Welcome Plus 1-4 Culture Clips & Board Games Key PDF

Elizabeth Gray-Virginia Evans
Published by Express Publishing

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Elizabeth Gray - Virginia Evans, 20011

Design and Illustration Express Publishing, 20011
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ade in EU
First published in this edition 2011
Welcome Plus 1
CULTURE CHANNEL (Unit 1)

A view of the UK and the USA!
(Ex. 1) Look, read and find.
(Ex. 2) Guess!
Pupils books closed. Display a map and a flag of the

UK on the board and present the words country, flag
and capital. Point to the map and say: Look! This is the
United Kingdom. This is the flag of the United Kingdom.
Can you see England? The capital of England is London.
Can you see London? etc
Do the same with the map and the flag of the USA.
Finally, point to each map and elicit the name of the
countries.
Now, point to the map of the UK and name the four
countries which comprise it: Scotland, Wales, Northern
Ireland and England. Call out the name of each country
and have the pupils repeat after you. Now, go to the
map of the USA and, pointing at random at various
states, say: There are fifty states in the United States.
Pupils books open. Read the text, a sentence at a
time. The pupils listen and follow. When you finish the
first paragraph ask them to point to the appropriate map
on the page. Show your book to check the task and say:
Look. This is the United Kingdom. Read the second
paragraph and do the same. Read the text again. The
pupils listen and repeat after you.
Focus the pupils attention on the exercise and read the

two incomplete sentences. Encourage them to guess
the correct answer in pairs.
To check the task, hold up the British flag and tell the
pupils that it is called the Union Jack. Ask the pupils to
raise their hands if they guessed correctly. Do the same
with the flag of the USA, the Stars and Stripes. Repeat
the complete sentences and ask the pupils to listen and
repeat. Finally, raise each flag alternatively, and elicit
from the pupils the name of each flag.
Reinforcement activity: Show the maps of the UK and
the USA. Ask different pupils to come to the board and
point to the maps according to your instructions.
e.g. Teacher: (pointing to the United States of
America.) The capital of the United States
is ... .
Extension activity: Ask the pupils to give general
information about their country in L1, if necessary.
Note: For the next lesson, ask the pupils to find
information about their country (capital, flag, map) and
bring pictures/ photos/postcards for the project.
Check the main information of the text by asking some

general questions.
e.g. Teacher: (pointing to the map in the book) Whats
the name of this country?, The capital of
the UK is...
My World!
Write about your country.
Tell the pupils that they are going to make a poster
about their country. Tell them to take out the information
they have brought from home.
The pupils work individually. Go round the room in order

to give any necessary help. When they finish, help them
make a class display. Once you take down the display,
guide your pupils on how to file their poster in their
Language Portfolio.
Stick your finished poster on the board, go through

each detail with the class and read the text.
e.g. (Spain) is my country. The capital of (Spain) is
(Madrid). This is the map of (Spain).
(Ex. 2) Look, choose and say.
BEFORE THE CLASS
Photocopy or draw on a large piece of paper the

Flintstones family tree.
(Ex. 1) Look, read and complete.

Pupils books closed. Display the Flintstone family tree
you have prepared on the board. Point to each member
and elicit his or her name. Point to Barney and say:
Barney is ... Elicit: Bamm-bamms father. Do the same
with the rest of the characters. Finally, say: They are the
Flintstones.
Now, show a map of the USA and elicit the name of the
country. Confirm: This is the USA. Explain to the pupils
that the Flintstones come from the USA. Say: They are
American cartoon characters. Ask the pupils to tell you
the names of different cartoon characters they know.
Pupils books open. Draw the pupils' attention to the
pictures. Present the Flintstones and make sure they
can identify the characters and say their names. Next,
focus their attention on the text. Read it slowly, pausing
for them to provide the correct names for the blanks. Do
numbers 1 and 2 as examples. Read the text again
pausing after each sentence for them to repeat, chorally
or individually. Check their answers.
1 Wilma
2 Fred
3 Dino
4 Betty
5 Barney

sentence. Encourage them to guess the correct answer
in pairs. Then, invite them to scan the text and find the
information. (The Flintstones live in Bedrock.)
To check the task, hold up your book and point to the
big sign where the name of the town is written. Explain
the expression: Welcome to... . Ask the pupils to repeat
the expression using the name of their home town.
Reinforcement activity: Ask the pupils to choose and
draw one of the families in the reading passage in the
form of a family tree. When they finish, help them make
a class display. Remember to guide them on how to file
their sheets in their Language Portfolio when you give
them back.
Extension activity: Ask the pupils to name a member of
a famous family. The rest of the class have to identify
him or her and complete a family tree on the board.
e.g. Pupil 1: Homer!
Class: The Simpson family: Homer (the father),
Marge (the mother), Bart, Elisa and
Maggie (the children).
information about a famous family in their country and
bring magazine photographs for the project.
Check the main information of the text by asking some

general questions.
e.g. Teacher: (pointing to the family tree in the book)
Who is Pebbles mother?, Who are Betty
and Barney?
My World!
Draw the family tree of a famous family in
your country.
Tell the pupils that they are going to make a poster of
the famous family they have chosen. Tell them to take
out the information they have brought from home.
each detail with the class and read the text:
e.g. This is a famous family. They are the (). They are a
famous family from (). The fathers name is (), the
mothers name is (). Theyve got etc.

Language Portfolio.

At Home with Her Majesty!
(Ex. 1) Read and choose.
Pupils books closed. Show the photograph of
Buckingham Palace that you have brought to class. Ask
the pupils in L1, if necessary, if they know that building.
Confirm: This is Buckingham Palace. Tell them
something about Queen Elizabeth II, the Palace, where
it is, and so on.
pictures and ask them to find the Queen. Next, focus
their attention on the text. Read each sentence and
invite guesses as to what the correct choice is. Write the
most popular one on the board.
(Ex. 2) Now, read and check your

answers.
text, pausing after every sentence. The pupils listen and
repeat after you. Allow some time for them to read the
text and check their answers to Ex. 1. Then, individual

pupils read the text aloud.
1 London
4 paintings
2 Queen Elizabeth lI
3 600
5 St James Park
Reinforcement activity: Tell the pupils that you are

going to say some sentences taken from the text. They
have to say if the information is true or false.
e.g. Buckingham Palace is a small building. (F)
Buckingham Palace is in London. (T) etc
Extension activity: Ask the pupils to name the famous
buildings they know in their own country. Discuss these
in L1, if necessary.
information about a building in their country and bring
magazine photographs for the project.
My World!
Write about a famous building in your
country.
the famous building they have chosen. Tell them to take
out the information they have brought from home.
each detail with the class and read the text:
e.g. This is a famous building. It is in (Madrid). It is a very

(big building). It is famous for (its gardens).
Language Portfolio.

Britain at Play!
(Ex. 1) Match the name of the game with
the picture.
Pupils books closed. Ask the pupils, in L1 if
necessary, what games they normally play at school
during the break. Explain to them that today they are
going to learn about popular childrens games in the
UK.

pictures and ask them to find any game they know.
Then, present the games in the following way. Point to
the picture with the red frame and say: Red hopscotch. The pupils repeat, chorally and individually.
Write the name of the game on the board and repeat the
word as you do so. The pupils repeat again. Explain the
game if the pupils dont know it. Do the same with the
rest: Pink tug-of-war; brown sack race; blue hula
hoop; white bobbing for apples; green tag.
Finally, name the games, one by one, and ask the pupils
to say the corresponding colour frame.
(Ex. 2) About you.

Read the questions and make sure that the pupils
understand them. Then, elicit the answers. For
questions 2 and 3, call on more than one pupil.
(Pupils own answers)
Reinforcement activity: Tell the pupils that you are going

to say a game and a colour frame. They have to look at
the pictures and say if the game is the correct one
according to the colour code.
e.g. Teacher:
Pupils:
Teacher:
Pupils:
Hop-scotch pink.
No
Hop-scotch red.
Yes etc
Extension activity: Ask the pupils to name popular

games they know in their own country. Discuss these in
L1, if necessary.
Note: For the next lesson, ask the pupils to find popular
games in their country. Bring in pictures/photographs of
a few popular childrens games, and a large piece of
poster paper (70X100).
My World!
Make a collage of popular childrens
games in your country.
Tell the pupils that they are going to make a collage of
popular childrens games in their country. Tell them to
take out the information they have brought from home.
Stick your finished poster on a wall, go through each
game with the class and read out its name.
The pupils work individually. Ask them to draw a picture

of a childrens game or toy. Let them use the pictures you
have brought as models for their drawing. Go round the
room and help them write the names of the games on
their drawings. When they finish, help them stick their
drawings on their poster paper to make a collage of
Popular Games in my Country. Then, they make a class
display. Once you take down the display, guide pupils on
how to file their poster in their Language Portfolio.

