magic tour 5 teacher s book

УДК 372.881.111.1.046.14
ББК 74.268.1Англ
А 64

А в т о р ы:
Н.В. Юхнель, Э.В. Бушуева, А.Л. Гуськов, Т.Е. Лабода, А.В. Манешина,
Н.В. Матюш, Е.Г. Орешкина
Р е ц е н з е н т ы:
заведующий кафедрой иностранных языков с методикой преподавания Брест
ского государственного университета им. А.С. Пушкина кандидат
педагогических наук, доцент Л.Я. Дмитрачкова; учитель английского языка
Жодинской белорусской гимназии В.Н. Токарева
К о н с у л ь т а н т ы:
директор Центра международного образования колледжа имени Св. Марка и
Св. Джона ( (Плимут, Великобритания) Род Болито; проректор по учебной ра
боте МГЛУ кандидат педагогических наук, профессор П.К. Бабинская
О р г а н и з а т о р п р о е к т а:
директор Центра лингвистического образования МГЛУ кандидат педагогиче
ских наук, доцент Н.В. Демченко

А64

Английский язык в 5 классе: учеб. метод. пособие для учите
лей учреждений, обеспечивающих получение общ. сред.
образования, с повыш. изучением иностр. яз. / Н.В. Юхнель
[и др.]. Мн.: Выш. шк., 2008. – 176 с.
ISBN 978 985 06 1663 0.
Книга для учителя является составной частью УМК «Английский язык. 5
класс» для учреждений, обеспечивающих получение общего среднего образова
ния, с повышенным изучением иностранного языка.
УДК 372.881.111.1.046.14

ББК 74.268.1Англ

ISBN 978 985 06 1663 0

2

© Издательство «Вышэйшая школа», 2008


Contents

Introduction

4

Unit Maps

9

Unit 1. Summer Magic (My Summer Holidays)

18

Unit 2. A Zoo in My Suitcase (Animals and Places) 38
Unit 3. My Fair Land (Belarus)

57

Unit 4. Magic Kingdom (Myths and Legends)

71

Unit 5. As Busy as a Bee (Household Chores)

86

Unit 6. Are You a Foodie? (Food)

97

Unit 7. Bells and Breaks (School)

111

Unit 8. World of Wonders (Books and Films)

125

Unit 9. Have a Nice Holiday
(Hobbies and Holidays)

136

Test Yourself

152

Photocopiable Materials

171

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INTRODUCTION
• This is the first book in the series of English coursebooks for Belarus Magic Tour.

It is for the schoolchildren in the fifth year and contains enough material for 104
45 minute periods, grouped in 9 units. The Magic Tour series of coursebooks for
the lower secondary school is a logical continuation of the Magic Box series of
coursebooks for the primary school.
General approach and principles
• The lower secondary course, as well as the primary course, follow the communica

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tive approach and teach communication by communication. We believe that learn
ing happens in the process of interaction and teaching should create a need to com
municate in different situations. Thus, in the 5th Year textbook we have attempt

ed to create real life situations, which will enable students to develop their com
munication skills in the foreign language.
We develop all round communicative competence, focusing on linguistic compe
tence (lexical, grammatical, phonological) and sociolinguistic competence (mark
ers of social relations, simple politeness conventions, discourse, learning strategies
and intercultural awareness).
We see learning as a cognitive process. Emphasis is given to tasks that allow learn
ers to experience a variety of cognitive activities.
Learning should have a communicative purpose. The task should require students to
communicate and put the language to active use. The communication emphasis
means that students are always given the opportunity to exchange information – an
information gap is created. When students focus on a meaningful, communicative
task, the language learning process becomes more motivating and effective.
The communicative approach implies that meaning takes precedence over form.
This means that throughout Magic Tour we equip learners with the language they
need to create meaning.
We have taken an integrated approach to teaching and learning, developing listen
ing, speaking, reading and writing in conjunction.
We teach English through English. Therefore most of your communication in the
lesson including instructions and explanations should be in English.
We follow the principle of personalisation as children get great motivation and
satisfaction from talking and writing about themselves. The course offers many
opportunities for students to do this in English.
Learning English is a developmental process; that is why we view the textbook
materials not only as a means of teaching English, but as a means of developing
Ss’ attention, memory and thinking.
Magic Tour attempts to bring together the best elements of local and international
textbooks, modern and traditional approaches. The authors have tried to achieve a
balance between a teacher friendly and learner centred textbook.
The syllabus integrates topics with communicative areas (functions), language

areas (vocabulary, grammar and pronunciation), skills development, learning to
learn strategies and cross cultural and cross curricular links.
Structure and components

• There are 9 units in the 5th year textbook, each representing a topic. The topics are:

1. Summer Magic. (My summer holidays)
2. A Zoo in My Suitcase. (Animals and places)
3. My Fair Land. (Belarus)
4. Magic Kingdom. (Myths and mysteries)
5. As Busy as a Bee. (Housework)
6. Are You a Foodie? (Food)
7. Bells and Breaks. (School)
8. World of Wonders. (Books and films)
9. Have a Nice Holiday. (Hobbies and holidays)
• The units are supplemented with ‘Reading for Pleasure’ texts, which have an emo
tional and moral message for Ss.
• The coursebook also contains 9 tests – one for each unit.

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• There are four projects in the coursebook, one in each term.
• The coursebook has been designed to cover the three hours per week programme. In

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case the school has only two hours of English per week, the flexible structure of the
book enables the teacher to omit some of the coursebook materials without under
mining the integrity of the coursebook. The sections to be omitted in this case are:
reading for pleasure, tests, projects and one lesson in each unit. (The recommended
lessons are: Unit 1, lesson 8; Unit 2, lesson 8; Unit 3, lesson 9 ; Unit 4, lesson 8: Unit
5, lesson 9; Unit 6, lesson 9; Unit 7, lesson 9; Unit 8, lesson 9; Unit 9, lesson 9) The
coursebook will then cover the two hours per week programme.
The Teacher’s Book (TB) opens with the Student’s Book (SB) unit maps which
present the content of the SB and helps to orient the teacher.
Each unit is preceded with unit objectives – what Ss should have achieved by the end
of the unit.
The TB presents the syllabus, followed by lesson maps and lesson briefs.
Each lesson map contains a box with the four main aims of the lesson – practical,
educational, developmental and instructional. The map also includes two other
boxes: 1) Focus box and 2) Materials and Preparation box. The Focus box gives the
teacher information on the main focus of the lesson – the communicative area,
grammar or vocabulary. The Materials and Preparation box highlights the main
materials and preparation tips for each lesson. The large and detailed Procedure
box contains notes on the lesson stages and the suggested timing for each stage,
states the aims and classroom management mode of each activity.

Lesson briefs are not detailed lesson plans. They only comment on those stages of
the lesson, which could present difficulties either for the teacher or for the stu
dent. In the lesson briefs we give advice on how to deal with the most difficult
moments of the lesson, suggest variations of lesson activities, give keys, tape
scripts and suggested answers. The lesson briefs for Unit 1 are more detailed than
those for the rest of the book. It is done to give the teacher all the support and help
possible with the new book and to enable the teacher to get accustomed to the way
the SB materials are treated in the TB.
We recommend all teachers – both beginners and experienced ones – to make use of
the TB materials while preparing for a lesson as they are very important for getting
the best use of the book. Failure to refer to the lesson maps or lesson briefs might
mean that some highly significant message of the coursebook could be overlooked
and its value undermined.
The Student’s Book (SB) also contains an overview of the syllabus – the content
map. It contains materials for lessons, conveniently presented on double pages;
reading for pleasure texts, project pages, a glossary of active vocabulary and a
grammar appendix.
The Activity Book is black and white. It contains exercises for homework. There are
three exercises for each lesson in the AB. The first two of them are for all students.
Ex.3 is meant for the most capable and motivated students and the teacher can
choose whether to assign it for homework or not.
The Cassette contains all the listening material for the SB, including pronunciation
activities, texts for listening and ‘Reading for Pleasure’ texts.
Skills (Listening, Reading, Speaking and Writing)

• Each lesson includes either listening or reading (activities on receptive skills) and

ends up with speaking or writing (activities on productive skills). Listening and
reading materials are not only intended for listening and reading in their own
right. They can also be a vehicle for introducing the new grammar or vocabulary of

a lesson. The wide variety of tasks for listening and reading activities helps to raise
Ss’ motivation for learning English.
• Each reading or listening activity can be subdivided into three logical steps: Pre ,
While and Post stages. Each of the stages has its own purpose and prepares Ss for
better understanding of the text and better internalization of the input. It is there
fore very important to follow the order of the stages suggested in the textbook and
not to omit any of them. Even when reading and listening texts are used for intro
ducing the new vocabulary or grammar, they are preceded by a pre listening or
prereading task which familiarizes Ss with the text and enables them to do the
following activity better.

