8 Weat

W e a t h er
e r repor
re p o r t
Dear Simon,
I’m on holiday at the beach.
y
Dear Meera, It’s hot and sunny! It’s ver
We’re on holiday in the countryside. dry here because it isn’t
It’s windy and we can fly our kites. raining. Look at me in my
It’s very wet too. It’s raining now. swim shorts!
It rains every day here! Lenny
Simon and Stella

Dear Stella,
I’m on holiday in the
mountains. It’s brilliant!
Dear Grandma It’s cold and there’s lots
and Grandpa, of snow. Look at my
lakes
We’re on holiday at the snowman!
y bu tI
with Dotty. It’s cloud Meera
! It’s rea lly
can see a rainbow
beautiful.
Suzy

1 Ask and answer. Look and check.

1 Who’s got a pet? 3 Who’s on holiday in the countryside?
2 Where’s Meera on holiday? 4 Where’s Lenny on holiday?

2 Look and say the name.

It’s windy. Simon and Stella!

3 77 Listen and say ‘yes’ or ‘no’.

1 2 3 4 5 6

72 Vocabulary: weather

PB72 Weather report | Unit 8

 Unit 8 Weather report
Pupil’s Book p.72

PB72. ACTIVITY 2
Objectives
To understand and talk about the weather. Look and say the name.
• Read the instruction for Activity 2 aloud. Ask two pupils to
Target language read the example speech bubbles. In pairs, pupils take turns
• Key language: weather, weather report, cloudy, cold, dry, to say the weather and reply with the children who mention
hot, rain, rainbow, raining, rainy, snow, snowing that weather in their postcard in Activity 1.
• Additional language: very, no (wind), really
• Revision: characters, comparative adjectives, can, beach, PB72. ACTIVITY 3
jungle, mountains, picnic, snowman
Listen and say ‘yes’ or ‘no’.
Materials • Focus pupils on the pictures in Activity 3 and on the activity
• Flashcards: weather (109–115) and word cards instruction. Check pupils understand what to do. Remind them
to whisper yes or no to their partner the first time they listen.
Warmer Play the first one as an example. Play the rest of the Audio.
Pupils listen and whisper. Play the Audio again. Check after
• Write the date on the board. Ask What’s the date today?
each one.
Pupils respond, e.g. It’s Friday the 14th of May. Say Good.
Point to the window. Say Is it hot today? Is it cold? What’s the Extra challenge Pupils correct the incorrect sentences.
weather like? Teach/Elicit the sentence for the weather today,
e.g. It’s raining. Pupils repeat. Explain that a weather report is Key: 1 No, 2 Yes, 3 No, 4 Yes, 5 No, 6 Yes
a television or radio broadcast about the weather.
77
Presentation 1 It’s cloudy.
• Write the question What’s the weather like? in the centre 2 It’s snowing!
of the board. Pre-teach/Elicit other words to describe the 3 It’s raining.
weather using the weather flashcards (cloudy, hot, cold, 4 Look! It’s a rainbow.
sunny, dry, raining, rainy, snowing, snowy, windy, rainbow). 5 It’s very sunny.
Check understanding and concept each time and stick the 6 It’s really windy today.
flashcards on the board to make a mind map, together with
the word cards (or write the words). Practice
• Pupils continue the game in pairs. They take turns. Pupil A
PB72. ACTIVITY 1 says a sentence about the pictures. Pupil B says yes or no and
corrects the incorrect sentences.
Ask and answer. Look and check.
• Show Activity 1 on the whiteboard. Focus pupils on the Ending the lesson
pictures. Elicit one word to describe each one, e.g. Raining. • Write some of the weather words as anagrams on the
Ask a pupil to read the activity instruction aloud and others board for pupils to solve. They work in pairs. They write the
to take turns to read the four questions. Pupils compare their words on paper. Pairs swap their papers with another pair.
predictions in pairs, looking for clues in the pictures but not in Check with the class by eliciting the words and the spelling
the postcard texts. each time.
• Say Open your Pupil’s Books at page 72, please. Pupils read
the postcards quickly and silently to find the answers to
Activity 1. They check in pairs. Check with the class. Pupils
take turns to read the postcards aloud around the class. Check
understanding of vocabulary, especially the new weather
words. Ask pupils which their favourite postcard picture / type
of holiday is.
Key: 1 Suzy. 2 In the mountains. 3 Simon and Stella. 4 At the beach.

Digital Classroom Extra Resources

Presentation Plus: Unit 8 Digital Flashcards • Teacher Resources: Unit 8, Downloadable Activity Book Teaching Notes
• Teacher Resources: Unit 8, Reinforcement worksheet 1
Audio 77 Practice Extra
• T112 – Consolidation activity: Sort the words

