Blue Whales

Blue whales


Hannah Straavaldson

phone:  +420 777 432 515


Welcome to the new school year 2019-2020!

On this website you can read what the pupils did in English lessons, what homework they were assigned, what they should study for the tests, and you will also learn other important information about teaching. Therefore, we ask that you check this site regularly. If you have any further questions, you can call or email us at any time.

* Super Minds * Dear Parents, We would like to inform you that the curriculum of the Super Minds textbook consists of two parts - the first part is the foundation (mandatory) and the second part is an extension (additional). The course was designed to suit different types of English programs and to adapt to them depending on how many hours of English per week children have. In our case, when we have four hours a week, we are able to discuss the core part (the first six pages of each lesson), but we have very little or no time for the second part (the other six pages in each lesson). For this reason, you often find missing pages in Student's Book and Workbook. Your child's teacher will always publish the homework assignment on the website so you can check if your child is going through the subject matter. Regarding the remaining pages and exercises, of course, we will encourage pupils to develop them at home if they wish. Teachers check these pages and exercises and give pupils extra stars as a reward for their efforts. The Student's Book includes an interactive DVD-ROM containing animated textbook stories, interactive games and activities, including karaoke songs for home exercise.

Here are instructions  for signing up for the  Cambridge Learning Management System . The activation code can be found inside the Workbook. These are complementary activities to the textbook, which are intended for home exercise. We don't work with them in class. 




To start off the day, students presented their mystery project if they haven’t already. The presenters each had some very interesting things to share!

The students shared their ideas for Friday’s Last Day of LEAP Party. Everyone voted for different activities, and we made a plan for what we all want to do :) Also, if you can/want, please bring a special drink and snack to our last day, so it feels more like a special celebration!

Today in class the students played a big trivia game in teams. The teams took turns picking questions on the board, and then worked with their teammates to figure out the correct answer. If the team answered correctly, they won that many points. If they were incorrect, the other team got a chance to ‘take’ the points from them.

We worked through most of the questions on the board, and every student was talking and participating and sharing their ideas. Some of the questions were really difficult, but some of them the students knew immediately :)

See you all for our Last Day Party on Friday!


To start off the day, students presented their mystery project if they haven’t already. The presenters each had some very interesting things to share!

Today’s theme is colours, so to start off the students had to label a very challenging colour wheel. Most of the words weren’t so familiar, so the students had to get really creative. Then they all compared answers and we labelled the wheel together.

As a fun movement activity, and to practice new colour names, the students had to find things in their room with the same colour as what the teacher said. Sometimes it just wasn’t possible to find something of the same colour ;)

We worked a bit with colour association. The teacher, and then each student, said a word and everyone had to type the first colour they thought of. It was really interesting to see how we all connect different colours to different things and ideas!

As a challenge, the students tried the Stroop Test. There are colours written in English, but each word is typed in a different colour. It was really easy reading the words, but saying the colour of each word was much more challenging.

At the end of class, to practice general vocabulary and communication skills, we played a bit of Skribbl :)

Homework: think of three activities for our last day of class on Friday, 19th June!


Today in class there were only three students! We had a lot of fun playing some speaking games, watching and discussing a video, and practicing everything we’ve talked about this year :)

At the beginning of class, each student presented their Mystery Project. They read the notes that they wrote from their online research, and then showed us some pictures connected with their topic. Everyone presented really well, and I was so impressed with their writing!!

As a speaking fluency game, the students took turns describing a word that the teacher had to guess. Some of the words were very difficult to explain, but they each managed in the end :)

After the break, the students played a game called "I have never..." The teacher read a sentence, and the students had to answer either "Yes, I have" or "No, I've never". The situations were all very funny, and some of the answers were too.

Since we hadn't finished the mystery video from last week, the students wanted to learn about and discuss one more mystery. We watched the video, paused to talk about all the information about what happened, and then watched one more time to make sure we caught all of the details. It was really interesting, and also pretty spooky...

Homework: think of three activities for our last day of class on Friday, 19th June!


At the beginning of class, since we only had four student, we played a game of Skribbl while waiting for everyone else to join. It was a nice way to start the lesson :)

Today in class we talked all about personality adjectives and describing people. To start, as a creative exercise, the students looked at some pictures of people and characters and had to describe them using personality or feeling adjectives. It got harder and harder, since we went from 1 word to 4 by the end!

Together, we worked through some activities describing personality adjectives. First, the students matched words to their meanings. Then, below, the students took turns matching the adjective to its opposite (bad-tempered -- easy-going).

After the break, we focused more on using emojis to describe feelings and emotions. We took a quiz describing what different emojis mean, and it was actually pretty hard!

As a mini-project, the students designed their own emojis! First, they drew an emoji expressing some feeling or some reaction to a situation. Then, below their drawing, they described what the emoji means with this structure: “You use this emoji when you feel _____, _____, and/or _____, or when this happens: [a situation].

After everyone finished drawing and writing, each student shared their work with the class and received feedback :)

Homework: complete WB pgs 116, 117; Mystery Project. DUE MONDAY, 8TH MAY.


Today in class we corrected the homework due, WB pgs 108, 110, and 111. We focused on close reading skills, unit 9 vocabulary, and creative writing skills. The homework was a bit challenging, but we all worked through it really well :)

Today our topic was Unsolved Mysteries.Today we focused on a video about the top five unsolved mysteries in the world. For each mystery, we watched a part of the video. Then we paused to talk about the story, and the students summarised what they heard. Then we had a discussion about what was strange or mysterious about the story. Finally, for each mystery, the students wrote what they think happened, or what the answer to the mystery was. Each student presented their theory to the group, and we compared our ideas.

We talked about a project that will be DUE JUNE 8TH. Each student picked an unsolved mystery to research and then write about. They will each find information about their topic online, and then write about what they learned and what they think about it. The guidelines are:
     --5+ sentences about the story and what happened
     --3+ sentences about why it’s so mysterious
     --2+ sentences about what the student thinks is the answer to the mystery

At the end of class, we played a few rounds of Skribbl since everyone worked hard today ;)

Homework: complete WB pgs 116, 117; Mystery Project. DUE MONDAY, 8TH MAY.

Here's another video about some mysteries if you'd like to watch more ;)



Today in class the students talked all about OCEANS. To start off, we made a class world map marking all the places we have visited the beach. We covered 14 countries! We also talked about how all of these places are different: water temperature, air temperature, weather, etc. and why that might be.

As a fun quiz on sea animals, the students raced to answer some questions. After they guessed, they all compared answers and then the teacher told them the correct answers. We also looked for more information together.

On SB pg 114, the students practised some geography skills. We looked at a map of the world with the five oceans. The students guessed the name of each ocean, and then we checked our answers together. Below, we read a text about the world’s oceans, which was interesting!

To relax a bit, and since everyone was working so harf, we played some rounds of Skribbl. Everyone did really well with drawing, spelling and guessing!

As a discussion topic, we answered the question “Why is the ocean so salty?”. First each student wrote their idea (either scientific or silly) on a piece of paper. Then each student shared their theory to the class, and we all voted for the most interesting idea.

Homework: complete WB pgs 108, 110, 111. DUE MONDAY, 1ST JUNE


The students corrected their homework due today, WB pgs 112, 113. The students checked the reading exercise they completed, and also shared their creative writing. They all had some really good work! :)

We revisited the song from this unit, a fun sea shanty, and talked about this type of song. Then we listened to the song together and talked about whether we liked it or not, and why.

To prepare for future activities, we practised presentation skills on Google Meet :) Each student shared an interesting picture using the presentation tool to become more familiar with it.

Together, we watched a video about mythical creatures. After, we talked about the information we learned, and how silly some of the mistakes were. We looked at pictures of the real animals, and decided whether we would believe a giant squid was a kraken, or a manatee was a mermaid. It was really fun :)

On SB pg 113, the students looked at the pictures of mythical creatures and matched the creature with its name. Then they completed a listening activity about the creatures. There were six sentences, and the students had to match the creature to the piece of information.

At the end of class, the students played a few rounds of Skribbl together, which was very challenging but also really fun :)

Homework: complete WB pgs 108, 110, 111. DUE MONDAY, 1ST JUNE


To introduce today’s story, the students watched a video about the Mary Celeste. It was a very mysterious situation, and people still don’t know what happened to the empty ship.

On SB pg 112-113, the students read the story about the Mary Celeste together, pausing at different parts to talk about what was happening. This was the last story in the book, and the ending was very mysterious!

The students reflected on all the stories they’ve read this year, and discussed whether the ending was good or bad.

Since everyone agreed the ending wasn’t good, we decided to rewrite the ending! The students got some time to write a new end to the story, and wrote down at least five sentences on a piece of paper. Then everyone shared their new endings and others shared their feedback and thoughts.

