his complicated. He says:
grandma’s because there he doesn’t have to — Yes, I can!
organise his toys, he can eat whatever he wants After Zack organises his toys, grandma says:
and just have fun. Zack feels that life is perfect — Zack, now it’s time to go to the kitchen and do
at his grandma’s. the dishes we used to have breakfast. Can you do
But one day his grandma tells him: the dishes, Zack?
— Zack, I’m very tired of doing everything by Zack has never done the dishes in his life, so he
myself. You have to help me organise the house makes a sad face and says:
because I can’t do this alone anymore. — No, I can’t.
Zack thinks that doing household chores is very His grandmother says it’s not a problem. They go
boring and he always complains when his parents to the kitchen, his grandmother starts doing the
tell him to help at home. dishes then asks Zack:
Zack says: — Can you do the dishes now, Zack?
— But, grandma, I can’t do any chores! I don’t Zack says he thinks he can do the dishes. So he
have any abilities. cleans everything.
His grandma says: Zack and his grandmother are very happy. And
— Zack, do you really think you can’t do anything Zack’s parents are going to be so happy when they
to help at home? I can’t believe it. OK, let’s try this. come back and find out that Zack can help them
Tomorrow, you are going to watch me doing things with the household chores too.
around the house and then we will work together.
Do you think it will work? Page 9
Zack thinks about it. Maybe he can learn how to
help at home.
The next day, Zack goes to the kitchen to have • Refer students to the words in the Glossary. (Tired,
breakfast. He eats bread and cheese and drinks tidy.) Tell students these words were in the story and
orange juice. Then he leaves all the dirty dishes on elicit their meanings with the help of the pictures.
the table and goes to the living room to watch TV. • Accept students’ answers and if they say the words
His grandmother calls him from his bedroom. in Portuguese, repeat them in English and ask for
— Zack, look at your bed. When we wake up, we repetition.
have to make our bed, so our bedroom is always • Ask Are you feeling tired today? What do you do
tidy. when ou feel tired? Is our classroom tidy today?
Zack says: Elicit students’ answers and ideas after each question.
— But I can’t make my bed, grandma! Welcome all contributions.
Then his grandmother says:
— Remember our agreement? Let’s make the bed 3. Remember the story and tick.
together. I’m sure you can do it, Zack! • Refer students to activity 3 and ask Why doesn’t
Zack and his grandma work together and make Zack help at home? read the options and clarify
the bed. meaning.

19
ENGLISH
VOLUME 5

• Ask students to tick the correct answer. Allow • Allow students some time to do the activity.
students some time to do the activity. • Monitor and help as needed.
• Check answers. • Check answers.
Key: He thinks it is boring. Key: A. Yes, I can.; B. No, I can’t.; C. No, I can’t.;
D. Yes, I can.
LESSON 2
Page 11
WARM-UP 6. Find the words to complete the sentences.

• Ask what students remember from the story and act • Refer students to the wordsearch. Tell them to look
out the story with them. for household chores in the wordsearch and use the
• Help the group making use of questions; for example, words they find to complete the sentences.
Where is Zack? Does he like staying with his • Allow students some time to do the activity.
gradma? Also, make use of mimes to help students • Monitor and help as needed.
remember chores, actions etc. • Check answers.
Key:
4. Look and write the household chores
Z X T M A K E I C D L L T P K
• Refer students to the picture and ask Do you know
M N Q I R J J K B W H F M W L
these household chores?
D I S H E S A E P N V O Q L V
• Point at the first picture and elicit the action. Tell
students to write the household chores in the space N C Z H Z P G Z E Q I I T J H
below the pictures. F W U O T E N R R O U K E H Q
• Allow students some time to do the activity. S D S U K W P I V F C N T A S
• Monitor and help as needed. C E P G T C O Z I O T O O L C
• Check answers. O A R T P N X Y T L X W O L V
• Now ask Which chores does Zack do with his
J C J T J Q B Q Y D C M U N E
grandmother? (Do the dishes, make the bed and
B G E Y S Y T A B L E I C C D
fold clothes.) Tell students to circle the pictures of the
chores that Zack did with his grandma. A. dishes; B. make; C. fold; D. table.
• You can use the flashcards of household chores to
convey meaning. Page 12
Key: A. fold clothes; B. do the dishes; C. make the bed;
D. set the table.
• Refer students to the Fast-Forward. Read the text
Circle: A; B; C.
and tell students that they will study more household
chores in chapter 2.
Page 10
• Ask Can you think of some more household
5. Look and tick the correct answer. chores in English? Elicit students’ answers.
• Tell students to look at the pictures and tick the • Note to teacher: Do not expect students to have that
correct answer according to what they see. knowledge but they may be able to come up with
• Point at the first picture and elicit the correct answer. things like wash clothes, for example.
(Yes, I can.)

20
 HELPING AT HOME
CHAPTER 1

• When students have finished, encourage them to

share their drawings.
• Hand out Chapter 1 worksheet. Refer students to
exercise 1. Assign the homework by explaining what
students have to do.
• Refer students to the Connections and read the text.
• Ask Which household chores need water? Elicit
LESSON 3 from the whole group. Help with vocabulary.
Key: (Suggested answers) do the dishes, wash clothes,
wash the bathroom, water the plants, bathe the dog etc.
• Allow students to compare their answers then elicit
similarities and differences. Page 13
• Note to teacher: Although some actions are quite 9. Match the pictures and the sentences.
obvious, for example, you make the bed in the
• Refer students to the pictures and tell them to match
bedroom, some others may offer different answers. them to the sentences they represent.
For example, you may fold the clothes in the living • Allow students some time to do the activity.
room or in the bedroom or in the laundry area. • Monitor and help as needed.
• Check answers.
WARM-UP Key: A. He can make the bed.; B. She can’t to the dishes.;
• Ask students to sit in a circle on the floor. Put a bottle C. She can fold clothes.
in the middle of the circle and spin it. When the bottle
stops spinning, the student it is pointing at has to say
a sentence about a household chore that they can
or can’t do. • Refer students to the Life Skills and read the text.
• The student who said the sentence spins the bottle. Clarify any doubts.
• Ask students if they do anything to help around in
7. Answer the questions. the house.
• Refer students to the questions. Ask a student to
Page 14
read the first one and answer it yourself. Encourage
students to answer the question orally. 10. Look and write.
• Tell students to answer the questions in writing now. • Refer students to the pictures and tell them to use
• Allow students some time to do the activity. the words to write sentences about what the people
• Monitor and help as needed. can or can’t do.
• Encourage students to share their answers with whole • Point at the first picture and elicit He can’t do the
group. dishes.

8. Draw one thing you can do and one

• Allow students some time to do the activity.
thing you can’t do. • Monitor and help as needed.
• Check answers.
• Refer students to the boxes and tell them they are
going to draw one thing they can do and one they Key: A. He can’t do the dishes.; B. She can dance.; C. She
can’t do. can set the table.; D. He can fold the clothes.; E. He can’t
• Allow students some time to draw and colour. skateboard.; F. She can jump.
• Monitor and help as needed.

21
ENGLISH
VOLUME 5

• When students have finished, encourage them to

share what they wrote.
• Hand out Chapter 1 worksheet. Refer students to
exercise 2. Assign the homework by explaining what
students have to do. • Hand out Chapter 1 worksheet. Refer students to
exercise 3. Assign the homework by explaining what
LESSON 4 students have to do.

LESSON 5
• Ask students to show each other the activities
they ticked. After some time, elicit answers asking
questions like Who can swim? and have students • Collect the paragraphs, correct them and return the
raise their hands. Then ask Who can run?, and so on corrected paragraphs in the next lesson.
until you have asked about all the activities. • Or you can have students share their paragraphs in pairs
or trios. Ask them to check each other’s homeworks
WARM-UP
for correctness. Monitor and help in case of doubts.
• Write key words related to the story on the board. Have a final look at each student’s paragraph and
• Encourage students to retell the story using the key check if correction was carried out properly.
words.
WARM-UP
Page 15
• Ask students to walk around the classroom while
you play a song.
SUPER CHALLENGE • When you pause the song, they should stop and ask a
friend next to them what kind of household chore they
Read and guess the mystery person.
can do. Model first by asking Can you do the dishes?
• Refer students to the Super Challenge and tell them
that they are going to read the texts and discover
who they are about. Tell students that they are all
HANDS ON
very famous people and that the images will help Let’s make a chore chart.
them with ideas. • Ask students How do you organise your routine?
• Allow students some time to do the activity.
• Encourage students to answer and tell them they are going
• Monitor and help as needed.
to create a chart to help them organise their chores.
• Check answers.
• Give one A4-sheet paper per student plus one clear
Key: A. Lewis Hamilton, B. Beyoncé, C. Emma Watson.
plastic file folder, the punched type or not.
• Elicit household chores and any other activities students
Page 16
routinely do. (Do homework, feed the dog, tidy up
11. Writing time. bedroom, get materials ready for school etc.) Write
• Refer students to Emma’s speech bubble and read it. them on the board.
• Tell students to write a text about themselves. • Draw a model on the board, with 6 squares on the left
• Allow students some time to do the activity. hand side, large enough for the students to draw inside.
• Monitor and help as needed. Write task on top. Draw seven columns, one for each

22
 HELPING AT HOME
CHAPTER 1

day of the week to the right. Write an abbreviation of Page 17

the day on top of each column. Draw horizontal lines
12. Interview your friends.
accompanying the 6 tasks on the left. Check model 2
of the link in the Tip. • Tell students that they are going to interview two
• Tell students to pick six chores and / or activities out of classmates.
the ones written on the board and draw them in each • Ask students to stand up and walk around the
of the six task boxes. classroom to interview their friends.

• Monitor and help as needed.

• Invite a volunteer student to model the activity

• Have students colour their drawings.

with you. Explain they should write ticks or crosses
according to the answers.
• Once the chore chart is done, ask students to put them
inside the plastic pockets.
• Allow students some time to do the activity.

• Tell students they can only tick the boxes using dry erase
• Monitor and help as needed.
• When students have finished, encourage them to
markers, that is, pens that can be erased. The idea is for
share what they discovered about their friends.
the students to organize their chores and activities in the
same chart every week. Page 18
• Depending on the day of the week, ask students to
organize their charts for the current week or the following. SUMMING UP
• If time allows, have students compare their charts and Remember and write.
find similarities and differences. • Point at the Summing Up in your book and ask
students if they remember what they have studied.
TIP Give students the chance to say what they have learnt.
• Elicit what students have seen in the chapter.
You can find a model of the craft on How to create
(Household chores and can/can’t.)
a chore chart that works: <http://bit.ly/2Fpv1si>.
Accessed on 07 January, 2019.
• Point at the first picture and elicit the chore. Tell
students to write the chore in the box. Repeat
procedure for the other pictures. Ask questions using
can and can’t and the chores.

• Hand out Chapter 1 worksheet. Refer students to

Key: 1. do the dishes; 2. fold clothes; 3. set the table; 4.
make the bed.
exercise 4. Assign the homework by explaining what
students have to do.
Page 19
NOW, I CAN...
LESSON 6
• Refer students to the checklist. Read the first
statement for them and ask Can you name
household chores?
• Collect the homework, correct them and return the
• Tell students to draw a tick if they can name chores.
corrected answers in the next lesson.
• Repeat procedure for the other statements.

WARM-UP
• To round off, ask students to say what they learned
about their classmates in the lessons. Welcome all
• Make a circle and ask students to say a word or contributions as long as they use can / can’t.
expression that they remember from the story or
from the chapter.

23
ENGLISH
VOLUME 5

CHAPTER 2: DO YOUR PART! the case, you can conduct the activity with students
at their desks with books open.

Vocabulary: Page 22
Household chores: take out the rubbish, tidy up
one’s bedroom, water the plants, sweep the floor. ACTIVITIES
Frequency words: always, usually, never.
1. Look and think.
Language chunks:
• Tell students they are going to listen to a song. Tell
How often do you...? them to look at the pictures and elicit what the song
is about.
Materials needed: • Ask Which chore did you learn last class? (Do
• Chapter 2 homework worksheet (1 copy per the dishes.)
student).
2. Song time.
• Flashcards of household chores.
• Scissors. • Listen to the song before class and make yourself
• Glue. comfortable with the lyrics.
• Ask students to pay attention and listen to the song.
Objectives: • Play the song once, stopping when you hear a
• Learn more household chores. household chore and encourage students to mimic it.
• Say how often they do things. Show the flashcards of the corresponding household
chores.

LESSON 1
• Play the song again, encouraging students to sing
and use the mimics.

Pages 20 and 21
Page 23
LET’S TALK
• Ask students to sit in a circle on the floor. Show them • Refer students to the expression in the Glossary.
your book open on pages 20 and 21 and ask What (Work together.) Tell students this expression was in
do you see in the pictures? (A family cleaning their the song and elicit meaning.
house, a girl watering plants.) Ask Do you do chores • In case students show difficulty expressing the
like these at home? Elicit from the whole group. meaning in English, ask them to mimic the concept.
Welcome all contributions.
• Ask What did we learn last class? Elicit answers 3. Look at the images around the song and
making sure students mention household chores. circle the chores you do at home.
Refer students to the objectives and say Today we • Refer students back to the pictures around the song
are going to learn more household chores.
and ask What do you do at home to help your
• Point at the questions, read them to students one
family? Tell them to circle the chores they do at
by one and encourage them to think about possible
home.
answers.
• Depending on your specific context, it may be difficult
• When students have finished, encourage them to
to have students sit in a circle on the floor. If that’s share their answers with other students.

24
 DO YOUR PART!
CHAPTER 2

Page 25
LESSON 2
6. Read and write T (true) or F (false) according to
the picture.
WARM-UP
• Ask what students remember from the song. Sing
• Refer students to the sentences and pictures.
• Point at the first picture and draw students’ attention
along with them.
to the graph on it. Elicit what frequency word it
represents. (Always)
4. Match the pictures and the words.
• Read the sentence and elicit if it’s true or false. (True)
• Refer students to the pictures and elicit what they see. • Allow students some time to do the activity. Monitor
• Point at the first picture and elicit the words. and help as needed.
• Allow students some time to do the activity. • Check answers.
• Monitor and help as needed. Key: A. T; B. F; C. T; D. F; E. T.
• Check answers.
Key: A. water the plants; B. take out the rubbish;
C. tidy up the bedroom; D. sweep the floor. • Hand out Chapter 2 worksheet. Refer students to
lesson 2 - exercise 1. Assign the homework by
Page 24 explaining what students have to do.

• Refer students to the Rewind and read it.

LESSON 3
• Elicit what other household chores students studied in
chapter 1. (Do the dishes, make the bed, fold clothes,
set the table.)
• Collect the homework, correct them and return the
• To make this activity more playful, encourage students
corrected answers in the next lesson.
to mime the actions as you show them the flashcards
of household chores. WARM-UP
5. Organise the graph. • Organise students in pairs.

• Refer students to the words. Tell them that these

• Tell students they have to write all the household
chores they can remember in one minute.
words are used to express frequency. If necessary,
write the words on the board. Elicit choral repetition • Count one minute, say Stop! Ask students to say
for each of the words. what chores they remembered, then place the
• Point at the 100% mark and elicit which word we use flashcards of household chores on the board and cary
to talk about things that happen 100% of the time. out a choral repetition.
(Always.) Repeat procedure with never, then with
usually. Then tell the students to colour the graph. Page 26
• Check answers. 7. Answer the questions.
Key: A. always, B. usually, C. never
• Point at the first question and have a student read it.
Answer it yourself and write the complete sentence
TIP on the board. Encourage students to answer the
It’s a good idea to draw the graph on the board same question and elicit a few answers.
and use it to present the words.

25
ENGLISH
VOLUME 5

• Allow students some time to do the activity. 8. Rewrite sentences with the words in
• Monitor and help as needed. brackets.

• When students have finished completing the • Tell students they are going to rewrite the sentences
sentences, organise them in pairs and tell them to including the words in brackets.
ask and answer the questions with each other. • Point at the first sentence and elicit how they can
• Allow students some time to do the activity. When they include the word always. (She always drinks water in
have finished, ask the questions randomly so students the morning.) Write it on the board and tell students
can share their answers with the whole group. to do the same in their books.
• Allow students some time to do the activity. Monitor
BELIEVE IT OR NOT and help as needed.
• Check answers.
• Ask students What kind of household chores do
Key: A. She always drinks water in the morning.; B. He never
takes out the rubbish.; C. My father always does the dishes.;
Brazilian children do? Do you think children
D. My mother usually waters the plants.; E. I always sweep
do the same chores in other countries? Elicit
the floor.; F. My friends never tidy up their bedrooms.
students’ answers.
• Tell students that children can have different
responsibilities according to where they live.
• Refer students to the Believe it or not. Read the text • Refer students to the Profile. Point at the picture and
to students and encourage them to give their opinion. ask students what they know about that object. Ask
if students know who invented the vacuum cleaner
and read the text.
• Hand out Chapter 2 worksheet. Refer students to
9. Writing time.
exercises 2 and 3. Assign the homework by explaining
what students must do.
• Refer students to Liam’s speech bubble and read it.
Model the activity describing your own routine and
encourage students to do the same.
Page 27
• Allow students some time to write about their
LESSON 4 routines. Monitor and help as needed.
• When students have finished, encourage them to
share what they wrote.

• Collect the homework, correct them and return the

corrected answers in the next lesson. • Hand out Chapter 2 worksheet. Refer students to
exercise 4. Assign the homework by explaining what
WARM-UP
students must do.
• Ask students to sit in a circle on the floor. Show them
the flashcards of household chores one at a time and
ask how often they do them.

26
 DO YOUR PART!
CHAPTER 2

WARM-UP
LESSON 5
• Divide the board into three parts. Write an adverb of
frequency (always, usually, never) at the top of each part.
• Say Water the plants. Tell students to move to the part
• Collect the homework, correct them and return the
of the board related to how often they do this chore.
corrected answers in the next lesson.
• Repeat procedure with other chores.

WARM-UP Page 29
• Mime sweeping the floor and have students guess
the chore. SUPER CHALLENGE
• Get students in groups of three. Have them take turns
miming and guessing household chores. Interview friends and write the most popular chores.
• Refer students to the Super Challenge. Elicit the
Page 28 question you ask when you want to know with what
frequency someone does an action. (How often do
HANDS ON you…?) Point at Emma’s speech bubble and write it
on the board.
Categorise the actions according to your routine. • Tell students to stand up and interview friends about
• Refer students to page 163, point at the pictures and how often they do household chores. Elicit a few
elicit the household chores. Tell students to cut out examples from students. Remind students to take
the pictures. notes of their friends’ answers.
• Refer students back to page 28 and tell them to paste • When students have finished, tell them to look at
the pictures in the correct boxes, according to their
their friends’ answers and decide what are the three
routine.
most popular chores.
• Allow students some time to do the activity. Monitor
and help as needed.
• Tell them to write the actions on the podium steps.
• When students have finished, encourage them to • When students have finished, encourage them to
share how they organised the chores. compare answers.

Page 30

• Hand out Chapter 2 worksheet. Refer students to SUMMING UP

exercise 5. Assign the homework by explaining what
Remember and write.
students must do.
• Point at the images in your book and ask students if
they remember what they have studied. Give students
LESSON 6 the chance to say what they have learnt. (Household
chores.)
• Ask students to write the names of the household
• Have students ask you about question B. Make sure chores below each picture.
they use How often in their question. Then have
students compare their answers.