Unit 8 | Weather report T72

 Unit 8 Weather report
Pupil’s Book p.73

It’s a bad day for a picnic at the beach. It’s very windy.
Objectives If you go to the fields, you can see a rainbow.
To talk about the weather. Have a good day, wherever you are.
Woman: Thank you, Thomas. Next, we are …
Target language
• Key language: It’s (snowing, cold, wet, windy). There’s no PB73. ACTIVITY 2
sun. What’s the weather like (at the beach)?
• Revision: weather, country, adjectives, island, city, jungle, Listen and complete.
mountains, forest, beach, lake, fields • Focus pupils on Activity 2. Pupils listen to the Audio,
which is sentences about the weather report in Activity 1,
Materials and complete the sentences.
• Flashcards: weather (103–109)
Key: 1 snowing, 2 raining, 3 cloudy, 4 hot, sunny, 5 windy, 6 rainbow
• Photocopiable 8, one for each pupil
79
Warmer 1 It’s snowing in the mountains.
• Review the weather flashcards. Stick the flashcards on the 2 In the forest it’s raining.
board. Number them. Call out the numbers at random, e.g. 3 It’s cloudy on the island.
Number 2. Pupils write a sentence, e.g. It’s snowing. Pupils
4 It’s hot and sunny at the lake.
swap papers to correct.
5 At the beach it’s very windy.
• Check with the class. Note: There may be more than one
6 You can see a rainbow near the fields.
possible correct answer, e.g. It’s raining. / It’s rainy.
• Point to the window. Say What’s the weather like today?
PB73. ACTIVITY 3
Pupils respond. A pupil comes and writes it on the board
under the date, e.g. It’s hot and sunny. Teach other weather Ask and answer.
words if necessary, e.g. foggy. • Focus pupils on Activity 3. Elicit the places in pictures a to e
(beach, mountains, city, forest, country). Focus on the speech
PB73. ACTIVITY 1 bubbles. Pupils read them aloud. Elicit the picture for the
example question and answer (a).
Listen and match.
• Show Activity 1 on the whiteboard. Focus them on the large Extra support Underline the words in the example that will
picture. Elicit what they can see (island, mountains, etc.). Elicit change (at the beach, windy).
the weather in the icons at the top of the page. Direct them
• Pupils work in pairs. They take turns to ask and answer about
to the activity instruction and the example answer. Check
the pictures. They choose pictures at random. Check by doing
understanding.
the activity in open pairs. Check for correct phrases, e.g. at
• Say Open your Pupil’s Books at page 73, please. Pupils write the beach, in the mountains.
numbers 2 to 6 in their notebooks. Play the Audio. Pupils
write the letters next to the numbers in their notebooks Key: b What’s the weather like in the mountains? It’s snowing.
in pencil. They check in pairs. Check with the class. Elicit a c What’s the weather like in the city? It’s cloudy. d What’s the
sentence for each one, as well as the match, e.g. 2 raining, weather like in the forest? It’s raining. e What’s the weather like in
It’s raining in the forest. the country? It’s sunny.

Key: 2 raining, 3 cloudy, 4 sunny, 5 windy, 6 rainbow • Use Photocopiable 8 from the Teacher Resources.
AB73. Answer key, see page T102
78
Woman: It’s time for today’s weather report. Ending the lesson
Thomas: Hello. Here in the mountains, it’s snowing. • Make six groups. Allocate a type of weather to each group.
The birds aren’t singing in the forest today because it’s raining. Start a chain by chanting What’s the weather like today? Invite
There’s no sun on the island today. It’s very cloudy. a group to reply. They chant, e.g. It’s cloudy, it’s cloudy. This
At the lake, it’s hot and sunny, so a lot of children are group then repeats the question for another group to answer.
swimming. Encourage pupils to ask groups randomly around the class.
Direct the questioning if appropriate.

Digital Classroom Extra Resources

Presentation Plus: Unit 8 Digital Flashcards • Teacher Resources: Unit 8, Downloadable Activity Book Teaching Notes
• Teacher Resources: Unit 8, Downloadable Activity Book Audio Script
Audio 78–79 Practice Extra
• T112 – Consolidation activity 1: Our weather
• T112 – Consolidation activity 2: Matching game

T73 Weather report | Unit 8

1 78 Listen and match. 1 – snowing
8
1

windy snowing raining sunny rainbow cloudy

2
4 6

2 79 Listen and complete.

1 It’s in the mountains.
2 In the forest it’s .
3 It’s on the island.
4 It’s and at the lake.
5 At the beach it’s very .
6 You can see a near the fields.

3 Ask and answer.

What’s the weather like at the beach? It’s windy.

a b c d e

Language: What’s the weather like? It’s (windy). 73

Unit 8 | Weather report PB73

 1 80 Look, think and answer. Listen and check.
1 Who’s Alex talking to? 3 Where’s Alex today?
2 Who’s Alex with? 4 Is the weather cold today?

yesterday

today

2 81 Listen and say ‘yesterday’ or ‘today’.

3 Ask and answer. STUDY

It was wet and windy yesterday.
Where were you yesterday evening?
They were out yesterday.

I was at the sports centre. It’s hot and sunny today.

They are at home today.

74 Language: past simple – was and were

PB74 Weather report | Unit 8

 Unit 8 Weather report
Pupil’s Book p.74

Simon: What was the weather like in the afternoon?