At the end of class, to practice using the present perfect, we played a few rounds of Never Have I Ever. The teacher said a sentence (Never have I ever eaten a raw egg.) and the students had to reply with "Yes, I have" or "No, I've never". Some of them were really funny :)

Homework: complete WB pgs 112, 113. DUE MONDAY, 25TH MAY.


Today we started by playing a short game of Wordshake! Sixteen letters would show up on the screen and the students would have to write the longest word possible out of the letters for points.

We then participated in a game show quiz, aiming to perfect the words ‘already’ and ‘yet’.

We then looked at SB pg 107 and completed the reading activity about where someone has or hasn’t travelled too.

We then completed the listening exercise on SB pg 108. The students listened to Mr. Jayke sing and rhyme the sea shanty while filling in the blanks. We then read/sung the song as a class to correct our answers.

After the break we looked at SB pg 109 and completed the dialogues with the words from the box. Then we matched the dialogues to the pictures.

We then played a game of Kahoot focused on the grammar of unit 9. After, we took another look at the questions and grammar points that most of the students had missed in the quiz.

To finish class, we played a short game of skribble, which everyone loved!

Homework: complete WB pgs 112, 113. DUE MONDAY, 25TH MAY


Today we started by playing a short game of Wordshake! Sixteen letters would show up on the screen and the students would have to write the longest word possible out of the letters for points.

We looked over the homework due today, WB pgs 99, 104, 105. The students shared their writing, and then we reviewed all the vocabulary and grammar from unit 8.

We then looked at the new unit titled "Mystery at Sea" on SB pg 106. We looked at the sea vocabulary words and practiced for understanding and pronunciation. We then completed a short listening activity as a class.

After the break we played a Kahoot quiz as a class based on all the stories we've read in the student's book! The students had a lot of fun.

We then played a game of Skribble to finish the class, where each student drew a word from the Unit 9 vocabulary and the other students guessed which word it is.

Homework: complete WB pgs 106, 107, and 109. DUE MONDAY, 18TH MAY



The students corrected their homework due today, WB pgs 97 and 101, and SB pg 101. We talked about some of the students’ own ideas, and practised close reading skills.

Today we focused on the story on SB pg 98-99. Then students looked at the title and pictures, and shared some of their ideas about the story. We read the story together as a class, pausing to talk about what’s happened so far and what they think is going to happen next.

After the break, the students looked at the sentences on SB pg 99 and filled in the missing information

As a fun challenge, everyone worked together to solve the two tricky riddles at the bottom of SB pg 99. The first one was tricky, but the second one was very difficult!

As a writing practice mini-project, the students each designed their own futuristic transport. First the teacher showed them some interesting examples of different types of futuristic transport, and the students talked about the similarities and differences. They also got a bit of inspiration for their own invention. 

The students had some time to write about and design their new form of transport. They focused on these structures (It's called ___, It's used for ___, It can/can't ___, etc) to describe their ideas. If they had time after writing, they could draw a picture to show the class as well :)

At the end of class, each student read their description to the class and shared their drawing if they had one :)

Homework: complete WB pgs 99, 104, and 105. DUE MONDAY, 27TH APRIL




Today in class we talked a lot about jobs and future plans. On SB pg 96, the students looked at the picture of the children. They talked about what they saw in the picture, and imagined what they were doing. Together, we read the dialogue to check our predictions. We talked about the dialogue, and discussed some of the ideas. The students shared their opinions, and if they agreed or disagreed with the text.

As a creative writing exercise, and to practice general grammar and word order, the students rewrote the dialogue from SB pg 96. Some of the information was missing, and the students wrote down new pieces of dialogue to fill the gaps. After they finished writing down their new ideas, we went through the dialogue together and the students added the new information :)

To practice using “Let’s…” and “But what if…? to give and respond to suggestions, we had a long conversation called the Chain Game. Each student continued the conversation by adding a sentence using one of the phrases.

As a listening exercise, the students listened to a conversation from SB pg 97. The students had to count how many times the phrase “But what if…?” was used. Then the students tried to recall specific details from the conversation.

Afterward, we played a few more rounds of the Chain Game--the students had to keep adding sentences to our conversation using the phrases “But what if…?” and “Then we’ll…”. It got to be pretty silly :)

To quickly review the job vocabulary of the unit, the students played the Guessing Game. They got several difficult clues about some job, and had to keep thinking of ideas and asking for new information until they finally got the answer :)

At the end of class, the students played Werewolf, their favourite game :) And they caught the werewolves so quickly!


Homework: complete WB pgs 97 and 101, and SB pg 101. DUE MONDAY, 27TH APRIL.


The students corrected their homework due today, WB pgs 94, 95, 96. Since the homework presented some new vocabulary and grammar, we looked at the exercises together and checked their answers. We mostly focused on using the structure “If you (do something), I will (do something).”

On SB pg 94, the students looked at the picture of the “Museum of the Future”, the theme of Unit 8. We reviewed and quizzed the new vocabulary in the picture, and searched for details. Then each student described one of the jobs shown.

We also played a game practicing job vocabulary. The teacher gave some hints, and the students had to guess which job it is. It was very challenging, because the hints started off very difficult and then slowly got easier.

To practice listening skills, the students completed a listening exercise on SB pg 95. Beforehand, we talked about the robot in the picture, and what we think it’s used for. Then the students listened and figured out which button is for which action.

As a creative exercise, and to practice “If I _____, you will _____.”, the students designed their own robot. They had to draw a sketch of the robot, including its four buttons. Below the picture, they had to explain what each button does, using the sentence “If I _____, the robot will _____.

After they finished designing and writing about their robots, the students each shared their unique robots and talked about what they’re able to do.

Before class ended, we quickly played another few rounds of Guess the Job :)

Homework: complete WB pgs 97 and 101, and SB pg 101. DUE MONDAY, 27TH APRIL.


Today in class we talked all about Easter. To start off, each student shared one thing they like about Easter.

To get everyone talking and to review some Easter vocabulary, the students looked at a few pictures of typical Easter activities in the USA. Then they had to find their vocabulary words in the pictures.

Then we talked about different activities in the USA and the Czech Republic on Easter. We also shared some of the things that are the same.

As a modified Easter Egg Hunt, the students had to find specific things in their house as fast as they could :) It was very fun seeing everyone race to figure out where a particular thing was!

As a listening activity, the students watched a video about how Cadbury creme eggs are made in a factory. We talked about the process, and some of the information the students learned from the video.

To compare, we then watched a video about the chocolatier who makes the special Easter egg for the Queen. After watching the video, we compared how the Easter eggs are made, and other things different between the finished products.

The students designed their own filled Easter egg. They drew what the design on the outside of the egg would look like, and also drew what sweets they would put inside their Easter egg as a special treat.

At the end of class, the students played a round of their favourite game, but with an Easter theme ;)

Homework: complete WB pgs 94, 95, 96. DUE MONDAY, 20TH APRIL





Today in class we talked all about POETRY. To start off, we looked at a classic poem by Dr. Seuss. The students all looked at the poem and pictures, and then each student took their turn talking about what they noticed. We particularly looked at how the poem rhymes.

On WB pg 90, the students looked at a very silly poem by Shel Silverstein. We read through the poem together, and figured out where to put the missing words. Then we looked back to see the rhyming pattern.

To practice rhyming, the students raced to write rhyming words. The teacher gave a word, and the students had to give a rhyming word WITHOUT having the same answer as another student. It was pretty difficult!

Before the break, we quickly talked about a poem scheme, the “limerick”. We looked at some funny examples of limericks, and talked about how to make a limerick.

After the break, we started making our own limerick! The students all worked together to write a limerick about a penguin and some aliens. It was very challenging to find some good rhyming words, but they produced a great limerick in the end :)

Then we focused on poems that don’t rhyme. As an example of a poem scheme that doesn’t rhyme, the students talked about the “acrostic” poem. In an acrostic poem, you use the letters of a word as the first letter of each line.

The students used their names to write an acrostic poem about themselves--things they like to do, things they don’t like, and what they are like as a person. Then each student read their poem for the others.

At the end of class, since everyone worked so hard, we played a few games of Hangman. The words were very challenging, but everyone worked together really well to figure out what they were :)

Homework: complete WB pgs 94, 95, and 96. **DUE MONDAY, 20TH APRIL**



The students corrected their homework due today, WB pgs 86, 92, and 93. We reviewed the story we read last week, as well as the grammar and vocabulary from Unit 7: theatre vocabulary, using “will” to talk about promises and offers, and using the present perfect with “just” to talk about something that happened a very short time ago.