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• We recommend that you stick to the time limits suggested in the lesson briefs and

do not spend too much time on any activities. If the aim of an activity is stated as
skimming, it means the Ss should do the activity quickly. So the teacher has to set
the time limit for this activity and observe it. Otherwise the skimming activity will
turn into an intensive reading activity, disrupt the lesson flow and fail to develop
what it was supposed to develop.
• Speaking activities vary as far as Ss’ participation and classroom management are
concerned. They can be meant for pairs, groups and whole class and can take the
form of a monologue, a dialogue or a conversation. Games, role play, creative tasks
make lessons interesting.
• Writing is both creative and non creative, but is almost always personalised: Ss
write about themselves. Sometimes writing is combined with grammar in the so
called ‘grammar diary’ activity (see below). This activity is designed to help Ss
internalise grammar structures better and more easily.
• Reading aloud is very rare. Teachers should not substitute reading aloud for other

reading activities as reading aloud is not communicative and hinders comprehen
sion. Pronunciation can be checked during speaking activities.
Language and Communicative Areas
• The functions (communicative areas) and vocabulary, grammar and pronunciation

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(language areas) were selected according to the communicative needs of Ss, the
Council of Europe framework for language teaching and the Belarusian school syl
labus for the lower secondary school.
Communicative areas are highlighted in the Focus box, Procedure box and Unit
objectives. They are the functions giving life to the vocabulary and structures of
the textbook.
Pronunciation materials (including work on stress, rhythm and intonation) are
recorded by native speakers. They are motivating and fun.
The Active vocabulary of the textbook is presented in meaningful contexts with the
help of visuals, definitions and listening and reading texts, which enable the stu
dents to guess the meaning of the new words from the context. Practice, games and
communicative situations help to activate and practice the new vocabulary.
Grammar is approached in a new way. We do not start with rules. First Ss are
exposed to a new structure. Then they analyse it formally, work out the rules for
themselves and activate the structure. Finally they proceed to the practice stage.
It is therefore highly important to follow the recommendations in the TB on how to
treat grammar. In the textbook there are the so called ‘Grammar Focus’ activities.

They are supposed to teach Ss to analyse the structure they have been exposed to
and to avoid rote learning. Thus grammar is treated communicatively. The scheme
for the communicative treatment of grammar is: communicative situation >
analysis > communicative situation.
The Grammar Diary helps to personalise structures by passing them through the
filter of Ss’ experience and feelings. We recommend that Ss start a special
notebook for the Grammar Chart, Grammar Diary and any grammar notes they are
likely to make. It is therefore advisable to ask Ss in advance to bring their grammar
notebooks to school each time they are supposed to make notes or to write grammar
diary entries.
Classroom Management

• Classroom management models (whole class, group work, pair work and individual

work) differ from activity to activity. You should follow the recommendations in
the TB as far as classroom management is concerned. Teachers should not under
any circumstances replace individual work, pair work or group work by whole class
work.
• Ss must get accustomed to reading and understanding instructions themselves,
without the teacher’s help. It might present difficulties at the first stage, where
the teacher’s support will be indispensable, but then will become easier and will
definitely contribute to students’ development.
• Pair work and group work seem difficult to control, but they are very purposeful.
They relax Ss, giving them courage to speak, promote classroom cooperation,
stretch STT (student talking time) and develop communicative skills. It is best to

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vary the students in groups in order to obtain different combinations of personali

ty and ability levels. During a pair or group activity the teacher should move
around the classroom helping or monitoring Ss’ work.
Error Correction and Evaluation
• Tests can be done in class or at home as a progress check.
• Creative tasks and project work should be differently evaluated compared with

other tasks.
• Teachers should watch for the accuracy or fluency focus in the TB briefs. Some

tasks, especially at the introduction and activating stages, need closer teacher
control and more intervention on the part of the teacher. Error correction is
obligatory at these stages. On the other hand, the activities, which are aimed at
developing fluency and encouraging Ss to speak, should not be constantly
interrupted by the teacher. On the whole errors may be tolerated provided Ss show
progress in eliminating them. You can make a note of frequent errors and work on
them in the next class.
• There is plenty of evidence in language acquisition research that most errors go
away when the learner is ‘ready’ (i.e. when he/she has properly internalised a ‘rule’
or language system) and not when the teacher wants them to go away! If you keep
on drawing attention to the ‘rules’, recycling them whenever possible, your
students will gradually become more accurate and fluent in English. If you build up
too negative and critical attitude to errors, Ss will become over anxious and
reluctant to experiment with their English.
New Concepts
• ‘Reading for Pleasure’ lessons are very specific due to the type of tasks involved.

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The emphasis is not on the language – vocabulary, pronunciation or structures.
The texts themselves and the tasks accompanying the text are aimed at developing
Ss’ taste for reading, their reading comprehension, their ability to read between
the lines, Ss’ cultural and language awareness and at enlarging their passive
vocabulary.
The texts can be read either in class or at home. They are not meant for reading
aloud or retelling unless it is somehow pointed out in the SB or TB. Therefore fol
lowing the teacher’s notes is of great importance.
The texts were chosen to recycle the language material learned during the unit.
However in the texts Ss can sometimes encounter words and structures they are not
familiar with yet. Do not make Ss memorise them as these words and structures are
supposed to develop Ss’ passive, not active vocabulary. The pronunciation of these
words can be checked and corrected while Ss are working on the text and doing the
tasks. Encourage Ss to look the new words up in their dictionaries or to work out
their meaning from the context.
The ‘Reading for Pleasure’ lessons provide Ss with an opportunity to do the cross
language comparison and analysis and to see the difference between word for word
translation and real understanding of a text. The ‘Reading for Pleasure’ classes are
highly communicative as the language is treated not as an aim but as a vehicle for
delivering the author’s message.
Evaluation of the Ss’ performance should be done according to their contribution to
discovering the author’s message and mistakes should be tolerated.
The concept of ‘Project Work’ is not absolutely new to the teachers of English.
However, teacher’s notes on how to prepare for and how to present a project shouldn’t

be neglected. Ss’ effort put into their projects should be properly evaluated too.
Projects do not have the language side only; they are made of many different
components – logical organisation of the content, visual aids, presentation skills,
Ss’ experience, imagination, diligence and creativity. If the teacher sets to assess
all these factors, they should first teach their Ss how to organise the content, how
to include the visuals, how to present the project, etc. Both the teacher and the
students should have criteria for the evaluation of the project. We can only check
what has been taught.
Tests also check what has been taught. The tests in the ‘Magic Tour’ test reading,
listening and writing skills and language areas: vocabulary and grammar.
Speaking can be evaluated separately or as part of the project presentation.