People at Work!
(Ex. 1) Look, read and match.
Pupils books closed. Show the photographs of the

fireman and the police officer you have brought to class.
Introduce the jobs. Say: Look! A fireman. A police officer.
The pupils repeat, chorally and individually. In L1, ask
them if they know what policemen and firemen are like in
the UK. Tell them that today they are going to learn about
popular jobs in the UK.

pictures and ask them to identify the people in each
one. Then, present the jobs in the following way. Point
to the picture with the red frame and say: Red police
officers. The pupils repeat, chorally and individually.
Write the name of the occupation on the board and
repeat the words as you do so. The pupils repeat again.
Do the same with the rest: Green milkman; blue

lollipop lady; yellow fireman.
Name the jobs, one by one, and ask the pupils to say
the corresponding colour frame.
Next, focus their attention on the texts. Read each text
and invite guesses as to what the correct picture is.
1 c
2 d
3 b
4 a
(Ex. 2) Read again and find the picture.

words. Explain to pupils they have to find the picture that
they describe. Do the example first, and elicit one from
the pupils. Go round the room in order to check that
they have the correct matches.
2

going to say some sentences taken from the texts. They
e.g. Milkmen in the UK wear uniforms. (T)
Betty Nash is a milkman. (F) etc
Extension activity: Ask the pupils to compare the UK
jobs with the same occupations in their country. Ask:
Do the firemen look the same?, Do we have lollipop

ladies here?, etc
Note: For the next lesson, ask the pupils to find pictures/
photographs of a few professions which are popular in
your country, for example: doctor, nurse, chef, ballerina,
etc.
My World!
Write about a person at work in your
country.
Tell the pupils that they are going to make a collage of
people at work in their country. Tell them to take out the
information they have brought from home.

guide your pupils on how to file their collage in their
Language Portfolio.
Stick your finished collage on the board, go through

e.g. This is a (doctor). (Doctors) wear (white clothes).
They work at (hospitals). They (help sick people).

Blackpool!
(Ex. 1) Look, read and match.
Pupils books open. Ask the pupils to look at the
pictures and identify the places. For example, ask:
Whats this? (A circus). Invite the pupils to read the text
and focus their attention on the words in colour. Make
sure they understand the vocabulary.
Explain that they have to match the words in colour to
the pictures. To check, point and ask: Whats this? Elicit:
A roller coaster. Do the same with the rest of the places.
The pupils repeat, chorally and/or individually.
Finally, name the places, one by one, and ask the pupils
to point to the corresponding word in colour and then to
the picture.
(Ex. 2) Choose two places to visit in

Blackpool.
Focus the pupils attention on the places that they can visit
in Blackpool and ask them to choose two. Name the
different places and ask them to raise their hand if they
have chosen that place. Finally, say which are the most
popular places with the class.
Reinforcement activity: Tell the pupils that you are going
to say a place. They have to point to the appropriate
illustration. Vary the rhythm of your instructions to make
the activity like a game.
Extension activity: Ask the pupils to name similar
places in their own country. Discuss these in L1, if
necessary.
information about a famous town/city in their country
similar to Blackpool. Bring in pictures/photographs of
some popular places in your country, and a large piece
of poster paper (70x100).
My World!
Write about a famous town/city in your
country.
Tell the pupils that they are going to make a poster of a
popular town/city in their country. Tell them to take out
the information they have brought from home.
Stick your finished poster on the wall, go through each
place with the class and read its name and the text.
e.g. This is (Port Aventura), a beautiful city. There are
many things to see and do in (Port Aventura). You
can go to ... . You can visit ... . etc
Pupils work in pairs. Ask them to draw a picture of the

place they have chosen. Let them use the pictures you
have brought as models for their drawing or tell them to
use the information they have brought from home. Go
round the room and help them write the names of the
games/places on their drawings. When they finish, help
them make a class display. Once you take down the
display guide your pupils on how to file their poster in
their Language Portfolio.

Space Heroes!
(Ex. 1) Look, read and choose.
Pupils books closed. In L1, ask the pupils to name
some of the characters of the Star Wars saga. Then,
write the following names on the blackboard: Qui-GonJin (in the photo, the man with the beard and the
moustache); Queen Amidala (the woman); Anakin
Skywalker (the boy); Obi-Wan-Kenobi (the man with the
sword); Jar Jar Binks (the monster).
photos. Read each name and ask them to point to the
corresponding character. Next, point to Jar Jar Binks
and ask: What colour are his ears? (Pink and grey), Are
they short or long? (Long), Look at his neck! Is it long or
short? (Long).
Read the text aloud. The pupils listen and follow in their
books. When you reach No 1, pause and ask the pupils
to select the correct option (long). Do the same with the
rest of the text.
1 long
2 yellow
3 ducks
4 neck
Read the text again, making pauses after each sentence

for the pupils to repeat, chorally and individually. Check
their pronunciation and intonation.
(Ex. 2) Write a list of space heroes you

know.
In pairs, the pupils write a list of space heroes they
know. When they finish, ask them to read out their lists.
Ask them to bring pictures of some of these heroes to
the next class for the project.
Reinforcement activity: Describe characters in the
photos for the pupils to identify.
e.g. Teacher: Hes got blond hair and brown eyes. Hes
a small boy. Who is it?
Pupils: Anakin Skywalker.
Teacher: Very good!
Extension activity: The pupils describe the characters
in the photos.
e.g. Teacher: Whats (Queen Amidala) like?
Pupils: Shes got brown eyes and brown hair.
Shes beautiful.
Note: For the next lesson, bring in pictures/photographs
of a few popular space heroes.
My World!
Describe your favourite space hero.
popular space hero. Tell them to take out the
e.g. This is (E.T.). Hes got (big eyes) and (a long neck).
Hes got (a small nose) but he hasnt got (any hair).
Pupils work individually. Tell them to take out the

pictures they have brought from home. Go round the
room and help them write the names of the heroes on
their posters. Then, they write their description following
your model. When they finish, help them make a class
display. Once you take down the display, guide your
pupils on how to file their poster in their Language
Portfolio.
Board Game 1 (Unit 1)

Focus the pupils attention on the double page. Point to
a few squares and elicit the word or answer in each one
in order to demonstrate how the game is played. Next,
explain the rules. The pupils play in pairs and each
player needs a counter (any small object will do). They
place their counters on Start and the first pupil throws
the dice. The players move their counters the
appropriate number of squares and do the task. A
correct answer allows them to move one square
forward, whereas an incorrect one means that they must
move one square backwards. If they land on a Boom!
square, they go back to Start. Go round the classroom
in order to monitor the activity.
Key
1
2
3
4
5
Greenhill School.
teacher
Good morning!
Pupils go back to the Start square.
parrot
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
Miss Parker
Pupils own answer.
Washington DC.
Good night!
friend
Im fine, thanks!
dog
school
Pupils sing the song (Lesson 4).
up
I
On the wall.
down
evening
Eric and Paul.
Pupils spell the name OSCAR.

place their counters on Start and the first pupil throws the
dice. The players move their counters the appropriate
number of squares and complete the task. A correct
answer allows them to move one square forward,
whereas an incorrect one means that they must move

one square backwards. If they land on a Boom! square,
they go back to Start. Go round the classroom in order to
monitor the activity.
Key
1
2
3
4
sister
Five-seven-eight-six-three-one-nine.
friend
5
6
7
8
9
10
11
12
13
14
radio
grandmother
computer
brother
The Flintstones pet dinosaur.
mother
bike
Bob.
15
16
17
18
19
20
21
22
23
24
genie
grandfather
Its Lins (bike).
Barney and Bettys son.
Pupils own answer.
phone book
lamp
Masid

they go back to Start. Go round the room in order to
1
2
3
4
5
6
(Its) Cindys.
kitchen
(Hes) in the cupboard.
bathroom
(Hes) Toms rabbit.
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
Pink, yellow, red, brown.

armchair
Under the box.
Blue.
Yes, it is.
(Shes) in the garden.
(Hes) in the living room.
bookcase
A swing.
London
(Its) in the bedroom.
(Its) on the swing.
No, it isnt.
(Its) under the bed.

10
Key
1
2
3
4
5
6
7
8
9
10
11
12
Blow
bat
twins
bus
(There are) four candles.
Eleven, thirteen, fifteen, seventeen, nineteen.
(Its a) helicopter.
No, it isnt. (Its a clock).
camera
13
14
15
16
17
18
(Shes) twelve.
CD
Pupils own answer.
basketball
Yes, she is.
19
20
21
22
23
24
A robot.
card
One, two, three ... nineteen, twenty.
Hop-scotch, etc.
(Hes) eleven.

Key
1
2
3
4
5
(Hes) a policeman.
jacket
too long
shorts
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
big
(Its) Masids.
(Its) behind the mirror.
(Shes) a policewoman.
too short
trousers
Oscar.
coat
bin
Whose
Shes a nurse.
lollipop
shelf
big, small
Lin.