Objectives Alex: It was better in the afternoon, but it was cold. I’ve got a
To talk about the past using was and were. new sweater and scarf.
Simon: That’s nice.
Target language
Alex: Yeah. They were a present from my aunt, but it isn’t cold
• Key language: past simple affirmative and negative: was, today and now I’m really hot.
wasn’t, were, weren’t; sweater, scarf
• Additional language: at home, wet, yesterday
PB74. ACTIVITY 2
• Revision: weather, present continuous, clothes, today,
country, have fun, cool Listen and say ‘yesterday’ or ‘today’.
• Focus pupils on Activity 2 and on the Study Box. Elicit which
Warmer sentences are about the present and which are about the past.
• Review clothes. Demonstrate the activity. Two pupils stand • Direct pupils to the instruction for Activity 2. Play the first one
facing each other for 30 seconds. They stand back to back and as an example. Elicit the answer (yesterday). Play the rest of
take it in turns to describe their partner’s clothes, e.g. You’re the Audio. Pause after each one for pupils to whisper the
wearing blue jeans. Pupils repeat in pairs. answer to their partner. Play the Audio again. Check.
Key: Yesterday, Today, Yesterday, Today, Yesterday, Today, Yesterday
Presentation
• Point to the day and date on the board. Say What day is it 81
today? Pupils respond, e.g. It’s Thursday. Say What’s the In the morning the weather was really bad.
weather like today? Pupils respond. Elicit and write the days He’s at his aunt’s house.
of the week on the board. Say, e.g. Today’s Thursday. It’s It was wet, cloudy and windy.
(cloudy). We’re in school. Yesterday was Wednesday. It was It isn’t cold.
(raining). We were in school. He was out all day.
• Ask What was the weather like? for other days. He’s really hot.
The weather was better in the afternoon.
PB74. ACTIVITY 1
PB74. ACTIVITY 3
Look, think and answer. Listen and check.
• Show Activity 1 on the whiteboard. Elicit who they can see Ask and answer.
(Alex, Alex’s aunt and Simon). Teach sweater and scarf. • Focus pupils on Activity 3. Read the instruction aloud and ask
• Say Open your Pupil’s Books at page 74, please. Pupils two pupils to read the example. Elicit other times of day which
compare their predictions in pairs. can be used with yesterday (morning, afternoon).
• Play the Audio. Pupils listen and check. They check in pairs.
Extra support Elicit the names of different places first.
Play the Audio again. Check with the class.
• Watch the Video. • In pairs, pupils ask and answer about where their partner was
at different times of the day yesterday.
Key: 1 He’s talking to Simon. 2 He’s with his aunt. 3 He’s in the
country. 4 No, it isn’t cold. AB74. Answer key, see pages T102–3

80
Ending the lesson
Alex: Hello?
• Review use of the past simple by asking pupils about the
Simon: Hello, Alex. Where are you? Audio from the beginning of the lesson, e.g. Where was
Alex: Simon, hi! I’m at my aunt’s house in the country. Alex yesterday? Pupils answer using full sentences.
Simon: The country. Cool. Are you having fun?
Alex: Yeah, it’s great. Yesterday I was out all day. In the morning
the weather was really bad. It was wet, cloudy and windy.

Digital Classroom Extra Resources

Presentation Plus: Unit 8 Digital Flashcards • Teacher Resources: Unit 8, Downloadable Activity Book Teaching Notes
• Teacher Resources: Unit 8, Reinforcement worksheet 2
Audio 80–81 Practice Extra
• Teacher Resources: Unit 8, Extension worksheet 1
• AB87 and PB87 – Grammar reference 8
• T112 – Extension activity 1: How many sentences?
• T112 – Extension activity 2: Secret messages

Unit 8 | Weather report T74

 Unit 8 Weather report
Pupil’s Book p.75

PB75. ACTIVITY 2
Objectives
To have more practice using was and were and to sing a Listen and sing. Do karaoke.
song. • Play the Audio again in sections. Pupils join in with the
Song.
Target language • Play the Audio right through for pupils to sing. Practise the
• Key language: coat, hat, gloves, scarf, sweater, swim Song with the class.
shorts, T-shirt
Extra challenge Encourage pupils to suggest actions for some
• Additional language: much better, wasn’t any sun, weren’t
of the adjectives in the Song.
many children, wasn’t much fun
• Revision: past simple affirmative and negative: was, wasn’t, 82
were, weren’t; clothes, weather, prepositions, park, home, As in Pupil’s Book
Grandpa
• Say Do karaoke. Pupils listen to the karaoke version. They sing
the Song as a class.
Warmer
• Review the past with pupils. Make statements. Pupils write 83
T (true) or F (false) in their notebooks for each one. Check with Karaoke version of the song
the class and elicit the corrections for the false ones. Use was,
wasn’t, were, weren’t, e.g. 1 It wasn’t sunny yesterday. 2 We PB75. ACTIVITY 3
were in the mountains yesterday morning. 3 There weren’t any
pupils in the school yesterday. 4 It was Monday yesterday. Make sentences.
• Focus pupils on the pictures in Activity 3. Ask two pupils to
Song read out the sentences in the speech bubbles. Elicit which
pictures they are about (1 b, 2 a). Focus pupils on the use of
PB75. ACTIVITY 1 in (for clothes). Elicit other sentences from pupils around the
class. Pupils work in pairs. They take turns to say sentences
Read and complete. Listen and check. and to identify the pictures. Pupils can write the sentences in
• Show Activity 1 on the whiteboard. Focus them on the two their notebooks. After checking, ask pupils to rephrase the
pictures. Tell them the text is in the past. Elicit what they can answers in single sentences with because, e.g. He was in a
see (people, place, objects, weather). Elicit pupils’ responses T-shirt because it was hot and sunny.
to the pictures, e.g. Was it a nice day? Were they happy
in the park? Do you like weather like this? Focus pupils on Extra support Before making full sentences, pupils can decide
the words in the box and on the activity instructions. Check in pairs which picture(s) each of the words in the word box
understanding of coat. belongs to.
• Say Open your Pupil’s Books at page 75, please. Pupils look Key: 3 c It was wet and rainy. She was in a coat and a hat.
at the Song and substitute the right word for each picture.
They check in pairs. AB75. Answer key, see page T103
• Play the Audio. Pupils listen and check their answers. Play
the Audio in verses and elicit the lines from pupils. Check Ending the lesson
understanding of vocabulary as you go. • Sing the Song again as a whole class to end the lesson.
Key: Hat, windy, coat, cold, snow, scarf, sweater, Hat, windy