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Assigning and Checking Homework
• Written homework exercises can be found in the AB. There are three of them: ex.1

and 2 – for all Ss and exercise 3 – for motivated Ss. However it is not the only way
to provide students with homework. Chants and rhymes, poems and songs learned
in class can become Ss’ homework as well. They can be learned by heart or used as a
basis for students produced conversations, chants, poems and songs. On the one
hand these textbook materials are rich in active vocabulary and structures; on the
other, they are motivating and fun. This combination makes such homework useful
and interesting. Texts for reading included in the SB can serve as models for Ss’
stories, descriptions, narratives, etc. Moreover an inventive teacher can think of
assigning any other homework provided it is manageable for Ss and effectively sup
plements the textbook materials.
• Written homework is checked by the teacher in accordance with the instructions of
the Ministry of Education. Any oral homework assigned by the teacher can be

checked at the beginning of the class instead of, before or after the warm up activ
ities suggested in the TB. Teachers should never substitute checking homework for
other activities for if they do, they won’t be able to cope with the textbook pace.
Thus, preparing for each lesson, teachers should think of the most effective and
least time consuming ways of checking homework.
Enjoy our Magic Tour!
ACKNOWLEDGEMENTS
The authors would like to thank all those who made this project possible.
Our deepest gratitude goes to Rod Bolitho, Assistant Dean of INTED (the College of
St Mark and St John, Plymouth, UK) for advice, encouragement and inspiration.
Our special thanks to N. P. Baranova, Rector of Minsk State Linguistic University,
whose help and support were extremely valuable to us.
We highly appreciate the initiative and guidance through all the stages of the proj
ect provided by N.V. Demtchenko, Director of the Centre for Linguistic Education,
MSLU.
We would also like to give our thanks to P.K. Babinskaya, Vice Rector of Minsk
State Linguistic University whose helpful comments and constructive criticism
have enhanced the book.
Our gratitude also goes to Robert Fletcher, Klim Matiukhov, Sasha Martynov,
Lena Boris, Clare Bataglia, Elena Novichenok for help in preparing and trying the
pilot materials.
We owe particular thanks to our families for their patience, understanding and
support.

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9

P o em – sen ten ce

stress a n d rh y th m

A g r e e in g –
d is a g r e e in g

b e a fr a id o f
board gam e
bossy
c a lm
fig h t
fr ie n d ly
h e lp fu l
h ik in g
c a m p fir e
la n g u a g e
n o is y
o p tim is tic
p u t u p a ten t
save
shou t
shy
sp o rty
ta lk a tiv e

A sto ry

READING

SPEAKING

WRITING

D e s c r ib in g p h o to s F illin g in
T h e v e r b t o b e in
th e P r e s e n t S im p le
th e in d iv id u a l
A conversation Interview
r e g is tr a tio n fo r m
in a c a m p
T he P resent
C o n tin u o u s
L e a fle t: tip s
D ia lo g u e :
a n d r u le s fo r D ia lo g u e :
in v itin g
W r itin g
c h o o s in g
T h e P r e s e n t S im p le
h ik in g
fr ie n d to
about
a cam p
a cam p
c h a n g e s in
T h e P a s t S im p le
R e a d in g fo r
life
G a m e : c h a n g e s in
p le a s u r e :
R a d io

life
announcement Alexander
C r e a tiv e w r itin g : S h o u l d / m u s t
W h o U sed to
about
a poem abou t
B e R ic h L a s t
R e te llin g a s to r y c h a n g e s
d a ily
Sunday
u s in g k e y w o r d s
s c h e d u le
W r itin g
M a k in g a s u r v e y a n a d d r e s s
N a r r a tiv e
a b o u t th e
past
D is c u s s io n :
m a k in g a c h o ic e ,
C o n v e r s a tio n
r e a s o n in g
o f tw o fr ie n d s
D is c u s s in g a
r e c o r d e d le tte r

In te r v ie w
U s e d t o fo r
h a b itu a l p a s t w ith a
new com er
a c tio n s

LISTENING

Cross-cultural links: learning about summer camps in different countries
Cross-curricular links: sports, geography, music, social sciences, ecology
Learning to learn area: analysing, grouping, guessing meaning, cooperative decision making

S o n g – G o o d -b y e ,
M y Cam p

P r o n u n c ia tio n o f
-e d in th e P a s t
S im p le

E x p r e s s in g o p in io n

R e a s o n in g

C h a n t – sen ten ce
stress

A s k in g
fo r c la r ific a tio n

GRAMMAR

RECYCLING

VOCABULARY

COMMUNICATIVE
AREA

PRONUNCIATION

UNIT MAP

UNIT 1: SUMMER MAGIC


10
READING

SPEAKING

WRITING

P a s t p a r tic ip le s
(V 3 )

R e la tiv e
c la u s e s w ith
th a t

C o n v e r s a tio n
a t th e tra v el
a g e n t’s

C o m p o s itio n
r e a d a lo u d in

class: Faraway
p la c e s

T he P resent
P e r fe c t w ith
ever, never,
a lr e a d y , y e t,
fo r , s in c e ,
ju s t
(A ffir m a tiv e
a n d n e g a tiv e
sen ten ces a n d
q u e s tio n s )
A short paragraph:
reasons for joining
th e W W F

G r a m m a r D ia r y :
p a s t e x p e r ie n c e s

A short
paragraph:
D ream s

M o n o lo g u e : r e te llin g
th e tex t S s h a v e rea d

G am e: A n im a l H a b its

G am e: B e ttin g

G am e: A n im a l f o r a
Day

Notes: information
o n a n im a ls fr o m
th e r e a d in g te x ts

Role play dialogue:
G r a m m a r D ia r y :
conversation between past experiences
a reporter and a
tr a v e lle r
G r a m m a r D ia r y : a
paragraph on
Game: Getting Ready results achieved
for Travelling
u p to n o w

G am e: G r a m m a r
B in g o

S u rvey : past
e x p e r ie n c e s

S u rvey : p a s t
R e a d in g fo r
e x p e r ie n c e s
p le a s u r e :
A T housand

P a l e s o f W a t e r M o n o lo g u e :
d e s c r ib in g a n a n im a l
u s in g a m in d -m a p

T ex ts a b o u t
animals from an
e n c y c lo p a e d ia
(r e a d in g fo r
d e ta il a n d
s c a n n in g )

An
e n c y c lo p a e d ia
tex t: W h a le s
(s k im m in g
a n d r e a d in g
fo r d e ta il)

Jigsaw reading: Sentence-level: past
e x p e r ie n c e s
In te r v ie w s
(in te n s iv e
G am e: S n o w b a ll
r e a d in g )

A n im a l a n d p la c e
nam es

Cross-cultural links: global attitude to endangered specie
Cross-curricular links: Geography, Biology, History

Learning to learn area: making notes, extracting information from texts, analysing contrastively, comparing, guessing intelligently, grouping, classifying, making
lis ts , d r a w in g c o n c lu s io n s

D e s c r ib in g a n im a ls

In te r v ie w in g

a lr e a d y
ch eeta h
danger
dangerou s
desert
endangered
ever
Chant: Have you ever faraway
fo r (a g e s )
s e e n T a h iti?
g r a s s la n d
C h a n t: I ’v e b e e n t o is la n d
K en ya
ju st
m am m al
C h a n t: H a v e y o u
once
P o la r R e g io n s
e v e r tr a v e lle d f a r ?
s in c e (c h ild h o o d )
th r e e tim e s
tw ic e
w h a le

w ild life
y et

Speaking about past Place names
e x p e r ie n c e s w ith in
th e tim e u p to n o w R h y m e : I ’v e n e v e r
b e e n to A f r ic a
A s k in g fo r a n d
(pronunciation of gn,
g iv in g in fo r m a tio n k n )