27
ENGLISH
VOLUME 5

• Then ask students to write the frequency words they

have learned on the graph.
• Now ask How often do you do household
chores? Tell students to paint the graph according
to their response.
Key: 1. always; 2. usually; 3. never.
A. water the plants; B. sweep the floor; C. fold the clothes;
D. take out the rubbish.

Page 31
NOW, I CAN...
• Refer students to the checklist. Read the first
statement for them and ask Can you talk about
household chores? Do you remember how to
say with what frequency you do an activity?
• Tell students to draw a tick if they are able to carry
out the task.
• Repeat procedure for the other statements.

28
 WHAT TIME DO YOU WAKE UP?
CHAPTER 3

CHAPTER 3: WHAT TIME DO YOU LESSON 1

WAKE UP?
Pages 32 and 33
Vocabulary:
LET’S TALK
Telling the time.
• Ask students to sit in a circle on the floor. Show them
Recycling: your book open on pages 32 and 33 and ask What
can you see? Where are they? (A girl waking up;
Routine activities: get up, have breakfast / lunch /
a girl going to school.) Ask What are some of the
dinner, have a shower, go to school, go to bed, do
things you do every day? Elicit students’ answers
homework.
and welcome all contributions.
Language chunks: • Refer students to the objectives and say Today we
What time do you...? are going to learn to talk about routine and how
What time does he / she...? to tell time.
• Point at the questions, read them to students one
Materials needed: by one and encourage them to think about possible
answers. Elicit students’s answers.
• Chapter 3 homework worksheet (1 copy per • Depending on your specific context, it may be difficult
student). to have students sit in a circle on the floor. If that’s
• Flashcards of routine activities. the case, you can conduct the activity with students
• Paper plates (one per student). at their desks with books open.
• Paper fastener.
• Markers. Page 34
• Glue.
• Scissors.
ACTIVITIES
Objectives:
1. Look and think.
• Learn to tell time.
• Refer students to the story. Point at the pictures one
• Talk about routine.
by one and elicit what students see in each picture.
• Describe their days.
Ask What will happen in the story?

2. Story time.
• Read the story before class and make yourself
comfortable with the text. Tell students they are
going to hear a story.

29
ENGLISH
VOLUME 5

• Read the story ensuring to make eye contact with all

On the day of the party all of Amanda’s friends are
the students. When you read the story, make pauses
waiting with their bags in front of the school. But
to react to what happens in the story and encourage
Bruna is not there.
students to react as well.
At the same time, Bruna is at home organising her
• When you read the dialogue, move places and use
bag and she still needs to have a shower and get
a different voice as you read the lines of different dressed to go meet Amanda’s mother.
characters, so students can easily identify the
Amanda’s mother asks the other children about
characters. Bruna, but they don’t know where she is. Amanda’s
• Use body language to make the story fun for students. mum can’t wait. She still has to do a lot of things
• If possible, bring realia or use flashcards to convey for the party. So, she puts the children in the car
meaning as you tell the story. and goes home for the party.
Thirty minutes later, Bruna arrives with her bag. She
BRUNA IS ALWAYS LATE looks around but she doesn’t see anybody. Where
Bruna is a 10-year old girl who is always late. She is everybody? She doesn’t know where Amanda
never wakes up at the right time, she is always late lives, she can’t go there alone.
for school and she is even late to play with her friends. One of the school secretaries sees Bruna and asks:
Her father always tells Bruna about the importance — What are you doing here, Bruna? Isn’t Amanda’s
of being punctual. party today?
Her school teacher tells Bruna that she needs to Bruna says:
work on her punctuality and that by being punctual — Yes, where’s everybody?
you show respect for people. But Bruna is not The secretary says:
worried about that. — Oh, Bruna! Amanda’s mum was here and picked
Bruna has a friend called Amanda. Amanda’s everybody up. They left thirty minutes ago. Why
birthday is coming up and she is planning a weren’t you here?
pajamas party to celebrate it. She invites all her Bruna is so sad. She says:
friends, including Bruna. Of course Bruna will go to — I’m late! I’m always late! I can’t believe I’m going
her friend’s party! She loves parties and she loves to miss the party.
her friend. Back at home, Bruna’s dad says:
One of the girls asks: — This is a lesson for you: being punctual is very
— What time is the party? important.
Amanda says: On the next day Bruna wakes up at the right time.
— It’s at 5 o’clock. My mum will be there to pick Her father is surprised. Bruna says:
you up and she has a lot of things to do. She can’t — I’m never going to be late again, dad! Never!
wait, so, please, don’t be late. Look!
Then Amanda tells Bruna: Bruna’s dad looks at her arm and sees that she is
— Did you hear that, Bruna? The party is at 5 wearing a watch.
o’clock. Please, don’t be late!
Bruna says:
— OK, OK.
But she is not worried. She thinks that people will
wait for her.

30
 WHAT TIME DO YOU WAKE UP?
CHAPTER 3

Page 35 • Refer them to the pictures and do A with the whole

group. Tell students to match the pictures and the
phrases.
• Refer students to the word in the Glossary. (Late.) • Allow students some time to do the activity. Monitor
Tell students this word was in the story and elicit its and help as needed.
meaning. • Check answers.
• Accept students’ answers and if they say it in Key: A. wake up; B. have a shower; C. go to bed; D. do
Portuguese, repeat it in English and ask for repetition. homework; E. have lunch; F. go to school.

3. Put the story in order.

Page 37
• Refer students to the sentences and tell them that
they are in the wrong order. Tell students they are 5. Look and colour.
going to put the sentences in order according to the • Refer students to the pictures. Point at the first one
story. and ask What is he doing? Elicit students’ answers.
• Allow students some time to do the activity. Monitor (He is having lunch.)
and help as needed. • Tell students to look at the box and colour the right
• Check answers. answer according to the picture.
Key: A. 2; B. 4; C. 6; D. 3; E. 5; F. 1.
• Allow students some time to do the activity. Monitor
as needed.
• Check answers.
• Refer students to the Cult and read it.
Key: A. Have lunch; B. Have a shower; C. Go to bed; D.
• Tell students that this is a book about measuring time
Go to school.
that tells the story of a football championship.
• Ask students if they know of any other books related Page 38
to time.
• If students cannot think of any books, ask them if 6. Match the clocks and the sentences.
they have ever heard of The Time Machine, a novel • Draw an analogue clock on the board. Draw the hour
by H. G. Wells. Tell students they can read it or watch hand at 8 and the minute hand at 12. Ask What time
an adaptation to cinema. is it? Write It’s 8 o’clock on the board. Do the same
with other times. (2.15, 10.50, 7.20.)
LESSON 2 • Write am and pm on the board and explain that we
use am to talk about times before midday and pm to
WARM-UP talk about times after midday until midnight.
• Refer students to the clocks. Point at the first clock
• Ask what students remember from the story and act
and elicit the answer. (It’s 9 o’clock.)
out the story with them.
• Allow students some time to do the activity. Model
and monitor as needed.
Page 36
• Check answers.
4. Look and write. Key: A. It’s 9 o’clock.; B. It’s 11.49; C. It’s 10.05; D. It’s
• Elicit routine activities that students already know. Ask 8.15; E. It’s 7 o’clock.
What are some of the things you do regularly?

31
ENGLISH
VOLUME 5

8. Unscramble the sentences.

• Point at the first sentence and elicit the correct order.
• Hand out Chapter 3 worksheet. Refer students to Write it on the board and tell students to do the same
exercise 1. Assign the homework by explaining what in their books.
students have to do. • Allow students some time to do the activity. Model
and monitor as needed.
LESSON 3 • Check answers.
Key: A. What time does she have a shower?; B. What
time does he have lunch?; C. I go to bed at 9:30am.; D.
What time do you go to school?
• Collect the homework, correct them and return the
corrected answers in the next lesson. Page 40

WARM-UP 9. Complete the sentences and answer the

questions.
• Ask students to talk about their routine.
• Organise students in pairs, tell them to choose three
• Point at the first picture and complete the question by
asking What time do you usually have a shower?
things that they usually do every day and tell their
Write it on the board and tell students to do the same
partner.
in their books.
• Invite a volunteer student to model the activity.
• Encourage students to answer the question. Elicit a
7. Look at the clocks and tick. few ideas from the whole group.

• Ask What time do you have English classes? and

• Allow students some time to do the activity. Monitor
and help as needed.
encourage students to answer.
• Read the first question, point at the picture and • Check answers.
encourage students to answer. • Encourage students to share their answers to the
• Allow students some time to do the activity. Monitor questions.
and help as needed. Key: A. What time do you have a shower?; B. What
• After students have finished the task, hand out A4 time do you go to school?; C. What time do you go to
sheet of paper and colouring pencils. Ask them to bed?; D. What time do you have dinner?
draw and colour the activities or household chores
they perform at that specific time.
Key: A. At 7 o’clock.; B. 1:50pm.; C. At 9:10pm.
• Hand out Chapter 3 worksheet. Refer students to
exercises 2 and 3. Assign the homework by explaining
Page 39
what students have to do.

• Refer students to the Life Skills and ask why they think LESSON 4
telling the time is an important skill.
• Accept students’ answers and encourage them to
come up with situations when knowing how to tell
the time is important.
• Collect the homework, correct them and return the
corrected answers in the next lesson.

32
 WHAT TIME DO YOU WAKE UP?
CHAPTER 3

WARM-UP
LESSON 5
• Draw a clock without hands on the board.
• Invite one student to the front of the class. Say Nine
forty and tell them to draw the clock hands.
• Invite other students to draw the clock hands on the • Collect the homework, correct them and return the
board. corrected answers in the next lesson.

Page 41 WARM-UP
• Play two truths and a lie about your routine.
DIY • Write on the board three sentences about your
routine. Two statements should be true and one false.
Create a weekly planner with your daily routine • Invite students to discuss in pairs which statement
at home and bring it to class to show to your they think is false and which two they think are true.
friends. Ask each pair which statement they think is false and
• Refer students to the DIY and remind them that this encourage them to explain.
is an activity to be done at home and brought next • Reveal which pair or pairs got it right.
class. Draw a table with a couple of days of the week,
e.g. Monday and Tuesday columns, and complete it
with your routine. Insert time and what you do. e.g.
SUPER CHALLENGE
Monday column, 7am - Wake up etc.
• Tell students to complete the weekly planner with Answer the questions.
their own routine by lesson 6. • Refer students to the Super Challenge.
• Read the first word problem and work out the
Page 42 calculation with students.
• Allow students some time to do the activity. Monitor
10. Read and rewrite. and help as needed.
• Point at each picture and elicit the activities. • Check answers.
• Tell students to look at the pictures and rewrite the text. Key: A. She goes to school 8 o’clock.; B. Morgana’s
• Allow students some time to do the activity. Monitor brother goes to bed at 11 o’clock.; C. My mum has a
and help as needed. shower at 9 o’clock.
• Check answers.
Key: I get up at 7 o´clock. Every day I go to school / start Page 43
class at 8 o’clock. I usually do a lot of activities. I have
lunch at 12 o’clock, I have a shower before dinner and HANDS ON
I go to bed at 9:30pm.
Let’s make a paper plate clock.
• Tell students that they are going to make a clock.

• Hand out Chapter 3 worksheet. Refer students to

• Give each student a paper plate, a paper fastener
and a piece of construction paper, enough for them
exercise 4. Assign the homework by explaining what
to make the two clock hands.
students have to do.

33
ENGLISH
VOLUME 5

• Tell them to write the numbers from 1 to 12 on the 12. Describe your routine to a friend.
paper plate and cut the two clock hands: one for • Organise students into pairs.
the hour and one for the minutes. Remind students • Tell students to describe their routines to a friend.
that the hour hand is shorter and the minute hand Invite a volunteer student and model the activity.
is longer. If time allows, let students decorate their
clocks anyway they like. Page 44
SUMMING UP
TIP Remember and write.
You can find a model at Paper Plate Clock Craft for • Point at the Summing Up in your book and ask
Kids: <https://bit.ly/36ILmUo> (Accessed 29 January, students if they remember what they have studied.
2020.) Give students the chance to say what they have learnt.
• Elicit what students have seen in the chapter. (Routine
activities and telling the time.)
• Point at the first picture and elicit its meaning.
• Hand out Chapter 3 worksheet. Refer students to
• Ask students to write the expressions under the
pictures.
exercise 5. Assign the homework by explaining what
students have to do.
• Tell students to do the same in their books. Repeat
procedure for the other pictures and words.
• Point to the clocks. Ask What time is it? Elicit
LESSON 6 answers and have students write the times under
the clocks.
Key: A. have a shower; B. go to bed; C. have lunch; D.
• Collect the homework, correct them and return the go to school; E. get up; F. 7:30pm; G. 9 o’clock.
corrected answers in the next lesson.
Page 45
WARM-UP
NOW, I CAN...
• Play a song of your own choosing.
• Ask students to walk around the classroom, when
• Refer students to the checklist.

the song stops, they have to ask a friend a question

• Read the first statement for them and ask Can you
describe your routine?
about their routine.
• Tell students to draw a tick if they can use the
11. Writing time. vocabulary and language chunks in this statement.

• Point at Emma’s speech bubble and read it. Model the

• Tell students to repeat the procedure with other items.

activity talking about your own routine. Call students

attention to the uses of and, after, after that etc.
• Ask students to get the weekly planners they
completed for the DIY and tell them to write about
their own routine.
• Allow students some time to do the activity. Monitor
and help as needed.

34
 PROTECTING THE PLANET
CHAPTER 4

CHAPTER 4: PROTECTING THE LESSON 1

PLANET
Pages 46 and 47
Vocabulary:
LET’S TALK
Environmental protection actions: take quick
showers, turn off the tap while I brush my teeth, turn • Ask students to sit in a circle on the floor. Show
off the light, plant trees. them your book open on pages 46 and 47 and ask
What can you see? (Children collecting rubbish from
Recycling: the street, children planting a tree.) Ask students to
predict what the chapter is about. (The environment,
Environmental protection actions: recycle, save
protecting the environment.)
water, save energy.
Frequency words: always, usually, never.
• Refer students to the objectives and say Today we
are going to learn about the environment and
Language chunks: how to protect it.

Do you...?
• Refer students to the questions, read them to
students one by one and encourage them to think
Yes, I do. / No, I don’t.
about possible answers.
How often do you...?
• Check if students know the meaning of worry or
teach the word.
Materials needed:

• Chapter 4 homework worksheet (1 copy per student).

Page 48
• Flashcards of environmental protection actions.
• Scissors. ACTIVITIES
• Glue.
• Colouring pencils. 1. Look and think.
• Felt tip pens. • Exploit the pictures. Elicit what students know. (Sun,
• 1 sheet of cardboard paper per group of 3 or 4 wind, light bulb, butterfly, plant, rain, pollution,
students. electricity, bicycle, garbage etc). Ask What do you
think the song is about? Elicit students’ answers.
Objectives: • Have students read the lyrics and check their guesses.
• Learn actions to save the planet.
2. Song time.
• Talk about what they can do to protect the Earth.
• Understand how their actions affect the planet. • Listen to the song before class and make yourself
comfortable with the lyrics.
• Ask students to pay attention and listen to the song.
• Play the song once and ask them if they have any
doubts related to words in the lyrics. Clarify any
doubts.
• Play the song again, pausing between lines and ask
students to sing with you.
• Sing the song with them.

35
ENGLISH
VOLUME 5

Page 49 • Note to teacher: It may be necessary to teach the

phrasal verb turn off and the word tap. Use the image
3. Match the pictures and the actions. to convey the ideas.
• Refer students to the pictures, point at the first one • Ask Why is it important to change our habits
and elicit meaning. (Save energy.) and attitudes?
• Allow students some time to do the activity. Monitor • Allow students some time to think. Encourage them
and help as needed. to answer and give their opinions.
• Check answers.
• Read the text.

Key: A. Save energy; B. Save water; C. Recycle; D. Plant 5. Read and draw.
trees
• Refer students to the boxes. Point at the first one and
ask them for examples on how we can save water.
LESSON 2 • Acknowledge students’ answers and tell them to
draw their ideas in the box using their colouring
WARM-UP pencils.

• Ask what students remember from the song, sing

• Repeat procedure for the other boxes.
• Allow students some time to do the activity. Monitor
along with them.
and help as needed.

Page 49
• When students have finished, encourage them to
show what they have drawn.
4. Colour ways to save water in blue and ways
to save energy in green. Page 51
• Refer students to the sentences. Read the first one 6. Read and tick.
and ask students if this is a way to save water or
energy. (Both, if you have an eletric shower.)
• Write always, usually and never on the board and elicit
• Tell students to colour in blue what we do to save when to use each one. Students have studied adverbs
of frequency in Chapter 2.
water and in green what we do to save energy.
• Allow students some time to do the activity. Monitor • Refer students to the table. Read the questions with
students and clarify meaning.
and help as needed.
• Check answers. • Tell students to draw a tick in the appropriate box
according to how often they do these actions.
Key: A. save water / energy; B. save energy; C. save water.
• Allow students some time to do the activity. Monitor
and help as needed.
TIP
7. Ask a friend.
Remind students that if we take quick showers, we
can save water and energy, depending on the kind • Point at Liam’s speech bubble and have a student
of shower we have. read the question. Answer the question yourself and
elicit students’ answers.
• Organise students into pairs and tell them to ask each
Page 50 other the questions.
• Allow students some time to do the activity. Monitor
and help as needed.
• Refer students to the pictures and ask students to • When students have finished, if they feel comfortable
describe what they see. (People planting a tree and enough, invite pairs to ask and answer questions in
someone turning off the tap.) front of whole group.

36
 PROTECTING THE PLANET
CHAPTER 4

• Tell students to paste the pictures in the boxes on

page 52.
• Hand out Chapter 4 worksheet. Refer students to • Allow students some time to do the activity. Monitor
exercise 1. Assign the homework by explaining what and help as needed. Ask Which of these problems
students have to do. do you see around you? Have students compare
and check their answers. Welcome all contributions.
LESSON 3
BELIEVE IT OR NOT

• Write eco-friendly on the board. Ask What does

• Collect the homework, correct them and return the this mean? Explore the two parts of the adjective
corrected answers in the next lesson. with students so they can work out the meaning by
themselves. Ask What do you think is an eco-
WARM-UP friendly town? Elicit students’ answers.
• Before class, print or cut out from magazines some • Read the text with them. Ask Is our city eco-
pictures of environmental issues. friendly? Ask them to justify their answers.
• Ask students to sit in a circle on the floor and talk about • Ask Do you think it’s easy or difficult to live in
the pictures to review what they learnt. an eco-friendly way?
• Elicit how they can solve those problems. • Encourage them to answer and justify.

8 . Unscramble the questions and answer them.

• Hand out Chapter 4 worksheet. Refer students to
• Refer students to the questions. Point at the first one,
exercises 2 and 3. Assign the homework by explaining
read the words and elicit the correct sentence. (How
what students have to do.
often do you recycle?) Write it on the board and tell
students to do the same in their books.
• Allow students some time to do the activity. Monitor LESSON 4
and help as needed.
• After students have unscrambled the questions, ask
them to write the answers reminding them to use the
frequency words.
• Collect the homework, correct them and return the
• Invite students to go to the board and write the corrected answers in the next lesson.
sentences and answers for each item. WARM-UP
Key: A. How often do you recycle?; B. Do you save
water?; C. How often do you take quick showers?
• Ask students to sit in a circle on the floor.
• Play the song from Lesson 1 and pass a ball around.
When the song stops, the person holding the ball has
Page 52
to say a word or expression from this chapter.
9. Match the pictures and the problems.
• Refer students to the boxes, read the titles and elicit
meanings one by one.
• Refer students to page 165 and tell them to cut out
the pictures.