Since we can’t have test party days like we usually do, we did some revision exercises together! 

First, we looked at a text about putting on a play, and the students had to fill in the missing vocabulary words. Then we read the completed text together.

The students reviewed the present perfect with “just by saying things they’ve just finished doing. Then, the students looked at six sentences and wrote in the correct verb in the present perfect form with “just” (i.e. go→I   ’ve just gone    to the supermarket.)

To revise the theatre vocabulary, and to practice accurate spelling, the students took turns saying words for the group to spell as quickly as they could.

As the last exercise, the students looked at short conversations and decided how they should finish. Each gap in the conversation needed “will” with an appropriate verb.

At the end of class, everyone earned a round of Werewolf since they all worked so hard today :) It was a nice way to finish off, and the villagers won!

Homework: complete WB pgs 94, 95, and 96, practicing the new vocabulary and grammar of Unit 8. DUE MONDAY, 20TH APRIL.


Today's theme was the play "Othello" by Shakespeare, and the theme of lying. To start, the students thought about this question: "When is it okay to lie?" Everyone explained what they thought and shared some examples of when it is or isn't okay. 

We talked about the basic story of Othello, which is that Othello's friend Iago tells him that Othello's wife is being unfaithful. The students thought about the situation and decided which was the best option. Then we compared ideas as a class.

The students looked at a painting from the play. The students talked about what they thought was happening, and whether their choice in the previous activity was correct.

To practice sentence building, the students looked at some mixed-up sentences and made some predictions about the story. Each of the sentences was a prediction about the story using the verb “will”. Some of the sentences were difficult to figure out, but we got there in the end :)

As a more creative exercise, the teacher told everyone some mysterious information about what happens in the play. The students had to use the clues to make sentences about what they thought happened. Students shared their predictions--some of them were really funny, and some of them guessed correctly!

At the end of class, the students played a modified version of their favourite game, Werewolf. The students tried to figure out who the werewolves were, but unfortunately the werewolves won the game in the end ;)

Homework: complete WB pgs 86, 92, 93. DUE MONDAY, 30TH MARCH.


The students corrected their homework due today, WB pgs 84, 85, and 88. We talked about rhyming in English (which can be difficult!), using the structure “I’ve (she’s/he’s/they’ve) just (done something)” to talk about something that happened very recently, and close reading skills.

To introduce the story today, the students first went on a virtual tour of the Globe Theatre. Each student commented on what they saw, and how it may be different from other theatres, like the National Theatre in Prague.

The students opened to SB pgs 86-87 and looked at the pictures from the story. Each student shared a prediction about what will happen in the story. Then they took turns reading the story together, and paused at different places to talk about what had happened so far.

The students returned to look at the story and summarised what happened. Then we talked more about the play mentioned in the story, “Romeo and Juliet”

To use their creative writing skills, the students imagined a different ending for the famous play. Each student wrote five sentences saying what would happen in their ending. Then they shared their ideas with the class and the other students asked questions and made comments.

At the end of class, we discussed the pros and cons of a sad ending. We also compared the original ending to the other ending they mentioned in the story, and tried to decide which was better. The students had some really good ideas, and worked on their speaking fluency :)

Homework: complete WB pgs 86, 92, 93. DUE MONDAY, 30TH MARCH.


Today in class the students started with a quick exercise. Each student wrote down 3 things they would give to someone to show that they care about them. Then the students shared their lists with the class.

To introduce the song today, the students described what a “duet” is, and then read a short text to check their ideas. Then, on SB pg 84, the students looked at the lyrics and guessed the correct words that were replaced. Finally, we listened to the song from SB pg 84, and the students listened for some of the details and missing words.

After the break, the students used the structure “I’ve just ______. to talk about something that they did right before coming back to class. We especially focused on using the 3rd form of the verb with the structure (done, eaten, written, gone, etc.)

Then the students looked at some pictures and guessed what was happening in the photo. They used the phrase “They feel ____ because they’ve just ____. Then the each students wrote a sentence about the character.

On SB pg 85, the students matched the character with the explanation using the present perfect with “just”.

At the end of class, the students played a game in two teams. One student from each team raced to spell out the word correctly, and if they were faster, they earned a point for their team :)

Homework: complete WB pgs 84, 85, and 88. DUE MONDAY, 23RD MARCH.


Today in class the students corrected their homework due, WB pg 82, 83 and SB pg 89. We reviewed the new vocabulary of Unit 7, and we also talked about using "will" to offer to help to people.

To practice the new theatre vocabulary, the students looked at the picture on SB pg 82. Everyone took turns picking an item to describe, and the other students had to name it. Then we read the text at the top of the page, about William Shakespeare.

We had a short conversation about the differences between theatre and plays in the past and present. The students shared their own experiences, and also some general do's and don'ts. 

As writing and speaking practice, the students looked at a picture including all the theatre items. Each student picked an item to describe (The audience is below the stage; The candle is in the actor's hand; etc). Then each student shared their sentence with the other students to check.

On SB pg 83, the students looked at the six pictures and picked an item to describe (It's a curly blonde wig, etc). Then the students read the text to find which person offered to bring each item. Then they shared and compared their answers with the other students.

At the end, the students practiced using "I'll _______" to talk about offering to help their family :)

Homework: complete WB pg 84, 85 and 88. DUE MONDAY, 23RD MARCH.


The students corrected their homework due today, WB pgs 80 and 81. We focused on the topics that will be most helpful for the Test Party today. (WB pg 79 was also due today, but we’ll talk more about that page next class)

To practice the souvenir vocabulary, the students used descriptions of the different items to remember the new words they’ve learned. Then, they completed the READING TEST.

Before taking the LISTENING TEST, the students practiced “should” and “shouldn’t” phrases to talk about giving advice.

After the break, the students worked together to write short conversations using “Do you mind if…?” and “Could…?” to ask for things. They used the pictures from SB pg 73 for ideas. Then, they completed the WRITING TEST.

After they finished the Test Party, we had time to play a word game as a group. One student sat in front of the board, and the other students had to help the student say the sentence on the board. It was very challenging because they could only describe or act out each word ;)

Homework: complete WB pgs 82 and 83, and SB pg 89. DUE MONDAY, 16TH MARCH.


Today in their portfolios, the students looked at a selection of eight flags from various nations on SB pg 76 and guessed which countries they were from. They then listened to a description of each flag and its country and recorded the information in their books. They also wrote the country names in their portfolios for accurate spelling practice. 

We had a class discussion about where different consumer items that they own, such as clothing and electronics, come from. We discussed which items in their homes come from the Czech Republic and which come from other countries. 

The students then read a text on SB pg 76 which detailed various items in a typical young person’s room that come from around the world. They completed a listening activity about traveling to Turkey and buying souvenirs.  We had a group chat about their holidays and what kinds of souvenirs they like to buy.  

After our break, we talked about where our food comes from. The students made very good guesses about the origins of many foods like citrus and chocolate.

On SB pg 77, they listened to a piece about where food in a typical meal comes from. The students then listened to how many kilometres these various common foods travel to be on our breakfast, lunch, and dinner tables.  

We had a lively discussion about foods and other products and the reasons behind these items being produced in other countries. 

We played some games to review vocabulary from the unit as well as more wide-ranging vocabulary from various categories as a general English review.

Homework: complete WB pgs 79, 80, and 81. DUE MONDAY, MARCH 9TH.

TEST PARTY ON MONDAY, MARCH 9TH!! Be sure to practice polite phrases for asking for things (SB pg 73), giving advice (SB pg 71), and the vocabulary (SB pg 70). And PLEASE complete the homework!


The students corrected their homework due today, WB pgs 72, 74, 78. We reviewed how to make suggestions and agree/disagree, and also did some pronunciation practice.

On SB pg 74-75, the students looked at the pictures and guessed what was happening in each. They also predicted what the story would be about. They all had some really good ideas, and used very advanced vocabulary and grammar structures!

To practice reading aloud, the students read the story as a class, pausing to talk about their predictions and if they matched what they read. Then we summarised what happened in the story.

On the bottom of SB pg 75, the students looked at the map and in pairs decided where each of the places were and put their ideas into sentences (i.e. The souvenir shop is to the left of the boys.)

To further practice map reading, giving directions, and common places in a city, the students worked in pairs to add another place to the map and labelled what it was. Then each pair told the other students where it was in a complete sentence, so that the others could figure out its location and add it to the map.

Homework: complete WB pgs 79, 80, and 81, which review “Could…?” and “Do you mind if…?” to ask for things, using should and shouldn’t to give advice, and the souvenir vocabulary. DUE MONDAY, MARCH 9TH.