82
As in Pupil’s Book

Digital Classroom Extra Resources

Presentation Plus: Unit 8 Digital Flashcards • Teacher Resources: Unit 8, Downloadable Activity Book Teaching Notes
• Teacher Resources: Unit 8, Song worksheet
Audio 82–83 Practice Extra
• T112 – Consolidation activity 1: Weather snakes
• T112–3 – Consolidation activity 2: Living language

T75 Weather report | Unit 8

1 82 Read and complete. Listen and check.
8
coat cold hat scarf snow sweater windy
, coat, sweater and scarf,
It was cold and in the park, cold and windy …
It was grey and cloudy,
There wasn’t any sun,
There weren’t many children, it wasn’t much fun.
Hat, , sweater and scarf,
It was and windy in the park, cold and windy …
There wasn’t a rainbow,
There wasn’t any ,
Grandpa and I were ready to go.
Hat, coat, sweater and ,
It was cold and windy in the park, cold and windy …
Back at home,
It was much better,
With a hot drink, and my big red .
, coat, sweater and scarf,
It was cold and in the park, cold and windy …
Windy in the park …

2 83 Listen and sing. Do karaoke.

It was cold and windy.
It was hot and sunny. He was His gloves were grey and
3 Make sentences. in a T-shirt and swim shorts. his scarf was blue.

sunny rainy snowy dry wet hot cold swim shorts T-shirt gloves coat scarf

1 2 3 a b c

Vocabulary: clothes 75

Unit 8 | Weather report PB75

 oc k
LLoc k’s oun
’s ssou ds a
nds n d sspe
and ling
p e lllin
1 84 Watch the video. Watch again and practise.
2 Listen and write.

In the sunny sky, bees dance and parrots fly.

A giraffe’s over there sitting on a red chair.
He watches the bear paint frogs with no hair.

3 Work in pairs. Say and guess.

I was in a T-shirt. I was next

to a jellyfish in the sea.

You were at the beach.

It was sunny and dry!

Show what you know

The paints on a day.

76 Sounds and spelling: y, ee, r, s, ff, ere, air, es, ear, ai, f

PB76 Weather report | Unit 8

 Unit 8 Weather report
Pupil’s Book p.76

• Watch the Video again. Say the first line from the Video
Objectives and ask pupils if they can hear any sounds that are the same,
To review sounds from the previous units in context and to elicit /aɪ/ (sky, fly) and /eə/ (there, chair, bear, hair). In pairs,
with a focus on spelling patterns. pupils say the sentences and find more matching sounds. Call
out a sound and pupils tell you the words from the sentences.
Target language
• Key language: review of sounds: y, ee, f, es, r, ear, ay, i PB76. ACTIVITY 2
• Revision: actions, weather, places, animals
Listen and write.
Warmer • Show Activity 2 on the whiteboard. Pupils close their books.
• Ask pupils what weather words they remember and write Say sky for pupils to write the word in their notebooks.
those on the board. Tell pupils to guess what the weather was • Ask pupils what animals were in the sky, to elicit bees and
like and where you were. Say Yesterday I was in a T-shirt and parrots for pupils to write. Ask pupils what the actions were,
sunglasses and pupils call out their guess, e.g. It was sunny/ to elicit dance and fly. Ask which animal is ‘over there’ (giraffe)
dry and you were at the beach / the park. and what it’s sitting on (a red chair). Ask which animal it’s
• In groups of four, pupils describe what they were wearing watching (bear), what the bear is painting (frogs), and what
yesterday for the others to guess the weather and location. the frogs haven’t got (hair). Pupils write each of the words and
phrases you elicit. In pairs, they compare the words they’ve
written and try to reconstruct the rhyme from the key words
Presentation they have. Then they check in their Pupil’s Books.
PB76. ACTIVITY 1
PB76. ACTIVITY 3
Watch the video. Watch again and practise.
• Write these animals on the board: bees, parrots, giraffes, Work in pairs. Say and guess.
bears, frogs. Ask pupils to work in pairs and tell each other • Focus pupils on Activity 3. Ask pupils to look at the map
what they know about these animals and then feed back as a showing different places and weather. Ask pupils what
whole class. Encourage pupils to think about habitats, habits, weather they can see. Read out the speech bubbles with a
food preferences and abilities. pupil.
• Watch the Video. Ask pupils what animals were in the • In pairs, one pupil imagines and says what they were wearing
Video (bees, parrots, a giraffe, a bear and a painting of and doing, and their partner guesses where they were and
frogs) and what they were doing (flying, playing, painting). what the weather was like.
Ask pupils where they were and what the weather was like.
Show what you know
84
• Focus on the Show what you know Box. Pupils complete the
Voice: sky /aɪ/ bees /iː/ parrots /r/ fly /f/ sentence with the missing words and practise saying it.
Lock & Key: In the sunny sky, bees dance and parrots fly.
Voice: giraffe’s /s/ there /eə/ red /r/ chair /eə/ Key: giraffe, bears, windy