37
ENGLISH
VOLUME 5

Page 53
LESSON 5

• Refer students to the Connections.

• Explain to students that they can learn more about • Collect the homework, correct them and return the
the environment and how to protect it in their science corrected answers in the next lesson. At the end, ask
lessons. Would you like to visit Copenhagen? Why?

10. Answer the questions. WARM-UP

• Refer students to the questions. Point at the first one, • Play the song from the chapter again and ask students
have a student read it and answer it yourself. Encourage to sing it.
students to answer the question too and elicit how they • Sing and dance with them.
can answer it. Remind them to use the frequency words.
• Allow students some time to do the activity. Monitor SUPER CHALLENGE
and help as needed.
• When students have finished, encourage them to Put the items in the correct rubbish bin.
share their answers. Elicit ideas from the whole group. • Refer students to the rubbish bins. Point at the first
and elicit what kind of material they should throw in
it. (Recyclable material: cans, cardboard boxes, plastic
• Ask students if they have ever read any books about bottles, paper.)
environmental protection. • Point at the compost bin and elicit what students
• Refer students to the box, read the text and explain should put in it. (Vegetable and fruit scraps, plants,
that the book tells the story of a boy who wants to organic materials.)
save the world but doesn’t know how to. • Tell students that everything that cannot be recycled or
put into the compost bin should be put in the rubbish bin.
Page 54
• Allow students some time to do the activity. Monitor
and help as needed.
DIY • Check answers. Ask students to add two items to
each bin. Monitor helping with vocabulary. Elicit a
Do some research on environmental protection and
few ideas from the whole group.
write a list of tips on how to protect the planet.
• Remind students that this is an activity they should Key: Recycling bin: old newspapers, can, milk box.;
do at home. Composting bin: banana skin, apple core.; Rubbish bin:
• Tell students that, at home, they are going to research dirty diaper, broken mug.
things they can do to protect the planet and write a
list of tips.
• Tell students to bring their lists next class. • Hand out Chapter 4 worksheet. Refer students to
exercises 5 and 6. Assign the homework by explaining
what students have to do.
• Hand out Chapter 4 worksheet. Refer students to
exercise 4. Assign the homework by explaining what
students have to do.

38
 PROTECTING THE PLANET
CHAPTER 4

12. Talk to your friends about what you can

LESSON 6 do to save the planet.
• Organise students into groups and tell them to share
their ideas and to talk together about what they do
• Collect the homework, correct them and return the
to save the planet.

corrected answers in the next lesson.

• Allow students some time to do the activity. Monitor
and help as needed.
• Have students compare their answers to exercise 6.
• When the groups have finished, reorganize them in
Elicit similarities and differences.
different groups and have them further share their
ideas.
WARM-UP
• Monitor and help as needed.
• Write the beginning of a sentence on the whiteboard
and ask students to complete it. Page 56
• For example: I can save water... I save energy when...
SUMMING UP
Page 55 Remember and write.
• Point at the Summing Up in your book and ask
HANDS ON students if they remember what they have studied.
Give students the chance to say what they have learnt.
In groups, make a poster about protecting the • Elicit what students have seen in the chapter.
environment. (Environmental protection actions.)
• Tell students to get their list of tips on environmental • Point at the first picture and elicit its meaning.
protection that they did for the DIY. • Ask students to write the meaning in the box.
• Tell students that they are going to use these tips to • Repeat procedure for the other pictures and words.
create a poster about protecting the environment. Key: A. turn off the lights; B. recycle; C. take quick
• Organise students in groups of 3 to 4. Give each group showers; D. plant trees; E. turn off the tap while I brush
a sheet of cardboard paper, felt tip pens and colouring my teeth.
pencils.
• Tell students to use their lists of tips to create their poster. Page 57
• Allow students some time to do the activity. Monitor
and help as needed. NOW, I CAN...
• When the groups have finished, ask them to share • Refer students to the checklist.
their posters. Put the posters up on the notice board • Read the first statement for them and ask Can you
or walls of the classroom. say what you do to save the planet? If students
say something general like Save water, ask them to be
11. Writing time.
more specific and talk about what they do to achieve
• Point at Liam’s speech bubble and read it to students. Tell that. For example, turn off the tap while brushing
them to write what they do to protect the environment. their teeth or take shorter showers.
• Allow students some time to do the activity. Monitor • Tell students to draw a tick if they can use the
and help as needed. Allow them to refer to their lists vocabulary and language chunks in this statement.
from the DIY or posters for ideas. • Tell students to repeat the procedure with other items.

39
ENGLISH
VOLUME 5

•
CHAPTER 5: DO YOU NEED ANY Refer students to the objectives and say Today we
are going to learn ingredients and to talk about
SUGAR? quantities.
• Point at the questions, read them to students one
Vocabulary: by one and encourage them to think about possible
Food items: flour, sugar. answers and give their opinion about it.
Determiners: a, an, some, any. • Depending on your specific context, it may be difficult
to have students sit in a circle on the floor. If that is
Recycling: the case, you can do the activity with students at their
desks with books open.
Food items: milk, cheese, eggs, onion, carrot, potato.
• Encourage students to express their opinions and
check previous knowledge.
Language chunks:
Do you need...? Page 60
I need...
ACTIVITIES
Materials needed:

• Chapter 5 homework worksheet (1 copy per

1. Look and think.

student). • Refer students to the story. Point at the pictures

• Flashcards of food items. and elicit what students can see. They will probably
• Colouring pencils. answer in Portuguese. If that happens, accept
students’ answers and say them in English.
Objectives: • Ask What will happen in the story? Encourage
students to say what they think will happen in the
• Learn ingredients.
story based on the scenes in the book.
• Ask and answer about quantities.
• Learn about countable and uncountable nouns. 2. Story time.
• Read the story before class and make yourself
LESSON 1 comfortable with the text and characters.
• Get students’ attention and tell them they are going
Pages 58 and 59 to listen to a story.
• Read the story to students, ensuring to make eye
LET’S TALK contact with them. When you read the story, make
pauses to react to what happens in the story and
• Ask students to sit in a circle on the floor. Show them encourage students to react as well.
your book open on pages 58 and 59 and ask What • When you read the dialogue, move places and use
can you see? Where are they? (In the kitchen.) different voices as you read the lines of different
What are they doing? (Cooking.) Ask Do you like characters, so students can easily identify the
to cook? Do you cook with your family? Elicit character speaking.
students answers. • Use body language to make the story fun for students.
• If possible, ask two volunteer students to read the
story aloud.

40
 DO YOU NEED ANY SUGAR?
CHAPTER 5

• If possible, bring realia or use flashcards to convey

Albert’s grandmother hears noise coming from the
meaning as you tell the story.
kitchen, but she doesn’t go in because he asked
her not to.
LET’S BAKE
After some time, Albert arrives with a beautiful
Today is a special day for Doris. It is her birthday. cake. His grandmother is surprised and she says:
Her grandson Albert is going to her house to — Albert, I can’t believe you baked me a cake!
celebrate her birthday with her. — Yes, Grandma, a carrot cake! Now we just need
When he arrives, he hugs Doris and gives her a some candles! How many candles do we need,
present and a card that he made for her. Doris Grandma?
makes a special lunch for them. After lunch, she She laughs and says:
tells Albert he can have fruit or an ice lolly for — Oh, Albert, we need a lot of candles!
dessert. Albert likes fruit and ice lollies, but today
is his grandma’s birthday, they should have cake. Page 61
He looks around and sees no cake.
Albert goes to the kitchen while Doris reads a book
in the living room. • Refer students to the words in the Glossary. (Ice
He opens the cupboard to see if his grandmother lolly, cupboard, birthday candles, carrot cake.) Tell
has all the ingredients to make a cake. students all these words were in the story and elicit
He sees flour, sugar… but where’s the milk? Albert the meaning of the words one by one.
doesn’t see any milk. • Accept students’ answers and if they say the words
He opens the fridge, but there isn’t any milk. He in Portuguese, repeat them in English and ask for
runs to the living rooms and says: choral repetition.
— Grandma, we don’t have any milk!
3. Answer the questions.
She says:
— I know, I don’t drink milk. • Remind students of the story. Ask Do you remember
Albert is disappointed, but he can bake a lot of the characters in the story? (Albert and Doris.)
cakes and he knows the recipe for a cake with no • Tell students to think about the story and answer the
milk. But he needs eggs! questions.
— How about eggs, grandma? • Allow students some time to do the activity. Monitor
— Oh, do you need any eggs? and help as needed.
— Yes! Do we have any eggs? • Check answers.
— I don’t know, Albert. Did you check in the Key: A. Because it’s his grandmother’s birthday. B. A
kitchen? birthday cake / carrot cake.
Albert runs to the kitchen again and there they are:
three eggs, the exact quantity he needs! LESSON 2
Now Albert just needs to find the carrots. He looks
around and finds some carrots. He takes three for
WARM-UP
his cake.
He tells his grandmother: • Ask what students remember from the story and act
— Grandma, don’t come into the kitchen, please! out the story with them.
I’m making a surprise for you!

41
ENGLISH
VOLUME 5

4. Number the pictures with the words.

LESSON 3
• Refer students to the pictures and ask Do you know
the name of these foods?
• Point at the first picture and elicit the name of the
ingredient. Have students repeat the word. Tell • Collect the homework, correct them and return the
students to number the words according to the corrected answers in the next lesson.
pictures.
• Allow students some time to do the activity. Monitor WARM-UP
and help as needed. • Ask students to sit down in a circle.
• Check answers. • Play a memory game to revise vocabulary. (Food.)
Key: 1. Flour; 2. Milk; 3. Sugar; 4. Onion; 5. Cheese; • Say When I go to the supermarket I buy carrots.
6. Potato; 7. Carrot; 8. Egg. The student on your right should repeat it and add
another ingredient, for example: When I go to the
Page 62 supermarket I buy carrots and flour. Then, the next
5. Put the food items in the correct basket. student continues and every student should add
another ingredient. They will soon forget, so ask
• Refer students to the baskets. Write countable and
others to help. It should be a fun activity before they
uncountable on the board. Explain to students that
go back to their seats.
some ingredientes are countable, which means that
we can use them in the plural and we can count Page 63
them, like eggs.
• Explain to students that other ingredientes are
6. Complete the sentences with the words.

uncountable, which means that we can never say • Write on the board these phrases, some taken from
them in the plural, because we cannot count them the story: A cake / some cakes; An ice lolly / some ice
individually, like sugar. lollies; Do you need any flour / eggs?; Some sugar, some
• Tell students to write the food in the correct basket. cheese.
• Allow students some time to do the activity. Monitor • Circle the s for plural in cakes and lollies and circle the
and help as needed. interrogation mark. Take the opportunity to revise the
• Check answers. concept of countable / uncountable nouns and elicit
Key: Countable: onion, potato, carrot, egg. whether the nouns are countable or uncountable, one
Uncountable: sugar, cheese, milk, flour. by one, writing C or U above each noun. Proceed to
elicit examples of vowels and consonants. Point to the
board and explore the phrases with the students so as
to elicit the rules for the use of a (before a single noun
• Hand out Chapter 5 worksheet. Refer students to
starting with a consonant sound), an (before a single
exercise 1. Assign the homework by explaining what
noun starting with a vowel sound), some (before plural
students have to do.
nouns or uncountable nouns) and any (in questions for
C and U nouns).
• Point at the first sentence. Ask Is this a question or
an affirmative sentence? (Affirmative.) Is milk a
countable or uncountable noun? (Uncountable.)
Elicit complete sentence. (I need some milk.) Write

42
 DO YOU NEED ANY SUGAR?
CHAPTER 5

it on the board and tell students to do the same in

their books.
• Allow students some time to do the activity. Monitor
and help as needed.
• Hand out Chapter 5 worksheet. Refer students to

• Check answers.
exercise 2. Assign the homework by explaining what
students have to do.
Key: A. some; B. any; C. an; D. a; E. some.

LESSON 4
• Refer students to the Profile. Point at the photo and
elicit who the person is. (Gordon Ramsay.)
• Ask what students know about him. (He’s a famous • Collect the homework, correct them and return the
British chef.) Mention the show Masterchef that corrected answers in the next lesson.
already has a Brazilian version and was starred by
Ramsay, in the American version. WARM-UP
• Read the text and ask students if they know any other • Tell students to close their eyes and imagine they are
famous chefs. in the kitchen of their houses.
• Tell them to look around and check what they have.
Page 64 Ask students to think about what is on the table, in
7. Complete the sentences. cupboards or in the fridge. Give them about half a
minute.
• Point at the first sentence and elicit how to complete
• After that, tell them to open their eyes and make a list
it. (He’s cooking some potatoes.) Write it on the
of the ten things they have in their kitchen. Monitor
board and tell students to do the same in their books.
closely helping students with vocabulary.
• Allow students some time to do the activity. Monitor
• Pair students up and have them read their lists to each
and help as needed.
other making sure they are using a, an and some.
• Check answers.
• Tell students the objective is to find similarities.
Key: A. some; B. some; C. any; D. an; E. an; F. a / some.
• After some time, elicit from the pairs what they have
found in common. Again, make sure students use a,
8. Write to complete the questions.
an and some.
• Tell students Liam and Emma are helping their
mother with the shopping list. Then choose two Page 65
students to read Liam and Emma’s balloons.
9. Complete the list.
• Point at the first question and elicit how to complete
it. (Do you need any cheese?) • Refer students to the list on page 65. Ask Do you
• Write it on the board and tell students to do the same see any of the things you have in your kitchen?
in their books. Have students tick the things they have. Ask them to
• Allow students some time to do the activity. Monitor add more items if they like.
and help as needed. • Ask students to think about two savoury and two
• Check answers. sweet dishes and imagine they are going to make
Key: A. Do you need any cheese?; B. Do you need any them. It is ok if students choose Brazilian dishes
sugar?; C. Do you need any potatoes?; D. Do you need
any onions?; E. Do you need any milk?

43
ENGLISH
VOLUME 5

like brigadeiro or moqueca and use their names in write down the ingredients used to make it. Set the
Portuguese. task for homework.
• Organise students into pairs and tell them they are
going to say to their partners the dish they are going
to make. Their partner must look at the list of items • Hand out Chapter 5 worksheet. Refer students to
they have and ask if the student needs any of that exercises 3 and 4. Assign the homework by explaining
according to the dish. what students have to do.
• Model by saying to the group I’m going to make
feijoada. Ask students to look at their lists and see if
LESSON 5
they have anything that might help you with the dish
and have them ask Do you need any…? Tell them to
answer Yes, I do or No, I don’t accordingly.
• After that, invite two volunteer students to model • Collect the homework, correct them and return the
the dialogue. corrected answers in the next lesson.
• Allow students some time to do the activity. Monitor
and help as needed. WARM-UP
• When pairs have finished, encourage them to repeat • Play Bingo with students. Give each student half a
the dialogue to the whole group. sheet of paper.
• Draw four boxes on the board and tell students to do
TIP the same on the paper.
It is a good idea to model every dialogue before • Tell students to write four words they have studied in
asking students to say them. So, you can ask a the chapter in the boxes.

student Do you need any eggs? just to model the

• Say a word and tell students to cross it out if they
have this word in their boxes.
answer and show the group. Make sure everyone
heard Yes, I do / No, I don’t.
• The student who crosses out all their words first
should shout Bingo!

Page 66 10. Writing time.

• Get students in pairs. Ask them to reveal to each
DIY other their favourite dishes. Refer students to the
words. Tell them to circle the ingredients they need
What is your favourite dish? Draw and write the to make their friend’s favourite dish. Monitor helping
ingredients. students with any ingredients which may not be on
• Refer students to the DIY and remind them that this the list.
is an activity to be done at home. • Then tell students to write sentences. On the board,
• Tell students your favourite dish. You can use the write ... needs... to make... Students must start the
example of the feijoada that was used earlier. Ask if sentences with their friend’s name, list the ingredients
students know what ingredients you need to make and end with the name of the dish.
this dish. • Allow students some time to do the activity. Monitor
• Write a list of ingredients on the board. and help as needed.
• Tell students to think about their favourite dish. Tell • When students have finished, encourage them to
students their task is to draw their favourite dish and share what they wrote and check if they got it right.

44
 DO YOU NEED ANY SUGAR?
CHAPTER 5

• Then point at the fridge and tell students that these

are the ingredients they already have.
HANDS ON • Tell them to write a list of the ingredients they need
to buy to make the recipe.
Illustrate your recipe.
Key: chicken, onions, carrots, tomatoes, flour, salt.
• Tell students they will create an illustrated recipe.
• Tell them to get their list of ingredients to make their
Page 69
favourite dish and tell them to draw the ingredients
and the final dish. 11. Guess the ingredients!
• Allow students some time to do the activity. Monitor • Tell students they are going to be tested on how
and help as needed. much they know about certain food items.
• When students have finished, encourage them to • Refer them to page 69 and explore the images. Ask
share their illustrated recipe. What kind of dish / drink is it? and elicit them one
by one. (Birthday cake, pizza, smoothies and chicken
broth / soup.)
• Hand out Chapter 5 worksheet. Refer students to • Tell students their task is to tick the ingredients that
exercise 5. Assign the homework by explaining what they think go into each dish / drink. Allow a few
students have to do. seconds for students to go over the list and tick items.
• Monitor and help as needed.
LESSON 6 • Pair students up and have them compare their lists.
Check if there are any disagreements.
• After some time, elicit answers from the whole group
and check if they all agree.
• Collect the homework, correct them and return the • After checking answers, have students discuss the
corrected answers in the next lesson. questions in pairs. Monitor closely.
Key: (suggested answers) Birthday cake: milk and
WARM-UP strawberries; Pizza: tomatoes, onions and cheese;
• Draw a tomato on the board and have students guess Smoothie: bananas, oranges, milk; Chicken broth:
what it is. chicken, potatoes, tomatoes, onions, carrots.
• Have students take turns drawing and guessing
ingredients. Page 70

Page 68 SUMMING UP
Remember and write.
SUPER CHALLENGE • Point at the Summing Up in your book and ask
students if they remember what they have studied.
You are going to make a chicken pot pie. Give students the chance to say what they have learnt.
• Refer students to the Super Challenge. Ask Do you • Elicit what students have seen in the chapter.
like chicken pot pie? (Ingredients and quantities.)
• Tell them that for this activity they are going to • Exploit the balloon and revise the uses of a / an /
prepare a shopping list to make chicken pie. some and any. Point at the first picture and elicit its
• Read the ingredient list and clarify any doubts about meaning.
meaning.

45
ENGLISH
VOLUME 5

• Ask students to write the word in the box. • Read the first statement for them and ask Can you
• Repeat procedure for the other pictures and words. say food items?
Key: A. flour; B. sugar; C. potato; D. onion; E. milk; F. • Tell students to draw a tick if they can use the
cheese; G. carrot. vocabulary and language chunks in this statement.
• Tell students to repeat the procedure with other items.
Page 71
NOW, I CAN...
• Refer students to the checklist.