Password: password

TEST PARTY ON MONDAY, MARCH 9TH!! Be sure to practice polite phrases for asking for things (SB pg 73), giving advice (SB pg 71), and the vocabulary (SB pg 70). And PLEASE complete the homework!



Today in class the students wrote in their portfolios. To start talking about souvenirs, they each made a list of ten souvenirs that they could bring home from a holiday abroad. Then as a class, they all compared their lists and shared their creative ideas.

The students looked at a picture on SB pg 72, and imagined what was happening. Then the students listened to the dialogue and compared their ideas to what actually happened. We focused on information involving "who", "what", "where", and "why".

The students then read through the dialogue on SB pg 72 to look for detailed information. They found all the times the two speakers said the verb “should,” and talked about how the word was used and what it meant in each case.

As a multi-skill activity, the students worked in pairs or alone to create their own dialogues. Using a worksheet with some basic ideas, the students filled in the missing information to write an original dialogue about choosing between two things at a shop.

Then, the students presented their dialogues to the class. After each presentation, the other students gave them recommendations using the phrase "I think you should(n't) ______" on what to buy.

HomeworkSB pg 72, 74, 78. DUE MONDAY, 2ND MARCH. **to earn extra stars, complete the bonus pages for Unit 6: WB pg 75 and SB pg 124--each is worth one star!!**


The students corrected their homework due today, WB pgs 70, 71, and 73. We focused on the new souvenir vocabulary in Unit 6, using “should” and “shouldn’t” to give advice, and using the phrases “Could I...?” and “Do you mind if…?” to ask for things politely.

The topic today is “Advice for Travelling Abroad!”. First, the students talked about the places they have visited abroad, and some of their experiences with different languages, cultures, and environments. Then we focused more specifically on what you do when you travel (explore, relax, visit interesting places, try new things, buy souvenirs, etc).

On SB pg 70, the students looked at the picture and raced to identify all the souvenirs in the Turkish market. Then they checked their ideas using the list of vocabulary words next to the picture.

To practice reading and listening, the students read the text at the top of SB pg 70 out loud. Then, the students completed a listening activity at the bottom of the page.

On SB pg 71, the students first read the sentences with “should” and “shouldn’t” and guessed what the missing word was. Then they read the full text together in pairs and filled in the correct verb for each piece of advice. Then the students shared their ideas for some other pieces of advice that could be added to the text.

The students worked in teams to write their own travel advice. Each team picked a place (Hawaii, enerife, etc) and wrote seven tips for tourists using the phrase "You should..." or "You shouldn't...". Then they presented their advice to the other teams.

Homework: complete WB pgs 72, 74, and 76. DUE MONDAY, 2ND MARCH. **to earn extra stars, complete the bonus pages for Unit 6: WB pg 75 and SB pg 124--each is worth one star!!**


Today the students wrote in their portfolios. They looked at a bunch of examples of "wanted posters" on the board, and then they had to answer the following questionsWhat are they called? What are they used for? What information is usually on them? Then the students shared their answers and compared ideas.

On SB pg 69, the students completed a listening activity. First, they read through the information on the wanted poster. Then, they had to listen and correct the mistakes written on the wanted poster. Then we discussed as a class what other information could be added to make it better.

As a mini-project, the students each created and wrote their own original wanted posters! They had to talk about all the different questions we listed as a class, and added other details about their outlaw. Before they presented, they had time to also draw a picture of their wanted person, so that it matched with the description they wrote.

Each student presented their wanted poster to the class, and they had to remember what information they wrote, because they couldn't read from their poster while they presented! After each presentation, one student asked a question for the presenter to answer.

Homework: complete WB pgs 70, 71, and 73, practicing the new vocabulary, grammar, and phrases of Unit 6. DUE MONDAY, 24TH FEBRUARY.


The students corrected their homework due today, WB pgs 68 and 69, and SB pg 123. We revised the main topics of the Test Party today: using “made of” and “used for”, Wild West vocabulary, and using the possessive ‘s or s’.

Before taking the first part of the test, the students reviewed the Wild West vocabulary using WB pg 58. Then they completed the VOCABULARY PART of the test.

To prepare for the next part, the students talked about materials and objects. Then they completed the LISTENING PART of the test.

At the board, the students reviewed how to make sentences using the phrases “be made of ___” and “be used for ___”. Then we played a game to practice using either ‘s or s’ to write about possession.

The students then completed the READING / WRITING PART of the test.

Since the students worked so hard on the test today, at the end of class we had time to play the Wild West version of the game "Werewolf" :) Good work today, everyone!

Homework: complete WB pgs 70, 71, and 73, practicing the new vocabulary, grammar, and phrases of Unit 6. DUE MONDAY, 24TH FEBRUARY


Today in class the students wrote in their portfolios. To practice the possessive 's for the test party on Monday, they looked at a text and picked the correct form of the word. It was a bit challenging at first, but after we talked about it some more everyone felt better :)

We focused on reading a story on SB pg 62-63. First the students skimmed the text and said what it was about. Then we read the story together, puasing to check what was happening and what the students thought would happen next.

As writing and presentation practice, the students then imagined what happened AFTER the story finished. Pretending to be the sheriff telling the townspeople the news, the students each wrote a speech to present. Then, the students took turns presenting to the "townspeople", who responded and asked questions.

Homework: complete WB pgs 68 and 69SB pg 123. DUE MONDAY, 10TH FEBRUARY

Password: robber

TEST PARTY ON MONDAY, 10TH FEBRUARY. Be sure to review the topics from Unit Five: using "It's made of ____" and "It's used for ____" (SB pg 59), Wild West vocabulary (SB pg 58), and using the possessive 's (SB pg 61).


Since it's the first class of February, we celebrated JANUARY STUDENT OF THE MONTH. The student who earned the award for January worked very hard to finish their homework on time every time, spent extra time to complete extra assignments and book reports, and came to class ready to speak and practice English : ) Congratulations!

We also had STAR DAY, where students earned prizes based on how many stars they earned. The students earn stars for bringing books, completing homework on time, reading library books and writing book reports, and trying their best during classes.

Today in class the students corrected the homework due today, WB pgs 62, 63, 65.

The students talked about “country” music, and listened to some examples. They talked about things related to country music, and then looked at the picture on SB pg 60.

On SB pg 60, the students looked at the lyrics for a country song and guessed what it was about (a robber and a sheriff). They predicted what the missing words were, and then checked their answers by listening to the song two times. Some of the words were difficult, but everyone got it in the end :)

On SB pg 61, the students looked at the pictures. Then they read the sentences, and answered whether the sentences were true or false.

At practice using the possessive 's, the students each put one item in a box (a pencil, a rubber, a pencilcase, a book,etc.) Then the students took turns identifying the objects, using the phrase: "This is ______'s notebook." Then we played a round where the students could only FEEL the object, and they couldn't SEE the object. It was much more difficult ;)

Homework: complete WB pgs 68, 69; SB pg 123. DUE MONDAY, 10TH FEBRUARY

Password: story

TEST PARTY ON MONDAY, 10TH FEBRUARY. Be sure to review the topics from Unit Five: using "It's made of ____" and "It's used for ____" (SB pg 59), Wild West vocabulary (SB pg 58), and using the possessive 's (SB pg 61).



The students corrected their homework due today, WB pgs 58, 59, 61. We reviewed the new vocabulary of the unit, using the phrases “It’s made of ___” and “It’s used for ___” to describe things, and how to use the possessive ‘s’. Some of it was challenging, but working through it together really helped :)

On SB pg 58, the students read the introduction about “the Wild West,” and identified the new vocabulary in the picture. Then the students completed a listening activity. They listened to a conversation between the children, and had to fill in the missing information in the sentences.

On SB pg 59, the students did more practice with “It’s made of ___” and “It’s used for ___” by matching sentences to the Wild West objects.

As vocabulary, grammar, speaking and spelling practice, the students played two games. First, each student had a personal white board. The teacher wrote a material on the board (e.g. wood) and the students raced to think of an object made of the material (e.g. a wagon). Then the teacher made it more difficult by eliminating easy answers (chair, paper, etc).

Then the students led their own game. The students found objects in the student’s book, and then described it to the class using “It’s made of ___” and “It’s used for ___”. The other students raced to figure out what the object was--it was pretty fun :)

Homework: complete WB pgs 62, 63 and 65. DUE MONDAY, 3RD FEBRUARY

Password: wagon


Today in class the students wrote in their portfolios. They had to create a recipe for “Apple Surprise”. They had to imagine at least five ingredients and write instructions with at least five steps. Then they shared and compared their ideas with the class :)

On SB pg 57, the students looked at the “official” recipe for Apple Surprise. They labelled the parts of the recipe, the objects required, and described what each of the steps mean. The students decided the recipe wasn’t very good, so they worked together to think of one ingrediíent and one step to make the recipe better.