Lock & Key: A giraffe’s over there sitting on a red chair. AB76. Answer key, see page T103
Voice: watches /ɪz/ bear /eə/ paint /eɪ/ frogs /f/ hair /eə/
Lock & Key: He watches the bear paint frogs with no hair. Ending the lesson
Lock & Voice: In the sunny sky, bees dance and parrots fly. A • Put pupils in groups. Tell them you’ll say a sound and each
giraffe’s over there sitting on a red chair. He watches the bear group has to think of a word with that sound. Say sounds from
paint frogs with no hair. today’s lesson and invite groups to say a word.
Lock: Come on, everyone. One, two, three … let’s say it
with Key!
Lock, Key & Voice: In the sunny sky, bees dance and parrots
fly. A giraffe’s over there sitting on a red chair. He watches the
bear paint frogs with no hair.
Lock: I say, well done, Key!

Digital Classroom Extra Resources

Presentation Plus: Unit 8 Digital Flashcards • Teacher Resources: Unit 8, Downloadable Activity Book Teaching Notes
• T113 – Consolidation activity: Guessing game
Audio 84 Practice Extra
• T113 – Extension activity: Chain game

Unit 8 | Weather report T76

 Unit 8 Weather report
Pupil’s Book p.77

Key: At eleven o’clock.

Objectives Lock: You were in Baker Street at eleven o’clock last Thursday
To read a story and review language from the unit. morning
Robin: No, I wasn’t.
Target language
Key: Oh yes you were.
• Key language: language from the unit
Lock: YOU WERE IN MY CAR LAST THURSDAY MORNING!
• Additional language: At what time …?
Police officer: No, Mr Lock … He was here at the police
• Revision: telling the time, police station, Let’s go …, station.
ask some questions
Robin: That was my brother, Nick Motors.
Key: I was right! It wasn’t Robin Motors!
Warmer
• Write Lock and Key in the centre of the board. Elicit what
PB77. ACTIVITY 1
pupils remember about the story so far and about the
characters. Ask them if the detectives have any special Work in pairs. Describe the pictures.
things they say, e.g. No problem, and who says it. Elicit what • Ask a pupil to read the instructions aloud. Focus attention on
happened in the previous episode and the name of the car the example speech bubble. Give pupils time to describe each
thief (Robin Motors). picture in pairs. Check answers as a class.
Extra challenge Say or write a sentence with is or are about
Story
each picture, e.g. Lock’s cold and wet. Write Yesterday … on the
PB77. board and ask pupils to put the sentences into the past.

Watch the video. AB77. Answer key, see page T103

• Say Open your Pupil’s Books at page 77, please. Elicit which
episode this is (nine). Set the pre-watching questions: Where’s Ending the lesson
Robin Motors? What’s the weather like? Where was Robin • Ask pupils which chant or song they’d like to do again from
Motors last Thursday morning? Watch the Video. Pupils the unit. Do it together to end the lesson.
answer the questions and check in pairs. Check with the class
(at the police station; it’s raining; at the police station).
• Watch the Video with the class. Pupils listen and repeat.
Encourage them to say the words with intonation and feeling.
They answer the questions and check in pairs.
• Check comprehension by pointing to the pictures on the
whiteboard and asking questions, e.g. Where are they? (in
the detective agency). Are they hot or cold? (cold). What
does Lock ask Robin Motors? (Where were you last Thursday
morning?)
85
Lock: Key! The police have got Robin Motors! Let’s go to the
police station to ask him some questions.
Key: I don’t think it was him, Lock.
Key: Are you cold, Lock? No problem. We can go in the car.
Lock: But we haven’t got a car now … and it’s raining!
Lock: So, Mr Motors. Where were you last Thursday morning?
Robin: Thursday morning? At what time?

Digital Classroom Extra Resources

Presentation Plus: Unit 8 Digital Flashcards • Teacher Resources: Unit 8, Downloadable Activity Book Teaching Notes
• Teacher Resources: Unit 8, Extension worksheet 2
Audio 85 Practice Extra
• Teacher Resources: Unit 8, Video, Suzy’s room
• T113 – Extension activity 1: Role play
• T113 – Extension activity 2: What was the weather like?

T77 Weather report | Unit 8

 8
85

1 2
Are you cold, Lock? No problem.
Key! The police have got Robin Motors! We can go in the car.
Let’s go to the police station to ask him
some questions.

But we haven’t got a car

I don’t think it was him, Lock. now … and it’s raining!

3 4 You were in Baker Street

So, Mr Motors. Where were at eleven o’clock last
you last Thursday morning? Thursday morning.

No, I wasn’t.

Oh yes you were.

Thursday morning?
At what time? At eleven o’clock.

5 6
YOU WERE IN MY CAR LAST That was my brother,
THURSDAY MORNING! Nick Motors.

No, Mr Lock … He
was here at the I was right! It wasn’t
police station. Robin Motors!

1 Work in pairs. Describe the pictures. In picture 1, Lock’s happy.

Story: unit language in context 77

Unit 8 | Weather report PB77

 W
Wh att d
ha do ess n
oe naattu ou
e sso
u rre un i ke
n d llik ?
e?
1 86 Listen. What do the instruments sound like?

animals birds rain thunder

a b c d

2 87 Read and match. Listen and write ‘wind’ or ‘percussion’.