46
 DO YOU EAT HEALTHY FOOD?
CHAPTER 6

CHAPTER 6: DO YOU EAT • Point at the questions, read them to students one by one
and encourage them to think about possible answers.
HEALTHY FOOD? • Depending on your specific context, it may be difficult
to have students sit in a circle on the floor. If that’s
Vocabulary: the case, you can conduct the activity with students
Drink: fizzy drink. at their desks with books open.
Frequency word: sometimes.
Page 74
Recycling:
Food items: vegetables, rice, beans, pasta, salad, ACTIVITIES
pizza, hot dog, hamburger, chips.
1. Look and think.
Frequency words: always, usually, never.
• Refer students to the frame around the song and elicit
Language chunks:
what they can see. (Food.)
I... eat pizza. • Point at the pictures and ask if students can name
the food items.
Materials needed: • Ask What is the song about? Acknowledge
• Chapter 6 homework worksheet (1 copy per students’ answers and tell them that they are going
student). to listen to a song about food.
• Flashcards of food items.
2. Song time.
• Coloured paper.
• Colouring pencils. • Listen to the song before class and make yourself
• Felt tip pens. comfortable with the lyrics.
• Ask students to pay attention and listen to the song.
Objectives: • Play the song once and ask them if they know any

• Learn about healthy and unhealthy foods.

word from the lyrics.

• Talk about frequency.

• Play the song again, pausing the song between lines
and ask students to sing.
• If possible, bring realia such as food items that appear
LESSON 1 in the song or flashcards to convey meaning as you
tell the story.
Pages 72 and 73 • Ask students to look at the lyrics of the song and circle
the names of foods. Monitor and help as needed.
LET’S TALK • Ask Which foods are good for you? Which are
bad? Elicit students answers.
• Ask students to sit in a circle on the floor. Show them
your book open on pages 72 and 73 and ask What
can you see? (A mother and a daughter cooking;
TIP
a hamburger, chips and salad.) Ask Do you like To make this song memorable for students, ask
hamburgers and chips? How about salad? students to clap their hands to the rhythm of
• Refer students to the objectives and say Today we are the song as they hear the names of the foods
going to learn about healthy and unhealthy foods. mentioned.

47
ENGLISH
VOLUME 5

• Check answers.
Key: A. salad; B. chips; C. hot dog; D. fruits; E. vegetables;
• Refer students to the expression in the Glossary. F. pasta; G. fizzy drink; H. rice; I. beans; J. hamburger;
(Keep a balance.) Tell students that this expression K. pizza.
was in the song and elicit its meaning. Help students
by using your hands like a pair of scales to indicate Page 76
balance.
5. Write the names of the foods and complete
• Acknowledge students’ answers and if they say the the crosswords.
words in Portuguese, repeat them in English and ask
for repetition.
• Remind students the name of the foods. Do a listen
and point using the pictures. Now ask students to
find the word in the crossword.
Page 75
• Allow students some time to do the activity. Monitor
3. What type of food from the song do you like and help as needed.
to eat? • Check answers.
• Point at the pictures and elicit what students see. Key: A. vegetables; B. rice; C. pasta D. pizza;
Explain that healthy food is food that is good for you, E. hamburger; F. salad; G. beans.
good for your health. Explain that unhealthy food is
food that is not good for your health.
• Ask students what type of food they like to eat. • Hand out Chapter 6 worksheet. Refer students to
• Answer the question yourself and encourage students exercises 1 and 2. Assign the homework by explaining
to answer the question too.
what students have to do.
• Encourage students to justify their answers.

LESSON 3
LESSON 2

WARM-UP
• Ask students to stand up.
• Collect the homework, correct them and return the
corrected answers in the next lesson.
• Ask if they remember the song from last lesson.
• Play the song, sing and dance with them, encouraging
WARM-UP
them to clap their hands when they say the name of
the food. • Stick the flashcards of foods from this chapter and
from the previous chapter to different walls in the
4. Match the pictures and the words. classroom.
• Refer students to the pictures and the words. Tell • Explain to students that you are going to say the
students they have to match the right words to the name of a type of food and they should move closer
pictures. to the picture that represents it. Read the names of
• Point at the first picture and elicit the word. (Salad.) foods and dishes allowing some time for students to
Mime drawing a line between the image and the move around the classroom.
word.
• Allow students some time to do the activity. Monitor
and help as needed.

48
 DO YOU EAT HEALTHY FOOD?
CHAPTER 6

Page 77
LESSON 4

• Refer students to the Rewind. Read the text, elicit the

frequency words they learnt in chapter 2 and write • Collect the homework, correct them and return the
them on the board. (Always, usually, never.) corrected answers in the next lesson.
• Ask students to come up with sentences with these • After correction, ask Does Carol have healthy or
words. unhealthy eating habits? Elicit opinions from the
whole class.
6. Look and complete.
• Refer students to the graph. WARM-UP
• Draw a graph like the one in the book and elicit where • Draw three vertical lines on the board to separate it
they should place the words. into four parts.
• Ask students where they would put the new word • Write always, usually, sometimes and never at the top
sometimes. Invite students to come to the board and of each part.
write the words in the graph. • Show students the food pictures, and tell them to
• Allow students some time to do the activity in their move according to how often they eat each one.
books. Monitor and help as needed.
• Check answers. Page 78
Key: A. always; B. usually; C. sometimes; D. never.

7. Write T (true) or F (false) according to your • Refer students to the Life Skills. Elicit what they
eating habits.
understand about healthy and unhealthy food and
• Read the first sentence. Say if this sentence is true or read the text.
false for you and write T or F on the board. • Ask students if they think they have a balanced diet.
• Encourage students to do the same.
• Read the other sentences and clarify meaning. Tell 8. Make true sentences about you.
students to think about their lives and write T or F • Point at the first sentence and complete it to make a
for the sentences. true sentence about you. Write it on the board and
• Allow students some time to do the activity. Monitor ask students if they would use the same frequency
and help as needed. word. Encourage them to say which word they would
• When students have finished, encourage them to use to complete the sentence.
share their answers. • Allow students some time to do the activity. Monitor
and help as needed.
• When students have finished, encourage them to
• Hand out Chapter 6 worksheet. Refer students to share their answers.
exercise 3. Assign the homework by explaining what
students have to do. Page 79
9. Rearrange the words and write sentences.
• Point at the first item and elicit sentence in the correct
order. (We never eat hamburgers in the morning.)

49
ENGLISH
VOLUME 5

Write it on the board and tell students to do the same

in their books.
LESSON 5
• Allow students some time to do the activity. Monitor
and help as needed.
• Check answers inviting students to go to the board • Have students walk around the class sharing
and write the sentences. their drawings and finding similarities. Elicit a few
Key: A. We never eat hamburgers in the morning.; similarities at the end.
B. Paul and Karen always eat rice and beans for lunch.;
C. My cousin usually eats pasta on Sundays.; D. I usually WARM-UP
eat hot dogs for dinner.; E. We always eat vegetables. • Mime eating a hamburger and have students guess
what food it is.
10. True or False?
• Have students take turns miming and guessing the
• Tell students they are going to play a guessing game. foods or dishes they are eating. Monitor and help as
Point out to students that there are 6 sentences in needed.
activity 10 and that they will have to complete half of
them with true information and the other half with Page 80
false information.
• Before students complete their sentences, model the HANDS ON
activity by reading the 6 sentences about yourself,
Let’s play a memory game!
with 3 being false. Read the sentences one by one
and have students guess if the sentence is true or
• Refer students to the Hands On and tell them that
they are going to play a memory game.
not about you.
• Refer students to page 167 and tell them to cut out
• Have students complete their sentences. Monitor and
the pictures.
help as needed. • Organise students in pairs and allow them some time
• Get students in pairs and have them read their to play the game.
sentences one by one to their partners and have
their partners guess if the sentences are true or false.
Monitor. TIP
• At the end, ask the class if they learned anything
When you ask students to play the game, model
interesting or surprising about their classmates. Elicit
the way they will match the pairs.
from the whole group.

11. Writing time.

• Hand out Chapter 6 worksheet. Refer students to • Refer students to the text. Read it and clarify meaning
exercise 4. Assign the homework by explaining what of words students didn’t understand.
students have to do. • Tell students to write a text about their eating habits.
Model the activity by talking about yourself.
• Allow students some time to do the activity. Monitor
and help as needed.
• When students have finished, encourage them to
share what they wrote.

50
 DO YOU EAT HEALTHY FOOD?
CHAPTER 6

• Allow students some time to do the activity. Monitor

and help as needed.
• Hand out Chapter 6 worksheet. Refer students to • When students have finished, if they feel comfortable
exercise 5. Assign the homework by explaining what enough, invite students to show their menu to whole
students have to do. group. Remember to elicit from students if they
feel happy about the menus put together by their
LESSON 6 partners.

Pages 82 and 83
SUMMING UP
• Collect the homework, correct them and return the
corrected answers in the next lesson. Remember and write.
• Point at the Summing Up in your book and ask
WARM-UP students if they remember what they have studied.
• Tell students that you are going to give them 30 seconds Give students the chance to say what they have learnt.
to write as many food words as they can remember. • Elicit what students have seen in the chapter. (Food
items and frequency words.)
Page 81 • Point at the first picture and elicit its meaning.
12. Talk to a friend and complete the chart. • Ask students to write the word in the box.
• Organise students in pairs and tell them to talk about
• Repeat procedure for the other pictures and words.
the food they have for each meal. Remind students
• Point at the frequency words. Elicit which of them
describes 100% frequency. Have students write the
to write down their friend’s answers.
• Invite a volunteer student to model the activity. words on the list.
• Allow students some time to do the activity. Monitor Key: A. salad; B. chips; C. hot dog; D. fruit; E. vegetable;,
and help as needed. F. pasta; G. fizzy drink; H. rice; I. beans; J. hamburger;
• When students have finished, if they feel comfortable K. pizza.
enough, invite a few pairs to act out the dialogue to Key: 1. always; 2. usually; 3. sometimes; 4. never.
whole group.
Page 83
SUPER CHALLENGE NOW, I CAN...

Imagine your friend is going to stay at your house

• Refer students to the checklist.

for the weekend. Plan a menu according to the

• Read the first statement for them and ask Can you
information on the chart. say food items?
• Refer students to the Super Challenge. Tell them that • Tell students to draw a tick if they can use the
in this activity they should work with the same person vocabulary and language chunks in this statement.
they worked with in activity 12. • Tell students to repeat the procedure with other items.
• Tell them to imagine their friend is going to spend the
weekend at their house and they should plan a menu
with what they like to eat.
• Remind students to think about keeping a balance
for a healthy diet.

51
ENGLISH
VOLUME 5

CHAPTER 7: WHEN I GROW UP… Page 86

Vocabulary: ACTIVITIES
Jobs: teacher, doctor, bank clerk, lawyer, engineer,
1.Look and think.
programmer, shop assistant, vet, scientist.
• Refer students to the pictures and ask what they
can see.
Language chunks:
• Ask students What will happen in the story?
What does he / she do? Acknowledge students’ answers.
What do you want to be when you grow up?
I want to be a / an... 2. Story time.
• Read the story before class and make yourself
Materials needed:
comfortable with the text and characters.
• Chapter 7 homework worksheet (1 copy per • Get students’ attention and tell them they are going
student). to hear a story.
• Flashcards of jobs. • Read the story to students, making sure you make
• Colouring pencils. eye contact with them. When you read the story,
• A soft ball. make pauses to react to what happens in the story
and encourage students to react as well.
Objectives:
• When you read the dialogue, move places and use
• Learn the names of jobs. different voices as you read the lines of different
• Talk about what you want to be when you grow up. characters, so students can easily identify the
character speaking.
LESSON 1 • Use body language to make the story fun for students.
• If possible, ask two volunteer students to read the
Pages 84 and 85 story aloud.
• If possible, use realia or flashcards to convey meaning

LET’S TALK as you tell the story.

• Ask students to sit in a circle on the floor. Show them I WANT TO BE A DOCTOR
your book open on pages 84 and 85 and ask What Anne is a girl with a lot of dreams. She wants to
can you see? (A boy doing manual work with his live in a house with dogs and cats and she wants
father; a doctor examining a child.)
to travel the world. Her mother always says that
• Refer students to the objectives and say Today we
she needs a good job to make all her dreams
are going to learn jobs and talk about what you
want to be when you grow up. come true, and that’s why Anne studies a lot. She
• Point at the questions, read them to students one wants to be very good at school, so she can have
by one and encourage them to think about possible a great job to make all her dreams come true.
answers and give their opinion about them. Anne studies all the time. She doesn’t have
• Depending on your specific context, it may be difficult time to play with her friends and sometimes she
to have students sit in a circle on the floor. If that’s
the case, you can do the activity with students at their
desks with books open.

52
 WHEN I GROW UP…
CHAPTER 7

doesn’t want to have dinner with her family

Page 87
because she thinks she needs to study all the time.
When someone asks her what she wants to be
• Refer students to the verb in the Glossary. (Grow up.)
when she grows up, she doesn’t even stop to
Tell students that this expression was in the story and
think, she says:
elicit meaning.
— I want to be a doctor! • Accept students’ answers and if they say the words
When she says that she wants to be a doctor, in Portuguese, repeat them in English and ask for
people always tell her that she has to study a lot choral repetition.
to be a doctor. So Anne studies more and more.
One day Anne starts to feel tired. She feels more LESSON 2
and more tired every day but she still studies all day.
One day, when Anne wakes up, she can’t find any WARM-UP
of her books. She looks for her books around the • Ask what students remember from the story and act
house, but they’re gone. out the story with them.
She shouts:
— Dad! Mum! I can’t find my books! Where are
3. Look and write.
they?
Her mum says: • Ask students if they remember what Anne wants to
be when she grows up. (A doctor.) Tell them to circle
— Anne, it’s Saturday. Let’s do something fun
the doctor.
today.
• Point at the first picture and elicit the word. (Engineer.)
But Anne is very worried, she needs to study a lot
• Tell students to look at the pictures and write the jobs.
to be a doctor! She says she needs her books, but
• Allow students some time to do the activity. Monitor
her father says: and help as needed.
— Anne, everybody needs to relax. We can’t work • Check answers.
or study all the time. Key: Circle: D. Doctor. A. engineer; B. teacher;
Anne is very nervous. She says: C. lawyer; D. doctor; E. bank clerk; F. vet; G. shop assistant;
— But I want to be a doctor, dad. I need to study H. programmer.
a lot!
Anne’s mother says: Page 88
— We know, Anne. But spending time with your
family and friends is very important too. Let’s have
a fun day today!
• Refer students to the Profile, point at the picture
and ask students if they recognise the person in the
Her dad says:
picture. (Albert Einstein.)
— If we work and study all the time, we get too • Ask students if they know Albert Einstein’s job.
tired and then we don’t learn anything new. (Scientist.)
Anne thinks about it. She is very tired, it’s true. She • Read the text and ask if students know any other
thinks her parents are right, she needs to relax a scientists.
little. Anne decides to accept her parents’ invitation
and have a fun day!

53
ENGLISH
VOLUME 5

4. Complete the words. Page 89

• Point at the first item and elicit the word. (Doctor.)
5. Look and write T (for true) and F (for false).
Write it on the board and tell students to do the same
in their books. • Point at the first picture and read the sentence. She’s
• Tell students that all these words are jobs. Tell them a doctor. Ask students if the sentence is true or false
to write the complete words. according to the picture. (False.)
• Allow students some time to do the activity. Monitor • Allow students some time to do the activity. Monitor
and help as needed. and help as needed.
• Check answers. • Check answers. Elicit the correct professions as you
• Have students close their books and, in pairs, play check.
Hangman with names of professions. Key: A. F; B. F; C. T; D. T; E. T; F. F.
Key: A. doctor; B. engineer; C. vet; D. bank clerk;
E. programmer; F. shop assistant; G. teacher; H. lawyer. Page 90
6. Look and complete.
• Point at the first speech bubble and read it. What
• Hand out Chapter 7 worksheet. Refer students to does she do? Point at the picture and elicit answer.
exercise 1. Assign the homework by explaining what (Lawyer.)
students have to do. • Allow students some time to do the activity. Monitor
and help as needed.
LESSON 3 • Check answers.
Key: A. lawyer; B. engineer; C. teacher; D. scientist;
E. programmer; F. bank clerk.

• Collect the homework, correct them and return the Page 91

corrected answers in the next lesson.
BELIEVE IT OR NOT
WARM-UP
• Ask students to sit in a circle on the floor. Tell the • Ask Can you think of a very different, unusual
group they are going to revise professions and job? Elicit ideas from the whole class.
members of the family. Tell them they don’t need to • Refer students to the Believe It Or Not.
tell the truth. • Point at the pictures and read the texts.
• Start by saying My father is a programmer. Tell the • Ask students if they would like to do any of these
student next to you to repeat what you just said and jobs. Encourage students to justify their answer.
add a family member and a profession My father is
a programmer and my mother is a doctor.
• Tell students that their job is to add a different family • Hand out Chapter 7 worksheet. Refer students
member and another profession. Ask students to use to exercises 2, 3 and 4. Assign the homework by
the professions they have just studied plus any other explaining what students have to do.
they may know.
• In the circle, students repeat what the students before
them said and add to it. Sentences will become very
long but monitor and help as needed. Stop after at
least one full circle.

54
 WHEN I GROW UP…
CHAPTER 7

• Allow students some time to do the activity. Monitor

LESSON 4 and help as needed.
• Check answers.
Key: A. I want to be a doctor.; B. I want to be a teacher.;
• Collect the homework, correct them and return the C. I want to be a lawyer.; D. I want to be an engineer.
corrected answers in the next lesson.

WARM-UP
• Say When I grow up, I want to be… Throw a soft
• Hand out Chapter 7 worksheet. Refer students to
exercise 5. Assign the homework by explaining what
ball to a student and encourage them to say a job. Tell
this student to throw the ball to another student who students have to do.
should say another job. Help students with vocabulary
they may not know. LESSON 5
7. Write the jobs.
• Point at the first item and elicit the job. (Teacher.)
• Collect the homework, correct them and return the
• Allow students some time to do the activity. Monitor
corrected answers in the next lesson.
and help as needed.
• Check answers. WARM-UP
Key: A. teacher; B. doctor; C. engineer; D. bank clerk;
• Mime teaching a class and have students guess the job.
E. programmer; F. vet.
• Get students in pairs and have them take turns
miming and guessing jobs. Invite a few students to
mime in front of the class if they like.
• Refer students to the Cult and ask them if they know
any books about professions. Page 93
• Read the text and tell students that this is a book
about a boy who talks about his dream job. SUPER CHALLENGE
• Ask students What is your dream job? Encourage
students to use their creativity and imagination and What do they do?
even invent jobs if they like. They have seen some • Tell students that they are going to read texts and
unusual jobs already. Elicit ideas from the whole find out what jobs they describe.
group. • Read the first text and elicit the job. (Doctor.)
• Allow students some time to do the activity. Monitor
Page 92 and help as needed.
8. Look at the pictures and write sentences. • Check answers. Ask students what helped them work
• Point at the text and read the question and the answer.
out which job was which.

• Point at the first picture and elicit what the boy wants Key: A. doctor; B. a teacher; C. a programmer; D. a vet.
to be when he grows up. (A doctor.) Write When I
grow up, I want to be a doctor and tell students to do
the same in their books.

55
ENGLISH
VOLUME 5

Page 94 • Allow students some time to do the activity. Monitor

and help as needed.
• When students have finished, encourage them to
HANDS ON share what they wrote.

Draw your dream job. 10. Talk to a friend.