As a challenge, the students solved a logic puzzle involving favourite foods. At the bottom of WB pg 54, the students read the clues and matched them to the symbols to figure out each child’s favourite foods. It was a bit confusing, but everyone got the solution in the end :)

To practice “real-world English,” the students did some activities with restaurant vocabulary and phrases. First, the students worked together to think of all the situations where you need to speak at a restaurant. Then they looked at some dialogues with parts missing, and tried to figure out and finish the questions and answers.

To get some inspiration, the students watched a clip from a cartoon that takes place in a restaurant, and they pointed out all the things they recognized. Then, in pairs, they wrote a dialogue as if they were the two characters from the cartoon. At the end of class, they presented their dialogues to the other pairs. They were brilliant!

HomeworkWB pg 58, 59, 61

Password: page


Today in class the students corrected the homework dueWB pgs 51, 56, and 57. We reviewed the topics for today’s test party--restaurant vocabulary, using the structure “If I do this ..., this happens…, and using ordinal numbers (especially when saying the date).

The students completed the VOCABULARY and LISTENING parts of the Unit Four Test.

To practice using ordinal numbers and understanding calendars, the students practiced saying dates and days of the week at the board. They made sure to use the structures “It’s the ____ of ____” or “the ____ is a ____”.

The students completed the WRITING part of the Unit Four Test.

After they finished, the students chose a new library book to check out, along with a book report form. The books are due in two weeks, on the 3rd of February.

At the end of class, since the students worked so hard and so quickly, we played some games! We played Werewolf and Thumbs Up, which are both speaking and logic games. Everyone had a lot of fun after the test party :)

Homework: complete WB pgs 58, 59, and 61, practicing the new vocabulary, how to describe things, and the possessive “ ‘s ”.

Password: werewolf


Today in class the students wrote in their portfolios. To practice the zero conditional, the students finished the sentences with the correct form of the verb. Then we checked our ideas as a class.

The theme for class today was SWEETS! First, we talked about some of the ideas from the novel/film, Willy Wonka. On the board, the students looked at and described the pictures from SB pg 52.

Then we checked their predictions by reading the text together. As we read, we discussed all of the wild sweets and the pros and cons of each. Finally, the students chose their favourite and explained why to the class.

On SB pg 53, the students practiced reading and understanding a recipe. First they identified the tools they needed, and then they listened for how much they needed of each ingredient. With a partner, they decided how to put the steps of the instructions in order, and then they listened to check their answers. 

Finally, to practice some vocabulary, we played several rounds of Hot Potato. The students had to think of all different kinds of fruit, vegetables, meat dishes, starters, things you find in a restaurant, etc.

Homework: complete WB pgs 51, 56, 57. DUE MONDAY, 20TH JANUARY.

Password: Swudge


Today in class the students corrected their homework due, WB pgs 49, 53, and 55. We reviewed how to make and use the zero conditional, and talked about some of the new vocabulary from the texts.

On SB pg 50, the students looked at the pictures one at a time. To the class, the students presented some of their predictions and guesses and compared ideas. Then, as a class we read the story on SB pgs 50-51. During the story, we paused to talk about what is happening and what the students think will happen next.

On SB pg 51, the students looked at the space objects and talked with a partner. They had to decide how many goldstars each object costs, based on the choices at the bottom of the page.

In pairs, the students created their own space restaurant menu. They had to invent three interesting courses, a name for the restaurant, and a price in goldstars. Once they finished writing the menu, they presented it to the class.

Homework: complete WB pgs 51, 56, and 57. DUE MONDAY, 20TH JANUARY.

Password: the best restaurant

TEST PARTY ON MONDAY, 20TH JAN. Practice the zero conditional (WB pg 49), the restaurant vocabulary (SB pg 46), and ordinal numbers (SB pg 47). Also, finish the homework above to prepare!


Today in class the students wrote in their portfolios. To practice spelling ordinal numbers, the teacher wrote five numbers on the board and the students had to write the word correctly (5--fifth). If they spelled all five correctly, they earned a stamp in the back of their portfolio.

The students looked at the two pictures at the top of SB pg 48. They imagined what the situation is, and why one of the boys becomes sad. Then, they listened to the dialogue between the two boys. We paused a few times so that the students could share their ideas or guess what would happen next.

To practice their writing and speaking skills, the students created their own dialogues! With a partner or independently, the students filled in the details of a dialogue about planning a birthday party. After the teacher checked their writing, each pair or student presented their dialogue to the class. They were brilliant!

To practice using the zero conditional, the students worked in teams to think of ways to finish this sentence: “If it’s my birthday, _________.” Then they shared their ideas with the class, and thought of even more!

On SB pg 49, the students read the text together in pairs. Then they looked at the sentences below and corrected the mistakes. The students talked about this “food of the future” til the end of class.

HomeworkWB pgs 49, 53, and 55. DUE MONDAY, 13TH JANUARY.

Password: twenty-first


Today in class the students celebrated Student of the Month! The students who earned the award for December did all of their homework on time, and made sure they always came to class prepared and ready to speak English :)

Today was also Star Day! The students with more stars, which they earned from completing homework, turning in book reports, finishing extra pages in their books, and trying their best in class, got to pick out more stickers and sweets : )

The students corrected their homework due today, WB pgs 46, 47, and 48, practicing the new restaurant and food vocabulary, and ordinal numbers (first, second, third, fourth, fifth, etc).

On SB pg 46, the students read the text at the top, introducing the theme of the unit. Then they completed a listening exercise. They listened to a conversation, and then answered the questions in part 2.

To practice spelling ordinal numbers (first, second, third, fourth, fifth, etc), the students worked in teams to spell the number the teacher said correctly on the board. Some of them are easy (just add “th”) but some of them have different rules!

On SB pg 47, the students read the text in pairs. Then they looked at the questions below and circled the answers in the text. Finally, we compared answers as a class.

Homework: complete WB pgs 49, 53, and 55, practicing the conditional “If I do this, this happens.”, vocabulary, reading and writing skills, and food vocabulary.

Password: glasses



For our last lesson of 2019, we played games and did activities that celebrate this time of year.  We started the class with the whole group working at the board to write lists of words that begin with each letter in the word CHRISTMAS.  After a few minutes, the students had written almost 70 words!  

The students then wrote a few sentences in their portfolios about their holiday plans.  We then sat together and the students shared what they had written and we discussed their plans in more detail. 

We reviewed some vocabulary for Christmas and winter activities and then played a lively game of charades.  The students took turns choosing a vocabulary card out of a Santa hat and then acted out the word or phrase as their fellow students guessed the answer. 

We talked about some other winter holidays including Hanukkah.  The students learned some vocabulary connected with the Jewish Festival of Lights with an interactive word search at the SmartBoard.  And, they learned a fun game using a Jewish spinning top called a Dreidel.  We played several rounds of this game where the students took turns spinning the Dreidel top and winning or forfeiting small tokens. 

We played a Christmas bingo game with holiday words.  And, we ended our lesson with a short film, How the Grinch Stole Christmas from 1966.    


Today in class the students did some activities and projects related to The Holidays!

They turned in their homework for today, a poem they wrote using the 8 key words. The students presented their poems to the class, and some students received an extra star for writing so much and so well!

At the board, the students worked in pairs to identify the grid of different holiday items and characters. Some of them were very difficult!

After practicing the vocabulary, the students played several rounds of holiday bingo :)

Together, we talked about giving gifts and why it’s nice to do things for people and give things to people. On paper, the students drew gift ideas for people, both things they could buy or things they could make themselves.

As a mini art project, the students each created a stocking so that they would be able to receive their gifts. The students used paper, pipe cleaners and markers to design a stocking.

Everyone hung their stockings up “over the fireplace” (on the whiteboard), and students took turns putting gifts into each others’ stockings.

At the end of class, the students “opened” their stockings and shared the presents they received with the class. It was great fun :)

Homework: complete WB pgs 46, 47, and 48, practicing the new vocabulary of Unit 4 and the grammar structure “If I do this…., this happens….”. DUE MONDAY, 6TH JANUARY

Password: stocking


Today in class the students wrote in their portfolios. They thought of the last English song they listened to, and wrote about it. They talked about some of the lyrics, the meaning of the song, the feeling of the song, or why they like/don’t like it.

On SB pg 42, the students looked at a text about rhythm. They listened to an audio of the text, and raised their hand when the reader mentioned basketball, clapping, or horses. Then the students listened to the “rhythm” of each of these sounds, and said if it was a regular or random pattern.