RECYCLING

LISTENING

GRAMMAR

COMMUNICATIVE PRONUNCIATION
AREA

VOCABULARY

UNIT MAP

UNIT 2: A ZOO IN MY SUITCASE


11

Song: W h ere h a v e

you been ?
a n th em
area
b e fa m o u s fo r
be prou d of
b u ild in g
c a p ita l
ca th ed ra l
chu rch
comfortable
e m b le m
h a r d -w o r k in g
h o s p ita b le
h o tel
lie
n a tio n
n a tio n a l
p o p u la tio n
s ig h t
s tr ip e
su bu rb
sy m bol
tem p era tu re
tra n sp o rt
tourist
u ndergrou nd
v is ito r

T he P resent
P erfect a n d

th e P a st
S im p le
co n tra sted
N ic k ’s le tte r
to V a s ily o k

F ragm ents of
to u r g u id e s ’
speech

Short telephone
c o n v e r s a tio n s

M in i-te x ts o n
p la c e s o f
S hort
in tr o d u c tio n s in te r e s t o f
B e la r u s
(fo r g e ttin g
in fo r m a tio n )
R e a d in g
Mini-interviews for pleasire:
w ith v is ito r s T h e W h e e l o n
o f M in s k
th e S ch ool

Q u iz (to
c o n fir m
answ ers)

READING

WRITING

M o n o lo g u e s :
d e s c r ib in g a c o u n tr y ,
d e s c r ib in g a c ity ,
d e s c r ib in g a p la c e o f
in te r e s t in B e la r u s

D is c u s s in g tr ip s

Writing a postcard Names of
c o u n tr ie s a n d
c a p ita ls
Asking and answering Taking notes
w h ile lis te n in g
D egrees of
q u e s tio n s a b o u t
c o m p a r is o n o f
d iffe r e n t c o u n tr ie s
M a k in g a lis t o f
a d je c tiv e s
(in fo r m a tio n g a p
r e a s o n s fo r d o in g
a c tiv ity )
T he P resent
s o m e th in g
P erfect
A s k in g fo r d ir e c tio n s

D ia lo g u e s a n d
c o n v e r s a tio n

SPEAKING

Cross-cultural links: comparing Belarus with other countries
Cross-curricular links: History, Geography, Science, Mathematics
Learning to learn area: cooperating (working in pairs and groups); guessing words, analysing, finding key sentences

Sharing personal
experiences

Expressing politeness Chants for warmu p s in th e T B
Expressing
emotional attitude
and opinion

Asking for and
giving directions

LISTENING

RECYCLING

GRAMMAR

COMMUNICATIVE PRONUNCIATION
AREA

VOCABULARY

UNIT MAP

UNIT 3: MY FAIR LAND


12
WRITING

S ong : W e w is h y o u
a M e r r y C h r is tm a s

P o em a b o u t S a n ta
C la u s

N u rsery rhy m es –
m a g ic s p e lls

T he P ast
C o n tin u o u s +
the Past Simple
versus the
Past Simple +
the Past Simple
(in a chain of
actions)

T he P ast
C o n tin u o u s
v ersu s th e

P a s t S im p le
fo r a lo n g e r
a c tio n in te r rupted by a
sh o rter o n e
T e llin g a w h y -s to r y
w ith c o h e s io n w o r d s
and phrases

T e llin g a b o u t a v is it
to a fa m o u s p la c e

R e te llin g a d r e a m
u nu su al dream

T a lk in g a b o u t
u n u s u a l th in g s

D e s c r ib in g u n u s u a l
th in g s o n e h a s s e e n

A script for a radio The Present
C o n tin u o u s
program m e on
u n u s u a l th in g s
T h e P a s t S im p le
A report on w hat
o n e d id y e s te r d a y

Cross-cultural links: comparing beliefs and Christmas traditions, exposing Ss to ancient beliefs about mythical creatures, introducing Ss to Australian culture
Cross-curricular links: Literature, History, social sciences

Learning to learn area: talking following an outline, speaking logically, guessing content from visuals, socialising

Using cohesion
words and phrases
for logical linking

Retelling of a
dream

A le tte r –
A w h y -s to r y d e s c r ip tio n o f
(an Australian a trip to
le g e n d )
a h is to r ic
p la c e
In te r v ie w s o f
native speakers A Christmas
about Christmas story
tr a d itio n s
R e a d in g fo r
p le a s u r e :
A B u n y ip o f
B e r k e le y ’s

D e s c r ip tio n s
of u nu su al
ev en ts

T he P ast
C o n tin u o u s

fo r a c tio n s
h a p p e n in g a t
a d e fin ite
tim e in th e
past

appear
b e lie v e
d is a p p e a r
god
im a g in e
m y stery
m y th
p u n is h
p u t a s p e ll o n
r e a lity
te r r ib le
tu r n in to
u nu su al

SPEAKING

Sharing experiences Chants: What did
you see?
Telling a story
P oem : A s I w a s
Sharing information walking down the
road…
and opinions

READING

RECYCLING

LISTENING

VOCABULARY

COMMUNICATIVE PRONUNCIATION
AREA

GRAMMAR

UNIT MAP

UNIT 4: MAGIC KINGDOM


13

T e le p h o n e
c o n v e r s a tio n
(s e n te n c e s tr e s s )
be good at
S o m e - ( a n y -,
s o m e th in g
no) +
cook er
th in g / b o d y
d is h w a s h e r

c o ffe e -m a k e r
d o th e c o o k in g
d o th e d u s tin g
d o th e h o o v e r in g
d o th e ir o n in g
d o th e w a s h in g
s w e e p th e flo o r
fr id g e
hoover
ir o n
la y th e ta b le
m a k e th e b ed s
m ic r o w a v e o v e n
sa fe
spend
tid y u p
w a s h in g m a c h in e
M a k in g n o te s : o n
lik e s a n d d is lik e s
in h o u s e w o r k

M a k in g n o te s :
N ew Y ea r
r e s o lu tio n s

WRITING

Reading for
pleasure:
Gregory the

Grasshopper
D e s c r ib in g a d r e a m
Does the Spring- room
cleaning

T e le p h o n e
c o n v e r s a tio n :
C o m p la in in g a b o u t
h ou sew ork

T e le p h o n e
c o n v e r s a tio n
about
hou sew ork

P aragraph:
d e s c r ib in g a r o o m

S c r ip t: A s k in g fo r
h e lp

S to ry : A c c id e n t s

Description of
a dream room

S to r y : A c c id e n ts
(h o m e w o r k )

R e p o r tin g : H e l p i n g

H ands

D e s c r ib in g
P r e s e n ta tio n :
d e s c r ib in g a m a c h in e a m a c h in e
o f th e fu tu re
(h o m e w o r k )

S u rvey : R e s o lu tio n s

R o le -p la y :
H ou sew ork

In te r v ie w a b o u t N e w
Y ear

SPEAKING

In s tr u c tio n s :
H om e sa fety

Conversation: Short
H ou sew ork
descriptions of
in s tr u c tio n s
New Year
celebrations
Song:
R e s o lu tio n s
New Year

Story: Apron
F a m ily
calendar
c o n v e r s a tio n
on cooperation Questionnaire:
How helpful are
T e le p h o n e
you?
c o n v e r s a tio n
on an accident Film review:
at hom e
Home Alone

READING

Cross-cultural links: learning about other countries’ New Year traditions (New Year celebrations, resolutions)
Cross-curricular links: Literature, Sciences
Learning to learn area: reading pie charts, grouping, reporting, planning one’s speaking, analysing, cooperating

Complaining

Refusing

Asking to do
something

Asking for and
giving information

Describing a room

Telling a story

LISTENING

S om e, any, no

RECYCLING

GRAMMAR

COMMUNICATIVE PRONUNCIATION
AREA

VOCABULARY

UNIT MAP

UNIT 5: AS BUSY AS A BEE


14
GRAMMAR

C h a n t: A r e p o t a t o e s a d d
th e P resen t
m a d e f r o m c h ip s ?
Simple Passive
bacon
bake