Focus the pupils attention on the double page. Point to a
few squares and elicit the word or answer in each one in
order to demonstrate how the game is played. Next,
explain the rules. The pupils play in pairs and each player
needs a counter (any small object will do). They place their
counters on Start and the first pupil throws the dice. The
players move their counters the appropriate number of
squares and complete the task. A correct answer allows
them to move one square forward, whereas an incorrect
one means that they must move one square backwards. If
they land on a Boom! square, they go back to Start. Go
round the room in order to monitor the activity.
Key
1
2
3
4
5
No, he cant.
He can fish.
No, I cant.
go to the cinema
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
Eiffel Tower
Pupils own answer.
draw
No, she cant.
Yes, I can.
beach
No, he cant.
carpet
go to the park
run
He can play the piano.
dance
She can play tennis.
No, he cant.
Pupils own answers.
11

Key
1
2
3
4
5
12
No, he hasnt.
Hair, eyes, nose, mouth, teeth, ears.
Pupils own answer.
Head, arms, hands, fingers, legs, feet, toes.
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
Ziccom.
Yes, he has.
monster
ugly
Shes got black hair and brown eyes.
(Hes got) four hands.
No, he hasnt. (Hes got white hair.)
happy
Its got three eyes.
Pupils own answer.
sad
Pupils own answer.
beautiful
Shes got red hair.
planet
Welcome Plus 2

Different Tastes!
(Ex.1) What do the British eat for
breakfast? What do Americans eat for
breakfast? Read and answer.
Pupils books closed. Present the British breakfast
through the pictures you have brought to class. Teach
or revise the words: bacon, eggs, toast and cereal. Do
the same with the American breakfast and present the
words: waffle, muffin, blueberries and coffee. Ask the
pupils to repeat, chorally and individually.
Pupils books open. Read the text, a sentence at a
time. The pupils listen and follow. When you finish the
first paragraph, explain any new language. Read the
second paragraph and do the same. Read the texts
again. Then, the pupils answer the questions orally.
The British usually eat bacon, eggs, sausages and
toast or a bowl of cereal.
The Americans usually eat something sweet like
waffles, a muffin, or blueberries with a cup of coffee.
(Ex. 2) Read again and write.

Focus the pupils attention on the words in colour in the
text. Explain that they have to read it again and match
those words to the pictures.
To check the task, hold up your book, say the words
and point to the corresponding pictures.
1
2
3
4
bacon
eggs
toast
cereal
5 waffles
6 blueberries
7 muffin
8 coffee
Extension activity: Ask the pupils to give general

information about a typical breakfast in their country (in
L1 if necessary).
information about a typical breakfast in their country or
region, and bring pictures/photos for the project.
My World!
Describe a typical breakfast in your
country.
typical breakfast in their country. Tell them to take out
the information they have brought from home.

Language Portfolio.
Stick your finished poster on the board, go through each

detail with the class and read the text: In (Spain) children
like to eat a (small) breakfast. They usually have (cereal
and milk or chocolate milk and biscuits).
13

British Weather!
BEFORE THE CLASS
Draw the weather symbols on pieces of paper, then

colour and cut them out.
(Ex. 1) Whats the weather like? Read and

write the country.
Pupils books closed. Pin up the map of Great Britain
you have brought to class, as well as the symbols you
have prepared. Point to the map and ask the pupils to
identify the United Kingdom. Explain that we can also
use the name (Great) Britain when referring to it. Remind
your pupils of the four countries that comprise it
(Scotland, Northern Ireland, Wales, England). Point to
the map, say the name of each country and ask the
pupils to repeat chorally.
Present the weather symbols: sunny, snowy, rainy,
windy. The pupils repeat, chorally and individually. Ask
them to guess the weather conditions in each country
by asking: Whats the weather like in (Scotland)?
Check the main information in the text by asking general

questions.
e.g. Teacher: (pointing to Ireland in the book) Whats
the weather like in Ireland today?
Reinforcement activity: Hand out the sheets of paper
and ask the pupils to draw their country and mark a
place with a weather symbol. Then, ask them to write a
sentence, for example: Its sunny and hot today (in
Valencia). Help them make a class display with their
maps. Remember to guide them on how to file their
sheets in their Language Portfolio when you give them
back.
Extension activity: Ask the pupils to name the countries
of the UK and report the weather conditions in each
without looking at the book.
information about the weather in their country and bring
magazine photographs for the project.

map and the weather symbols. Focus the pupils
attention on the text. Read it slowly, pausing for them to
check the correct weather conditions in each country.
Invite individual pupils to come to the board, match the
weather symbols you have prepared to the correct
country on the UK map. They have to say what the
weather is like in each country. Check their answers.
Ireland: sunny
Wales: rainy
Scotland: cold and snowy
England: windy
My World!
Write about the weather in your country.
the weather in their country. Tell them to take out the
each detail with the class and read the text: The weather
in Spain is usually (good). In (Madrid) today it is . In
14
(Toledo) . In (La Corua) the weather (isnt very good)

because (it is raining and it is cold.) etc
Language Portfolio.

School Days!
(Ex. 1) Look, read and write.
Pupils book open. Show the photograph of Melissa
and introduce her. Say: Look! This is Melissa. Shes a
pupil from the UK. Where is she going? Elicit: Shes
going to school. Point to her school uniform and say:
Look! She is wearing a school uniform! The pupils
repeat the new words, chorally and individually. Present
the rest of the new vocabulary in the same way. (school
bus, computer club, school canteen, subject,
Geography, school team)
Go to the text and explain the task. Read out the first
paragraph and emphasise the phrase school uniform.
Do the same with the rest of the paragraphs, pausing at
the gaps for the pupils to provide the right words. Once
the task is completed, read the text again with pauses
after each sentence for the pupils to repeat chorally.
2 subject
3 school bus
4 school canteen
5 computer club
6 school team

going to say some sentences taken from the text. They
e.g. Melissa is from the USA. (F)
Melissa has Geography every Tuesday and
Thursday. (T) etc
Extension activity: Ask the pupils to compare their own
school routine with Melissas. Discuss this in L1, if
necessary.
Note: For the next lesson, ask the pupils to think about
their own school life and bring suitable photographs for
the project.
My World!
Write about your school life.
their own school life. Tell them to take out the
each detail with the class and read the text: Im (Carlos).
I go to school in (Madrid). I get up at (eight) o clock
every morning. I have breakfast, then I go to school. I
have (English) every (day). (English) is my favourite

subject. I have lunch at (one) oclock in (the school
canteen). I do my homework (in the afternoon). I play
(basketball) (for the school team) every (evening).
Language Portfolio.

Activities for All Seasons!
(Ex. 1) Read and write.
Pupils books closed. Write Winter and Summer on the
board. Ask the pupils, in L1 if necessary, what activities
they normally do in winter and what activities they do in
summer. Write the examples on the board under the
appropriate title. Explain to them that today they are
going to learn about winter and summer activities in
Vermont USA.
Pupils books open. Focus the pupils attention on the

words in colour in the text. Explain that they have to read
the text and match those words to the pictures.
To check the task, hold up your book, say the words
and point to the corresponding pictures. Finally, name
the activities, one by one, and ask the pupils to say the
number of the corresponding picture.
15
2
3
4
5
play golf
hiking
canoeing
mountain biking
6 fishing
7 snowboarding
8 ice-skating
Reinforcement activity: Name different activities and

ask the pupils to say whether they are done in winter or
in summer.
(Ex. 2) Read again and answer.

Read the questions and make sure that the pupils
understand them. Then, elicit the answers.
1 Cold and snowy.
2 Sunny.
Ask more questions about the text. e.g. What do people

do in winter in Vermont?, In summer?, Do you like
skiing?, etc
e.g. Teacher:
Pupils:
Teacher:
Pupils:
Swimming in a lake.
Summer.
Making a snowman.
Winter. etc
Extension activity: Ask the pupils to name winter and

summer activities that people do in their own country.
Discuss these in L1, if necessary.
information about activities for winter or summer in their
country and bring photographs for the project.
My World!
Write about the activities you can do in
winter and summer in your city/country.
winter and summer activities in their country. Tell them
to take out the information they have brought from
home.
Stick your finished poster on the board, go through each
detail with the class and read the text: (Granada) is a great
place for your winter and summer holidays. The winters are
(cold and snowy). You can go there for (skiing and

snowboarding). Summers are fun too in Granada! The
weather is (hot and sunny) and you can go (swimming,
fishing, canoeing or water-skiing). You can go (hiking in the
mountains) too.
Language Portfolio.

Night-time Animals!
(Ex. 1) Read and say F for foxes or O for
owls.
Pupils books closed. Show the pictures of the fox and
the owl you have brought to class. Present them by
saying: Look! This is a fox. This is an owl. The pupils
repeat, chorally and individually.
Point to the fox and invite the pupils to describe it. Ask:
Has it got big ears or small ears? Elicit: Big ears! Do the
same with the other parts of the foxs body (long nose,
tail, big mouth, etc). Then, point to its fur and say: Look!
Foxes have got fur! The pupils repeat, chorally and
individually.
Point to the owl and say: Owls are birds! (miming a bird
flying) The pupils repeat, chorally and individually. Invite
16
pupils to describe the owl. Ask: Has it got a big or a small

head? Elicit: A big head! Point to its wings and say: Look
at the owls wings! The pupils repeat, chorally and
individually.
pictures and ask them to identify the animal in each one.
Go to the texts and read them, a sentence at a time, with
pauses for pupils to repeat chorally. Make sure they
understand the vocabulary.
Read the instructions for the exercise and explain the
task. Allow the pupils some time to read the texts silently
and say F for foxes or O for owls. Check their answers
orally.
2 F
3 O
4 O
5 F
Ask individual pupils to read out the texts.

going to say some sentences taken from the texts. They
Foxes live in woods . (T)
Owls are small birds. (F) etc
Extension activity: Ask the pupils to find out where they

can find foxes and owls in their own country.
Note: For the next lesson, ask the pupils to find pictures/
photographs of a typical animal in their own country or
region. Bring in pictures/photographs for the project.
My World!
Write about an animal in your country.
about animals in their country. Tell them to take out the
each detail with the class and read the text: (Spanish
bulls) are very (strong) animals. Theyve got (a big body).