Instrument: thunder
b Instrument: rain stick drum
Instrument: vuvuzela Instrument: didgeridoo
Family of instruments: Family of instruments:
percussion Family of instruments: Family of instruments:
Country: Chile Country: Indonesia
Sounds like: rain Country: South Africa Sounds like: thunder Country: Australia
Sounds like: elephants Sounds like: Australian
birds

3 Work in pairs. Ask and answer.

DIDYOUKNOW…?
What country is the vuvuzela from? A sea organ is a musical
instrument that you don’t
South Africa. need to play. Waves make
the music.

78 Music: sounds in nature | learning to learn

PB78 Weather report | Unit 8

 Unit 8 Weather report
Pupil’s Book p.78

PB78. ACTIVITY 2
Objectives
To learn how instruments can recreate sounds in nature. Read and match. Listen and write ‘wind’ or
‘percussion’.
Target language • Focus pupils on the instrument fact files in Activity 2. Say
• Key language: language from the unit These are the instruments from Activity 1. Ask pupils if they
• Additional language: didgeridoo, drum, insects, musical have ever seen or heard these instruments in person.
instrument, percussion, rain stick, sea organ, sounds like, • Ask What type of information is in each fact file? Ask pupils
thunder, vuvuzela, wind, waves what instruments their country is famous for.
• Revision: rain • Discuss the differences between wind and percussion
instruments: With wind instruments, you use your breath to
Materials make the sound. With percussion, you hit something to make
• Warmer: A recording of nature sounds the sound.
• Did you know ...?: A photo or video of a sea organ • Pupils read the incomplete fact files and match them to the
(optional) pictures in Activity 1. Check answers as a class.
• Play the Audio. Pupils listen and complete each fact file
Warmer with wind or percussion. Check answers.
• Play a nature sounds recording as pupils come into the • Ask Which instrument do you prefer? Pupils discuss in pairs.
classroom. Encourage them to comment on what they hear. Then invite volunteers to share their opinion with the class.
Brainstorm other nature sounds and write them on the
Key: a wind, d percussion, c wind
board, e.g. the wind, the rain, thunder, ocean waves, birds,
whales.
87
• You are now ready to watch the Video.
As Pupil’s Book and key

PB78.
PB78. ACTIVITY 3
What does nature sound like? Work in pairs. Ask and answer.
• Tell pupils that they’re going to learn about musical
• Focus pupils on Activity 3. Ask two volunteers to read the
instruments and nature sounds in this lesson.
example out loud. In pairs, pupils take turns asking and
• Watch the Video and answer the questions in the Video. answering questions about the instruments in this lesson.

PB78. ACTIVITY 1 Extra support Elicit more examples of questions pupils can ask
as a class before they start working in pairs.
Listen. What do the instruments sound like?
Did you know …?
• Show Activity 1 on the whiteboard and focus pupils on the
instruments in the pictures. Play the Audio for pupils to • Focus pupils on the photo and invite a volunteer to read the
listen to the instruments. information in the box out loud. If possible, show a photo or
video of a sea organ.
• Say Open your Pupil’s Books at page 78, please. Ask the
question in the rubric. Point out the options in the word box. AB78. Answer key, see pages T103
Play the Audio. Pupils write their answers. They check in
pairs, then check as a class. Ending the lesson
Extra support Write sounds like on the board. Clarify meaning • Talk about the different instruments pupils learnt about
with gestures and pupils’ L1 if necessary. today. Pupils report on the lesson in their notebooks. They
draw a picture of some instruments or objects that can make
86 nature sounds.
a [sound of vuvuzela]
b [sound of rain stick]
c [sound of didgeridoo]
d [sound of thunder drum]
Key: a birds, b rain, c animals, d thunder

Digital Classroom Extra Resources

Presentation Plus: Unit 8 Digital Flashcards • Teacher Resources: Unit 8, Downloadable Activity Book Teaching Notes
• T113 – Extension activity: Musical instruments
Audio 86–87 Practice Extra