P h o n e tic e x e r c is e :
bar (of chocolate)
p r o n u n c ia tio n o f
b o il
[dZ] in Would you …, carton (of juice)
C o u ld y o u … .
p a c k e t (o f c r is p s )
cereal
c r is p s
cu t
ham
m ilk s h a k e
m ix
p ea n u ts
s e ll
serve
spread
th ir s ty
hu ngry
stea k
y oghu rt

VOCABULARY
In s tr u c tio n s fo r
m a k in g a s a la d

S u rvey : F o o d h its
a n d food h a tes

A le tte r fr o m

N ic k

Describing and talking
a b o u t a p ic tu r e

P la n n in g a p a r ty

C o n v e r s a tio n : A t a
p a rty

P a rty p ro g ra m m e
C o n v e r s a tio n :
T a l k i n g a b o u t r e c i p e s In v ita tio n c a r d

R e c ip e

T h e sto ry o f
a n a p p le

WRITING

SPEAKING

READING

R e a d in g fo r
C o n v e r s a tio n : A t t h e
Conversations: Pleasure: The café
King’s Breakfast
A t th e ca fé

C o n v e r s a tio n : A t t h e
su perm a rk et

Song:
F is h a n d
C h ip s

LISTENING
S om e, any

RECYCLING

Unit Map

Cross-cultural links: eating habits in Belarus and Britain, national cuisine recipes (Britain, Belarus, Italy); polite behaviour at the restaurant and at a party
Cross-curricular links: Literature (poetry and translation), Handicraft, extra-curricular activities (parties)
Learning to learn area: logical writing (cohesion marks), grouping, categorizing, making mind-maps, paying attention, analyzing, matching, using visuals, planning

Working with
a dictionary

Taking notes

Planning an event

Offering, accepting
and refusing

Being polite

Following and
giving instructions

Ordering a meal at
the cafe

Asking for and
giving personal
information

COMMUNICATIVE PRONUNCIATION
AREA

UNIT 6: ARE YOU A FOODIE?


15

R hy m e:
A r e y o u s le e p in g ?

A rt
behave
b o r in g
break
daybook
d iffic u lt
d o su b jects
easy
fo llo w

F rench
G eography
get good/bad marks
H a n d ic r a ft
h a v e to
H is to r y
la s t
L ite r a r u te
m a k e m is ta k e s
M a th s
M u s ic
PE
p o lite
S c ie n c e
term
tim e -ta b le
u n ifo r m
h a ve to
(a ffir m a tiv e ,
in te r r o g a tiv e
a n d n e g a tiv e
stru ctu res)

O p in io n s
abou t school
su b jects

In te r v ie w
w ith a n E to n
stu d en t

D e s c r ip tio n
of school
u n ifo r m s

R e a d in g fo r
p le a s u r e :
L eo a n d
C h a r lie

D e s c r ib in g s c h o o ls

A q u e s tio n n a ir e
on school day s
fo r in te r v ie w in g
a g r o w n -u p

R e p o r tin g r e s u lts
in le a r n in g

A tim e -ta b le

A fra g m en t o f
a le tte r to a p e n E x p r e s s in g o p in io n s fr ie n d w ith
a b o u t s c h o o l s u b je c ts in fo r m a tio n a b o u t
sch o o l su b jects

A lis t o f s c h o o l
su b jects

D e s c r ib in g s c h o o l
u n ifo r m s

L etters
d e s c r ib in g
s c h o o ls

A lis t o f s c h o o l
r u le s

D e s c r ib in g s c h o o l
r u le s

A new spaper
a r tic le a b o u t
N o n -U n ifo r m
Day

WRITING

SPEAKING

READING

s h o u ld
m u s t (c o m p a r e d
w ith h a v e t o )

Cross-cultural links: learning about school in Great Britain (rules, uniforms, famous schools), comparing with schools in Belarus, learning about international
o r g a n iz a tio n s h e lp in g c h ild r e n , fo lk lo r e (p r o v e r b s a b o u t le a r n in g )

Cross-curricular links: following school rules
Learning to learn area: organizing your learning (advice on how to be a good learner) , developing positive attitude to school rules, school subjects and regulations;
m a k in g n o te s in th e fo r m o f a m in d -m a p , a c h a r t a n d a lis t

Expressing opinion

Describing

LISTENING

RECYCLING

GRAMMAR

COMMUNICATIVE PRONUNCIATION
AREA

VOCABULARY

UNIT MAP

UNIT 7: BELLS AND BREAKS


16
R e a d in g fo r
p le a s ir e :
T h e R id d le s

A n a r tic le ,

d e s c r ib in g
D e s c r ip tio n s a b o o k
o f th e p ic tu r e c h a r a c te r

A film r e v ie w

C o n v e r s a tio n w ith a
lib r a r ia n (r o le -p la y )

S p e a k in g a b o u t
fa v o u r ite b o o k s
(d ia lo g u e )

D e s c r ib in g
a fa v o u r ite b o o k
ch a ra cter

D e s c r ib in g
a fa v o u r ite film

In v ita tio n to th e
c in e m a (d ia lo g u e )

S p e a k in g a b o u t
fa v o u r ite film s

Cross-cultural links: the literature and cinema of English-speaking countries
Cross-curricular links: Literature
Learning to learn area: preparing an outline of a review, guessing intelligently, grouping and analyzing, structuring discourse

Sharing opinions

Asking for and
giving information
about a book/a film

C o n v e r s a tio n
(in v ita tio n to
th e c in e m a )

A film r e v ie w

A ll ty p e s o f
q u e s tio n s

A ll ty p e s o f
q u e s tio n s
(a n a ly s is )

action film
a d v en tu re b o o k
a d v e n tu r e film
a m u s in g b o o k
a b o u t a n im a ls
ca rto o n
com edy
d e te c tiv e
e x c itin g
fa ir y ta le
fa n ta sy

horror book
h o r r o r film
lo v e s to r y
m u s ic a l
r o m a n tic film
s c ie n c e fic tio n
to u c h in g
w estern

WRITING

Inviting to the
cinema

SPEAKING

RECYCLING

READING

GRAMMAR

VOCABULARY

COMMUNICATIVE PRONUNCIATION
AREA

LISTENING

UNIT MAP

UNIT 8: WORLD OF WONDERS


17


Unit 1
SUMMER MAGIC
UNIT OBJECTIVES
By the end of the unit Ss will
• be able to express past habits, which are not true any longer by means of used to;
• be able to distinguish between must and should;
• be able to exchange personal information within the limits of the topic (interests,
•
•
•
•

likes and dislikes, past habits);
be able to use the active vocabulary of the topic Summer Magic;
have learned about camp activities and rules of behaviour on a hike;
be able to fill in the Individual Registration Form;
have developed their learning to learn skills.

LESSON 1. WELCOME TO OUR MAGIC TOUR!
Lesson Map
AIMS

MATERIALS AND PREPARATION

• to recycle grammar within the limits of the

subtopic (the verb to be in the Present
Simple, cardinals and ordinals)
• to enable Ss to give personal information in
a formal way
• to develop attention and accuracy in giving
personal information in writing
• to encourage Ss to share feelings and atti
tudes

• cassette with the recording of the

interview
• individual registration forms
• slips of paper for the game
• slips of paper for the 'Find someone who'

activity (optional)
FOCUS
Grammar
• the verb to be in the Present Simple
• cardinals and ordinals

Procedure
No

18

Stage & Timing

E x.