The students looked at the three patterns written in the book, and practiced clapping them together. Then students worked in pairs to think of a word for each part of the rhythm (X  XX  X  XX -- snow Santa green Christmas). They were all very creative :)

On SB pg 43, the students read about crotchets and quavers.They looked at some examples, and practiced clapping the rhythms correctly. Then the students listened to some short clips of the rhythms, and tried to match them to the written form.

Using four lines of rhythm in the form of quavers and crochets, pairs of students wrote a beat poem to some theme. They had ten minutes to figure out words to match the rhythm and write it out. After they finished, they presented them to the class--they were great!

Homework: write a holiday poem using the words old, snow, scarf, cold, fire, choir, go, laugh. DUE MONDAY, 16TH DECEMBER

Password: holidays


Today in class the students had a test party!

To revise, the students first corrected the homework due today, WB pgs 38, 44, and 45 and SB pg 121. The students worked through the unit vocabulary related to music, the structure “to be going to, and telling time.

As a class, the students revised the music vocabulary before taking the VOCABULARY TEST for unit three.

The students completed the LISTENING TEST for unit three, which practiced using the structure “to be going to” in questions and answers, and also the music vocabulary.

At the board, the students completed some exercises practicing making sentences and questions with “to be going to”. They also practiced how to say the time in English and drawing the time on a clock.

The students completed the READING + WRITING TEST for unit three, which was quite tricky if the students didn’t pay attention to the directions and examples!

After they completed the test parts, the students had time to look through the library and check out a new book. Books and book reports are due back BY JANUARY 6TH.

Homework: to be announced next class

Password: Smetana


Today in class the students had a bit of a review day, where we talked about all the things we have worked on so far this year.

First, the students wrote in their portfolios. On the board was a word search with 10 words hidden in it, and the students raced to find 5 words from the science unit and 5 words from the Pompeii unit. It was a bit difficult, but everyone found the words in the end :)

To review asking and answering questions, the students wrote down some of the questions they wrote from WB pg 39 to "ask a celebrity". They also wrote the name of the celebrity.

Then, we collected the questions for the celebrities and had them answered! Other students switched answering the questions as the celebrity. Then each student read out loud the interview questions and answers for the class. Some of them were very funny and clever :)

In pairs, the students raced to answer various questions on personal whiteboards. We practiced writing large numbers, and revised the unit 0-3 vocabulary.

On the personal whiteboards, pairs of students practiced telling time and the structure "to be going to ____". To check their answers, the pairs checked with each other, and then finally checked with the teacher.

HomeworkWB pgs 38, 44, 45 and SB pg 121. DUE MONDAY, 9TH DECEMBER.

Password: December



Today in class the students corrected the homeworkWB pg 36, 37, 39, 40. We revised some of the main grammar points of the unit, including how to read a clock and tell time in English. The students also practiced their reading skills and asking/answering questions.

Since it’s the beginning of the month, we had Star Store and Student of the Month! November’s Student of the Month is Adela, because she always makes sure to bring her books and homework to class, and completes extra work and book reports for extra English practice. Great work, Adela!

The students read the story “Elvis” today. The students took turns reading parts of the story aloud. We paused at different times to talk about what happened, and what the students think is going to happen next. The students worked on their pronunciation skills, reading skills, and reading comprehension.

After they finished reading the story, the students worked in pairs. Each pair had two sentences on SB pg 39 to correct. Then the pairs shared their answers with the rest of the class.

We talked about being famous as a class, and the students talked about the pros and cons. On the board, we created a list of good and bad things about being famous. Then we watched a video in class about the good and bad things about being famous. The students listened to some of the examples of pros and cons they talked about, and compared it to the list they made earlier. Then everyone decided if they would like to be famous or not ;)

Homework: complete WB pgs 38, 44, 45 and SB pg 121, practicing the music vocabulary, telling time, and the grammar structure “be going to ____ to talk about future plans.

Password: paparazzi




Today in class, the students wrote in their portfolios. They listened to samples of many different styles of music, and they had to guess which style it was (jazz, rock, hiphop, classical, etc). It was fun trying to figure out the English names for all the different kinds of music :)

In their student’s books, they read a short description about rock’n’roll music. Then they read through the lyrics on SB pg 36 and guessed the missing words. As a class, we listened to the song twice and filled in the missing words correctly.

To practice pronunciation with the short and long “o” sounds (not vs note), the students played a game. The teacher gave the two teams a word, and they had to write it in the correct column before the other team.

We practiced telling time in class today, using the words “quarter” and “half” with “past” or “to”. Once they did some speaking practice with telling time, they looked at SB pg 37 and read the times on the clocks. We read the text on SB pg 37 and matched the times with the activities.

To further practice telling time and speaking, we played an acting game. The teacher gave the students a time, and they had to act out an activity using the form “Tomorrow at ____, I’m going to ____”.

At the end of class, we all played a card game. The goal was to match the time on the clock and the time written in numbers as fast as possible. It was a bit challenging, but everyone figured it out in the end :)

Homework: complete WB pgs 36, 37, 39 and 40. DUE MONDAY 2ND DECEMBER

Password: zebra


Today in class the students corrected the homeworkWB pgs 34, 35, 41 and SB pg 41. We talked about the new vocabulary of Unit 3, and the students also practiced the new grammar structure “be going to ___” to talk about future plans.

In their portfolios, they had to write some of the new vocabulary. The teacher described a thing (it’s the place where musicians stand during a concert, so people can see them), and the students had to write the word correctly (stage). It was more challenging than we expected :)

The students read the text at the top of SB pg 34 to learn more about Elvis Presley, the King of Rock’n’Roll. Then the students completed a listening exercise and answered the questions at the bottom of the page.

The class listened to an interview by a musician, from SB pg 35. We paused during the interview so the students could predict what the person would say, and then talk about the answers after we listened to their responses. It was a bit difficult, but everyone managed the listening exercise in the end :)

For some more practice with music vocabulary and the structure “be going to ___,” the students pretended they were a famous musician. Based on the questions at the bottom of SB pg 35, the students wrote responses as their celebrity.

As a speaking activity, all the students practiced asking and answering these questions together. Some of the responses were very creative!

Homework: complete WB pgs 36, 37, 39 and 40, practicing pronunciation and rhyming, telling time, and reading and writing skills.

Password: turkey


Today in class the students wrote in their portfolios. They wrote five sentences about a mystery wild animal (It is… It’s got… It lives...It eats...It likes...). Then they presented their clues to the class, and the other students tried to guess what the animal was :) 

We talked a bit about camoflauge in nature. The students thought of animals that use camoflauge to hide from predators or to catch prey. Then we looked at some images online and decided "how good" each animal's camoflauge was.

The teacher wrote some words related to animals, and the students figured out what they meant (name, where, size, eats, lives for...) Then the students looked at SB pg 28 and guessed the information for the three “killer” animal. They completed a listening activity and filled in the missing information.

In class, the students completed a project! Because the theme today was Wild Animals, the students had to make a profile for a wild animal. including a namethree facts about it, and also some tips for the new owner (It needs...It doesn't have to...It can't...).  Everyone did some really great writing and had lots of good ideas! Then, after the profile was finished, each student presented their wild animal to the class and the other students decided which animal they wanted "to buy" :)

HomeworkWB pgs 34, 35, 41SB pg 41



Today in class the students corrected the homework due today, WB pgs 26, 28, 32, 33. As we went over the answers, the students reviewed the story we read in class last week, and the  grammar and vocabulary points for Unit 2.

Together, the students practiced listening to and writing big numbers. They completed the exercise on SB pg 120.

The students completed the Unit Two Listening section.

To revise “have to” and “don’t have to”, the students worked in pairs to put together the sentences on SB pg 120. Then they had the other team check their answers.

The students completed the Unit Two Reading and Writing section.

After they finished both sections of the Unit Two test, the students had time to look at the library and check out a book.

At the end of class, since everyone worked so hard, we played a speaking game called “Werewolf” :)

HomeworkWB pgs 34, 35, 41 and SB pg 41, practicing the new music vocabulary, the grammar structure “be going to ____”, and reading skills.

Password: Amazon


Today in class the students wrote in their portfolios. They wrote down three things they had to do this week, and three things they didn’t have to do this week. Then the students shared some of their answers and compared with the other students.

As a class, we looked at SB pg 25 and guessed what the group was doing using the pictures for clues. Then, they listened to a conversation between two people about what they had to bring and didn’t have to bring on a hiking trip. The students had to listen for what was necessary and unnecessary, and ticked or crossed the boxes.

On the board, we looked at two situations and the students used the structure “You (don’t) have to bring _____.”  to say if the objects on the list were necessary (i.e. In English class, you have to bring a pencil. At the gym, you don’t have to bring a mirror.)