• Ask students What’s your dream job? Again, allow
students to be imaginative and invent their dream job, • Organise students in pairs and tell them to ask each
for example, their dream job might be popcorn taster other what they want to be when they grow up.
or something that really exists like computer games • Encourage students to ask questions about their
reviewer. Encourage them to say what they think is friend’s family members as well, more specifically
special about this job. about young brothers, sisters and cousins. In case of
• Tell them to draw themselves doing their dream job. very small friends, tell students to ask and talk about
• Allow students some time to draw and colour. Monitor their best friend’s plans for the future.
and help as needed. • Allow students some time to do the activity. Monitor
• When students have finished, encourage them to share and help as needed.
their drawings. • When students have finished, encourage them to
pair up with other students and continue the activity.
At the end, ask the whole group what they learned
about their classmates, their families and best friends.
• Hand out Chapter 7 worksheet. Refer students to
exercise 6. Assign the homework by explaining what Page 96
students have to do.
SUMMING UP
LESSON 6 Remember and write.
• Point at the Summing Up in your book and ask
students if they remember what they have studied.
Give students the chance to say what they have learnt.
• Collect the homework, correct them and return the • Elicit what students have seen in the chapter. (Jobs.)
corrected answers in the next lesson. • Point at the first picture and elicit the job. (Engineer.)
WARM-UP
• Ask students to write the word in the box.
• Repeat procedure for the other pictures and words.
• Tell students to stand up. Play a song and tell them Key: A. engineer; B. teacher; C. lawyer; D. doctor;
to walk around the classroom. When you pause the E. bank clerk; F. scientist; G. vet; H. shop assistant;
song, they should stop and ask What do you want to I. programmer.
be when you grow up? to a friend near them.
Page 97
Page 95
9. Writing time. NOW, I CAN...
• Point at the speech bubble and read it. Tell students • Refer students to the checklist.
to write a text about jobs, talking about themselves • Read the first statement for them and ask Can you
and family members. Tell them this time they must say what jobs you learnt?
use real information. • Tell students to draw a tick if they can use the
• Model the activity by talking about jobs in your family. vocabulary and language chunks in this statement.
• Tell students to repeat the procedure with the other
items.

56
 HOW MUCH IS THE GREEN T-SHIRT?
CHAPTER 8

CHAPTER 8: HOW MUCH IS THE LESSON 1

GREEN T-SHIRT?
Pages 98 and 99
Vocabulary:
LET’S TALK
Clothes: trainers, jacket.
• Ask students to sit in a circle on the floor. Show them
Recycling: your book open on pages 98 and 99 and ask Can
you describe the picture? (There is a mother and
Clothes: T-shirt, dress, skirt, trousers, sandals, coat.
a daughter, who are shopping for clothes; a boy who
Colours: black, white, blue, green, yellow, orange,
is choosing clothes in a shop.)
pink, red, purple.
• Refer students to the objectives and say Today we
Language chunks: are going to learn about clothes and check if
Can I help you? you remember some colours.
How much is the...? • Point at the questions, read them to students one by one
It’s... and encourage them to think about possible answers.
I’ll take it. • Depending on your specific context, it may be difficult
to have students sit in a circle on the floor. If that is
Materials needed: the case, you can conduct the activity with students
at their desks with books open.
• Chapter 8 homework worksheet (1 copy per
student). Page 100
• Flashcards of clothes.
•
ACTIVITIES
Flashcards of colours.
• Colouring pencils.
• Coloured paper.
• Scissors. 1. Look and think.
• Glue. • Refer students to the image and elicit what students
• Optional: realia material (clothes). can see. (Clothes.)
• Ask What is the song about? Accept students’
Objectives:
answers and tell them that they are going to listen
• Learn the names of items of clothing. to a song about clothes and the price they cost.
• Describe clothes.
• Ask and answer questions about the price of clothes. 2. Song time.
• Use numbers to talk about price. • Listen to the song before class and make yourself
comfortable with the lyrics.
• Ask students to pay attention and listen to the song.
• Play the song, pausing after each line and encourage
students to sing after you.
• Play the song one more time and invite students to
sing and dance.
• If possible, bring realia such as flashcards to convey
meaning as you tell the story.

57
ENGLISH
VOLUME 5

Page 101 Page 103

5. Find the words and complete.

• Refer students to the word in the Glossary.

• Point at the first picture and elicit the missing word.
(Skirt.) Tell students to look at the pictures and find
(Everywhere.) Tell students this word was in the song
the missing words in the crossword puzzle.
and elicit meaning.
• Allow students some time to do the activity. Monitor
• Accept students’ answers and if they say the word in
and help as needed.
Portuguese, repeat it in English and ask for repetition. • Check answers.
Key:
3. Answer the questions.
X G T E Y E L L O W P N J G N
• Refer students to the questions. Read them and clarify Y R R R X X U N F Q J J D D R
meaning. Briefly revise the concept of frequency and S E A T F O R A N G E O X P V
frequency words students have studied before. F E I Q K A F P N J X L I H P
• Answer the questions yourself to model the activity. E N N T P Y S U Y S P M L F H
• Allow students some time to do the activity. Monitor T E E R L M G L W M M O B F C
and help as needed. W I R O K V D E Q L W J N V M
• When students have finished, encourage them to A M S U N L X B R Y S S A B Q
share their answers. S I C S M X F R K Z Q H I D A
G S T E R B Z B Y H T F W T S
P Q T R S J W O I T S R P S K
E O G S X F P B O H N K D H I
• Refer students to the Connections and tell them that U W M Z W Q G G L P H A J K R
in this chapter they are going to do some maths O F K H D J Z O K A E X M H T
operations. Read the text and tell them they are going G V G K O D V K G H T R N H H
to study more about this in their maths classes. A. skirt; B. trousers; C. yellow; D. green; E. trainers;
F. orange.
LESSON 2
Page 104
WARM-UP
6. Bingo!
• Ask students to stand up.
• Ask if they remember the song from last lesson. • Refer students to the bingo card. Tell them to
• Play the song, sing and dance with them. colour seven numbers of their choice. It’s important
• Play it again. This time ask them to clap every time to emphasise that they should colour only seven
they hear a colour word. numbers.
• Allow students some time to choose and colour the
Page 102 seven numbers.

4. Match the pictures and the words.

• When students are ready, randomly call out numbers
from 1 to 25 and tell students to draw a cross on their
• Point at the first picture and elicit the word. (T-shirt.) charts when you call a number they have coloured.
• Allow students some time to do the activity. Monitor • Explain to students that they need to say bingo when
and help as needed. the seven numbers they selected have been called by
• Use the flashcards of clothes to check answers. the teacher.
Key: A. T-shirt; B. dress; C. skirt; D. trousers; E. trainers;
F. sandals; G. jacket.

58
 HOW MUCH IS THE GREEN T-SHIRT?
CHAPTER 8

Page 106

• Hand out Chapter 8 worksheet. Refer students to BELIEVE IT OR NOT

exercise 1. Assign the homework by explaining what
students have to do. • Refer students to the picture and have them try to
predict what it is about. (Exchanging goods and
LESSON 3 services.)
• Read the text. Tell students to look around and think
of things they would barter with a classmate. Elicit
a few ideas from the whole group just for a laugh.
• Collect the homework, correct them and return the
corrected answers in the next lesson.

WARM-UP • Hand out Chapter 8 worksheet. Refer students to

exercises 2 and 3. Assign the homework by explaining
• Mime putting on a T-shirt and have students guess
what students have to do.
what item it is.
• Have students take turns miming and guessing
clothing items. LESSON 4

Page 105
7. Read and complete the dialogues. • Collect the homework, correct them and return the
• Draw a T-shirt on the board and elicit the word. Elicit corrected answers in the next lesson.
how we can ask the price of a T-shirt. (How much is
WARM-UP
this T-shirt?)
• Draw a pair of trousers on the board and elicit the • Tell students they are going to play the game I spy
word. Elicit how we can ask the price of trousers. with my little eye.
(How much are these trousers?)
• Invite students to move around the class looking for

• Explain to students that we use the plural to talk

items (it can be objects, clothes or classroom items)
that you mention. Be sure to explain that you are
about the items of clothing that we wear on our feet
going to mention only the colour.
and legs.
• Point at the first selection of words and elicit what
• Say I spy with my little eye something red.
Students need to move around the class pointing at
currency is represented by the £ symbol. (The British
or naming red items until they discover what you were
pound.)
spying. Repeat procedure with other colours.
• Refer students to the pictures and dialogues. Tell them
to look at the pictures and complete the dialogues
with the words from the boxes.
TIP
• Allow students some time to do the activity. Monitor It would be interesting if students wore different
and help as needed. items of clothing. However, since they must be
• Check answers. wearing a uniform, stick to colourful objects
Key: A. is / black / £38; B. are / trainers / £56; C. is / coat around the room.
/ £25.

59
ENGLISH
VOLUME 5

SUPER CHALLENGE LESSON 5

Help Emma calculate how much she can spend.

• Refer students to the Super Challenge. Tell them they are
going to help Emma calculate how much she can spend.
• Have students compare their drawings and check if
• Ask students where Emma lives. (Canada.) Explain they drew similar clothing items.
to them that the money there is the Canadian dollar.
• Ask students to find out how much money she gets WARM-UP
as pocket money. ($65.) • Tell students they are going to play a game called
• Tell them to choose an outfit for her, draw it and Chinese Whispers. Ask them to stand in two queues.
write how much money she spent and how much • Explain that you are going to whisper a colour and an
money she has left. item of clothing to both teams, for example Purple
• Allow students some time to do the activity. Monitor jacket. The last student on each row is going to be
and help as needed. the first to receive the message. When you say Go!,
• When students have finished, encourage them to students are supposed to whisper the message to the
share their drawings. next student on their team until it reaches the student
standing in front of the queue.
Page 107 • This student is supposed to shout or write on the
8. Writing time. board what he/she has heard.
• Point at the pictures and ask where they think the • Repeat procedure with more items and rearranging
people are. (At a shopping centre.) the students in the queues.
• Tell students you’re going to read two situations and
they’ll have to write dialogues for one of them.
• Read: HANDS ON
• A. You’re going to spend the summer holidays
on the beach. Create a dialogue where you Role play the dialogue of a clothes shop.
buy items for your travel. • Refer students to the Hands On. Tell them they are
• B. You are going to spend the winter holidays going to create a clothes shop.
in a mountain. Create a dialogue where you • Tell students to open their books to page 169 and
buy items for your travel. cut out the items of clothing they would like to have
• Ask students to tick the picture they choose to create in their shop.
the dialogue. • Allow students some time to do the activity. Monitor
• Tell them that they are going to write the complete and help as needed.
dialogue. • Organise students in pairs and tell them to look at the
• Allow students some time to do the activity. Monitor clothes shop they created and take turns role playing
and help as needed. the customer and the shop assistant.
• If time allows, when students have finished, organise • Invite a volunteer student to the front of the class and
them in pairs and tell them to act out the dialogue. have them model the activity with you.
• Allow students some time to do the activity. Monitor
and help as needed.
• Hand out Chapter 8 worksheet. Refer students to • When students have finished, invite pairs to act out
exercise 4. Assign the homework by explaining what the dialogue in front of whole group.
students have to do.

60
 HOW MUCH IS THE GREEN T-SHIRT?
CHAPTER 8

TIP
• Hand out Chapter 8 worksheet. Refer students Tell students you are going to play I spy with
to exercises 5, 6 and 7. Assign the homework by colours. Explain you will say a sentence and they
explaining what students have to do. have to guess the object you are looking at. E.g. I
spy with my little eye something that is red. Repeat
LESSON 6 procedures for all the colours: black, white, blue,
green, yellow, orange, pink, red, purple.

• Have students compare their findings about the Page 108

qualities that best describe them.
• Collect the homework, correct them and return the SUMMING UP
corrected answers in the next lesson. Remember and write.
• Point at the Summing Up in your book and ask
WARM-UP students if they remember what they have studied.
• Tell students to sit in a circle on the floor. Explain that Give students the chance to say what they have learnt.
they will play a game that needs concentration and • Elicit what students have seen in the chapter. (Clothes,
good memory. colours and prices.)
• Say a sentence such as Let’s go to the shopping • Point at the first picture and elicit its meaning.
center and buy blue trousers. Encourage students • Ask students to write the words in the box. (Purple
to repeat the same sentence until they memorise it. trainers.)
• Invite the student on your left to say the same • Repeat procedure for the other pictures and words.
sentence and include another colour and item at the Key: A. pink trainers; B. red trousers; C. yellow jacket;
end of it. D. blue t-shirt; E. brown sandals; F. orange dress; G.
• Repeat procedure with students until they can black skirt.
remember all the items that were said.
Page 109
TIP NOW, I CAN...
Tell students they are going to play Bingo! Elicit all • Refer students to the checklist.
the clothes items they have learnt in the chapter. • Read the first statement for them and ask Can you
Write them on the board. Elicit other clother items say the names of clothing items?
students know or learnt in the other volumes, i.e.,
• Tell students to draw a tick if they can use the
gloves, etc. Also write them on the board. Have
vocabulary and language chunks in this statement.
students draw a bingo grid in their notebooks or on
a piece of paper. Tell them to choose from words
• Tell students to repeat the procedure with other
items.
on the board to complete their grids. Allow them
sometime to do that. You may write the words on
pieces of paper or call out the words on the board.

61
ENGLISH
VOLUME 5

CHAPTER 9: AROUND TOWN can you see? (A girl at the supermarket; a girl at the
bakery.)
• Refer students to the places in the city and say Today
Vocabulary: we are going to learn how to ask questions
Places in a city: chemist, bakery. about places in the city, identify what we can
Actions: study, buy clothes / food / medicine, work. do in each place.
Prepositions of place: between. • Point at the questions, read them to students one
by one and encourage them to think about possible
Recycling: answers.
Places in a city: school, bank, supermarket, shopping • Depending on your specific context, it may be difficult
centre. to have students sit in a circle on the floor. If that’s
Prepositions of place: next to, opposite, behind. the case, you can conduct the activity with students
Language chunks: at their desks with books open.

Where’s the...? Page 112

It’s... the...
What do you do at the...? ACTIVITIES
Materials needed: 1. Look and think.
• Chapter 9 homework worksheet (1 copy per student). • Refer students to the story. Point at the pictures one
• Recycling materials. by one and elicit what they can see.
• Scissors. • Ask What will happen in the story? Encourage
• Glue. students to say what they think will happen in the
• Coloured paper. story based on the scenes in the book.
• Cellophane paper.
• Markers. 2. Story time.
• Scotch tape.
• Plastic bottle. • Read the story before class and make yourself
• Coloured pencils. comfortable with the text.
• Get students’ attention and tell them they are going
Objectives: to hear a story.
• Read the story to students, making sure you make
• Learn about new places in the city.
eye contact with them. When you read the story,
• Say what they do in places in a city.
make pauses to react to what happens in the story
• Ask questions about places in a city.
and encourage students to react as well.
• When you read the dialogue, move places and use
LESSON 1 different voices as you read the lines of different
characters so students can easily identify the character
Pages 110 and 111 speaking.
• Use body language to make the story fun for students.

LET’S TALK • If possible, bring props such as a hat to identify

characters as you read the dialogue lines.
• Ask students to sit in a circle on the floor. Show them
your book open on pages 110 and 111 and ask What

62
 AROUND TOWN
CHAPTER 9

WHERE’S THE SUPERMARKET? Naomi thanked the lady and she asked only one
Naomi is a ten-year-old girl who lives in a very small more question:
town where she knows everybody. She studies at — Is the bakery in front of the supermarket?
a school near her house, so every day she walks to — Yes, it is.
school. Naomie thanked her again for her help and
One day, her mother asks her for a big favour. She followed her directions to get to the supermarket
gives Naomi a list and says: and the bakery.
— Naomi, could you go to the supermarket after At the supermarket she bought what her mum
school? You need to buy milk, fruits, cereal, carrots
had asked for: milk, fruits, cereal, carrots and
and mayonnaise.
mayonnaise. Then she went to the bakery where
Naomi was so happy to know that her mother trusted she bought a delicious chocolate cake, her favourite
her to go to the supermarket! She said:
type.
— Yes, yes, yes!
When she went back home, she was very proud
Her mother saw how happy Naomi was and asked her: of herself for being so independent and helpful.
— And could you go to the bakery to buy a cake
for dessert?
Naomi was so happy, she said yes, she could go to Page 113
the bakery. She loves the smell of bread!
Her mother asked:
— Do you remember how to get there, Naomi? • Refer students to the words in the Glossary. (Busy,
— Yes, mum! I always go to the bakery with you corner.) Tell students these words were in the story and
after school. elicit meaning.
So, after class, Naomi left school to go to the • Accept students’ answers and if they say the words
supermarket but on her way there she realised in Portuguese, repeat them in English and ask for
that there was something wrong. She had probably choral repetition.
taken a wrong turn, because she didn’t know
where she was. Naomi was lost! LESSON 2
She asked herself: “I go to the supermarket every
week. How did I get lost?”
WARM-UP
But Naomi was a very smart girl! So, when she
saw an elderly lady walking her dog, she stopped • Ask what students remember from the story and act
her and said: it out with them.
— Excuse me, madam, but I’m lost. Can you help
3. Reorder according to the story.
me? Where is the supermarket?
The lady was so nice. She got her mobile and • Refer students to the sentences and ask Do you
showed the city map to Naomi: remember the sequence of the story?

— Don’t worry, the supermarket is near here. It’s

• Ask students to write numbers organising the
on the next block, between the chemist and the sequence of facts according to the story.
bank. Just turn left on the next corner. Key: A. 4; B. 2; C. 3; D. 6; E. 5; F. 1.

63
ENGLISH
VOLUME 5

WARM-UP
4. Draw what Naomi bought at the
supermarket.
• Ask students to sit in a circle with a plastic bottle in
the middle.
• Ask what students remember from the story. Ask
• Either you spin the bottle or have a student do that.
Do you remember what Naomi bought at the
When it stops spinning, the student the bottle is
supermarket? Elicit the food items. (Milk, fruits,
pointing at has to answer a question about the story.
cereal, carrots and mayonnaise.)
The questions can be Who are the characters from
• Tell them to draw what Naomi bought.
the story? Where does the story happen? What
• Allow students some time to do the activity. Monitor
happens in the story? What places are mentioned
and help as needed.
in the story? Have a number of questions prepared
• Encourage students to show their drawings.
beforehand. After the student has answered the
Key: Milk, fruits, cereal, carrots and mayonnaise. question, they can spin the bottle for the next student
to answer.
Page 114
5. Match the pictures and the words. Page 115
• Refer students to the pictures and ask if they know 6. Complete the sentences.
what each picture means. • Refer students to the activity. Elicit what we can do
• Read the words in the boxes and ask for repetition. in each place in a city.
• Allow students some time to do the activity. Monitor • Tell students to complete the sentences with the
and help as needed. words from the boxes.
• Check answers. • Point at the first sentence and ask them to complete
Key: A. school; B. bank; C. supermarket; D. chemist; with the best answer. Model the first answer on board.
E. shopping centre; F. bakery. (I study at school.)
• Allow students some time to do the activity. Monitor
and help as needed.

• Hand out Chapter 9 worksheet. Refer students to

• Check answers.

exercises 1 and 2. Assign the homework by explaining Key: A. study; B. food; C. medicine; D. work; E. clothes;
what students have to do. F. eat.

Page 116
LESSON 3
7. Listen and point.
• Refer students to the pictures. Point at the first one
• Collect the homework, correct them and return the and use it to teach between. Do the same for the
corrected answers in the next lesson. others. Revise behind, next to and opposite as well.
• For activity 2, have students compare their answers in
pairs. If they live in the same neighbourhood, check
if they have similar numbers.