Purpose

Classroom management


2. Speaking

Lesson Brief

• Do ex. 1. Write the title of the book “Magic Tour”

1. Warm-up
• If this is the first time you are teaching the class

and you do not know Ss, introduce yourself
and ask Ss their names, ages, hobbies and
interests. You can warm up your Ss by means of
a rhyme, a limerick, a short poem or a tongue
twister.
• “Alphabet” activity: each student gets a letter
of the alphabet. The Ss’ task is to introduce
themselves using their letter. For example: I'm
Ann. I’m an agronomist. I’m angry. I like ants.
I don’t like apricots.
• “Find someone who” activity: each student gets
a slip of paper with a task on it. The tasks

include active vocabulary and structures
learned by the Ss in the primary school, which
are connected with the Ss’ summer experience
and cover the new topic. For example: Find
someone who
likes summer
went to a camp in summer
went to the sea in summer
is 11
is 10
loves English
would like to go to a summer camp next
summer
likes swimming
played a lot of sport in summer
read more than five books in summer
learned a new game in summer
helped their grandparents in summer
is taller now than last year
made new friends
has a new pen friend
spoke English in summer

•
•

•

•

•

on the board. Explain the meaning of “tour.” Say:
“When you make a tour you visit different
towns, countries and places. Compare with the
Russian word 'турне’. When on a tour you usual
ly stop at some places for a while. What stops are
there in this book? Tell Ss to look through the
book and complete the list of the unit titles.
Ask Ss: ”Which of the “stops” is the most inter
esting for you and why? Elicit the answers.
Recycle ordinals. Ss have already learned ordi
nal numbers in the previous forms. They should
present little difficulty except for pronuncia
tion. Drill the pronunciation of the final sound
[?] in chorus.
Do ex. 2. Refer Ss to the pictures of the children
and ask them to do a prediction activity and say
everything they can about the children. Elicit
possible answers.
Then ask Ss to make questions using the words
in the bubbles to get more information about the
children. This activity can be done in pairs or as
a whole class.
When they finish, get them to ask you their
questions and answer the questions about Rosie.
You should postpone answering your Ss’ ques
tions about Nick and Vasilyok, explaining that
they will be answered in ex.3 (see infomation
about Rosie on p. 37).

3. Listening
• Prepare three Individual Registration forms per

each student in the group.
• Do ex. 3 a, b, c. Check the answers as a class.

➠ Key:
Ex. 3a) a) how old you are – age
b) when your birthday is – date of birth
c) what your address is – contact address.
Ex. 3b)

INDIVIDUAL REGISTRATION FORM
FIRST NAME
Nick
DATE OF BIRTH
May, 15
CONTACT ADDRESS
POST CODE EB30 9SR

SURNAME Mc Gregor
AGE eleven
17, Princes Street, Edinburgh
COUNTRY Scotland

PHONE No. 0117 9326784

INDIVIDUAL REGISTRATION FORM
FIRST NAME

Vasilyok
DATE OF BIRTH 23rd November
CONTACT ADDRESS
POST CODE 222117

SURNAME
Grinevich
AGE ten
25, Bogdanovich Street, flat 46, Minsk
COUNTRY Belarus
PHONE No. 224 51 23

19


Tapescript 1:
– Hello, welcome to Pulawy International summer
camp. My name’s Anna Malkowska. I’m a camp
staff member. I’d like to ask you a few questions.
First, what’s your name, please?
– Vasilyok Grinevich.
– Vasilyok Grinevich. Nice to meet you, Vasilyok.
Could you spell your name please?
– Yes, of course. It’s V – a – s – i – l – y – o – k, and
my surname is G – r – i – n – e – v – i – c – h.
– Thank you. When is your birthday?
– On the 23rd of November.
– On the 23rd of November. All right. And what’s
your age?
– I’m ten.

– Where are you from?
– I’m from Minsk. It’s in Belarus.
– Oh, I see. And could I have your address, please.
– Yes, sure. I live at 25, Bogdanovich Street, flat 46.
– 25 Bogdanovich Street, flat 46. What’s your post
code, please?
– It’s 220117.
– All right. What’s your telephone number?
– It’s 224 51 23.
– Thank you very much. Have a nice time in our
camp. I hope you’ll make a lot of new friends here.
– So do I. Bye.
Tapescript 2:
– Hello. What’s your name and surname, please?
– Nick Mc Gregor.
– How old are you, Nick?
– I’m eleven.
– And when is your birthday?
– On May, 15.
– Are you from England, Nick?
– No, I’m from Scotland. I live in Edinburgh with
my parents and my sister Rosie.
– What’s your contact address?
– It’s 17, Princes Street, Edinburgh, my post code
is EB30 9SR.
– EB30 9SR. Is that right?
S IM P L E

– Yes, it is.
– And the last question. What’s your phone num

ber?
– It’s 0117 – 9326784.
– 0117 – 9326784. Thank you for the interview.
Have a good time in our camp.
– Thank you. Bye.

4. Grammar
• Write the questions and answers from the inter

view on the board, for example: What’s your
name? Where are you from? I’m from Scotland.
• Let Ss listen to the questions and answers from
the interview again.
Tapescript:
1. What’s your name? – What is your name?
2. Where are you from?
3. I’m from Scotland. – I am from Scotland.
• Turn to L1 (the mother tongue of your Ss). Say:

“Мы сегодня на уроке слышали и произноси
ли такие предложения: I’m from Minsk. How
old are you? My name is Nick. Послушайте
внимательно: I am, you are, they are, he is, she
is, it is. Какие глаголы мы используем в этих
предложениях?” Elicit the answers. Say: “Все
эти глаголы имеют одну неопределенную фор
му, которая в английском языке называется
Infinitive. Какая у этих глаголов неопределен
ная форма?” Elicit the answer: be/to be.
• Draw the scheme on the board:

Be

am – ( I )
are – ( we, you, they, my friends)
is – ( he, she, it, my friend )

• Ask Ss to give examples illustrating each form

of the verb be. Then have them to fill in their
grammar chart.

C O N T IN U O U S

PERFECT

…

PAST
PRESEN T
FUTURE
...

5. Speaking
• Ex. 5 is a game. For the game write four head

ings on the board: name, from, age, job.Elicit
possible answers: names in English, names of
4–5 countries, five or six ages, five or six jobs –
doctor, teacher, driver, pilot, worker. Focus on
the first instruction. Demonstrate by writing

examples on four pieces of paper and showing
them to the class. Tell Ss to choose things them
selves and write them on separate pieces of

20

paper. Then divide the class into groups of four.
Tell them to put the pieces of paper in four
groups. Explain instructions b, c and d. They
mix up the pieces of paper in each group. Then
they choose one piece of paper from each one.
Finally, they find out about the other people in
the group. While Ss are doing the exercise, go
around the class and help them out when neces
sary. When Ss have finished, ask them to tell the
class about the people in their group.


• For ex. 6a, ask Ss to make up questions to inter

• Divide the class into pairs. Refer them to

view their teacher. Welcome any questions.
Remember: this is your Ss’ first English class of
the year. When they are ready with their ques
tions, look through them to check that they are
reasonably correct and comprehensible.
• Try to give them genuine and interesting person
al information about yourself. This will encour
age them to feel that English is a real vehicle of

communication and not just a class subject.

ex. 7.
• Ss should interview each other. With fluent,
confident Ss the exercise can be extended for a
longer time – they can devise their own ques
tions, with a less experienced class it may last
for 4 5 minutes.

• Variation:

This activity can be done in groups. Divide the
class into groups of 4 5 Ss each. Make sure that
there are good speakers in each group. Each group
prepares at least 6 questions. If you wish, you may
organize this activity as a competition. The group
which makes up questions faster than others wins.

Short of time?
If you are short of time, omit ex. 5. You
can play this game some other time – for
revision or as a warm up.

?

6. Round-up
• Evaluate Ss’ performance.
• Give the home assignment.

LESSON 2. A CAMP DAY

Lesson Map
AIMS

MATERIALS AND PREPARATION

• to introduce new vocabulary and to recycle

• cassette with the recording of the radio

the Present Continuous within the limits of
the subtopic
• to familiarize Ss with summer camp activi
ties in different countries
• to develop analytical thinking, attention and
memory
• to promote team spirit and positive attitude
to time management

announcement
• demonstration clock

FOCUS
Active vocabulary
• hiking, camp fire, put up a tent, trip, board
games
Grammar
• the Present Continuous

Procedure
No

Stage & Timing

E x.