They live (in the country).
Language Portfolio.

Eating out American Style!
(Ex. 1) What do people in the USA eat at a
barbecue? Read and say yes or no.
1 yes
2 no
3 yes
4 no
5 n
6 yes
7 yes
8 no
Pupils books open. Ask the pupils to look at the

pictures and identify the place. Ask: Whats this? (A
barbecue in a garden). Present the words: barbecue,
grill and outdoors with the help of the picture. Say: Look
at the people! Are they indoors or outdoors? Elicit the
word: Outdoors. Then, say: They are having a barbecue.
Look at their grill! Ask the pupils to repeat the new
words.
Reinforcement activity: Write the following sentences

on the board and ask the pupils to tell you if they are
true or false.
Explain that barbecue dinners are very popular in the

USA and that Americans often have such dinners on
Sundays or on public holidays.
Extension activity: Ask the pupils to discuss picnics

and barbecues in their own country, in L1 if necessary.
Read the text, a sentence at a time, with pauses for

pupils to repeat, chorally and individually. Explain any
unknown words. The pupils read the text silently and
check the list of food items in order to find out which
items people eat at a barbecue in the USA. Check their
answers by naming each word and asking them to say
yes or no.
Americans dont like barbecues very much. (false)

Barbecues are not very easy to prepare. (false)
The cook usually wears an apron. (true)
You can have a barbecue with your family or friends.
(true)

information about barbecues or picnics in their country.
Bring in pictures/photographs for the project.
17
My World!
Write about what you eat at a barbecue or
on a picnic in your country.
picnic or barbecue. Tell them to take out the information
they have brought from home.
each detail with the class and read the text: In (Spain)
people often have (barbecues/picnics) especially (at
weekends). All you need for a (barbecue) is and .
People love eating (outdoors) with their family and
friends.
The pupils work individually. Ask them to draw a picture

of people having a barbecue or a picnic. Let them use
the pictures you have brought as models or tell them to
use the information they have brought from home. Go
around the room and help them write the names of the
food items on their drawings. When they finish, help
them make a class display. Once you take down the
display guide your pupils on how to file their poster in
their Language Portfolio.

Holidays on the Move!
(Ex. 1) Look, read and write yes or no.
Pupils books closed. Write the title of the lesson on
the board and explain the meaning of the phrase: On
the move! (i.e. going from one place to another). Show
the caravan in your book and say: Its a caravan. The
pupils repeat, chorally and individually. Pre-teach the
word mobile home.
Invite the pupils to guess what they can find in a caravan
(beds, a table, a fridge, a cooker, etc).
photo and ask them questions about it.
e.g. Teacher: How many children are there?
Class: Six!
Teacher: Are they sitting outside or inside?
Class: Outside. etc
Read the text aloud, a sentence at a time. Make sure
they understand the vocabulary. Read the text again,
making pauses after each sentence for the pupils to
repeat, chorally and individually.
18
Allow the pupils some time to read the text again

silently, read the sentences at the bottom of the page
and write true or false. Check the pupils answers.
1 yes
2 no
3 yes
Reinforcement activity: Describe the second caravan

in the photo for the pupils to identify:
Teacher: Its a small caravan. It has got a living room.
Theres a TV in the living room. There is a white
sofa too, and the caravan is green.
Extension activity: Make a class survey about holiday
accommodation. Write the following headings on the
board: Caravan, Tent, Hotel, Pension, Bungalows,
Cottage. Explain the words and then ask the pupils to
come to the board and put a tick () under their
favourite kind of accommodation. Finally, count the ticks
in order to find out which is the most popular place for
staying during holidays.
Note: For the next lesson, bring in photographs of
holiday spots.
My World!
Write about a typical family holiday in your
country.
holiday. They like to stay in (hotels, bungalows, tents,

caravans, etc).

their holidays. Tell them to take out the information they
have brought from home.
The pupils work individually. Go round the room and

help them if necessary. When they finish, help them
Language Portfolio.

each detail with the class and read the text: Families in
(Spain) like to go to (the mountain/lake/sea/abroad) on

Key
1
2
3
4
5
Theres some bread, milk and chicken.

burger
a carrot
French fries
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
Cindy
an orange
sausage
some water
Bacon, eggs, sausages, toast, or cereal.
some pizza
rice
bread
chicken
an egg
Waffles, or a muffin with a cup of coffee.
Pupils own answer.
hot dog
Wendy
Pupils own answer.


square, they go back to Start. Go round the room in
order to monitor the activity.
19
Key
1
2
3
4
5
6
7
8
9
10
11
12
(Its) cold and windy.

raining
making a snowman
snowing
Lin, Wendy, Cindy, Oscar and Eddy.
eating an ice cream
windy
sailing
(Its) windy.
drawing
13
14
15
16
17
18
19
20
21
22
23
24
cold
hot
sunny
cooking
Pupils own answer.
drinking (hot) chocolate
lake
Lin
dancing

Key
1
2
3
4
5
At six oclock.
pool
Its one oclock.
Pupils go back to the Start Square.
theatre
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
A school uniform.
Pupils own answer.
dinner
Its seven oclock.
She is a pupil.
Pupils own answer.
work
Geography
Pupils own answer.
wake up
Its five oclock.
No, she doesnt.
Pupils own answer.
lunch
Its eleven oclock.

20

Key
1
2
3
4
5
6
7
8
9
10
11
12
December, January, February.

summer
Pupils own answer.
winter
June, July, August.
Pupils own answer.
spring
September, October, November.
Pupils own answer.
13
14
15
16
17
18
19
20
21
22
23
24
autumn
Make a hole.
Pupils own answer.
Put the seeds in the hole.
Pupils own answer.
March, April, May.
Pupils own answer.
Cover the hole.
(You can do) skiing, snowboarding and ice-skating.
(You can) go hiking, play golf, go mountain biking,
fishing and canoeing.

appropriate number of squares and complete the task.
A correct answer allows them to move one square
Key
1
2
3
4
5
6
Toms pet rabbit.

lizard
meat
snake
Yes (he has).
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
cheese
elephant
Yes, (they are).
He can jump.
talk
horse
fox
Pupils sing the song (Lesson 4)
owl
Africa
It has got big ears, a long nose and a long tail. It has
got fur on its body.
Africa
(fat) hippo
Its a big bird. Its got a big head and two big eyes.
It has got two legs and two wings.
(fast) lion


21
Key
1
2
3
4
5
6
7
8
9
10
11
Meat, fish, salad.

cheese
many
salt
Seven
much
sugar
many
Food
12
13
14
15
16
17
18
19
20
21
22
23
24
many
onions
butter
much
biscuits
Pupils own answer.
Blackbeards
much
flour
many

Key
1
2
3
4
5
22
Small mobile homes.

race
The Eiffel Tower.
match
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
Cooker, fridge, table, chairs, bathroom, TV.

In Greece.
hockey
Pupils own answer.
Oscar
Theyre cycling.
table-tennis
volleyball
Theyre fishing.
water-ski
Pupils own answer.
In Italy.
photo album
Masid
Theyre eating pizza.

appropriate number of squares and complete the task.
A correct answer allows them to move one square
Key
1
2
3
4
5
Small mobile homes.

race
The Eiffel Tower.
match
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
Cooker, fridge, table, chairs, bathroom, TV.

In Greece.
hockey
Pupils own answer.
Oscar
Theyre cycling.
table-tennis
volleyball
Theyre fishing.
water-ski
Pupils own answer.
In Italy.
photo album
Masid
Theyre eating pizza.
23
Welcome Plus 3

Theyre from Britain!
(Ex. 1) Read and answer.
Pupils books closed. Present the children of the UK
with the help of your book. Point to the first girl and say:
This is Mary Tosh and she is Irish. Encourage the pupils
to repeat after you, chorally and individually. Point to
Northern Ireland on the map and say: She is from
Belfast, the capital of Northern Ireland. The pupils
repeat, chorally and individually. Repeat the procedure
with Julian, Donald and Nerys.
Pupils books open. Read the short texts in Exercise 1,
a sentence at a time. The pupils listen and follow. When
you finish the first paragraph, ask them to point to the
appropriate child on the page. Explain/elicit any
unknown words there may be. Do the same with the
remaining texts. Finally, read the texts again. The pupils
listen and repeat after you.
Focus the pupils attention on the questions at the

bottom of the page. Read them out and make sure that
everybody understands them.
Ask the pupils to read the text silently and answer the
comprehension questions. Check their answers.
Individual pupils then read the texts aloud.
1
2
3
4
5
6
Donald Mackey
Cardiff
Irish lamb stew
London, England
Northern Ireland
A football team
Note: For the next lesson, ask the pupils to choose one
of their friends, and collect information about him/her for
the project, (age, favourite food, sport, football team, or
singer) by interviewing them.
My World!
Write about your friend.
about a friend. Point to the different steps they have to
follow, read them and explain each one. 1 Think about a
friend: age, favourite food, sport, football team or singer.
Ask them to take out all the information they have
brought about their friend. 2 Prepare your pictures and
write some ideas: They look at their pictures and write a
few notes (draft version). They work on their draft
version, writing a sentence or two about each picture.
3 Correct your work (spelling, structures, etc.) In pairs,
they read out their draft and correct their mistakes by
discussing and exchanging ideas. Go around the class,
24
providing any necessary help during this stage. Tell

them they can use the poster on page 13 as a model.
4 Write your final version: They do this individually.
Focus the pupils attention on the completed poster on
page 13. Read it aloud and comment on it. Make sure
they all understand the language. Ask some
comprehension questions to elicit what kind of
information the child has included in the poster (age,
favourite food, etc).
When the pupils finish, help them make a class display.
Once you take down the display, guide them on how to
file their poster in their Language Portfolio.