64
 AROUND TOWN
CHAPTER 9

TIP LESSON 4
Use classroom materials such as pencils and erasers
to revise and practise prepositions. Also, use the
board to draw elements like the circle and boxes • Collect the homework, correct them and return the
to illustrate next to and opposite. Remember that corrected answers in the next lesson.
to illustrate opposite it is important to use the idea
of the two elements facing each other. WARM-UP
• Start the class showing students two or three
objects.
• Put the objects in different positions and ask students
8. Look and complete.
to use the prepositions to describe their position.
• Refer students to the map. Ask them to locate each
place on the map. 10. Unscramble the sentences and answer.
• Tell students to complete the sentences according • Write on the board the frequency words the students
to the map. have learnt in the previous chapters. (Usually,
Key: A. between; B. opposite; C. next to. sometimes, always and never.)
• Point at the first sentence and elicit the correct order.
Page 117 Say What do you do at the supermarket? Tell
9. Talk to a friend. students to use the frequency words you wrote on
the board to answer the questions. Elicit answers using
• Ask How often do you go to the supermarket?
all the four frequency words.
Answer the question yourself and encourage students
• Encourage them to answer and write their response
to answer as well.
on the board.
• Invite a volunteer student to model the activity with you.
• Allow students some time to do the activity. Monitor
• Organise students in pairs and tell them to ask
and help as needed.
questions about how frequently they visit places in
• Check answers.
a city.
Key: A. What do you do at the supermarket? I (open
• Allow students some time to do the activity. Monitor
answer).; B. What do you do at the shopping center?
and help as needed.
(open answer); C. What do you do at the chemist? (open
• When pairs have finished, elicit a few answers from
answer).
the whole group.

11. Talk to a friend.

• Refer students to the Rewind and tell them they

• Point at Emma’s and Liam’s speech bubbles and read
them to students. Ask Which frequency word
studied frequency words in chapters 2 and 4.
could we use in Liam’s answer? Elicit answers.
(The most obvious would be always or usually but
welcome sometimes and never for the fun of it.)
• Hand out Chapter 9 worksheet. Refer students to
exercise 3. Assign the homework by explaining what
students have to do.

65
ENGLISH
VOLUME 5

• Organise them in pairs and tell them to ask each other

questions about what they do in different places in
LESSON 5
a city.
• Invite a volunteer student to model the activity to
whole group. Have students practice the dialogue • Have students compare their choices and elicit a few
using other places. Encourage students to use the from the whole group.
frequency words in their answers.
WARM-UP
Page 118
• Ask students to stand in a circle.
12. Find the words and complete. • Then, ask them to retell the story. Going clockwise,
• Explain to students that they have to find the words students can only say one sentence at a time. In
in the wordsearch and complete the sentences. case of a mistake, students can be challenged and
• Allow students some time to do the activity. Monitor corrected by their classmates.
and help as needed.
Page 119
• Check answers.
Key: 13. Read the shopping lists and draw the
places in a city.
T A J W D O O W V G D C B H I
S V P W Z S H B G L A Z A T W • Point at the first shopping list and read it. Ask students
C V O O S U P E R M A R K E T where you should go to buy these items. (Supermarket.)
A A A E H Q Y X Y L J P E A F • Tell students to read the lists and draw the places
C H E M I S T K J K W M R V H where they can get these items.
U H A Q A Y J B D S N S Y Q N • Allow students some time to do the activity. Monitor
R H X R M M H L M Z K C F K Y and help as needed.
W L K H B B G Q M X A H S Z B • Check answers.
E Q Q S S H E G U U K O E H A Key: A. supermarket; B. chemist; C. shopping centre.
I V A Z Y Z X C F L E O E K N
K W A W L C H Q U W N L U H K
Page 120
O I U E T R F R M N A S B V U
K Z I P A U C S N P K U T L O SUPER CHALLENGE
S H O P P I N G C E N T E R O
G J Z V Q J W C Q Z F T O F R
Draw a city map according to the instructions.
A. supermarket; B. bakery; C. school. • Explain to students that they have to follow the
instructions to draw a map.
• Allow them some time to do the activity. Monitor
• Hand out Chapter 9 worksheet. Refer students to
and help as needed.

exercise 4. Assign the homework by explaining what

• Check with them by drawing the map on the board.
Alternatively, distribute markers or chalk randomly
students have to do.
and have a few students go to the board and draw
the map collectively.

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 AROUND TOWN
CHAPTER 9

Page 121 15. Talk to a friend and describe your

group’s city.
14. Writing time.
• Organise students in pairs, tell them to pair up with
• Read the first question, answer it and write your students from other groups. Now ask students to
answer on the board. Encourage students to answer describe the city their group built.
the question. • Invite a volunteer student to the front of the class to
• Allow students some time to do the activity. Monitor model the activity.
and help as needed. • Allow students some time to do the activity. Monitor
and help as needed.

• Hand out Chapter 9 worksheet. Refer students to

Page 122
exercise 5. Assign the homework by explaining what
SUMMING UP
students have to do.
Remember and write.

LESSON 6 • Point at the Summing Up in your book and ask

students if they remember what they have studied.
Give students the chance to say what they have learnt.
• Elicit what students have seen in the chapter. (Places
• Have students compare their maps. Check if different in a city and prepositions.)
students have drawn the same block and have them • Point at the first picture and elicit its meaning.
compare their maps. • Ask students to write the word in the box.
• Repeat procedure for the other pictures and words.
WARM-UP Key: A. school; B. chemist; C. supermarket; D. shopping
• Start the class by playing a drawing-and-guessing centre; E. bank; F. bakery.
game with students. 1. between; 2. behind; 3. next to; 4. opposite.
• Ask students to sit in a circle on the floor.
• Ask one student to come up in front of the class and Page 123
draw a word that you will whisper to them. The word
should be related to the places in a city.
NOW, I CAN...
• The first student to guess the word right, will be the • Refer students to the checklist.
next to draw a word on the board. • Read the first statement for them and ask Can you
• Repeat the procedure a few times. say places in a city?
• Tell students to draw a tick if they can use the
vocabulary and language chunks in this statement.
HANDS ON • Tell students to repeat the procedure with other items.

Create a collective city using different materials.

• Refer students to the picture and elicit what they
can see.
• Organise students in small groups of 3 to 4 students
and explain that they have to create a collective city
using recycling materials.
• Allow students some time to do the activity. Monitor
and help as needed.

67
ENGLISH
VOLUME 5

•
CHAPTER 10: SCHOOL ROUTINE Refer students to the objectives and say Today we
are going to learn school subjects, days of the
week and how often you do things. Point at the
Vocabulary: questions, read them to students one by one and
School subjects: arts. encourage them to think about possible answers.
Time expressions: once, twice, three times. • Depending on your specific context, it may be difficult
to have students sit in a circle on the floor. If that is
Recycling: the case, you can conduct the activity with students
School subjects: maths, English, Portuguese, history, at their desks with books open.
science, PE, geography.
Page 126
Days of the week: Sunday, Monday, Tuesday,
Wednesday, Thursday, Friday, Saturday.
ACTIVITIES
Language chunks:
When do you have... classes? 1. Look and think.
On... and... • Refer students to the image and elicit what students
... a week. can see. (Pictures related to school and school subjects.)
• Ask What is the song about? Accept students’
Materials needed: answers and tell them that they are going to listen
• Chapter 10 homework worksheet (1 copy per to a song about school subjects.
student).
2. Song time.
• Colouring pencils.
• Scissors. • Listen to the song before class and make yourself
• Glue. comfortable with the lyrics.
• A soft ball. • Ask students to pay attention and listen to the song.
• Play the song once, pausing after each line and
Objectives: encourage students to sing after you.

• Talk about school subjects.

• Play the song one more time and invite students to

• Talk about days of the week.

sing and dance.

• Talk about their school timetable.

LESSON 2
LESSON 1
WARM-UP

Pages 124 and 125 • Ask students to stand up.

• Ask if they remember the song from last class.

LET’S TALK • Play the song, sing and dance with them.

• Ask students to sit in a circle on the floor. Show them

your book open on pages 124 and 125 and ask What
can you see? (Children painting and children having
classes in a library.)

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 SCHOOL ROUTINE
CHAPTER 10

Page 127 Page 128

3. Complete the timetable according to the 4. Match the pictures and the words.
song.
• Refer students to the pictures and the words. Tell
• Revise days of the week by saying Monday and students they must match the right words to the
asking students to say the other days of the week pictures.
in order. • Point at the first image and elicit the word. Write it
• Refer students to the timetable. Point at Monday and on the board and tell students to write words under
ask students to say which is the correct subject to the pictures in their books.
complete it. Ask What lesson is on Monday in the • Allow students some time to do the activity. Monitor
song? (Science.) and help as needed, then check answers.
• Allow students some time to do the activity. Monitor Key: A. maths; B. history; C. science; D. geography;
and help as needed. E. arts; F. physical education; G. English; H. Portuguese.
• Check answers. A fun way to correct activities related
to the song is by playing it again. Page 129
Key: Monday: science; Tuesday: maths; Wednesday:
5. Look and complete.
English and maths; Thursday: science; Friday: maths.
• Refer students to the timetable. Tell students to
imagine that is their timetable. Point at the pictures
TIP
representing subjects and elicit the words.
When you teach days of the week, it’s a good idea • Write once, twice and three times on the board and
to encourage students to give examples of their explain meaning.
own routine / timetable. Accept students’ examples • Point at the arts icon and ask When do you have
and if they say the words in Portuguese, repeat arts classes? (On Fridays.) Then ask How often do
them in English and ask for repetition. you have arts? (Once a week.)
• Elicit completion of the first sentence. (I have arts
classes once a week.) Write it on the board and tell
students to do the same in their books.
• Allow students some time to do the activity. Monitor
• Refer students to the Connections and tell them they
and help as needed.
are learning and practising the same communication
• Check answers.
skills they learn in their Portuguese classes.
Key: A. once; B. once; C. twice; D. once; E. twice; F. once.

BELIEVE IT OR NOT

• Refer students to the Believe It Or Not and ask • Hand out Chapter 10 worksheet. Refer students to
students what they know about schools in other exercises 1 and 2. Assign the homework by explaining
countries. what students have to do.
• Read the text and ask which piece of information
surprised them most.

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ENGLISH
VOLUME 5

Page 130
LESSON 3
7. Look at the timetable and match the
questions and answers.

• Collect the homework, correct them and return the

• Refer students to the timetable. Tell them they are
going to match the questions and answers according
corrected answers in the next lesson.
to the timetable.
• For exercise 2, answers will depend on the day
students did their homework. Have students compare
• Point at the first question and read it. Ask students
to look at the timetable to check if they have PE on
their answers.
Wednesdays. (No.)

WARM-UP • Allow students some time to do the activity. Monitor

and help as needed.
• Have students stand in a circle. Throw a soft ball • Check answers.
to a student and ask a question, for example How
Key: A. No, I don’t.; B. On Mondays.; C. Twice a week;
often do you take out the rubbish? Encourage
D. Yes, I do.; E. Three times a week, on Mondays,
the student with the ball to answer. (I take out the
Wednesdays and Fridays.; F. On Tuesdays and Thursdays.
rubbish once a week.)
• Tell the student who has the ball to throw it to
another student and ask a question.
• Repeat procedure until every student has participated. • Hand out Chapter 10 worksheet. Refer students to
exercise 3. Assign the homework by explaining what
6. Complete to make true sentences about students have to do.
yourself.
• Point at the first sentence and complete it so it’s true LESSON 4
for you.
• Go through the sentences with students to clarify
meaning.
• Allow students some time to do the activity. Monitor
• Collect the homework, correct them and return the
corrected answers in the next lesson.
and help as needed.
• When students have finished, encourage them to
WARM-UP
share what they wrote. Elicit a few examples from
the whole group. • Write once a week, twice a week and three times
a week on three pieces of paper and stick them to
different walls.

• Point at the picture and ask if students know who the

• Ask How often do you eat rice and beans?
Tell students to move closer to the expression that
person is. Tell students that this is Maria Montessori,
answers the question for them.
a famous Italian educator. Ask if students know
anything about her.
• Repeat procedure with a few questions.

• Read the text. Ask if students know any other famous

• Sit with students in a circle on the floor. Show them
the pictures one at a time, asking them questions and
teachers.
encouraging them to use the days of the week and
time expressions.

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 SCHOOL ROUTINE
CHAPTER 10

Page 131 • For activity 4, have students compare their sentences

and then elicit a few ideas from the whole group.
8. Look and write T (for true) and F (for
false). Then correct the false sentences.
• For activity 5, have students share their favourite
places in pairs.
• Refer students to the school timetable. Point at the
icons and elicit the words related to the pictures. WARM-UP
• Point at the timetable and ask When do you have
Portuguese classes? (On Tuesdays, Thursdays and • Sit with students in a circle on the floor. Encourage
Fridays.) students to say a complete sentence about their
• Tell students that they are going to say if the sentences school timetable.
are true or false according to the timetable. Tell them, • Repeat procedure with the other students.
that when they find a false sentence they should
correct it. Page 132
• Allow students some time to do the activity. Monitor 9. Writing time.
and help as needed, then check answers.
• After correcting the activity, organise students in pairs • Point at Emma’s speech bubble and read it to
students.
and tell them to practise asking and answering the
questions.
• Tell them to write about their own school routine.
Tell students they do not have to write about all their
• Tell students to think about their own routine and subjects, but they should choose one or two.
answer the questions.
• To model the activity, invite a few volunteer students • Allow students some time to do the activity. Monitor
and help as needed.
to answer the questions. Allow students some time to
do the activity. Monitor and help as needed.
• When they have finished, encourage students to
share what they wrote and check for discrepancies.
• When students have finished, encourage them to Allow students to discuss and correct their writing,
share their answers.
if that is the case.
Key: A. F, I have maths classes on Mondays, Wednesdays
and Thursdays.; B. T; C. F, I have arts classes on Mondays.;
D. T; E. F, I have geography classes on Tuesdays and SUPER CHALLENGE
Thursdays.; F. T; G. T.
Read and number Liam’s school timetable.
• Point at Liam in the Super Challenge. Tell students
that the activity is a puzzle about Liam’s timetable,
• Hand out Chapter 10 worksheet. Refer students to they must read the sentences to number his school
exercises 4 and 5. Assign the homework by explaining timetable.
what students have to do. • Allow students some time to do the activity. Monitor
and help as needed, then check answers.
LESSON 5 Key:
Time Monday Tuesday Wednesday Thursday Friday

7:00 1 3 2 4 7

7:45 2 7 1 2 3

• Collect the homework, correct them and return the 8:30 5 6 5 6 8

corrected answers in the next lesson.

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VOLUME 5

Page 134

• Hand out Chapter 10 worksheet. Refer students to SUMMING UP

exercises 6 and 7. Assign the homework by explaining Remember and write.
what students have to do. • Point at the Summing Up in your book and ask
students if they remember what they have studied.
LESSON 6 Give students the chance to say what they have learnt.
• Elicit what students have seen in the chapter. (School
subjects, days of the week and frequency words.)
• Point at the first picture and elicit its meaning.
• Collect the homework, correct them and return the
• Ask students to write the meaning in the box.
corrected answers in the next lesson.
• Repeat procedure for the other pictures and words.
• For activity 7, have students show their drawings to
Key: A. maths; B. history; C. science; D. geography;
their classmates. The classmates must guess which
E. arts; F. PE; G. English; H. Portuguese.
school subject they drew.
Page 135
WARM-UP
NOW, I CAN...
• Tell students to get their own school timetable and
ask for some volunteers to talk about their school
• Refer students to the checklist.

routine.
• Read the first statement for them and ask Can you
say school subjects?
• Praise students’ initiative to participate.
• Tell students to draw a tick if they can use the
vocabulary and language chunks in each statement.
Page 133
• Tell students to repeat the procedure with other
items.
HANDS ON

Create your dream timetable.

• Refer students to the Hands On. Tell them they are
going to complete the timetable.
• Organise students in groups and tell them to draw
their ideal timetable. The group needs to decide
together how they will organise their dream timetable.
• Tell students to go to page 171, cut out icons and
paste them to the timetable they drew on page 133.
• Allow students some time to paste the icons.
• Then divide students in pairs and tell them to ask each
other questions about the timetables they created
with their groups.
• Invite a volunteer student to model the activity with you.
• While students talk, monitor and help as needed.

72
 HAPPY OR SAD?
CHAPTER 11

•
CHAPTER 11: HAPPY OR SAD? Refer students to the objectives and say Today we
are going to talk about feelings.
• Point at the questions, read them to students one by one
Vocabulary: and encourage them to think about possible answers.
Feelings: scared, surprised, confused. It’s really important to make them feel comfortable to
answer what they think about the topic.
Recycling: • Depending on your specific context, it may be difficult
Feelings: happy, sad, angry, bored. to have students sit in a circle on the floor. If that’s
the case, you can conduct the activity with students
at their desks with books open.
Language chunks:
I’m... Page 138
He / She is...
When do you feel...?
ACTIVITIES
Materials needed: 1. Look and think.
• Chapter 11 homework worksheet (1 copy per • Refer students to the scenes in the story. Encourage
student). students to describe what they see. It’s not a problem
• Flashcards of feelings. if they answer in Portuguese, just say their answers
• Colouring pencils. in English if that happens.
• Paper.
• Play-Doh. 2. Story time.
• 1 balloon per student. • Read the story before class and make yourself
• Felt tip pens. comfortable with the text.
• A soft ball. • Ask students to sit in a circle on the floor. Tell them
they are going to hear a story.
Objectives:
• Read the story to students, making sure you make
• Identify feelings. eye contact with them. When you read the story,
• Understand their feelings. make pauses to react to what happens in the story
• Talk about their feelings. and encourage students to react as well.
• When you read the dialogue, move places and use
LESSON 1 a different voice as you read the lines of different
characters, so students can easily identify the
character speaking.
Pages 136 and 137
• Use body language to make the story fun for students.

LET’S TALK • If possible, use flashcards to convey meaning as you

tell the story.
• Ask students to sit in a circle on the floor. Show them
your book open on pages 136 and 137 and ask What
can you see? (A happy girl and a sad girl.)

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ENGLISH
VOLUME 5

HELPING A FRIEND — Are you OK?

Nolan is in his bedroom thinking about a friend Isabel doesn’t answer. Then Nolan says:
from school. He is worried about his friend Isabel, — Isabel, I’m your friend, you can talk to me. I can
because she is always angry and sad, and he see that you are not happy.
doesn’t know how to help her. Isabel then says:
Nolan’s dad knocks on his door and comes into his — Yes, I’m sad, Nolan. You’re always playing with
bedroom. He’s worried about Nolan, because his your other friends and you don’t have time for me.
son is very thoughtful these days. Nolan thinks about saying that this is not true, but
He asks Nolan if he’s all right and Nolan says he then he starts thinking about the last few days.
is confused and worried about his friend, because He played with Jake, Lucy and Nate, but he didn’t
she is always so angry and sad. play with Isabel.
Nolan says: — Isabel, you’re right, I didn’t play with you these
— I don’t know if I did something to upset her. I last few days. But I am your friend and I will always
have to do something about that, Dad! have time for you. I don’t want you to be sad and
Nolan’s father wishes he could solve his problem, when you feel like that, talk to me. I’m sorry, Isabel.
but he can’t, so he says: Isabel looks at Nolan and he looks very sincere. She
— Nolan, people get angry and sad for a lot of loves Nolan, he is a good friend. Then Isabel says:
reasons. Sometimes it has nothing to do with us, — It’s OK, Nolan. You’re my friend.
it’s nothing that we did. But you’ll never know Nolan invites Isabel to play. She’s very happy
unless you ask her. because she knows she can count on her friend
Nolan asks: Nolan.
— But, Dad, what if I ask her and she tells me I did
something wrong? Page 139
Nolan’s father answers:
— Then you can only say you are sorry and promise
you won’t do whatever it is again. But maybe she’s • Refer students to the words in the Glossary.
sad because of something else and she needs to (Thoughtful, advice.) Tell students that these words
know you’re there for her. were in the story and elicit meaning.

