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Contents
Welcome to Game Changer IV
Teacher’s Notes
Welcome Unit T4
Unit 1 Who am I? T9
Projects T102
Workbook T106
Welcome! Lesson Aim: I can say the letters of the alphabet and spell words.
0.01–0.02 Audioscripts
pT138
WELCOM
1 0.01 Greet students and
welcome them to class. Say:
Hello, I’m (your name). Nice to
E!
meet you. Encourage volunteers
to introduce themselves in the HELLO
same way. Point to the picture
and explain that the girl is saying 1 0.01 Read, listen, and repeat.
hello. Play the audio. Focus on
Jayla: Hi, I’m Jayla. Nice to meet you. What’s
pronunciation and intonation your name?
when students repeat. Anthony: Hi! My name’s Anthony. Nice to meet
you, too.
LOOK!
Draw attention to the Look! box. LOOK!
Write the phrases on the board and My name is … / My name’s …
focus on the long and short forms What is / What’s your name?
in bold. Circle the’s in the short 2 Change the words in blue. Then practice the
forms and read the phrases aloud. dialogue with a partner. Open answers
Have students repeat, focusing on
the difference between the full and CLASSROOM OBJECTS
contracted forms.
3 0.02 Look and number the words 1–6.
Then listen, check, and repeat. 2
2 Put students into pairs and tell eraser 4
them to close their books. Have pen 1
5
them practice the dialogue. pencil 5
book 2
4
They can use their own names or
dictionary 6
invent imaginary ones. notebook 3
6
3
Extension
Have the class stand up and walk
around greeting each other. Tell them 1
to greet as many classmates as they
can in two minutes. Join in with the
activity yourself to check students are
using the correct language.
Extension
Put students into pairs and have them
guess what is in each other’s bags.
They can say, e.g.: What’s in my bag?
Guess! (a book, a notebook, etc.) Tell
them to give each other a point for
each correct guess.
T4 We l c om e! | Sta rter
Welcome! Lesson Aim: I can say the letters of the alphabet and spell words.
5
LOOK!
Draw attention to the Look! box.
Write the phrases on the board.
Circle a and an and underline the
first letters of each noun. Elicit that
we use a when the noun starts with a
consonant and an when it starts with
a vowel.
Extension
Give the class a quick spelling test.
Tell students to close their books and
read out a list of ten words—these
can include names, school objects,
and colors. Have students write the
words on a sheet of paper. Then tell
students to switch lists with a partner.
Ask volunteers to spell each word
aloud for the class. Partners check
each other’s words and correct any
wrong spellings.
Lesson Aim: I can say the numbers 1–20, the days of the week, and the
months of the year.
Welcome!
0.05–0.09 Audioscripts
pT138
NUMBERS 1–20
1 0.05 Focus on pronunciation
and word stress when students
1 0.05 Listen and repeat.
repeat the numbers. Have them
identify that the stress is on the
last syllable on the numbers
zero one two three four five six seven eight nine ten eleven twelve
ending in –teen. Exaggerate
the stress of these numbers if
necessary. thirteen fourteen fiftteen sixteen seventeen eighteen nineteen twenty
2 Work with a partner. Count by twos.
2 In pairs, students count up
to twenty. Challenge them to Two! Six!
Four!
go further if they know larger
numbers.
3 0.06 Listen and repeat. Then practice with a partner.
3 0.06 Write How old are you?
on the board. Play the audio How old are you? I’m 12. How old are you? I’m 11.
and have students repeat. After
pairs practice the dialogue, invite
DAYS OF THE WEEK
some of them to say it in front of
the class.
4 0.07 Listen and repeat.
6
5 0.08 Listen and write the days
of the week.
T6 We l c om e! | Sta rter
Lesson Aim: I can say the numbers 20–100, tell the time, and understand
classroom language.
Welcome!
3 Write an example date on the 6 Match the clocks with the times below.
4
board, e.g.: Monday May 7. Give • eleven o’clock • five fifteen • four fifteen • nine o’clock • twelve forty-five • two thirty
students other dates for them to
write, for example the first or last
day of the year, birthdays, and
school vacations.