Purpose

Classroom management

5

7

21


Lesson Brief
1. Warm-up
• Write the following chant on the board:

It’s seven sharp.
Wake up! Get up!
The dawn is breaking,
The camp is waking.
The birds are singing,
The bells are ringing.

•
•

•

• Have Ss work with the chant. Let them listen to

around the fire, sing songs, tell stories and
laugh.
Ask several students to repeat ’camp fire’ after you.
Say: When it’s cold or it’s raining, you can’t go
on a hike. You stay at home. You can watch TV,
play computer games or play board games. Board
game. You play a board game on a small board.
You put the board on the table and play. I like
board games. Do you like board games?
Ask several students to repeat ’a board game’
after you. Then say: Trip. In summer many chil
dren go on trips. They travel from one place to
another. In summer I went on a trip to Poland.
Did you go on a trip in summer?
Ask several students to repeat ’a trip’ after you.

the chant, then practise word stress by stamping
for stressed syllables.
• Finally, get Ss to learn the chant. Delete each
second line in the chant. Set time limit –
2 minutes.

Stage 3:

2. Vocabulary

• Refer Ss to the active vocabulary box at the bottom

Stage 1:
• Refer Ss to ex. 1. Ask them to look through the

pictures.
• Play the recording. Get the Ss to match the

description with the pictures.
Tapescript:
1. Look! The children are on a hike. The boys are
putting up a yellow tent. The girls are sitting
around the camp fire.
2. Nick is going on a trip. He’s travelling to a big
town near the camp.
3. It’s raining. The children can’t go out. They
can’t play football, they can’t go hiking, but they
can play board games. Look! They are playing a
board game.

➠ Key:
1 – a; 2 – c; 3 – b.

Stage 2:
• Say Hiking. I like hiking. I like walking in the

forest, listening to birds, picking flowers. I like
going hiking, because I can be with my friends,
we can march and sing songs together. Do you
like hiking? Would you like to go on a hike? Did

you go hiking in summer?
• Ask several students to repeat the word ’hiking’
after you.
• Then say: When you go hiking, you sometimes
sleep in the forest. You must put up a tent in the
forest to sleep there. Put up a tent.. You must put
up a tent together with your friends. Camp lead
ers teach children to put up tents. Do you know
how to put up a tent?
• Ask several students to repeat ’put up a tent’
after you. Then go on: On a hike, after you put up
a tent, you can have a camp fire in the evening.
Camp fire. Camp fires are fun! It’s great to sit

22

•

of the page. Ask Ss to read the words in the box.
1) hiking 2) camp fire 3) putting up tents
4) trip 5) board games
Stage 4:
• Together with Ss make mind maps for the active

vocabulary items.
Example:
walk

to walk

to go for a walk

walking
hike

to hike

to go on a hike

hiking
• Refer Ss to ex. 2. Ask them to look through the

names of the camps and say which of them is in
Poland and which – in the USA. Elicit the
answers.
• Tell Ss to look through the camp programmes
and match the camp names and the programmes.

➠ Key:
1 – B; 2 – A.
• Ask Ss to choose a camp they would like to go to

and say why they have chosen it.
• Demonstrate the task by expressing your own

choice: I’d like to go to the American camp
because lake trips are fun. I’d like to go there
because hiking is fun.
• Refer Ss to ex. 3. Go over the instructions and
make sure Ss understand what they have to do.

• Think of a camp and activity yourself and say
two sentences about them using the Present
Continuous.
• As Ss try to guess what part of the day it is, give
them clues to help guide them. Then divide the
class into pairs and let each S take a turn at


thinking of a camp and activity. If S1 is wrong,
S2 has to say: ’Sorry, no. Try again.’
• Walk round while they are working to give any
help that is needed. Make sure they use the
Present Continuous, describing the activity.

getting ready for bed. These are the rules. Get
ready for sleep after a hard day. Lights out at ten
o’clock.
Good bye for today. Enjoy your day. Join me
again for the Radio Keep fit programme tomorrow
at this time. Bye bye!

3. Listening

• Direct Ss to ex. 5.
• Divide the class into pairs. Ask them to look at

• Refer Ss to the camp programmes again and say

that a day is divided into three parts – morning,
afternoon and evening. Ask them What are the

morning (afternoon, evening) hours? Elicit the
answer: The morning hours are from 6 o’clock
till 12 o’clock.
• Do ex. 4a. If necessary, remind Ss of the
rules for telling the time in English. Use a
demonstration clock.
• Do ex. 4b. Ask Ss to look through the time table
and find out what day of the week it is.

➠ Key:
It’s Thursday.
• Do ex. 4c. Check as a whole class.

➠ Key:
breakfast - 8.30; lunch - 12.30; dinner - 17.30; lights
out - 22.00.

Tapescript:
Hello, everybody. This is our time table for
Thursday. Are you ready? Here we go. Listen and
look. Get up time in our camp is 7.45. Breakfast
begins at half past eight. Please don’t be late. Your
clean up time begins at a quarter past nine. Then
you will have two hours of fun. Fishing starts at a
quarter to ten. Don’t forget about lunch at half
past twelve. After lunch you’ll have time for a s leep
from a quarter past one to a quarter past three.
Then it’s time for fun again. On Thursday it’s
cooking Polish food. Dinner is at half past five.
After dinner you’ll play board games. I’m sorry to

say but at half past nine as usual you should start

the times shown on the clocks and find the cor
responding activities in the daily schedule.
• Ss then work in pairs asking each other ques
tions and answering them.
• Monitor and note down any serious mistakes.
Write them on the board and encourage Ss to
correct them.

4. Grammar
• On finishing doing ex. 4, analyze the Present

Continuous to formulate rules and to create a
scheme to symbolize and to represent this gram
mar phenomenon.
• Have your Ss to open their grammar chart.
• Turn to L1 (the mother tongue of your Ss). Say:“Мы
сегодня на уроке слышали и произносили такие
предложения: The children are swimming. He is
playing a board game. I am putting up the tent.
What are the children doing now? Послушайте
внимательно: The children are swimming, he’s
playing, I’m speaking, etc. Все это – примеры упо
требления времени, которое по английски назы
вается the Present Continuous. Вы используете это
время, когда хотите рассказать о том, что проис
ходит сейчас, т.е. в момент речи или на ваших
глазах. Посмотрите на таблицу. Найдите квад
рат, в котором находится the Present Continuous.

Как вы его нашли? С помощью таблицы скажите,
какие еще времена есть в английском языке.
Сколько их? Посмотрите внимательно на схему
the Present Continuous. Кто может ее расшифро
вать? (Почему вы так думаете?)”

➠ KEY TO THE SYMBOLS

– ПОДЛЕЖАЩЕЕ

am
are
is

ВСПОМОГАТЕЛЬНЫЙ
ГЛАГОЛ

Ving – ОСНОВНОЙ ГЛАГОЛ

Что такое V ?
(If the children have difficulty in explaining, say: “По английски “глагол” – verb.
Отсюда – буква “V”. Write the word verb on the board. Underline the letter V or
use colour to highlight it.)
Что такое Ving? Когда мы добавляем окончание ing к глаголу? Приведите при
мер на каждую схему.

23


I

they
he

I am reading

am
are
is

•

Ving

They are reading
He is reading

I
they

am
are
is

Am I reading …?

he

?

Ving

Are they reading …?
Is he reading …?

I
they
he

am
are
is

I’m not reading

n’t

•

Ving

They aren’t reading
He isn’t reading

• Then, after your Ss have illustrated the use of

the Present Simple with their examples have
them fill in their grammar chart.

• Make sure Ss use the Present Continuous

tense.