Unit 8 | Weather report T78

 Unit 8 Weather report
Pupil’s Book p.79

Extra challenge Ask Do you want to go to Kyle’s event? Why or

Objectives why not? Pupils discuss in pairs.
To write an invitation to an event.
Key: It’s a nature sounds concert. You need to know when and
Target language where it is.
• Key language: language from the unit
• Additional language: let us know, see you, message PB79. ACTIVITY 5
• Revision: concert, garden, hear, musical instruments, rain,
sounds like, thunder
Underline the key information with the correct colours.
• Focus pupils on Activity 5. Explain that the date, time and
Materials place are key information in invitations. People need to know
• Warmer: Sticky notes with the days of the week and what the event is, where to find it and when it takes place.
months written on Read out the question words in the box. Pupils underline the
key information in Activity 5 with the correct colour. Monitor
the activity and review as a class.
Warmer • Ask pupils to write three questions about the nature sounds
• Before class, write the names of the days of the week on concert. Tell them to use What …? Where …? and When …?
sticky notes (one day per note), and stick them under pupils’ in their questions.
desks. Do the same with the months.
• In pairs, pupils ask and answer the questions.
• At the start of the lesson, tell pupils to look under their desks
for a sticky note. Pupils with notes should find others with Key: Green: nature sounds concert; pink: Kyle’s garden; blue:
either days of the week or months, and then put themselves Saturday, 14th May, 4 p.m.
in order.
• Say the days of the week and the months together with the PB79. ACTIVITY 6
class to check.
• Put pupils into pairs to discuss their favourite day of the week In groups, list musical instruments you have or can
and their favourite month. Invite volunteers to share their make. Who’s going to play each instrument?
opinions with the class. • Focus pupils on Activity 6. Brainstorm things pupils have at
home which they could use to make wind and percussion
PB79. ACTIVITY 4 instruments, such as spoons, large sheets of paper,
aluminium foil.
Read the invitation. What is the event? What do you • Explain to pupils that they are going to make a list of musical
need to know about it? instruments they have or can make. In pairs, they complete
• Show Activity 4 on the whiteboard. Focus pupils on the the table in their notebooks.
invitation. Ask When do people give invitations? and elicit • Elicit pupils’ ideas and write them on the board.
suggestions. Point out the exclamation marks. Say It looks
AB79. Answer key, see page T103
exciting!
• Say Open your Pupil’s Books at page 79, please. Give pupils
time to read the text. Help with vocabulary if needed, but
Ending the lesson
encourage pupils to use context to understand any unfamiliar • Ask pupils what other events people give out invitations for,
words. such as birthday parties, costume parties, holiday parties,
graduation. Write their suggestions on the board. Conduct a
• Ask a pupil to read the questions in the instructions aloud.
class vote of pupils’ favourite type of event.
They answer in pairs. Check with the class.
Project
• Remember to download your project notes from
Cambridge One.

Digital Classroom Extra Resources

Presentation Plus: Unit 8 Practice Extra • Teacher Resources: Unit 8, Downloadable Activity Book Teaching Notes
• Teacher Resources: Unit 8, Project notes
Digital Flashcards
• PB88–95 – A1 Movers Exam folder
• T113 – Consolidation activity 1: Board slap
• T113 – Consolidation activity 2: Date, time or place?

T79 Weather report | Unit 8

4 Read the invitation. What is the event? What do you need
8
to know about it?

You’re invited!
Come to our nature sounds concert!
You can hear musical instruments that
sound like thunder and rain. Make your
own instruments, too!
Date:: Saturday, 14th May
Date
RSVP: Please message us on
Time:: 4 pm
Time 0786547112 to let us know you’re coming.
Place: Kyle’s garden See you on Saturday!
Kyle and friends

Learning to write:
5 Underline the key information
with the correct colours. Key information
What? Where? When? What? Where? When?

6 In groups, list musical instruments you have or can make.

Who’s going to play each instrument?

Name Instrument

Ready to write:
Go to Activity Book page 78. Plan a musical event
and make a poster.

Music: sounds in nature | collaboration 79

Unit 8 | Weather report PB79

 Instructions

Units 7 and 8 1 Play in pairs.

2 Choose:
weather and clothes
animals
1 Play the game.
in town
in the countryside
3 Write the topic and the 7
words in your notebook.

8 7
9 6
10 5

11 4

12 3

13 2

14 1

START

28 15

27 16

26 17

25 18

24 19

23 20
22 21

80 Review: units 7 and 8

PB80 Units 7 and 8 | Review

 Review Units 7 and 8
Pupil’s Book p.80

Extra support Elicit which words on the board belong to each

Objectives category (weather and clothes: rainy, windy, snowy, cloudy,
To review language from Units 7 and 8 and play a game. rainbow, scarf, sweater; animals: panda, lion, kangaroo, shark,
bat, penguin, parrot; in town: café, bus station, cinema, hospital,
Target language supermarket, swimming pool, sports centre; country: river, lake,
• Key language: vocabulary and language from Units 7 and 8 forest, plants/grass, leaves/plants, mountains, waterfalls).
• Revision: weather, wild animals, city, country, language for
games, adjectives • Check pupils know how to play and demonstrate the game.
They play in groups of four. Each pupil has one group of
Materials words to collect, e.g. animals. They write their topic in their
notebook, find the seven words for their topic in the game
• Dice and four different coloured counters
and write them in their notebooks as well. Pupils take it in
• Warmer: Four large pieces of paper with weather written
turns to throw the dice and go around the board. When they
on one, wild animals on another, city on another and
land on a word from their word group, e.g. parrot, they must
country on another
say it and then tick it in their notebooks.
• Flashcards: city (53–62), country (71–78),
• As a further follow-up activity, play a spelling game, with
wild animals (91–99), weather (103–109)
pupils using target words and language from Units 7 and
8, e.g. penguin, brilliant, huge. Elicit the beginning of each
Warmer word, e.g. say Give me a ‘p’ (class repeat), Give me an ‘e’
• Display the four pieces of paper with the topics written on (class repeat).
them around the room. Mix up the flashcards from Units 4, 6, • Pupils make groups of four. They clear their desks and place
7 and 8 and hand one to each pupil in the class. Pupils stand one book in the centre. Hand out a dice and four different
up and stick their card on the correct piece of paper. Fast coloured counters to each group. They throw the dice to see
finishers come and collect another card from you. who starts. Play moves from Start to square 28. The first pupil
• Pupils sit down again. Ask volunteers to read the words in in each group to collect all their seven words is the winner.
each category. Check if the words are in the correct place with
AB80. Answer key, see page T103
the class.
Note: If you do not have flashcards, call out words from the
different topics at random.
Ending the lesson
• Do a spelling chant to finish the lesson, e.g.
• Pupils all point to the piece of paper with the appropriate Teacher: Give me a ‘c’.
topic. Volunteers write the words on the paper. Pupils: c
Teacher: Give me an ‘I’.
PB80. ACTIVITY 1 Pupils: l
Teacher: Give me an ‘o’.
Play the game. Pupils: o
• Show Activity 1 on the whiteboard. Elicit what pupils can see Teacher: Give me a ‘u’.
(a game). Ask what number the game looks like (8). Say Can Pupils: u
you remember some of the language we use in games? Elicit Teacher: Give me a ‘d’.
Whose turn is it? Pass the dice. I’m red. What does … mean? Pupils: d
You’ve won. That’s not fair. Remind pupils to use English. Teacher: Give me a ‘y’.
Say You speak (their mother tongue), you miss a turn! Check Pupils: y
understanding of miss a turn. Teacher: What have you got?
• Say Open your Pupil’s Books at page 80, please. Focus pupils Pupils: Cloudy!
on the Instructions box. Read the instructions aloud and check • Pupils can take turns to lead other chants.
comprehension of the topics.