Extension
1 four fifteen 2 eleven o’clock 3 nine o’clock
Play Bingo! Have students draw a
nine-square grid in their notebooks
and write a number between 20 and
50 in each square. Call out numbers
in random order. When a student gets
a line of three, they shout Bingo! and
win the game. 4 twelve forty-five 5 two thirty 6 five fifteen
Starte r | We lcome! T7
Lesson Aim: I can say the numbers 1–20, the days of the week, and the
months of the year.
Welcome!
0.12–0.13 Audioscripts
pT138 LOOK!
1 0.12 Look at the clocks and answer the questions. What time is it? / What’s the time?
Then listen and check.
1 0.12 Focus on the example.
Ensure students understand that 1 What time is it in New York City? 3 What time is it in London?
of saying the time is similar or 2 What time is it in Tokyo? 4 What time is it in LA?
LOOK!
It’s six forty-five . It’s five fifteen .
Draw attention to the Look! box.
Point out that the two questions
CLASSROOM LANGUAGE
have the same meaning. Have
students write the questions in their
notebooks. Then put them into pairs 2 0.13 Match the classroom language (1–6) with the pictures (A–F). Then listen and check.
1 How do you spell pencil? 3 What does book mean? 5 Read this text.
to practice asking for and saying
2 Look at that book. 4 Write in this notebook. 6 Listen to that music.
the time.
A B C
Extension
Have students write three important
times in their notebooks, for example,
when their favorite TV show starts,
when they go to an after-school club, 3 1 5
and so on. Put students into groups.
Have each student read out their D E F
T8 We l c om e! | Sta rter
Unit 1
Who Am I? Lesson Aim: I can talk about myself.
Warmer
Encourage students to say a couple of sentences about 1 WHO UNIT GOALS
AM I?
themselves, following your model. For example: Hello! My • Talk aboutdaily
Describe
things.
yourroutines.
favorite
• Read an ‘about me’ blog
name is Claudia. I’m 38 years old. My favorite thing is my • section.
Read a digital poster.
• Listen to a podcast.
dialogue.
cell phone! • Interview
Learn about students
a person about
habits and
around the routines.
world.
• Talk
Learnabout
aboutyour
life personal
in a circus.
information.
THINK!
1 Ask students to look at the image and write as many
words related to it as they can in English. Give them
two minutes to do this.
Open answers. Suggestions: girl, tablet, shirt, green, yellow,
gray, hands, eyes, hands, hair, etc
What’s important?
1.1
Summary
The video is about what is important to us, including VIDEO
THINK! 1.1
family, friends, pets, and our homes. 1 Look at the image and write words in English.
1 Say three things in the video
that are important to us.
2 Why are you special? 2 What sports are in the video?
In Class 9
Un i t 1 | Wh o A m I? T9
Warmer
Start by finding an object in your
bag. Tell the class it’s your favorite VOCABULARY IN CONTEXT
thing. Ask students to look in their
school bags and find their favorite 1 Check (✓) the things that are true for you. Open answers
thing. Go around the class asking
students to say what their favorite
thing is.
FAVO RITE TH IN GS
Flipped Classroom Check
A My favorite thing: B My favorite place:
Ask students to share their lists of
their five favorite things with the
class. Are any items similar?
Target Vocabulary
bike /bɑɪk/
cell phone /ˈsel ˌfoʊn/ cell phone bike home
home /hoʊm/
jeans /dʒinz/ C My favorite activity:
music /ˈmju·zɪk/
school /skul/
school uniform /ˈskul ˈju·nəˌfɔrm/
sports /spɔrts/
school
10
T10 Wh o A m I ? | U ni t 1
complete the phrases with words A green cell phone My awesome school
Mom
t
o
i
th
PL
ac
cl
USE IT!
4 Encourage students to complete
the sentences using the
vocabulary from Exercise 1. Ask
them to find similarities and
differences when they share
information with their partners. USE IT!
4 Complete the sentences so they are true for you. Use a dictionary to help you.
Then tell your partner. Open answers
Homework
1 My favorite thing is
Workbook page 113, Exercises 1 .
and 2 2 My favorite place is
.
3 My favorite activity is
Practice Extra .
Unit 1
Extension
Ask students to make their own
picture dictionary using the words for
favorite things. They can do this on
paper or online. Encourage them to
keep adding to their dictionaries as
they learn new words.
Un i t 1 | Wh o A m I? T11
Unit 1 Reading
Lesson Aim: I can understand a text about a class.