1600 Pennsylvania Avenue!
(Ex. 1) How much do you know about the
White House? Read and write True or
False.
Pupils books open. Read the text in Exercise 1, a
sentence at a time. The pupils listen and follow. When
you finish the first paragraph, explain/elicit any unknown
words there may be. Do the same with the rest of the
text.
1 F (in Washington, D.C.)

2 T
3 T
4 F (No, there isnt.)
5 T
information about a famous building in their country
(name, location, why it is famous).
Ask the pupils to read the text again silently. Next, they
read the sentences at the bottom of the page and write
true or false. Check their answers orally and encourage
them to correct the information that is false.
My World!
Write about a famous building in your
country.
Tell the pupils they are going to make a poster about a
famous building in their country. Point to the different
steps the pupils have to follow, read them and explain
each one. 1 Think about a famous building in your
country: name, location, why it is famous. Ask them to
take out all the information they have brought. 2 Prepare
your pictures and write some ideas: They look at their
pictures and write a few notes (draft version). They work
on their draft version, writing a sentence or two about
each picture. 3 Correct your work (spelling, structures,
etc). In pairs, they read out their draft and correct their
mistakes by discussing and exchanging ideas. Go
around the class, providing any necessary help during

this stage. Tell them they can use the poster on page 25
as a model. 4 Write your final version: They do this
individually.
information the child has included in the poster (name of
building, location, etc).

Fun at Halloween!
(Ex. 1) Read and choose.
Pupils books open. Read the text in Exercise 1, a
words there may be. Do the same with the rest of the
text.
Ask the pupils to read the text again silently. Next, they
read the sentences at the bottom of the page and
choose the correct alternative. Check their answers

orally.
1 31st October
2 scary
3 Trick or Treat
4 pumpkin
5 parties

information about a special event in their country.
25
My World!
Write about a special event in your
country.
special event in their country. Point to the different steps
the pupils have to follow, read them and explain each
one. 1 Think about a special event in your country: date,
things that people do then, special clothes, food, etc.
brought. 2 Prepare your pictures and write some ideas:
They look at their pictures and write a few notes (draft
version). They work on their draft version, writing a
sentence or two about each picture. 3 Correct your work
(spelling, structures, etc). In pairs, they read out their
draft and correct their mistakes by discussing and
exchanging ideas. Go around the class, providing any

necessary help during this stage. Tell them they can use
the poster on page 37 as a model. 4 Write your final
version: They do this individually.
the special event, date, what people do, wear, etc).
file their posters in their Language Portfolio.

Here Comes the bride!
(Ex. 1) Read and match.
Pupils books open. Explain the task to the pupils: they
must try to match the words on the left to their definition
on the right. In pairs, they do the exercise. Do not check
their answers yet.
first paragraph, explain/elicit any unknown words there

may be. Do the same with the rest of the text.
Ask the pupils to read the text again silently, check their
answers in Exercise 1 and report back to the class.
1 c
2 d
3 e
4 f
5 a
6 b
(Ex. 2) Now, read and check your

answers.
Finally, read out the question at the bottom of the page.

Encourage the pupils to discuss the answer.
Read out the text in Exercise 2, a sentence at a time. The

pupils listen and follow the lines. When you finish the

information about a typical wedding in their country.
My World!
Write about a wedding in your country.
Pupils books open. Tell the pupils theyre going to
make a poster about a typical wedding in their country.
Point to the different steps the pupils have to follow,
read them and explain each one. 1 Think about a typical
wedding in your country: the ceremony, reception,
number of guests, etc. Ask them to take out all the
information they have brought. 2 Prepare your pictures
26
and write some ideas: They look at their pictures and

write a few notes (draft version). They work on their draft
version, writing a sentence or two about each picture.
3 Correct your work (spelling, structures, etc). In pairs,
providing any necessary help during this stage. Tell
them they can use the poster on page ?? as a model.
4 Write your final version: They do this individually.

page ??. Read it aloud and comment on it. Make sure
information the child has included in the poster (what
clothes they wear, how they celebrate, what food they

eat, etc).

Londons Markets!
(Ex. 1) Read and say.
Pupils books open. Point to the first picture and
explain that it corresponds to the Camden Lock Market,
where people can buy books, clothes, etc. The second
one is the Portobello Road Market, which is the biggest
antiques market in the world. Read out the text, a
words there may be. Do the same with the second text.
Ask the pupils to read the text again silently and

complete the notices at the bottom of the page orally or
in their notebooks. Check their answers.
1 clothes
2 furniture
3 antiques

information about a typical market in their area.
My World!
Write about a famous market in your
country.
Tell the pupils theyre going to make a poster about a
market in their country. Point to the different steps the
pupils have to follow, read them and explain each one.
1 Think about a famous market in your country: name,
location, what you can buy there, etc. Ask them to take
out all the information they have brought. 2 Prepare your
pictures and write some ideas: They look at their
around the class, providing any necessary help during

this stage. Tell them they can use the poster on page ??
as a model. 4 Write your final version: They do this
individually.
information the pupil has included in the poster (name of
the market, place, what kind of things you can buy etc).
27

Schools in the USA!
(Ex. 1) Read and answer.
chart. Ask them to read it in order to find out at what age
each school stage starts. Read out the text, a sentence at
a time. The pupils listen and follow. Explain/Elicit any
unknown words there may be.
Ask the pupils to read the text and the chart again
silently and answer the questions. Check their answers
orally.
a) Six years.
b) Two years.
c) Four years.
information about their own school or the educational
system in their country.
My World!
Write about schools in your country.
Tell the pupils they are going to make a poster about
schools in their country. Point to the different steps the
1 Think about your school: name, location, size, etc and
write about schools in your country. Ask them to take out
all the information they have brought. 2 Prepare your
pictures and write some ideas: They look at their pictures
and write a few notes (draft version). They work on their
draft version, writing a sentence or two about each picture.
3 Correct your work (spelling, structures, etc.) In pairs,
providing any necessary help during this stage. Tell them

they can use the poster on page ?? as a model. 4 Write
your final version: They do this individually.
information the pupil has included in the poster (kind of
schools in Spain, age of children, etc).

Whats your hobby?
page. Point to the illustrations and say that they
represent three different hobbies that are very popular in
the UK (fishing, do-it-yourself and gardening). Read out
the text, a sentence at a time. The pupils listen and
follow. Explain/Elicit any unknown words there may be.
Ask the pupils to read the text again silently and match
the photos to the text.
1 C
2 A
3 B
Finally, ask: Which one do you like most? Encourage a
discussion among the pupils.
28
(Ex. 2) Think about your hobby. Then, talk

with your friend.
Ask the pupils: Have you got a hobby?/What is your
favourite hobby? Tell them to look at the book and
complete the three sentences about hobbies they love,
hate and quite like in their notebooks. Make sure that the
pupils understand them. In pairs, they ask and answer
questions about their preferences: What hobby do you
like?, What hobby do you hate?, What hobby do you
quite like?
information about a popular hobby in their country.
My World!
Write about a popular hobby in your
country.
popular hobby in their country. Point to the different
steps the pupils have to follow, read them and explain
each one. 1 Think about a popular hobby in your
country: name, where you usually do it, why you like it.
brought. 2 Prepare your pictures and write some ideas:
They look at their pictures and write a few notes (draft
version). They work on their draft version, writing a
exchanging ideas. Go around the class, providing any

necessary help during this stage. Tell them they can use
the poster on page ?? as a model. 4 Write your final
version: They do this individually.
information the pupil has included in the poster (name
of hobby, where you can find the things you need, etc).

Focus the pupils attention on the double page and tell
them that they are going to play Snakes and Ladders.
Explain the rules.
Rules of the game
The pupils play in pairs and each player needs a counter
(any small object will do). They place their counters on
Start Here and throw the dice, saying the number that
comes up. The player with the highest number begins
the game by saying My turn.
The pupils complete the task according to the key.
Depending on the square they land on, they have to say
if the information of the culture channel is true or false
(pink), answer questions about themselves (yellow), say
what the people in the pictures are like (green), or where
some people are from (blue). If they land on a snake or
a ladder they go backwards or forwards respectively.
The game is non-competitive and should continue until
all the players reach the last square.
Key
2 Ladder: Pupils go forward to square 16.
4 Hes from Mexico.
7 Shes tall and fat. Shes got blonde hair and green
eyes.
10 Shes from Poland.
12 Pupils own answer.
18 Hes American.
19 Hes tall and fat. Hes got black hair and green eyes.
23
24
25
28
30
31
32
34
36
38
41
42
44
47
49
51
54
56
57
60
61
62
63
65
67
Pupils own answer.