Nolan is still thoughtful, thinking about how he

• Accept students’ answers and if they say the words
in Portuguese, repeat them in English and ask for
would talk to Isabel. He asks if his dad has any
repetition.
advice on how to talk to his friend. His father says:
— Well, tell your friend that you want to help and 3. Write T (for true) and F (for false).
support her. Ask if there’s anything she wants to
talk to you about.
• Refer students to the sentences. Tell students that
they are going to say if these sentences are true or
The next day, when Nolan arrives at school, he
false according to the story.
looks for Isabel and when he finds her, he says:
• Allow students some time to do the activity. Monitor
and help as needed.

74
 HAPPY OR SAD?
CHAPTER 11

• Check answers, asking students to justify when a Page 141

sentence is false.
7. Read and match.
Key: A. F; B. F; C. T; D. T; E. F; F. T.
• Point at the first picture and elicit the sentence. (I’m
4. Draw another ending to the story. angry.)

• Ask students what other endings to the story they

• Allow students some time to do the activity. Monitor
and help as needed.
can imagine.
• Check answers.
• Acknowledge students’ answers and help them
Key: A. I´m angry.; B. I’m bored.; C. I’m happy.; D. I’m sad.;
express what they want to say.
E. I’m surprised.
• Allow students some time to draw and colour.
• When students have finished, encourage them to
Page 142
show what they drew.
8. Write T (for true) or F (for false).
LESSON 2 • Point at the first picture and read the sentence. Ask
students if the sentence is true or false according to
WARM-UP the picture. (False, she is sad.)
• Ask what students remember from the story and act • Allow students some time to do the activity. Monitor
out the story with them. and help as needed.
• Check answers. Have students correct the false
Page 140 sentences.
Key: A. F; B. T; C. T; D. T; E. F; F. T.
5. Match the pictures and the words.
• Refer students to the images and explain that the
faces represent feelings.
• Explain to students that they have to match the words • Hand out Chapter 11 worksheet. Refer students to
from the box and the pictures. exercise 1. Assign the homework by explaining what
• Point at the first face and elicit the word. (Surprised.) students have to do.
• Allow students some time to do the activity. Monitor
and help as needed. LESSON 3
• Check answers.
Key: A. surprised; B. angry; C. bored; D. scared; E. happy;
F. confused; G. sad.
• Collect the homework, correct them and return the
6. How do you feel today? corrected answers in the next lesson.
• Answer the question yourself and encourage students
write their answers. WARM-UP
• Monitor and help as needed. • Sit with students in a circle on the floor. Show
• When students have finished, encourage them to students the flashcards of feelings and elicit what
share how they feel with the whole group. they are to revise vocabulary.

75
ENGLISH
VOLUME 5

Page 143
LESSON 4
9. Make questions using the words.
• Refer students to the words and tell them they are
going to use them to write questions. • Collect the homework, correct them and return the
• Model the activity by writing questions on the board. corrected answers in the next lesson.
(When do you feel scared / sad / surprised / angry?) • Have students compare their answers in pairs. After
• Allow students some time to do the activity. Monitor some time, elicit a few ideas from the whole group.
and help as needed.
• When students have finished, encourage them to WARM-UP
share the questions they wrote. Divide students in
• Mime being sad and have students guess how you feel.
pairs and have them answer the questions orally.
• Have students take turns miming and guessing feelings.

Page 144
• Refer students to the Life Skills.
11. Let’s play.
• Explain to students that it is very important to know
how to deal with our emotions. • Tell students to draw a feeling without showing anyone.
• Ask what they do when they have a negative feeling. • Allow students some time to draw and colour.
• Read the text. • When they have finished, organise them in pairs and
have them guess each other’s feeling.
Page 144 • Invite a volunteer student to model the activity with you.

10. Answer the questions.

• Allow students some time to do the activity. Monitor
and help as needed.
• Point at the first question, read it and give a personal
answer.
• Encourage students to answer the question. HANDS ON
• Allow students some time to do the activity. Monitor
Let’s make a 3-D emoji.
and help as needed.
• When students have finished, encourage them to
• Tell students that they are going to make 3-D emojis.
• Hand out one balloon per student and some Play-
share what they wrote.
Doh.
• Tell them that they have to fill the balloon with Play-
Doh. and tie the balloon.
• Hand out Chapter 11 worksheet. Refer students to • Tell students to draw a face that expresses a feeling.
exercise 2. Assign the homework by explaining what Tell them to use felt tip pens.
students have to do. • Have students stand up and mingle to show their
classmates their 3-D emojis. It might be fun to have
a sort of competition like, Who drew the funniest
/ uggliest face?, Who has prettiest / most accurate
emoji? etc.

76
 HAPPY OR SAD?
CHAPTER 11

Page 146
TIP
You can watch a tutorial at Balloon emotion DIY
characters: <https://bit.ly/2Tl16Iv>. (Accessed on:
27 February, 2020.) Make a situation card set.
• Remind students that this is an activity they are going
to do at home and bring next class.
• Tell them to cut four squares of paper and write a
• Hand out Chapter 11 worksheet. Refer students to
situation on each one that can change their feelings.
Offer examples such as, when you listen to your
exercise 3. Assign the homework by explaining what
favourite song or when you fight with a school friend
students have to do.
or have a disagreement with your parents etc.

LESSON 5
• Hand out Chapter 11 worksheet. Refer students to
exercise 4. Assign the homework by explaining what
• Collect the homework, correct them and return the students have to do.
corrected answers in the next lesson.

LESSON 6
WARM-UP
• Say Happy. Throw a soft ball to a student and
encourage them to say another feeling. Tell this
student to throw the ball to another student who • Collect the homework, correct them and return the
should say another one. Do this until they have said corrected answers in the next lesson.
all feelings that they have already learnt. • Have students compare their messages and emojis.

Page 145 WARM-UP

• Ask students to sit in a circle and encourage them
• Refer students to the Cult and ask them if they know to retell the story from the beginning of the chapter.
of any books about feelings. • As they remember and retell the story, ask questions.
• Read the text and tell students this is a good book • Ask students to get their DIY squares and, in groups
about connecting what we feel and the world. of three, share their situations. Tell students to explain
how they feel in each situation. Monitor and help as
12. Writing time. needed.
• Point at Emma’s speech bubble and read it. Tell
students to write a text about themselves. SUPER CHALLENGE
• Model the activity by talking about your feelings.
• Allow students some time to do the activity. Monitor Read and give advice
and help as needed. • Refer students to the advice list and clarify meaning.
• When students have finished, encourage them to Ask them if they have any suggestions on other advice.
share what they wrote. • Tell students that they have to read the situations and
give advice on what to do.

77
ENGLISH
VOLUME 5

• Invite a volunteer student to model the activity with

you and organise students into pairs.
• Allow students some time to do the activity. Monitor
and help as needed.
• When students have finished, tell them to share what
they talked about in pairs.

Page 147
13. Interview three friends.
• Tell students that they are going to stand up, walk
around the classroom and ask each other questions.
Tell them to choose three friends to ask questions to.
• Invite a volunteer student to model the activity with
you.
• Allow students some time to do the activity. Monitor
and help as needed. Elicit a few ideas from the whole
group.

Page 148
SUMMING UP
Remember and write.
• Point at the Summing Up in your book and ask
students if they remember what they have studied.
Give students the chance to say what they have learnt.
• Elicit what students have seen in the chapter.
(Feelings.)
• Point at the first picture and elicit its meaning.
• Ask students to write the meaning in the box.
• Repeat procedure for the other pictures and words.
Key: A. happy; B. bored; C. angry; D. surprised; E. sad;
F. scared; G. confused.

Page 149
NOW, I CAN...
• Refer students to the Checklist.
• Read the first statement for them and ask Can you
identify feelings?
• Tell students to draw a tick if they can use the
vocabulary and language chunks in each statement.
• Tell students to repeat the procedure with other items.

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 BOOK TIME
CHAPTER 12

CHAPTER 12: BOOK TIME Objectives:

• Read a book.
Vocabulary: • Talk about the book with friends.
Revision: household chores; frequency words; telling • Give their opinion.
the time; routine activities; environment protection • Revise topics from previous chapters.
actions; food items; determiners; jobs; clothes; colours;
places in a city; prepositions of place; school subjects; LESSON 1
time expressions; days of the week; feelings.
Pages 150 and 151
Language chunks:
When do you feel...? LET’S TALK
Where’s the shopping centre / bank?
It’s between / behind the school.
• Ask students to sit in a circle on the floor. Show them
your book open on pages 150 and 151 and ask What
What do you do at the supermarket?
can you see? (Children helping at home.) Ask Do
Can I help you?
you have a routine? What do you usually do?
It’s $78.
I’ll take it.
• Show students the book that you will read to them
and ask What will happen in our class today?
How much is the red T-shirt?
What does he / she do?
• Refer students to the objectives and say Today we
are going to read a book and talk about the
What do you want to be when you grow up?
story.
What time do you...?
What time does he / she...?
• Point at the questions, read them to students one
by one and encourage them to think about possible
How often do you...?
answers. It’s important to make them feel comfortable
to give their own answers.
Materials needed:
• Depending on your specific context, it may be difficult
• Chapter 12 homework worksheet (1 copy per student). to have students sit in a circle on the floor. If that’s
• Flashcards of household chores. the case, you can conduct the activity with students
• Flashcards of routine activities. at their desks with books open.
• Flashcards of environment protection actions.
• Flashcards of foods. Page 152
• Flashcards of jobs.
• Flashcards of clothes. ACTIVITIES
• Flashcards of colours.
• Flashcards of places in a city. 1. Book time.
• Flashcards of prepositions of place.
• Read the book before class and make yourself
• Flashcards of feelings.
comfortable with the story.
• Coloured paper.
• Tell the story to students. Hold the book facing
• A4 sheet of paper.
students and show them the pictures in the book as
• Colouring pencils.
you turn pages.
• Scissors.
• Before you start, elicit what students can see.
• Glue.

79
ENGLISH
VOLUME 5

• When you read the book, make sure you make eye Page 153
contact with students. While you read, make pauses
3. Find in the book.
to react to what happens in the story and encourage
students to react as well. Acting is very important • Show students the book again and ask them to find
when you are telling a story. a character who is happy.
• When you read the dialogue, move places and use • When they find one, ask them to find two different
a different voice as you read the lines of different places and a food item.
characters, so students can easily identify the • Allow students some time to do the activity. Monitor
character speaking. and help as needed.
• Use body language to make the story fun for students.
4. Look and write.
2. Draw what happens at the end of the story. • Point at the first picture and elicit the word. (Rice.)
• After telling the story, still in a circle, ask students • Allow students some time to do the activity. Monitor
What happens at the beginning of the story? and help as needed.
• Allow students some time to think and feel • Check answers.
comfortable answering the question. Key: A. rice; B. pizza; C. hot dog; D. hamburger;
• After that, ask students what happens in the middle E. vegetables.
and at the end of the story.
• It may be difficult at this point for students to say 5. Now write how often you eat these food
items.
everything they want to say in English. If it happens
and they answer in Portuguese, accept their answers • Elicit the frequency words they studied in chapter 5.
and say them in English. (Always, usually, sometimes, never.) Now write them
• Ask students to draw what happens at the end of on the board.
the story. • Tell students to use them to write statements about
• Allow students some time to draw and colour their the food items from the previous activities.
drawing. • Model the activity saying, for example, I always eat rice.
• If time allows, ask students If you could change the • Allow students some time to do the activity. Monitor
ending of the story, what would it be? and help as needed.
• Allow students some time to think. Welcome all • When students have finished, encourage them to
contributions. share the statements they wrote.

LESSON 2
• Hand out Chapter 12 worksheet. Refer students to
WARM-UP exercise 1. Assign the homework by explaining what

• Ask students to sit in a circle on the floor.

students have to do.

• Elicit what students remember from the story and act

out the story with them. LESSON 3
• Students may not remember everything that happens
in the story, so use the book to refresh their memories.
• If you have used realia, flashcards or puppets in the • Collect the homework, correct them and return the
previous class, you can use them again this class. corrected answers in the next lesson.

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 BOOK TIME
CHAPTER 12

WARM-UP Page 156

• Ask students to sit in a circle on the floor. Ask them 9. Look and answer.
to retell the story of the book. • Point at the first picture and elicit the answer to the
• After students have remembered everything they can question.
from the story, get the book and show them the • Allow students some time to do the activity. Monitor
pages to check. and help as needed.
• Ask students to go back to their desks. • Check answers.
Key: A. He’s a doctor.; B. He’s a programmer.; C. He’s a
Page 154 teacher.; D. He’s a lawyer.; E. He’s an engineer.

• Read the text and elicit what routine activities

students remember from chapter 3. • Hand out Chapter 12 worksheet. Refer students to
exercise 2. Assign the homework by explaining what
6. Find a routine activity in the book. students have to do.
• Tell students to find a routine activity in the book.
• Then, draw students’ attention to the first statement LESSON 4
and the clock next to it.
• Ask students to complete the sentence with the time
they see in the clock.
• Allow students some time to do the activity. Monitor
• Collect the homework, correct them and return the
corrected answers in the next lesson.
and help as needed.
Key: A. 7 o´clock; B. 12 o’clock; C. 10 o’clock.
• Have students compare their answers and find
similarities. Elicit a few from the whole group.

Page 155
WARM-UP
7. Circle and write how the main character in
the book feels.
• Start with a game. Throw a soft ball to a student and
ask them about the story What food can we find in
• Ask students look in the book and find an example the book? Where does the story happen? What’s
of how the main character feels in the story. the name of the main character? Who is your
• Allow students some time to do the activity. Monitor favourite character? Who wrote the book? How
and help as needed. does the story end? Encourage the student to answer
• Check answers. the question, then throw the ball to another student.
• Repeat procedure until every student has answered
8. Answer the questions. a question.
• Give a personal answer to the questions and tell
Page 157
students to write their answers in their books.
• Allow students some time to do the activity. Monitor 10. Find three different items of clothing
and help as needed. in the book.
• When students have finished, encourage them to • Get the story book and tell students to find three
share what they wrote. clothing items in it.
• Check answers. Elicit the answers from students.

81
ENGLISH
VOLUME 5

11. Complete the dialogues. • Play a song of your own choosing and ask students
• Point at the items in the picture and elicit their names. to pass a soft ball until the song stops.
• Refer students to the word box and tell them to • When the song stops, the student with the ball must
complete the dialogues. ask the student next to them about the questions
• Allow students some time to do the activity. Monitor they wrote down learlier, for example What is
and help as needed. your favourite colour? How often do you eat
• Check answers. vegetables?
Key: A. blue / $80; B. T-shirt; C. orange; D. pink / $95. • Repeat procedure until every student has participated.

Page 158 Page 159

SUPER CHALLENGE
HANDS ON
Look at the map map and answer the questions.
Let’s draw a city.
• Refer students to the Super Challenge.
• Tell them to read the sentences and look at the map
• Refer students to the Hands On. Tell them they are
going to draw a city.
to find the answers.
• Allow students some time to do the activity. Monitor • Tell students to include labels with the names of the
places in the city. Encourage students to be creative
and help as needed.
and imaginative. They can create their dream city or
• Check answers.
a theme city (e.g. ghost town, Harry Potter’s city etc).
Key: A. police station; B. bakery; C. supermarket;
D. chemist; E. shopping centre.
• Allow students some time to do this activity. Monitor
and help as needed.
• After they all have finished, ask students to put their
work on display, either on their desks or on boards
• Hand out Chapter 12 worksheet. Refer students to on the wall.
exercise 3. Assign the homework by explaining what • Tell students they are going to have about 5 minutes to
students have to do. walk around and look carefully at all drawings without
saying anything. After that time, encourage students
LESSON 5 to ask questions and talk about their classmate’
work. In the end, hold a quick vote of Which is the
most imaginative city? It may be interesting to have
students justify their choices. Elect a winner.
• Collect the homework, correct them and return the
corrected answers in the next lesson.

WARM-UP • Hand out Chapter 12 worksheet. Refer students to

exercises 4 and 5. Assign the homework by explaining
• Ask students to open their books to chapter 12 and
what students have to do.
think of a couple of questions using the content of
the unit. Give students about 3 minutes for that and
have them write their answers down. Then, tell them
to stand in a circle.

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 BOOK TIME
CHAPTER 12

Page 160
LESSON 6
SUMMING UP
Remember and write.
• Collect the homework, correct them and return the • Point at the Summing Up in your book and ask
corrected answers in the next lesson. students if they remember what they have studied.
• For activity 5, elicit a few answers from the whole Give students the chance to say what they have learnt.
group. • Elicit what students have revised in the chapter.
• Point at the first picture and elicit its meaning.
WARM-UP • Ask students to write the meaning in the box.
• In pairs, encourage students to retell the story to each • Repeat procedure for the other pictures and words.
other. Key: A. feelings; B. clothes; C. jobs; D. telling the time.

Page 161
12. Writing time.
• Refer students to the text and read it. NOW, I CAN...
• Tell students to follow the model and write about • Refer students to the checklist.
their cities. they created in the previous lesson. • Read the first statement for them and ask Can you
• Allow students some time to do the activity. Monitor remember the story we read?
and help as needed. • Tell students to draw a tick if they can use the
vocabulary and language chunks in each statement.
13. Now talk your friends about the city • Tell students to repeat the procedure with other
that you drew.
items.
• Organise students into groups and tell them to
describe the cities they have created. Tell students
they must offer opinions and / or criticize their
classmates’ description based on the drawings from
last class.
• Allow students some time to do the activity. Monitor
and help as needed.

83
LIAM

Nome: Liam Patel

Sobre: Liam é filho de mãe canadense e pai indiano e nasceu em Toronto.
Sua mãe, que é farmacêutica, foi transferida para o Brasil. Ele, sua irmã
gêmea, que se chama Emma, e sua mãe acabaram de se mudar para
cá, mas seu pai precisou ficar no Canadá. Liam adora jogos de tabuleiro
e conversar com seus amigos e com seu pai que estão no Canadá. É
introvertido e ainda está se adaptando à cultura brasileira.
Família: pai, mãe e irmã gêmea.
Animal de estimação: não possui.
Cor favorita: roxo.
Matéria(s) favorita(s): geografia.
Sonho: ser professor. 6-7 anos 8-9 anos 10-11 anos

EMMA

Nome: Emma Patel

Sobre: Emma, irmã gêmea do Liam, também acabou de se mudar para
o Brasil com a família. Ela gosta de desenhar e adora os animais. É mais
extrovertida que seu irmão e está se adaptando mais facilmente ao Brasil,
por isso já fez vários amigos por aqui.
Família: pai, mãe e irmão gêmeo.
Animal de estimação: não possui, mas
queria muito um coelho de estimação.
Cor favorita: turquesa.
Matéria(s) favorita(s): inglês e artes.
Sonho: ser veterinária. 6-7 anos 8-9 anos 10-11 anos

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 HOMEWORK
CHAPTER 1

HOMEWORK

Name:

CHAPTER 1

1 Look and match the activities to the rooms

of the house. Where do you...?
A) do the dishes
B) have a shower
C) set the table
D) fold the clothes

2 Look and tick your abilities.

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HOMEWORK
CHAPTER 1

3 Look at the activities in exercise 2 and write a short paragraph.

I can

but I can’t

4 Look at the pictures and read the sentences. Circle the correct option.
A)
1) She can fold clothes.

2) She can’t fold clothes.

B)
1) She can make the bed.

2) She can’t make the bed.