Who Am I?
Warmer
Write these words on the board:
READING
My class
My teacher
My friend 6TH GRA
GRADE SPECIAL THINGS
My favorite thing RIDIAN F
ME
ORE T
My family
S
My pet
SCHO
OL
Then ask students to write one word
or to draw a picture next to each
of the words—they can write or Hi, I’m Anna.
cell phonOlivia. I’m 11. My and this is
I’m Emmay favorite friend.
draw a name, an adjective, a color, Look at us! This is 6th e! e is m new She’s m ome! – Emma
grade and we’re awe
som It ’s cool! y favorite thing.
– Olivia She’s awes
a number—whatever they first think
of when they read each word. Ask
for volunteers to explain what they
wrote or drew.
2 1.02 Ask students to highlight 2 1.02 Read and listen to the poster. What is it about? Check (✓) the correct option.
the key words in the three options important events at Meridian Forest School
(important events, favorite things, favorite things for 6th grade students
the special students and teachers at Meridian Forest School
special students and teachers).
When students read and listen 3 Read the poster again and complete the sentences.
to the text, ask them to think 1 Students in 6th grade are awesome.
THINK!
Ask students to write down three
things that make their class special.
Then put them into pairs to share
ideas. Are their ideas the same or
different? Point to the empty note
in the poster and tell students to
write their sentence there. Remind
them they should use at least one of
the adjectives in Exercise 3. Invite
volunteers to share their sentences
with the class.
Open answers
Homework
Workbook page 115
T12 Wh o A m I ? | U ni t 1
with the class, if necessary. Tell You are my friend. You’re my friend.
students that they need to use
He/She is two, and he/she is very happy! He’s/She’s two, and he’s/she’s very happy!
short forms. Check answers with
the class. It is cool! It’s cool!
Focus on the words in bold in the 1 The teachers are great! They’re great!
sentences. Ask: Which is the short 2 Flamenco is a type of music and dance. It’s a type of music and dance.
form? (He’s). Which is the long form? 3 My friend and I are happy. We’re happy.
(Max is). Then you can say a few 4 Evelyn is my favorite friend. She’s my favorite friend.
sentences using full forms and elicit 5 Arthur is a cool student. He’s a cool student.
the short ones, for example: Sofia is 3 Circle the correct words. LOOK!
Max is my dog.
a student. She’s a student. 1 Sarah is / are my teacher. 4 My bike is / are at home.
He’s my dog.
2 Max am / is my dog. 5 I ’m / ’re a student.
Common mistakes: Students
3 My jeans is / are blue. 6 We is / ’re friends!
sometimes omit the subject pronoun,
4 Complete the text with the correct forms of the verb to be.
Is my dog.
He’s my dog. My name’s Maria and I 1 ’m 12 years old. I 2 ’m in 6th grade at
Meridian Forest School. My favorite thing 3 ’s my cell phone.
or sometimes include an unnecessary are
My favorite friends 4 Lucia and Marco. They 5 ’re cool!
subject pronoun.
Max it’s my dog.
Max is my dog.
USE IT!
3 Encourage students to say the 5 Complete the text so it is true for you. Then tell your partner.
sentences with options out loud My name 1’s [name] and I 2 ’m [number] years 3 old .
I 4’m in 5[grade level] grade at 6 [name of school] School.
as they do the exercise. Reading
My favorite thing 7 is my 8 [favorite thing] . My favorite friends are
out loud often helps you hear 9 [friend’s name]
and 10[friend’s name]. They 11 are cool / awesome !
which option is correct and which
one isn’t.
4 Ask students to try to complete
the exercise without looking at WORKBOOK p.112 and p.114 PRACTICE EXTRA 13
I am
USE IT!
You are
5 Tell students that they can look
back at Exercise 4 to help them, if He is
necessary. When they have finished
working in pairs, ask volunteers She is
to read out their descriptions to
the class. Alternatively, you could It is
ask students to record themselves
reading their descriptions for We are
homework and bring them to the
next class. They are
Put students into groups of three or four. Make
Homework enough sets for all groups. Ask students to match
Workbook page 114, the subjects with the verbs. Give them a time
Exercises 1 and 2 limit of one minute. Check answers with the class.
Un i t 1 | Wh o A m I? T13