Ladder: Pupils go forward to square 43.
Snake: Pupils go back to square 14.
Shes tall and slim. Shes got blonde hair and blue
eyes.
False
Hes from Greece.
Hes from Britain.
True
Shes tall and slim. Shes got black hair and brown
eyes.
Hes from Turkey.
Shes short and fat. Shes got black hair and brown
eyes.
Hes tall and fat. Hes got black hair and green eyes.
Hes from France.
True
False
Hes tall and slim. Hes got black hair and blue
eyes.
Pupils own answer.
Shes from Spain.
Hes tall and slim. Hes got blond hair and brown
eyes.
29

Explain the rules.
Rules of the game
Depending on the square they land on, they have to
answer questions about the White House (pink),
themselves (yellow), the location of places on the map
(green) or identify an object (blue). If they land on a
snake or a ladder they go backwards or forwards
respectively.
Key
2
4
7
8
9

A drawer.
Its next to the station.
There are over one hundred and thirty rooms in the
White House.
10 A wall.
12 A wardrobe.
19
20
23
24
25
28
32
34
36
38
41
42
44
47
49
51
54
56
57
60
61
62
63
65
67
68
Its next to the hotel.

Pupils own answer.
No, there isnt.
Yes, there is.
Between.
Its a cooker.
The President of the USA.
No, there isnt.
Opposite.
Its opposite the bank./Its next to Cindys
house./Its between Cindy house and the record
shop.
Pupils own answer.
No, there isnt.
Its a sink.
Pupils own answer.
Beautiful works of art, a swimming pool, a bowling
alley, etc.
Its opposite Cindys house.
Pupils own answer.
A dining room.
Its at 1600 Pennsylvania Avenue, in Washington
DC.

Explain the rules.
Rules of the game
30

if the information of the culture channel is true or false
(pink), ask for permission to do something (yellow), say
what they are doing (green), identify an object (blue), or
say what the people in the pictures are doing (red). If
they land on a snake or a ladder they go backwards or
forwards respectively.
Key
2
4
7
8
9
10
15
18
19
20
21
24
25
28
31
32
34
36

Wind.
Were playing a game.
Im playing tennis.
A wolf.
Can I come into your room?
A film.
Were watching a film.
Can I play in the park?
Were eating popcorn.
Were listening to music.
Hes eating an ice cream.
A pumpkin.
An old trunk.
True.
38
41
42
44
47
48
49
51
54
56
57
59
60
61
62
63
65
67
68
Im eating pizza.
Popcorn.
Shes brushing her hair.
Can I watch TV?
False.
An attic.
Were playing football.
True.
Hes listening to music/the radio.
A costume.
Can I swim in the lake?
A game.
Hes holding a pumpkin.
True.

Explain the rules.
Rules of the game
complete a word (pink), answer a question about
themselves (yellow), say a date (green), say a number
(blue) or answer about someones birthday (red). If they
land on a snake or a ladder they go backwards or
Key
2
4
7
8

Fifty-six.
Its the second of June.
9
15
21
24
25
27
31
36
38
41
42
44
47
48
49
56
57
59
60
61
62
63
65
67
68
Pupils own answer.

Pupils own answer.
On the tenth of August.
Thirty-nine.
On the twenty-eighth of February.
gown
Its the thirty-first of October.
A/One hundred.
Its the twenty-second of December.
Pupils own answer.
groom
bouquet.
Its on the twenty-second of July.
Its the thirteenth of November.
Pupils own answer.
Eighty-eight.
Its on the fifteenth of January.
bride
31

Explain the rules.
Rules of the game
answer questions about Londons markets (pink), about
themselves (yellow), identify vocabulary items (blue), or
ask for food (red). If they land on a snake or a ladder
they go backwards or forwards respectively.
Key
4 A knife.
7 Can I have three cartons of milk, please?/Id like
three cartons of milk, please.
12 A lemon.
15 Yes, you can.
17 Can I have two packets of biscuits, please?/Id like
two packets of biscuits, please.
19 A pie.
21 Can I have a piece of/some pizza, please?/Id like a
piece of/some pizza, please.
25 Snake: Pupils go back to square 14.
31 Can I have a bottle of lemonade, please?/Id like a
bottle of lemonade, please.
32 A coconut.
34 A fork.
36 Antiques.
41 A watermelon.
44 Can I have three jars of jam, please?/Id like three
jars of jam, please.
49 About two hundred and fifty.
51 A lemon.
57 The biggest antiques market in the world.
59 Can I have a slice of cake, please?/Id like a slice of
cake, please.
63 A melon.
67 Can I have a bowl of soup, please?/Id like a bowl of
soup, please.
68 A market.

Explain the rules.
Rules of the game
comes up. The player with the highest number begins the
game by saying My turn.
32

if the information of the Culture Channel is true or false
(pink), answer questions about their preferences and daily
routine (yellow), say what people do on Sundays (green),
identify school subjects (blue), or tell the time (red). If they
Key
2
4
7
8
9
15
19
24
25
31
32
34
36
38
42

Science.
Its quarter to nine.
Pupils own answer.
Pupils own answer.
Art
Its quarter past seven.
History.
True.
False.
They watch TV.
44
47
49
51
52
56
57
59
60
61
62
63
65
67
68
They go to the cinema.

Pupils own answer.
They go to a restaurant.
PE
True.
Its five oclock.
They play football.
Pupils own answer.
Music.
Its half past seven.
False

Explain the rules.
Rules of the game
answer questions about the Culture Channel (pink) or
about themselves (yellow), say what people in the
pictures like doing (green), identify the occupation of
people (blue), say what people are doing now (red) and
what they usually do (brown). If they land on a snake or
a ladder they go backwards or forwards respectively.
Demonstrate how the key works so that everyone
understands the different tasks.
Key
2
4
5
7
8

Hes a bus driver.
I usually play basketball.
She likes skating.
9
12
15
19
20
24
25
31
32
36
38
39
41
42
44
47
49
51
54
56
57
59
60
61
62
63
65
67
68
Pupils own answer.

Pupils own answer.
Pupils own answer.
Hes walking.
I usually deliver letters.
Shes skipping.
Hes a baker.
They plant flowers and trees and cut the grass.
He likes fishing.
Pupils own answer.
I usually listen to music.
She likes skipping.
I usually play football.
Hes a postman.
Do It Yourself.
In lakes and rivers.
Hes skating.
He likes cooking.
Pupils own answer.
Hes a firefighter.
Hes cycling.
Fishing, Gardening/DIY.
33
Welcome Plus 4

London Zoo!
(Ex. 1) Read and say True or False.
Pupils books open. Refer the pupils to the pictures of
London Zoo. Ask them what kind of animals they can
see and where (snake, aquarium).
Read the text, a sentence at a time. The pupils listen and
follow. Explain/Elicit any unknown words. Read the text
again. The pupils listen and repeat after you.
Focus their attention on the statements below the text.
Read them out and make sure everyone understands
them.
The pupils read the text silently in order to find out
whether the statements are true or false. Ask the pupils
to underline the part of the text that helped them to find
their answers. Check their answers.
1 False
2 True
3 False
4 True
Then, individual pupils read the text aloud. Check their

pronunciation and intonation.
(Ex. 2) Read and complete.

Explain to the pupils that in the UK you can adopt a wild
animal. This doesnt mean that you take the animal
home, but you send donations for the animals food,

medicine, etc, and in return you receive photographs
and progress reports on your adopted animal.
Explain the task: tell the pupils to imagine that they are
going to adopt an animal of their choice and that they
must fill in the form in their notebooks with their personal
information and the type of animal they wish to adopt.
Go around the class as the pupils are completing the
task, providing any necessary help. Then, they report
back to the class.
Which is the most popular animal to

adopt in your class? Do a class survey.
Go around the class, asking each pupil which animal
they would like to adopt. Write the animal on the board,
putting a tick next to it each time it is mentioned. When
you have established which animal is the favourite,
encourage the pupils to give you some reasons for their
choice.
Note: For the next lesson, ask the pupils to choose a
zoo in their country and collect information about it for
the project (name, location, what you can see and do
there).
My World!
Write about a zoo in your country.
about a zoo in their country. Point to the different steps
they have to follow, read them and explain each one. 1
Think about a zoo in your country: (location, what they
can see and do there). Ask them to take out all the
information they have brought about their zoo. 2
Prepare your pictures and write some ideas: They look
at their pictures and write a few notes (draft version).
They work on their draft version, writing a sentence or
two about each picture. 3 Correct your work: (spelling,
structures, etc.) In pairs, they read out their draft and
correct their mistakes by discussing and exchanging
ideas. Go around the class, providing any necessary
34
help during this stage. 4 Write your final version: They do

this individually.
that they all understand the language. Ask some
zoo, where it is, what you can see there, etc). Tell them
that they can follow this model in order to make their
own poster.
When they finish, help them make a class display. Once
you take down the display, guide them on how to file
their poster in their Language Portfolio.