C)
1) She can do the dishes.

2) She can’t do the dishes.

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 HOMEWORK
CHAPTER 2

HOMEWORK Name:

CHAPTER 2

1 Look and match the words to the pictures.

A) B) C) D)

tidy up sweep water take out

2 Look at the pictures and circle the correct option.

A) Daniel (always / never) tidies up his bedroom.

B) Laura (always / never) waters the plants.

C) Sarah (always / never) takes out the rubbish.

D) Lucas (always / never) sweeps the floor.

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HOMEWORK
CHAPTER 2

3 How about you? Circle the appropriate option.

A) I (always / never / usually) do the dishes.
B) I (always / never / usually) set the table.
C) I (always / never / usually) make my bed.

4 Write sentences according to the graphs.

A) Jack / do the dishes /

B) Pat / take out the rubbish /

C) Amalia and Carla / tidy up their bedrooms /

D) Arthur / water the plants /

E) Mandy / makes her bed /

F) Britney and Justin / sweep the floor /

5 True or False?
A) My mother never goes to the cinema on Mondays.

B) My teacher sometimes plays video games.

C) My best friend never eats ice cream.

D) I always eat feijoada on Sundays.

E) My dad always goes to work in the morning.

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 HOMEWORK
CHAPTER 3

HOMEWORK Name:

CHAPTER 3

1 Look and write the correct verb.

A) B) LUNCH
TO SCHOOL
A SHOWER
TO BED

HOME BREAKFAST DINNER

C)
HOMEWORK

THE DISHES

2 Read and draw the time on the clocks.

A) I have a shower at three thirty. B) I go to school at seven fifteen.

C) I have dinner at eight thirty. D) I do my homework at 5 o’clock.

E) I go to bed and ten o’clock.

3 Do you have the same routines? Underline the sentences with routines like yours.

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HOMEWORK
CHAPTER 3

4 This is Brad. Look at the images and times and write a paragraph about Brad’s routine.

5 What time does Gail go to school? Complete the sentences and find out.
A) I always my bed in the morning.

B) What do you wake up?

C) I usually have soup for .

D) I always my homework before I go to bed.

E) If you don’t the plants, they die.

F) My bedroom is always . I clean and organize it every day.

Gail goes to school at .

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 HOMEWORK
CHAPTER 4

HOMEWORK Name:

CHAPTER 4

1 Look and write the words in the spaces. What

is the mystery word?

1. Reuse. 8. 
We share our planet with non-human
2. The opposite of turn on. .
3. Economize, conserve. 9. 
Turn off the tap while you brush your
4. Not long. .
5. The planet we live on. 10. Turn off the lights to save .
6. We must our planet. 11. The most precious liquid.
7. We must trees to get pure
oxygen.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.

Write the mystery word: .

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HOMEWORK
CHAPTER 4

2 Look and decide which actions are good for the environment.
A) B) C)

D) E) F)

3 Which, in your opinion, is the number one environmental problem in Brazil?

4 Read the text and decide if the sentences are True (T) or False (F).
This is Copenhagen the number one eco-friendly city in the
world. The people in Copenhagen have a very high quality of
life and they want to make their city even more environmental
conscious.
One very interesting thing is that only 29% of the population have
a car and most people get around by bike. There are cycle lanes
everywhere and the government want to build some more. Even
hotels offer bicycles to their guests! The objective is to make
Copenhagen CO2 neutral by 2025.
Also, organic food is very popular. That means less pesticides polluting the air and the soil.
It is estimated that 24% of the total food sale is organic and 88% of the food served in public
organizations are organic too.
So, what are you waiting for? Visit Copenhagen and take the opportunity to be in a city that
respects the environment.

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 HOMEWORK
CHAPTER 4

A) Most people in Copenhagen do not have cars.

B) People in Copenhagen are terrible drivers.

C) You can get a bike in the hotel where you are staying.

D) Pesticides are not allowed in Copenhagen.

5 Complete the sentences according to the images.

A) I (always / usually / never) have a quick

B) I (always / usually / never)

C) I (always / usually / never) turn off the

D) I (always / usually / never)

6 Circle the correct frequency word according to how often you do these things.

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HOMEWORK
CHAPTER 5

HOMEWORK Name:

CHAPTER 5

1 Look and complete the words.

A) B) C) D)

A O EE E E OU

E) F) G) H)

I O IO O A OE U A

2 Find 9 words and write them in the table. R B

O O K
A S W A T

E
E P A L R
W T L P
A
M
O U P C
S E Q O M
P

AN U D R E T U
T S H
D

E T S M V J U I C
N
E
SOME E A Z
T H E L
N A P

U
Y R A N G E
O

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 HOMEWORK
CHAPTER 5

3 Read the dialogues and circle the correct item according to the dish.
A) Nelly: I’m going to make an omelet.
Stella: Do you need any sugar / eggs?
B) Marcus: I’m going to make bread.
Stu: Do you need any flour / sugar?
C) Helen: I’m going to make acarajé.
Jake: Do you need any onions / cheese?
D) Zack: I’m going to make a cake.
Gloria: Do you need any milk / chicken?
E) Diane: I’m going to make a vegetable pie.
Ted: Do you need any strawberries / carrots?

4 Circle your favourite dish.

omelet bread acarajé cake vegetable pie

5 Complete the crosswords and find the secret word.

A)
B)
C)
D)
E)
F)
G)
H)

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HOMEWORK
CHAPTER 6

HOMEWORK Name:

CHAPTER 6

1 Read the descriptions and complete the name of the food.

A) It’s round. You need cheese to make it. P

B) It’s white and very common in Asian dishes. R

C) Very popular in the United States. H

D) They come in lots of different colours and are sweet. F

E) This dish usually includes lots of greens. S

F) Lasagna, spaghetti and ravioli are types of P

G) These are called French Fries in the United States. C

2 Circle the foods that are healthy.

3 Look at the images and write sentences about Carol.
A) B)

MONDAY TUESDAY WEDNESDAY THURSDAY MONDAY TUESDAY WEDNESDAY THURSDAY

FRIDAY SATURDAY SUNDAY FRIDAY SATURDAY SUNDAY

C) D)

MONDAY TUESDAY WEDNESDAY THURSDAY

MONDAY TUESDAY WEDNESDAY THURSDAY

FRIDAY SATURDAY SUNDAY

FRIDAY SATURDAY SUNDAY

A) Carol .

B) .

C) .

D) .

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 HOMEWORK
CHAPTER 6

4 Read and draw.

A) I always eat it. B) I usually eat it.

C) I sometimes eat it. D) I never eat it.

5 Typical dishes. Read and number the descriptions to the flags.

1) 2) 3) 4) 5)

We always Our food is very

eat rice and famous all over
Fish is very popular
beans and our the world. In my On Sundays we
in my country and We love fast food,
most famous dish is house, I usually have always have roast
ratatouille for lunch we usually have it hamburgers, chips,
probably feijoada. In beef with vegetables
and sometimes I eat with rice. We always hot dogs. We
my house, we usually for lunch. We usually
chocolate soufflé for have ramen in my sometimes eat salad
have pão de queijo dessert. It’s funny but have fish and chips
house. It’s yummy! and we usually have
for breakfast and my Mom and Dad for dinner, but we
But we never eat fizzy drinks.
sometimes I eat never eat onion soup never eat feijoada.
black beans here.
brigadeiro for which is so typical
dessert. here.

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HOMEWORK
CHAPTER 7

HOMEWORK Name:

CHAPTER 7

1 Find the names of professions.

D O C T O R V S C I E N T I S T X B
A E V G T B H W N C A R I F U P O A
V X W C A I E N G I N E E R K Y U N
E R A T H U K L O P X V B U A B X K
T W C S H O P A S S I S T A N T Z C
X Q E A W T V R A U Z N O P M S U L
T E A C H E R E R A D Z B N Y O P E
A W I Z B N U E L A W Y E R Z X V R
B Q E O B Z A U N L E I P X M U F K
W P R O G R A M M E R B M Y O A X Y

2 Match the pictures to the jobs.

The best jobs in the world!
A) Believe it or not, people are paid to lie in bed and test mattresses and pillows. They do
this job for companies and hotels and, yes, they can sleep at work! I don’t know about
you, but this is my dream job. A good bed tester needs to check if the mattress is firm, if
it has lumps or dips and if it’s strong enough to sit on.
B) You don’t have to be incredibly beautiful, tall and skinny to become a model. If you have
a big mouth, or strong hands, or even ugly feet, you can make money modelling that part
of your body. Companies are not always looking for perfection or just faces and whole
bodies. And believe it, they pay good money!

1) 2)

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 HOMEWORK
CHAPTER 7

3 Which job would you prefer, A or B?

4 Why would you like to have this job?

5 Look and write. Who works here?

A) B) C)

D) E) F)

6 What do programmers do? Read and decide if the sentences are true (T) or false (F).
A) I only develop software.

B) I create instructions that computers follow.

C) I test the code of computer programmes.

D) I design monitors and keyboards.

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HOMEWORK
CHAPTER 8

HOMEWORK Name:

CHAPTER 8

1 Circle the odd one out.

A) yellow orange sugar purple
B) skirt sister trousers jacket
C) everywhere once sometimes never
D) sandals trainers socks T-shirt
E) jacket sweater T-shirt coat

2 Read and number the lines in the correct order.

A) It’s $46,00.

B) Yes, please. How much is this green jacket?

C) I’ll take it.

D) Can I help you?

3 Look and complete the dialogue.

Shop assistant: Can I help you?
Customer: Yes, please. How much is this (A) ?
Shop assistant: It’s $29,90.
Customer: And how much is the coat?
Shop assistant: It’s $ (B)
Customer: I’ll take the coat.
29,90

39,90

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 HOMEWORK
CHAPTER 8

4 What do you usually wear? Look and draw.

A) B)

5 Which set of qualities best describes you?

A) ambitious, emotional, intelligent Black

B) confident, kind, shy Blue

C) like public life, caring, good with money Green

D) emotional, passionate, mystical Purple

E) intelligent, dynamic, egoistical Red

F) creative, adventurous, dreamer Yellow

G) optimistic, organized, perfectionist White

H) enthusiastic, fun, ambitious Orange

6 Which colour do you like to wear?

7 Complete the sentence about you.

A) I agree with this analysis because I like to wear and I’m

B) I don’t agree with this analysis because I like to wear but I’m not

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HOMEWORK
CHAPTER 9

HOMEWORK Name:

CHAPTER 9

1 Look and identify the places.

A) B) C)

D) E) F)

2 How many of these places are there in your neighbourhood?

A) There is / are

B)

C)

D)

E)

F)

3 Where can you...?

A) BUY SHOES B) BUY CHECK YOUR
GO TO THE CINEMA SHAMPOO BLOOD PRESSURE

BUY CLOTHES BUY HAND LOTION

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 HOMEWORK
CHAPTER 9

C) DRINK COKE D) BUY BREAD HAVE A

EAT LASAGNE SANDWICH

EAT CHOCOLATE MOUSSE DRINK COFFEE

4 Write 4 sentences using next to, opposite, behind and between.

5 Remember and draw. Think of a busy block in your town. Draw a map including the main
buildings and most important places there.

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HOMEWORK
CHAPTER 10

HOMEWORK Name:

CHAPTER 10

1 Look and complete the sequence.

A) Monday – Tuesday –
B) Friday – Saturday –
C) Wednesday – Thursday –
D) Tuesday – Wednesday –
E) Saturday – Sunday –
F) Thursday – Friday –
G) Sunday – Monday –

2 Read and complete.

A) Today is
B) Yesterday was
C) Tomorrow is

3 Match the subjects to the contents.

A) arts 1) primitive societies, social organization, politics

B) English 2) body, dance, sports

C) geography 3) water, air, animals, plants

D) history 4) narratives, fiction, argumentation

E) maths 5) terrestrial lines, time zones, Earth’s hemispheres

F) PE 6) line, colour, shape

G) Portuguese 7) geometry, fractions, measurements

H) science 8) verb to be, present simple, pronouns

104 © LF Soluções de Ensino Ltda. / [PHOTOCOPIABLE MATERIAL]

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CHAPTER 10

4 Look at the images and write sentences using the words below. How often do you go to…?
three
once twice … times a week a month a year
times

restaurant
nt

5 Circle your favourite place.

6 Complete the sentences.
A) My favourite subject is

B) My favourite day of the week is

C) My favourite time of day is

7 Draw and paint your favourite school subject.

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HOMEWORK
CHAPTER 11

HOMEWORK Name:

CHAPTER 11

1 How do you feel? Look at the images and answer.

A) B) C)

I feel

D) E)

2 What do you do when you are…?

MON TWE WED THU FRI SAT SUN

A) B)
1 2 3 4 5

6 7 8 9 10
0 11 12

13 14 15 16 17
7 18 19

20 21 22 23 24
4 25 26
6

27
2 28 29
9 30 31

When I’m scared, I scream.

C) D)

106 © LF Soluções de Ensino Ltda. / [PHOTOCOPIABLE MATERIAL]

 HOMEWORK
CHAPTER 11

3 Sally wrote a message but forgot to insert emojis. Read and draw emojis in the message.

Sally
Online

Hi, Karen!
I was watching TV last night, the show
wasn’t interesting, I was almost going
to bed. Then the phone rang.
Guess what? It was Harry!!!!! I was
so happy I couldn’t stop smiling!!!
But then he said, “Listen, Sally, I need to
ask you a favour. You know that maths
task? Can you do it for me? I went to the
movies with Brenda and didn’t have
time to do it.” I was like, WHAT??? I was
furious!!! I said, “Listen, Harry, do
I look like your servant?? Hello!!!!”, and
then I hung up the phone. And then I
started crying. Why does he do things
like that?? That’s not right!!
Anyway, now I don’t know if I should
talk to him at school today or not. Help
me Karen!! What should I do???

Type a message

4 Imagine you are Karen. Write a message to Sally. Use / create emojis for your message.

Online

Type a message

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HOMEWORK
CHAPTER 12

HOMEWORK Name:

CHAPTER 12

1 Write the names of the foods in the crossword puzzle.

6)
5)

8)
1)

2)

7)

3)

4)

2 Draw the clocks.

A) What time to do you get up?

B) What time do you have lunch?

C) What time do you go to bed?

108 © LF Soluções de Ensino Ltda. / [PHOTOCOPIABLE MATERIAL]

 HOMEWORK
CHAPTER 12

3 True or False?
A) B) C)

She is scared. He is angry. She is happy.

D) E)

They are bored. He is sad.

4 Read and write the clothes.

A) You wear them on your feet when it’s hot. S .

B) They are long, and you wear them on your legs. T .

C) They are comfortable and almost everyone likes to wear them. T - .

D) Covers the top half of the body and hangs down over the legs. D .

E) You wear it when it gets colder. J .

5 How many do you have? Write the number next to the answers in activity 4.

© LF Soluções de Ensino Ltda. / [PHOTOCOPIABLE MATERIAL] 109

HOMEWORK
KEYS

KEYS 4
A. Jack usually does the dishes. B. Pat always
takes out the rubbish. C. Amalia and Carla never
CHAPTER 1
tidy up their bedroom. D. Arthur always waters
the plants. E. Mandy usually makes her bed.
1 F. Britney and Justin never sweep the floor.
A. kitchen B. bedroom C. kitchen D. bedroom
5
Personal Answer
2
Personal Answer CHAPTER 3

3 1
Personal Answer A. go B. have C. do

4 2
A. 1 B. 2 C. 1
A. B. C. D. E.
CHAPTER 2

3
1 Personal Answer
A. sweep B. water C. take out D. tidy up

4
2 Brad wakes up at seven thirty and has breakfast
A. never B. always C. never D. always at seven forty-five. He does homework at eight
fifteen and at 9 o’clock he plays with his friends.
Brad has a shower at eleven and he has lunch
3 at midday / twelve. At one o’clock he goes to
Personal Answer
school. (Accept minor discrepancies such as no
use of connectors or using time at the beginning
or end of sentences.)

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 HOMEWORK
KEYS

6
5 Personal Answer
A. make B. time C. dinner D. do E. water
F. tidy. CHAPTER 5
Gail goes to school at: Midday.

CHAPTER 4 1
A. carrots B. cheese C. eggs D. flour E. milk
F. onions G. potatoes H. sugar
1
1. R E C Y C L E

2. T U R N O F F 2
3. S A V E

4. Q U I C K
A. book, mouse, computer.
5. E A R T H AN. apple, elephant, orange.
6. P R O T E C T
SOME. water, students, juice.
7. P L A N T

8. A N I M A L S

9. T E E T H

10. E N E R G Y 3
11. W A T E R
A. eggs B. flour C. onions D. milk E. carrots
Mystery word: environment.

4
2 Personal Answer
B; C; D

5
3 A. B A N A N A S

Personal Answer B. C H I C K E N

C. F L O U R

D. S T R A W B E R R Y

E. C H E E S E

4 F. C A N D L E S

G. S U G A R

A. T B. F C. T D. F. I C E L O L L Y

5
A. shower B. turn off C. tap D. separate / recycle

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HOMEWORK
KEYS

CHAPTER 6
2
1. A 2. B
1
A. pizza B. rice C. hamburger D. fruits E.salad
F. pasta G. chips
3
Personal Answer

2
rice; salad; pasta; fruits
4
Personal Answer

3
Personal Answer 5
A. scientist B. teacher C. lawyer D. doctor
E. shop assistant F. bank clerk
4
Personal Answer
6
A. F B. T C. T D. F
5
1. Brazil 2. France 3. Japan 4. The USA CHAPTER 8
5. The UK

CHAPTER 7 1
A. sugar B. sister C. everywhere D. T-shirt
E. trousers
1
D O C T O R V S C I E N T I S T X B

A E V G T B H W N C A R I F U P O A
2
V X W C A I E N G I N E E R K Y U N A. 3 B. 2 C. 4 D. 1
E R A T H U K L O P X V B U A B X K

T W C S H O P A S S I S T A N T Z C

X Q E A W T V R A U Z N O P M S U L
3
T E A C H E R E R A D Z B N Y O P E
A. T-shirt B. $39,90
A W I Z B N U E L A W Y E R Z X V R

B Q E O B Z A U N L E I P X M U F K

W P R O G R A M M E R B M Y O A X Y

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 HOMEWORK
KEYS

4 5
Personal Answer Personal Answer

CHAPTER 10
5
Personal Answer
1
A. Wednesday B. Sunday C. Friday D. Thursday
6 E. Monday F. Saturday G. Tuesday
Personal Answer

2
7 Personal Answer
Personal Answer

CHAPTER 9 3
1. D 2. F 3. H 4. G 5. C 6. A 7. E 8. B

1
A. school B. supermarket C. shopping centre 4
D. bank E. bakery F. chemist Personal Answer

5
2
Personal Answer
Personal Answer

6
3
Personal Answer
A. shopping centre B. chemist C. restaurant
D. bakery
7
Personal Answer
4
Personal Answer

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HOMEWORK
KEYS

CHAPTER 11

1 2
(suggested answers) A. I feel sad / angry Personal Answer
B. I feel scared C. I feel angry / confused D. I feel
happy / surprised E. I feel happy/bored
3
A. T B. F (He is surprised.) C. T D. T
2 E. F (He is angry.)
Personal Answer

4
3 A. sandals B. trousers C. T-shirt D. dress
Personal Answer E. jacket

4 5
Personal Answer Personal Answer

CHAPTER 12

1
5. 6.

R H 8.

1. P I Z Z A P

C M A

E 2. B E A N S

U T

3. F L O U R A

G 7.

4. C H E E S E

E U

114