Digital Classroom Extra Resources

Presentation Plus: Unit 8 Practice Extra • Teacher Resources: Unit 8, Downloadable Activity Book Teaching Notes
• T111 – Consolidation activity: Sing a song
Digital Flashcards

Review | Units 7 and 8 T80

 Review Units 7 and 8
Pupil’s Book p.81

4 Woman: What’s the matter with that little boy in the red
Objectives sweater and green boots?
To review language from Units 7 and 8 and do a listening Boy: He’s crying because he can’t catch his balloon.
activity. Woman: Do you know him?
Target language Boy: Yes, he’s Jack’s younger brother. His name’s Zak.
Woman: Let’s go and say hello.
• Key language: vocabulary and language from Units 7
and 8, crying Boy: OK.
• Revision: vocabulary and language from Units 7 and 8
PB81.

Warmer Quiz
• Play a game of I can see … Say, e.g. I can see someone. This • Say Now let’s do a quiz. Focus pupils on the questions. Pupils
pupil’s wearing green socks. Pupils take turns to guess. Vary look back through Units 7 and 8 and find the answers. They
the game by describing objects as well as pupils. discuss them in groups of four. Check with the class.
Extra challenge Pairs write two more quiz questions with a page
PB81. ACTIVITY 2
reference for each for another pair to answer.
Listen and draw lines. There is one example. Key: 1 Whale, dolphin and shark. 2 A penguin. 3 They go to a café
• Show Activity 2 on the whiteboard. Focus pupils on the picture in town. 4 In the mountains. 5 It was cold and windy. Grandpa was
and elicit some of the actions the children are doing. Teach wearing a hat, coat, sweater and scarf. 6 Pupils say the sounds for
crying using the picture of the little boy who’s lost the balloon. the spellings y, ee, r, s, ff, ere, air, es, ear, ai, f. 7 He was at the
police station. 8 A sea organ.
• Say Open your Pupil’s Books at page 81, please. Play the
Audio. Pupils listen and write the names and the letters in AB81. Answer key, see page T103
their notebooks. They check in pairs. Play the Audio again.
Check with the class. Note: An exam task would have six
items not five.
Ending the lesson
• Pupils work in groups of four. They need one, ‘Do you
Key: Anna d, Beth e, Daisy a, Abdul b, Zak c remember?’ (Activity Book page 81 activity 1). Two pupils (A)
use a book (or paper) to cover the words from Unit 7. The
88 other two pupils (B) take turns to say what each picture is and
Listen and draw lines. There is one example. to spell the word. ‘A’s look and check. They reverse roles for
Woman: Hello. What are you all doing today? Unit 8.
Boy: We’re playing in the park. • Ask pupils which lessons, topics and/or activities were their
Woman: What’s that boy’s name? I don’t know him. favourites. If this is your last class, say Goodbye. See you
Boy: That’s Jack. next year!
Woman: Why’s he jumping on one leg?
Boy: Oh, he’s hopping because he’s playing a game.
1 Woman: What’s Anna doing?
Boy: Anna? She’s over there. She’s skipping with Beth.
Woman: Oh, yes. I can see her. She’s wearing a long purple
scarf and black gloves.
Boy: That’s right, and the one with the red leggings and big
green sweater is Beth.
2 Woman: Look at Daisy. She’s having fun. She’s flying her
kite.
Boy: Yes, but it’s very windy and her hair’s in her eyes.
3 Woman: Who’s climbing the tree?
Boy: That’s Abdul. He’s better at climbing than me.

Digital Classroom Extra Resources

Presentation Plus: Unit 8 Digital Flashcards • Teacher Resources: Unit 8, Downloadable Activity Book Teaching Notes
• T113 – Consolidation activity: Play a game
Audio 88 Practice Extra

T81 Units 7 and 8 | Review

2 88 Listen and draw lines. There is one example.
8
Daisy Anna Beth

b d e
a
c

Jack f Abdul Zak

Quiz
What was the weather like
Which 3 animals are 5 at the park and what was
1
in the sea? (p 64) Grandpa wearing? (p 75)

This bird can swim but Say all the different sounds
2 6
it can’t fly. What is it? (p 65) on page 76.

Where do Lock and Key Where was Robin Motors last

3 7
go for a cold drink? (p 69) Thursday morning? (p 77)

Where was Meera on holiday? What instrument is played by

4 8
(p 72) the waves in the sea? (p 78)

Review: units 7 and 8 81

Review | Units 7 and 8 PB81