In pairs, the students completed an activity. First, they picked a general place (cinema, playground, fun park, school). Then, the partners had to think of 5 things you have to do, 3 things you don’t have to do, and 2 things you mustn’t do at this place.

With these lists, we played a guessing game as a class. The pairs listed the objects, and the other groups tried to guess what place they were at first.

On SB pg 25, the students looked at the list of common household chores. Everyone answered whether they had to do each chore often, sometimes, or never.

Everyone looked at the funny pictures of aliens doing strange household activities. The pairs had two minutes to try to figure out what the aliens had to do, and then everyone took turns explaining what was happening (i.e. “Yesterday, the alien had to cut the grass with scissors.”)

HomeworkWB pgs 26, 28, 32, 33. DUE MONDAY, 18th NOVEMBER

Password: alien


Since the Blue Whales had worked so hard in the month of October, the class got 1st Place and received Star Class Winners Award! The class has the picture on the Star Class Winners! board next to the LEAP classroom (see here), and we are all hoping to earn 1st place next month too! :)

Today in class the students corrected the homework due today, WB pgs 24, 25, 27 and SB pg 29. We talked about the text they completed, and about different cultures and being polite in different countries. We also reviewed the grammar structure “have to” to talk about things that are necessary or important.

As a group, we looked at the story on SB pg 26-27 called “The Present”. The students took turns reading the text, and we paused at different parts to talk about what was happening.

To try to remember the important events of the story, the students worked in small groups for a quick “quiz”. It was interesting to see how much everyone remembered from the story they had just read :)

As a quick close reading exercise, the students worked with a partner to figure out how long the childrens’ adventure took, in minutes, using the text from SB pg 26-27.

As a mini-project, the students each created a 6-box comic based on the story we read in class. First, they had to write at least one sentence in each box, describing what the children or other characters "had to do" in that part of the story. Once they finished writing, they had time to start illustrating their comics :) If you bring your completed comic next class (sentences with "had to ___", drawn and coloured with care), you will earn an extra star :)

HomeworkWB pgs 26, 28, 32, 33. DUE MONDAY, 18th NOVEMBER

Password: rainforest


Today, in class the students practiced the Unit 2 vocabulary and the grammar point "have to"

In their portfolios, the students answered riddles about the vocabulary.  They read clues on the board and chose the correct vocabulary word for each clue.  They shared their answers and we corrected any mistakes. 

For the grammar structure, we read and listened to the activity on page 24 in their SB.  In the activity, children are discussing the rules of a game.  The students read along while they listened to the dialogue, and underlined each time they heard the phrase "have to".  Then we discussed why we use this phrase when describing the rules of a game.  They thought of examples in games they like to play.  We noted that we must be very specific when telling someone how to play a game.  We then discussed the negative form of the phrase, "don't/doesn't have to".   The teacher wrote examples on the board that the students had underlined in their books. 

To practice the grammar point, the students worked in pairs to create their own games, and write rules for their games.  They were required to use the phrase "have to" four times and "don't have to"  two times.   They then used the rules they had written to complete a dialogue modeled on the activity in the SB.  When all the pairs were finished, they acted out their dialogues for the others. 

At the end of class, we played a word search game on the interactive board, and each student answered some questions about things they have to do this weekend. 

Password: Anaconda


Today in class the students corrected their homeworkWB pgs 22, 23, and 30 and SB pg 30. We practiced some of the new vocabulary of unit 2, and talked about the article they read about rainforests and conservation.

The Student of the Month for October was Mikulas, for all of his hard work in class, and for always having his homework finished on time : )

Today was our first Star Day, where the students got to pick out special prizes for all their hard work. The more stars they had earned in the past month, the more stickers and sweets they received.

In their portfolios, the students did a different kind of activity. The teacher read out a phrase, and the students had to spell it correctly in their portfolios. If they got all five correct, they got a special stamp in the back of their portfolios. The person with the most stamps in the back of their portfolios by winter holiday will get a special surprise ;)

On SB pg 22, the students read the short text and looked at the picture with the Unit 2 vocabulary. They completed a listening activity and had to answer four questions about the situation.

On WB pg 22, the students practiced with large numbers. They listened to a recording, and had to circle which number the speaker said. Some of them were very difficult, but everyone got it in the end :)

The students worked in pairs for the reading activity on SB pg 23. They had to read the text about the Amazon Rainforest. Then, the pairs had to match the numbers mentioned in the text to what they are referring to.

At the end of class, to keep practicing working with large numbers, the students played a game at the board in teams. The teacher or a student said a big number, and the two team members at the board raced to write the number correctly (i.e. “two hundred and fifty-three thousand, one hundred and two” -- 253,102).

Homework: complete the reading and questions on SB pg 29 about different cultures, and WB pgs 24, 25, and 27 practicing the grammar structure in Unit 2 and about traditions in different places.

Password: spiderpig


Today in class the students celebrated Halloween with some different activities, and also helped prepare for the LEAP Halloween Party!

To review some of the Halloween vocabulary and to get warmed up for the day, the students had a challenge in their portfolios. They looked at a picture on the board, and had to write down as many Halloween words as they could see in 2 minutes. Everyone did a really great job!

As a class, we played a game called "Werewolf". The class sat in a circle and each student had a mystery character. Once the game started, the students had to figure out who the two werewolves were.

To prepare for the LEAP Halloween party, the students created jack o' lantern decorations using various materials, methods and styles.

At the end of class, we played some brain teaser activities in a circle to practice more speaking and creativity skills ;)

Homework: SB pg 30, WB pgs 22, 23, 30. DUE MONDAY, 4TH NOV



Today in class was HALLOWEEN DAY! To start, the students worked in teams to unmix halloween vocabulary at different tables in the classroom. Once they finished, they drew pictures next to the words to explain what they meant.

With the vocabulary list, the students watched a clip and ticked the word when they saw the character in the video. Some of them were a bit difficult, so we watched the video a second time and the students called out the character when they saw it : )

With a partner, the students played a game. On their paper they wrote four groups: costume, character, candy, and decoration. The teacher wrote a letter on the board, and the pairs had to think of a creative Halloween word for each group that started with the same letter. It was a good challenge ; )

The students did an art project in class--making a spooky scary surprise card. Each student picked a character to draw, and created a Halloween card like the example here.

HomeworkSB pg 30WB pgs 22, 23, and 30. DUE MONDAY, 4TH NOV



Today in class the students corrected the homework due, WB pgs 14, 20 and 21. We focused on the unit 1 skills, the vocabulary and the past continuous verb tense, that would be helpful for the test party later ; )

The students played a memory game at the board to practice the vocabulary from unit 1. They also played a game called “Taboo”, where they had a word they had to describe WITHOUT using the word itself (i.e. it’s something you can put flowers in, and it’s made of clay --> a vase).

The students completed the three sections of the Unit 1 Test in parts, between revision and practice activities.

The students looked at six sentences on the board, and had to find the mistake in each. Then they suggested how to correct each sentence, and why.

At the end of the class, the students played a game. The students went around the circle saying a number, but they kept making rules and it soon became very difficult : )

Homework: complete SB pg 30 and WB pgs 22, 23, and 30, practicing the new rainforest vocabulary of Unit 2 and the topic of rainforest conservation. DUE MONDAY, 4TH NOVEMBER (in two weeks!)


Today in class the students wrote in their portfolios about a natural disaster. The teacher wrote some examples of natural disasters on the board, and the students added some more ideas. Then, each student chose one and described a) what it is, and b) why they think it is so dangerous or frightening. Then they shared their ideas with the class.

As a class, we completed the exercises about natural disasters on WB pg 16. First, the teacher read the clues and the students decided which disaster it was. Then we talked about the reading they had completed and answered the questions

In teams, the students completed a quiz. The topic was “What should you do in a natural disaster?”. The students had to discuss each situation with their partner in English, and then decide on the best option. Once they completed the quiz, they explained their answers to the other pairs.

At the end of class, the students played a quick game practicing the Unit 1 vocabulary. The teacher should a student the picture, and the student had to act out the object until someone else in the class named what it was : )

HomeworkWB pgs 14, 20, 21


Today in class the students corrected the homework due today. There was a bit of a misunderstanding with the pages, so we looked at WB pg 18 in addition to the assigned pages, WB pg 12, 16 and SB pg 16, 18. The students also talked more about volcanoes, since that was one of the themes of the homework pages.

As a class, we looked at the story on SB pg 14-15. First, the students had to find when and where the story took place. Then, the class read the story in a circle. We paused at different parts to talk about what was happening, and the students explained what they thought would happen.