Bath time!
(Ex. 1) Read and choose the best title.
the different treatments. Were their guesses correct?
Have a discussion about the spa: What can people do at
a spa? Would you like to visit a spa? etc
Read the text, a sentence at a time. The pupils listen and
follow. Explain/Elicit any unknown words. Then, read the
text again. The pupils listen and repeat after you.
Focus the pupils attention on the choice of titles above
the text. Read them out and make sure everyone
understands them.
Ask the pupils to read the text silently and choose the
best title. Check their answers.
Then, individual pupils read the text aloud. Check their

(Ex. 2) Would you like to try any of the

treatments? Talk with your friend.
Ask the pupils to look at the treatments again, then in
pairs to ask one another about the ones they would like
to try. Go around the class, providing any necessary
help. Then, each pair reports back to the class.
Note: For the next lesson, ask the pupils to collect
information for the project about how to keep fit and
healthy (what you should eat and drink, what you should
do etc).
A Bath Time!
My World!
How can you keep fit healthy? Make a
poster.
about how one can keep fit and healthy. Point to the
different steps the pupils have to follow, read them and
explain each one. 1 Think about what you do to keep fit
and healthy: (What do you do? What do you eat?) Ask
them to take out all the information they have brought. 2
Prepare your pictures and write some ideas: They look
at their pictures and write a few notes (draft version).
They work on their draft version, writing a sentence or
two about each picture. 3 Correct your work (spelling,
structures, etc): In pairs, they read out their draft and
correct their mistakes by discussing and exchanging
ideas. Go around the class, providing any necessary

help during this stage. 4 Write your final version: They do
this individually.
information the child has included in the poster (Things
they should/ shouldnt do etc). Tell them they can follow
this model in order to make their own poster.
When they finish, help them make a class display. Once
you take down the display, guide them on how to file
their poster in their Language Portfolio.

The Big Apple: Then and Now!
(Ex. 1) Which city is called The Big Apple?
Read and find out.
Pupils books open. Refer the pupils to the picture of
the tenement apartments. Ask them what they can see.
Have a discussion about the picture. Ask: What do the
apartments look like? What are the people doing? Would

you like to live somewhere like this? etc Read the
instructions and explain the task. Read the text, a
sentence at a time. The pupils listen and follow.
Explain/Elicit any unknown words. Then, read the text
35
Ask the pupils to tell you which city is called the Big
Apple (New York). Elicit the differences between New
York now and a hundred years ago.
Individual pupils read the text aloud. Check their
(Ex. 2) Check your American English!

Match the British words to the American
words.
time to complete the task, on their own or in pairs. Check

their answers.
1 g
2 e
3 d
4 f
5 h
6 b
7 a
8 c

information about what their town was like a hundred
years ago for the project (homes, shops, parks, traffic,
etc).
Read the list of words and make sure the pupils know
what they mean. Explain the task. Allow the pupils some
My World!
How was your town/city like a hundred
years ago. Make a poster.
Pupils books open. Tell the pupils that they are going
to make a poster of their town a hundred years ago.
Point to the different steps the pupils have to follow,
read them and explain each one. 1 Think about what
your town was like a hundred years ago: (buildings,
traffic, things that people did then, etc). Ask them to take
out all the information they have brought. 2 Prepare your
pictures and write some ideas: They look at their

around the class providing any necessary help during
this stage. 4 Write your final version: They do this
individually.
the town, buildings, people, etc). Tell them they can
follow this model in order to make their own poster.

Landing on the moon!
(Ex. 1) Read and say: watched, smiled,
stepped, landed, walked, called.
(Ex. 2) Where were your parents when

Armstrong walked on the moon?
Pupils books open. Refer the pupils to the first picture.

Ask them what they can see (An astronaut). Read the
instructions and explain the task. Read the text, a
sentence at a time. The pupils listen and follow.
Explain/Elicit any unknown words. Ask them to select
the correct item from the list. Then, read the text again.
They listen and repeat after you. Were their guesses
correct?
Ask the pupils if they know how old their parents were in
1969. Ask if any of their parents have ever mentioned
the moon landing. Ask them to try and guess what their
parents were doing then. Go around the class, listening
to the pupils guesses.
1 stepped
2 watched
3 walked
4 smiled
5 called
6 landed

36
Tell them that their homework is to ask their parents and

to see if their guesses were correct. They will then report
back to the class in the following lesson.
information about an important event in their country for
the project (what it was, when it happened, peoples
reactions, etc).
My World!
Write about an important event from the
past in your country.
necessary help during this stage. 4 Write your final

version. They do this individually.

about an important even in their country. Point to the
different steps the pupils have to follow, read them and
explain each one. 1 Think about an important event in
your country: (What it was, when it happened, why it was
important.) 2 Prepare your pictures and write some
ideas. They look at their pictures and write a few notes
(draft version). They work on their draft version, writing a
exchanging ideas. Go round the class providing any

information the child has included in the poster (what
the event was, when it happened, who was there, why it
was important etc). Tell them they can follow this model
in order to make their own poster.

Roman Britain!
(Ex. 1) Read and match the titles to the
paragraphs: a) Animals, b) Clothes,
c) Buildings, d) The First Roman
Emperor, e) Music. There is one extra.
Pupils books open. Refer the pupils to the pictures
illustrating the text. Ask them what they can see. (e.g. What
kind of clothes are the people wearing? etc) Read the text,
a sentence at a time. The pupils listen and follow.
Explain/Elicit any unknown words. Focus the pupils
attention on the words in bold. Invite them to match the
words to the corresponding pictures. Then, read the text
Focus the pupils attention on the choice of titles above
the text. Read them out and make sure everyone
understands them.
Ask the pupils to read the text silently and choose the
most appropriate title for each paragraph. Check their
answers.
1 d
2 b
3 a
4 c
information about what their country was like two
thousand years ago for their project (buildings, clothes,
occupation, people, animals, food, etc).
Assign any remaining exercises from the Activity Book.
Make sure you explain them first.
(See page 132T for further explanation.)
My World!
How was your country two thousand
years ago? Make a poster.
Pupils books open. Tell the pupils that they are going
to make a poster about the way their country was two
thousand years ago. Point to the different steps the
1 Write about what your country was like thousand years

ago: (buildings, clothes, people, etc). 2 Prepare your
pictures and write some ideas. They look at their
37
round the class, providing any necessary help during
this stage. 4 Write your final version. They do this
individually.

the place, names of the buildings, occupations etc). Tell
them they can follow this model in order to make their
own poster.

Americas Favourites!
(Ex. 2) What is it? Read and guess.
Pupils books open. Read the text, a sentence at a time.

The pupils listen and follow. Explain/Elicit any unknown
words. Then, read the text again. The pupils listen and
repeat after you.
Focus the pupils attention on the task. Ask them to read
the text silently to themselves and match each food item
to the correct picture. Check their answers. Individual
pupils then read the text aloud.
1 C
2 A
Read the clue, a sentence at a time. The pupils listen

and follow. Explain/Elicit any unknown words. Then,
read the clue again. The pupils listen and repeat after
you. Ask the pupils to tell you what it is.
Answer: popcorn
information about popular dishes in their country for the
project (ingredients, origin etc).
3 B
Were any of their guesses from the beginning of the

lesson correct? Ask the pupils if they have ever eaten
any of the food items on the page. Which one seems to
be the tastiest/most healthy/easiest to make?
My World!
Make a poster of a popular food in your
country.
popular food in their country. Point to the different steps
the pupils have to follow, read them and explain each one.
1 Think about a popular food in your country: (name,
ingredients, etc) 2 Prepare your pictures and write some
ideas: They look at their pictures and write a few notes
(spelling, structures, etc). In pairs, they read out their draft
and correct their mistakes by discussing and exchanging
ideas. Go round the class, providing any necessary help
38
during this stage. 4 Write your final version. They do this

individually.
information the child has included in the poster (kind of
food, ingredients, etc). Tell them they can follow this
model in order to make their own poster.

Butlins Holiday Camps
(Ex. 1) Read and write.
the holiday camp activities. Ask them what they can see.
Are any of these activities written on the board? Read
the text, a sentence at a time. The pupils listen and
follow. Explain/Elicit any unknown words. Then, read the
text again. The pupils listen and repeat after you.
Focus the pupilsattention on the task. Ask them to read
the text silently and write what is shown in each picture.
Check their answers.
1 bowls
2 karaoke
(Ex. 2) Would you like a holiday at Butlins?

Why/Why not? Talk with your friend.
In pairs, the pupils ask one another about a holiday at
Butlins. Go around the class, providing any necessary
help. Then each pair reports back to the class.
information about a popular resort in their country for
the project (name, location, what you can see and do
there, etc).
3 darts
Individual pupils then read the text aloud.
My World!
Make a poster of a popular resort in your
country.
during this stage. 4 Write your final version. They do this

individually.

popular resort in their country. Point to the different steps
the pupils have to follow, read them and explain each one.
1 Think about a popular resort in your country: (name,
location, etc.) 2 Prepare your pictures and write some
ideas. They look at their pictures and write a few notes
(spelling, structures, etc). In pairs, they read out their draft
and correct their mistakes by discussing and exchanging
ideas. Go around the class, providing any necessary help

resort, where it is, what you can see and do there etc).
Tell them they can follow this model in order to make
their own poster.