6. Round-up

5. Speaking
• Do ex. 6.
• Divide the class into groups. Ask Ss to prepare a

• Evaluate Ss’ performance.
• Give the home assignment.

mime for three or four camp activities.
• Each group in turn shows their mimes. The

other Ss watch and try to guess. Then say, for
example, “You are putting up a tent.”

Prepare cards with jumbled questions for
the next lesson.

!

LESSON 3. SUMMER CAMPS ARE ALWAYS FUN
Lesson Map
AIMS
• to introduce new vocabulary, recycle and

analyze the Present Simple within the limits
of the subtopic
• to develop listening and speaking skills

• to develop cognitive strategies (analyzing)
• to promote cooperation in the classroom

MATERIALS AND PREPARATION
• cassette with the recording of the con

versation
• cards with jumbled questions
• pictures of different camps (optional)

FOCUS
Active vocabulary
• language
Grammar
• the Present Simple

24


Procedure
No

Stage & Timing

E x.

Purpose

1

Warm-up
(Pronunciation) ( 5 min)

1

to in tr o d u c e th e s u b je c t a n d to in v o lv e S s
in c o n v e r s a tio n
to d e v e lo p p r o n u n c ia tio n s k ills

w h o le c la s s

2

Vocabulary ( 8 min)

2

to in tr o d u c e n e w v o c a b u la r y
to a c tiv a te th e v o c a b u la r y o f th e to p ic

in d iv id u a l w o r k
p a ir w o r k

3

Listening ( 10 min)

3, 4

to p r a c tis e lis te n in g fo r g is t a n d s p e c ific

in fo r m a tio n

in d iv id u a l w o r k
w h o le c la s s

4

Grammar ( 10 min)

5, 6

to r e c y c le a n d a n a ly z e th e P r e s e n t S im p le

w h o le c la s s
in d iv id u a l w o r k
p a ir w o r k

5

Speaking ( 10 min)

7

to d e v e lo p s p e a k in g s k ills (d ia lo g u e )

p a ir w o r k

6

Round-up ( 2 min)

ÒÂ

to e v a lu a te S s p e r fo r m a n c e
to a s s ig n h o m e w o r k

w h o le c la s s

Lesson Brief
1. Warm-up
• Ask your Ss the following questions: Do you like

•
•
•

•

•
•

summer? What do you usually do in summer?
What did you do this summer? Do you go to sum
mer camps? What do you think children usually
do in summer camps? Elicit the answers.
Say: Children like chanting in camps too.
Have the children work with the chant.
If Ss have difficulty understanding “swinging
hammocks”, you can refer them either to the
picture or to Russian for the meaning of the

word “hammock” (pronounce the word in
English several times and ask them what
Russian word it reminds them of; draw their
attention to the spelling of the word). If you use
a picture of a hammock, illustrate “swinging”
with a gesture, a picture or simply translate it.
Ask Ss: What is a chant good for? Elicit the
answers – (for marching, dancing, reading,
swimming, playing games, etc.)
Get Ss to learn the chant. Set the time limit –
2 or 3 minutes.
Refer Ss to the picture in the book and ask them
what else children do in summer camps. Elicit
the answers.

2. Vocabulary
• Ask Ss what kind of summer camps there are.
• Present the new vocabulary:

Language –

country
Russia
England
Belarus
Poland
Germany
Italy

language

Russian
English
Belarusian
Polish
German
Italian

Classroom management

Draw Ss’ attention to the use of the article:
Russian – but the Russian language, English – but
the English language, Belarusian – but the
Belarusian language.
Invite Ss to repeat the word ’language’ after you
in chorus and individually.
• Ask Ss: What language do people speak in Russia?
What languages do they speak in Belarus? etc.
• Do ex. 2a. Ask Ss: Do you know any other kinds
of summer camps? Can you add them to the
mind map? They might be able to name some of
the camps. If they have problems help them by
saying that there are such camps as a tourist
camp, a day camp, a family camp.
• Refer Ss to ex. 2b. Give them a few minutes to
read the advertisements.
• Do the first example with the class. Then let
them work either individually or consult in
pairs.
• Check their answers on the board.

➠ Key:
A – 6; B – 5; C – 1; D – 4; E – 3.

3. Listening
• Do ex. 3. First ask Ss how they can get informa

tion about summer camps. If they do not come
up with the idea of an advertisement, help
them. Write the word on the board. Allow some
time for Ss to read the ad.
• Do ex. 4a. Say: You are going to listen to a con
versation between Vasilyok and Barbara.
• Play the recording right through without stop
ping. Then ask Ss: Does Barbara want to go to
the camp? Elicit the answer (No, she doesn’t.)
• When doing ex. 4b with slower Ss – play the tape
till they can hear the first mistake. Correct the
first mistake as a class. Play the tape up to the very
end, let Ss correct the second mistake themselves.

25


➠ Key:

4. Grammar

The camp starts on the first Sunday in July. 2 –
Polish food.

• Write the questions and answers from ex. 4c on

the board.
– When does it begin?
– On the first Saturday in July.
– Well, and what do children do in a language
camp?
– Lots of things. They have two English classes a
day, they eat English food and have a lot of fun.
• Have your Ss open their grammar chart.
• Turn to L1 (the mother tongue of your Ss). Say:
“Мы сегодня на уроке слышали и произноси
ли такие предложения: I want to go to a lan
guage camp because I like English. He likes
playing board games. I don’t think so. When
does it begin? What do children do in a language
camp? Посмотрите на доску, послушайте вни
мательно: I want, I like, He likes, I don’t like,
When does it begin, What do children do, etc.
Все это – примеры употребления времени, ко
торое по английски называется the Present
Simple. Вы используете это время, когда вы
хотите рассказать о том, что происходит
обычно, каждый день. Посмотрите на табли
цу. Найдите квадрат, в котором находится the
Present Simple. Как вы его нашли? С помо
щью таблицы скажите, какие еще времена
есть в английском языке. Сколько их? Посмо
трите внимательно на схему the Present
Simple. Кто может ее расшифровать? (Почему

вы так думаете?)”

• Do ex. 4c. Then get Ss to read the lines from the

conversation and check themselves.
Tapescript:
B: Hello?
V: Hello, can I speak to Barbara, please?
B: Speaking.
V: Oh, it’s you. This is Vasilyok here.
B: Oh, hi, Vasilyok. How are you?
V: Fine, thanks. Listen, Basya, I’ve got an article
about a summer camp. It’s a language camp.
B: A language camp? Where is it?
V: It’s in Pulawy.
B: Where?
V: In Pulawy. It’s in your country, in Poland.
B: I see. Are you going there this summer?
V: Yes, and I’d like you to go with me.
B: Me? But you know I like music, not languages.
V: Right, but you can sing English songs there.
B: Let me see… When does it begin?
V: On the first Saturday in July.
B: And what do children do in a language camp?
V: Lots of things. They have two English classes a
day, they eat English food and have a lot of fun.
B: What kind of fun?
V: Dancing, going hiking, singing songs around the
camp fire, playing board games, you know…
B: Well, …it sounds nice, but I don’t know.

V: Come on, you’ll like it.
B: Erm, … I’ll ask my Mum and then call you back, OK?
V: All right then. Call me back tomorrow. Bye!
B: Bye.

➠ KEY TO THE SYMBOLS
ẽẻậặ

V

DO

ẹẽẻèẻềậĩẫ ậẻậ

ã

ẹấầểèẻ / ẻẹẻẻẫ ậẻậ

?
nt

ềẩẽ ẽéậẻặẩò

такое V1? Когда мы используем ’s’ после глагола? Приведите пример на
каждую схему.
Что такое do (does)? Что этот глагол помогает нам делать? Этот глагол
помогает нам строить вопросы и отрицательные предложения, это
глагол – помощник (a helping verb). На какой схеме вы его видите?
I GO
I

V (s)

DOES

we

26

•

he

DO

SHE GOES

V

n’t

DOES HE GO...?

?

V

•

WE DON’T GO ... .