The teacher wrote important numbers from the text about the Mt Vesuvius eruption, and the students had to remember/guess what the numbers meant (79---79AD, the year it erupted).

The students looked at the pictures on WB pg 15, and talked about what they saw in the pictures. Then the students organized the pictures from oldest to most recent (or in the future). We also talked about the approximate year for each picture.

Each student picked a picture from WB pg 15 and wrote a short story idea for the next adventure. Then they each presented their story to the class.

At the end of class, the students watched a short documentary video about the 1980 eruption of Mount Saint Helens. We used some of the vocabulary from the homework and class today to talk about what we saw in the video.

Homework: complete WB pgs 14, 20, and 21, practicing reading and writing skills, and reviewing the vocabulary and past continuous topics from Unit 1.

Password: time


Today in class the students practiced writing with connecting words in their portfolios. They read a text, and filled in the missing words. Then the students came to the board to check their answers.

As a class, we talked about “punk rock” and some of the typical music and fashion. Then, we looked at SB pg 12 and compared our answers. Then the students listened to a punk rock song, and then corrected the mistakes in the lyrics on SB pg 12.

At the board, the two teams of students raced to write the -ing form of verbs correctly. We especially focused on when to a) drop the “e” at the end of the verb, and b) double the last letter of the word.

To further practice reading and writing skills, the students looked at SB pg 13. They read an email, and used the pictures to fill in the missing information. Then the students had to check with their classmates and write their final answers on the board.

In teams of three, the students rewrote two events from the message on SB pg 13. Each team had to follow the form: “Somebody was swimming at the pool while somebody was sleeping in the garden.” Then the class presented their original stories to the rest of the class. The difficult thing was that they could only act, without words. The other teams had to guess exactly what the group wrote on their paper : )

Homework: WB pg 12, 16 and SB pg 16, 18. DUE MONDAY 14TH OCTOBER

Password: watched


Today in class we wrote in our portfolios about things we did at the weekend. We then looked at studentbook page 10 and brainstormed what we thought the unit was going to be about.

After we went through all the new vocabulary words and checked for understanding of each within the context of the unit. After we played a game where students had to draw/guess the new words with each other. We then played a team game of guessing the words only using english.

After the break we listened and answered some questions from studentbook page 10, exercise 2. We then introduced past continuous by answering in pairs/groups what we did at specific times based on the prompts from the board. We then did the exercise in studentbook page 11, exercise 1. After we played another game using the past continuous where each student had to act out a past action from the weekend and students had to answer what they were doing using full sentences.

HomeworkWB pg 12, 16 and SB pg 16, 18. DUE MONDAY 14TH OCTOBER


Today in the classroom of students practicing science classroom vocabulary in their portfolios . There were words with mixed letters. They had to unmix the letters to write the word properly, and then they also drew a picture of the object.

To practice for the test today, the students played a game with questions and answers using the past simple . First, the two groups had six questions with the first word missing, and they had to choose the correct word . Then they got the answers, and had to match them to the questions . Finally, the two groups had to put together six questions about their last holiday, and everyone shared their answers with the class :)

The students completed the listening session of Unit 0 test .

After the break, students completed the vocabulary part of the Unit 0 test , and then the writing / reading part .

Once they finished the test, the students played a game because they all worked so hard today!

Homework : WB pgs 10, 11, 13 . DUE MONDAY OCT 7TH

Password: Superman



Today in class the students corrected the homeworkWB pgs 7 and 9. We looked at the questions as a class and everyone shared their ideas and answers.

In their portfolios, the students wrote down questions using the correct question word (where, when, why, what, did, etc). They read a text with the question words missing and had to figure out the missing word. Then we read it as a class and compared answers.

As a group, we talked about “science fiction”. The students shared some examples and common themes in science fiction, and then we predicted what would happen in the science fiction story on SB pg 8-9. The students looked at the pictures and described what they saw, and they also imagined what would happen next.

Together, we read the story on SB pg 8-9. The students got to read their parts with different voices and sound effects, which was fun : ) During the story, the students answered some questions about the text on the bottom of SB pg 9.

On WB pg 8, we looked at the instructions for the experiments from the story and talked about the format for instructions. Then, as a fun creative activity, the students (in pairs or in teams) wrote their own instructions for a science experiment. They could use any materials and any ideas, but they had to a) write at least three steps, b) write the result, and c) write one warning and one important note at the bottom of the instructions. Then they shared their experiments with the class : )

Homework: complete WB pgs 10, 11, 13, practicing the new vocabulary Unit 1 and the past continuous to talk about specific activities in the past. DUE MONDAY, OCT 7TH

Password: children


Today in class the students practiced using feeling adjectives in their portfolios. They looked at nine pictures, and had to think of the best word. Then we compared ideas as a class.

We listened to a song in class to practice close listening skills. We listened for the missing words on WB pg 6, and sang/danced to the song :) Then we looked at SB pg 6 to check our answers and answer some questions about it.

In teams, the students played a rhyming game. The teacher called out a word (i.e. “grey”, “sun”, “two”, “fly”). The representative from each team had to think of a word that rhymes as quickly as possible. The teammates took turns answering, and they had some very creative and funny ideas : )

The students looked at the pictures on SB pg 7 and guessed what each person was feeling. Then, to practice writing questions and answers, the students “asked” the character a question (Why are you sad?) and then wrote an answer (I’m sad because I lost a table tennis tournament.) The students then completed the exercise on SB pg 7, and we checked the answers as a class.

At the end of class, to start off the weekend, the students played a second round of the rhyming game : )

HomeworkWB pgs 7, 9

Password: crocodile


Today in class the students corrected their first homework of the year, WB pgs 4-5, practicing science classroom vocabulary and past simple verbs. We checked the answers together, and also did some practice with present and past verbs at the board.

In their portfolios, the students wrote a list of all the school subjects they could think of. Then, as a class, we compared lists and added other subjects that we forgot.

To remember the new vocabulary, the teacher gave each student an object. The student had to draw it on the board, and the rest of the class tried to guess what they were drawing.

As a class, we looked at the picture on SB pg 4. Then we did a listening activity together on SB pg 4 part 2.

After the break, the students made two teams for a spelling race. First, the teams had to correctly spell the new vocabulary from the unit. Then, the students practiced spelling the past simple of infinitive verbs (i.e. run--ran; walk--walked, etc.)

The students looked at SB pg 5 and read the sentences about the three children. Then they had to figure out which classes each child attended and write the information in the table. Then we checked the answers as a class.

As a group, we made our own student and school subject table. Each student picked the subjects they “studied” yesterday. Taking turns, the students asked questions to the class to figure out which subjects each student studied.

Homework: complete WB pgs 7 and 9, practicing past simple questions and answers, and giving instructions. DUE MONDAY, SEPT 30.

Password: October


Today in class the students did their first portfolio assignment. The teacher wrote some information on the board about blue whales. The students had to guess what it meant and write them into sentences (i.e. “1,600 km” -- Blue whales can be heard underwater 1,600km away.) After they finished, the teacher shared the true information. The students also shared their “facts,” which were very funny : )

The students did a scavenger hunt to be introduced to the new student’s book. The teacher showed the class an item, and the students had to find the objects in the book as fast as they could.

As a class, we talked about how they like to work. Then we did a class quiz about how they like to learn: independently or in groups, quietly or with noise, etc.

The class planned out and created their team poster! They took turns colouring the poster, and each student cut out and decorated a bubble to put their picture on. Everyone worked really hard to make it look good and to represent their class well!

Homework: complete WB pgs 4-5, DUE MONDAY, SEPT 23.


Today in class the students introduced themselves with a few simple pieces of information. After they introduced themselves, we talked about the new school year .

The students reviewed the classroom rules , and what is acceptable and unacceptable behavior. We talked about the Star Day rules: how to earn stars, how to lose stars, and what they can use their stars for (individually and as a class).

We discussed bullying , and how bullying affects the person bullying, the person being bullied, and the people seeing it happen. The students also did a quiz as a group to decide in which situations you should tell an adult, and when it is not necessary. After we finished talking, the class signed and promised not to tolerate bullying.

To get to know each other better and to get everyone talking, we played a game . Pairs of students working together to figure out what the numbers mean on the board. Then, after they figured all of them out, the students made their own examples for the others to guess.

At the end of the class, we focused on portfolios . Since the students will use the same portfolio the entire year, each student wrote five things they want to happen this school year. Then, at the end of the year, they will be able to reflect on their year and see how it went. The students then had some time to decorate the cover and write their names , which was interesting :)

Homework : complete WB pgs 4-5 , practicing science and classroom vocabulary and some grammar revision. DUE MONDAY, SEPT 23.


aktualizováno: 30.06.2020 13:11:33