Explain the rules.
Rules of the game
the game by saying, Im first!

compare animals (pink), identify animals (yellow),
answer questions about themselves, or give information
from the culture channel (blue). If they land on a snake
or a ladder, they go backwards or forwards respectively.
39
Key
2
4
7
10
12
15
19
20
23
24
25
28
30
31
34
Ladder: Go up to square 16.

Lions, tigers, giraffes, elephants, snakes, fish, etc.
A snake.
In Regents Park.
A panda.
A chicken.
Cats are cleverer than birds.
A cow.
A cheetah.
Snake: Go back to square 14.
A blue whale.
Chickens are bigger than mice.
A cheetah.
36
38
41
42
47
49
54
56
57
60
61
62
63
65
67
Snails are smaller than ducks.

A turtle.
Pupils own answer.
A sheep.
Cows are fatter than goats.
Horses are taller than sheep.
Snakes are longer than rabbits.
A goat.
Pupils own answer.
A snail.

Explain the rules.
Rules of the game
the game by saying, Im first!
a rule (pink), identify an illness (yellow), answer
questions about Bath or themselves (green), or give
advice (blue). If they land on a snake or a ladder, they
go backwards or forwards respectively.
Key
2 Ladder: Go up to square 16.
4 You should take an aspirin./You should stay in bed.
etc
7 Britains most famous spa town.
9 My knee hurts.
10 You should take some medicine./You should have
some soup etc
40
12 You shouldnt play outside./You should eat a lot of

fruit and vegetables. etc
15 Ive got a headache.
19 You must stay in bed.
20 Ive got a stomachache.
23 In Britain.
25 Snake: Go back to square 14.
28 Ive got a temperature.
32 Ive got a cold.
36 You must stop.
38 The natural spring water.
41 You should take an aspirin./You should stay in bed.
etc
47 Ive got a cough.
49 You must turn right.
54 Ive got a sore throat.
57 You must be quiet.
61 Ive got a toothache.
63 You should take an aspirin./You shouldnt eat a lot
of sweets.
67 You mustnt take photos.

Explain the rules.
Rules of the game
The pupils play in pairs and each player needs a
counter (any small object will do). They place their
counters on Start Here and throw the dice, saying the
number that comes up. The player with the highest
number begins the game by saying, Im first!
identify buildings (yellow), answer questions about
themselves and information in Culture Channel (blue) or
say what the people in the pictures were like (red). If they
Key
2
4
7
8
9
10

Pupils own answer.
A circus.
A butchers.
Pupils own answer.
15
18
19
20
24
25
28
31
34
36
41
42
44
47
48
49
51
54
56
57
59
60
61
62
63
65
67
A museum.
He was quiet.
chemist.
A greengrocers.
No, there werent.
She was dirty.
Pupils own answer.
A bakers.
Pupils own answer.
He was noisy.
A post office.
cross walk
New York
A hospital.
Pupils own answer.
She was cute.
Pupils own answer.
A police station.
cinema
He was naughty.

them that they are going to play Snakes and Ladders
Explain the rules.
Rules of the games

what they watched on TV last night (yellow), answer a
question about themselves or about the information on
the Culture Channel (green), say verbs in Simple Past
(blue), talk about past activities (red). If they land on a
snake or a ladder they go backwards or forwards
respectively.
41
Key
2
4
7
8
9
15
21
24
25
26
31
36
38
41

played
They cycled in the park.
A comedy.
A sports programme.
They travelled to France.
talked
phoned
Pupils own answer.
A cartoon.
tidied
42
44
47
48
49
56
57
59
60
61
62
63
65
67
68

Pupils own answer.
A quiz show.
He studied.
Pupils own answer.
They painted a picture.
Pupils own answer.
The news.
travelled
They played basketball.
Thats one small step for man, one giant leap for
mankind.

Explain the rules.
Rules of the game
identify vocabulary items (yellow), answer questions
about cavemen (red) or about themselves and Roman
Britain (blue). If they land on a snake or a ladder they go
backwards or forwards respectively.
Key
2
4
7
8
9
12
42

Pupils own answer.
Pupils own answer.
A cloud.
Pupils own answer.
15
17
19
21
24
25
31
32
34
39
41
42
44
47
49
51
54
56
59
61
62
65
67
68
A cave.
They were big and strong.
A statue.
A dinosaur.
Weapons and clothes.
A bone.
Pupils own answer.
Dust.
The first Roman emperor to go to Britain.
In caves.
Wood.
Towns roads, market-places, public baths and
stadiums.
A comet.
Meat and plants.
Earth.
They made their weapons from wood.
An animal skin.

Explain the rules.
Rules of the game
identify vocabulary of the module (yellow), answer
questions about themselves and about the culture
channel (blue) or fill in quantifiers. (red). If they land on
a snake or a ladder they go backwards or forwards
respectively.
Key
2
4
7
8
9

Pupils own answer.
much
A frying pan.
15
19
24
25
31
32
34
36
38
42
44
47
49
51
52
56
57
59
61
62
63
65
67
68
Honey.
Pupils own answer.
many
Delicious chocolate cakes.
A green pepper.
some, any/a lot of, much
A saucepan
Salt and pepper.
Yogurt.
any, some/much, a lot of
Milk and honey.
Cherries.
some/a lot of
A pear.
A strawberry.
many
Grapes.

Explain the rules.
Rules of the game
number begins the game by saying Im first!

identify some pictures (yellow), answer questions about
themselves and information from the Module (blue), or
say what the weather is going to be like. If they land on
a snake or a ladder they go backwards or forwards
respectively.
43
Key
2
4
5
7
8
9
12
15
17
19
24
25
31
32
36
44

Yes, they are.
Swimming trunks.
Its going to rain.
A cabin.
A mat.
A T-shirt.
A motorbike.
Its going to be hot.
Its going to be cold.
Pupils own answer.
Its going to snow.
39
41
42
44
47
49
51
54
56
59
61
62
63
Trainers.
Jeans.
Pupils own answer.
Sunglasses.
Pupils own answer.
A swimsuit.
Its going to be cloudy.
A tent.
A funfair, waterworld, golf, bowls, a kids club,
restaurants, shops etc.
67 Its going to be windy.

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Elizabeth Gray-Virginia Evans

Published by Express Publishing

Elizabeth Gray - Virginia Evans, 20011

First published in this edition 2011

CULTURE CHANNEL (Unit 1)

Pupils books closed. Display a map and a flag of the

Focus the pupils attention on the exercise and read the

Check the main information of the text by asking some

The pupils work individually. Go round the room in order

Stick your finished poster on the board, go through

(Ex. 2) Look, choose and say.

BEFORE THE CLASS

Photocopy or draw on a large piece of paper the

(Ex. 1) Look, read and complete.

Focus the pupils attention on the exercise and read the

Check the main information of the text by asking some

The pupils work individually. Go round the room in order

CULTURE CHANNEL (Unit 3)

(Ex. 2) Now, read and check your

text and check their answers to Ex. 1. Then, individual

Reinforcement activity: Tell the pupils that you are

e.g. This is a famous building. It is in (Madrid). It is a very

CULTURE CHANNEL (Unit 4)

Pupils books open. Draw the pupils' attention to the

(Ex. 2) About you.

Reinforcement activity: Tell the pupils that you are going

Extension activity: Ask the pupils to name popular

The pupils work individually. Ask them to draw a picture

CULTURE CHANNEL (Unit 5)

Pupils books closed. Show the photographs of the

Pupils books open. Draw the pupils' attention to the

Do the same with the rest: Green milkman; blue

(Ex. 2) Read again and find the picture.

Reinforcement activity: Tell the pupils that you are

Do the firemen look the same?, Do we have lollipop

The pupils work individually. Go round the room in order

Stick your finished collage on the board, go through

CULTURE CHANNEL (Unit 6)

(Ex. 2) Choose two places to visit in

Pupils work in pairs. Ask them to draw a picture of the

CULTURE CHANNEL (Unit 7)

Read the text again, making pauses after each sentence

(Ex. 2) Write a list of space heroes you

Pupils work individually. Tell them to take out the

Board Game 1 (Unit 1)

Board Game 2 (Unit 2)

whereas an incorrect one means that they must move

Board Game 3 (Unit 3)

Pink, yellow, red, brown.

Board Game 4 (Unit 4)

Board Game 5 (Unit 5)

Board Game 6 (Unit 6)

Board Game 7 (Unit 7)

CULTURE CHANNEL (Unit 1)

(Ex. 2) Read again and write.

Extension activity: Ask the pupils to give general

The pupils work individually. Go round the room in order

Stick your finished poster on the board, go through each

CULTURE CHANNEL (Unit 2)

Draw the weather symbols on pieces of paper, then

(Ex. 1) Whats the weather like? Read and

Check the main information in the text by asking general