5th grade 2 Drtinova

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Georgia Squires

tel .:  +420 608 353 940
email:  georgia@youngeducators.eu


On this website you will read what the children did in English lessons, what they could practice at home, and you will also learn other important information about teaching. Please note that the listening exercises from the textbook are possible to do only at school, they are not available for home practice. Therefore, we ask you to view this site regularly. If you have any further questions, you can call or email us at any time.

Here are instructions  for registering for the Cambridge Learning Management System, which children also have embedded in the textbook. The activation code can be found inside the Student's Book.  These are materials supplementing the textbook for the purpose of home practice and are voluntary. 





In this class, we:

- Asked and answered the question, "What's your favourite game?". Students could answer with computer/phone games, board games, sports which are games (like football, but not like gymnastics), or physical/verbal games like Simon Says or hide and seek. Students were asked to describe their game, how it is played, and why they like it.

- Sang the song, "Running Up That Hill" by Kate Bush: https://www.youtube.com/watch?v=fCWWYlWQdEY

- Checked the homework (p. 107 F)

- Students used common question words to fill the gaps in a questionnaire (p.108 A) and wrote their own answers 

- Students practiced detailed reading of instructions by completing a listening exercise (p.108 B) which had surprising instructions (students should only tick which questions are answered, not write the answers down in the space provided). Students then asked the questions to others and wrote down their answers (p.108 C)

- Students read aloud the story on p.109, with the next student starting to read at random times indicated by the teacher saying "stop". They then answered questions about the story (p.109 D)

- Students completed a listening exercise to colour parts of a picture (p.109 E)

Students completed a map of a town based on descriptions of locations (p.110 A). This activity was extended with a game, where one student had to direct another student with their eyes closed to the correct location on the map for certain places.

- Students completed a listening exercise which required close reading of each question (p.110 B)

Homework: P.111 C


In this class, we:

- Asked and answered the question, "What's your favourite kind of pasta?"

- Reinforced the irregular past simple and past participle form of verbs from the Flyers word list in student's portfolios.

- Checked the homework (p.102 C) in which students wrote about three pictures.

- Completed a listening exercise for words spoken very quickly in natural English speech (p.103 E)

- Practiced using mirroring in speech by identifying the differences between two pictures (p.103 F)

- Listened for detail based on personal and professional details (p.104 A)

- Chose the correct response to questions based on context and grammar clues (p.104 C)

- Filled the gaps in a text from a supplied list of words, of which only half are used (p.105 D)

- Ss read an email about organising filming a TV programme at a zoo, and answered questions based on their understanding of the information (p.105 E)

- Identified parts of a school from pictures (p.106 A) and matched these places with actions based on a listening (p.106 B)

- Practiced question and answer form using basic prompts (p.106 C)

- Categorised statements in past simple based on context into either coming from a student at a new school, or a person on holiday (107 D)

- Students listened to a boy talking about his day and answered questions (p.107 E)

- Students watched a short Mr. Bean video and wrote a script to say what Mr. Bean is thinking: https://www.youtube.com/watch?v=vwrmYjDZYvc

Homework: P.107 F - Write about our school or recent news



In this class, we:

- Asked and answered the question, "What's your favourite kind of cake?"

- Used a tense picker and random verb generator to write 9 sentences in portfolios: Past simple, past continuous and present perfect/positive, negative and questions).

- Checked homework: p.98 B (I want to be a singer/doctor/astronaut)

- Identified the genders of the words: wife, husband, king, queen, kid, manager, grown-up (p.100 A)

- Filled the gaps in a text about an actor and chose the best name for the story (p.100 B) 

- Read for detail by identifying what the actor will do on different days of the work from an email (p.101 C)

- Completed a listening exercise to give details (p.101 D)

- Identified people in a picture from their physical descriptions and actions (p.102 A) and matched sentence halves about the people (p.102 B)

- Isolated words in a word snake and used them with "too" or "enough" to finish statements (p.103 D)

Homework: P.102 C


In this class, we:

- Sang the song, "Pen Pineapple Apple Pen" by Pikotaro (https://www.youtube.com/watch?v=Ct6BUPvE2sM)

- Wrote six present perfect sentences using different pronouns in the portfolios

- Checked homework: p.94 A and 95 C (1. there, 2. to, 3. of, 4. which, 5. many, 6. because, 7. work, 8. a, 9. have, 10. we)

- Matched questions with answers based on context clues (p.96 A)

- Completed a listening exercise (p.96 B)

- Read a story aloud (one sentence per student) and answered questions based on the text (p.97 C)

- Completed a detail listening exercise (p.98 A)

- Chose options for students preferred futures and discussed (p.98 C)

- Completed a listening exercise to match people with objects (p.99 D)

- Students gave their own answers and justifications for the questions on p.99 E

Homework: p.98 B


In this class, we:

- Discussed the results of last week's practice test with individual students, focussing on areas to improve and test taking skills.

- Students checked their Fun for Flyers books for units or activities they did not complete in the past, and completed the most relevant and useful exercises.

- Students completed a number of listening exercises from different units to practice a variety of tasks which require listening for detail, specific information, general understanding and complex scenarios (p.24A, p.35D, p.59C, p.94 B)

Homework: P.94 A & 96 C



In this class, students completed the Listening, Reading and Writing portions of the Fun for Flyers practice tests. 

Once finished, students were allowed to watch an episode of Spongebob Squarepants in English.





In this online class, we:

- Discussed the previous week and weekend using past simple and continuous

- Practiced the work vocabulary from the Flyers word list with an online game: https://wordwall.net/resource/13706437

- Practiced common English phrases and matched them to Czech translations to ensure students are aware that phrases often break common grammar rules: https://wordwall.net/resource/14353429

- Explored the different uses of like, look like, and be like - I like apples, it looks like an apple (or descriptions of appearance - it is red or green, small and round), it is fresh and sweet (or it is like a pear): https://wordwall.net/resource/14352167

- Practiced time words and expressions: https://wordwall.net/resource/13234533

- Students practiced the three main tenses required for the Flyers test (past simple, past continuous and present perfect) and conjugating the irregular verbs from the Flyers word list by getting a random tense (positive, negative, question in each of the three tenses) and a random verb. Students had to write a gramatically correct sentence for each, remembering to include when it happened for past simple/continuous.
Tense picker: https://wordwall.net/resource/13340887
Random verb generator: https://wordwall.net/resource/13327570



In this class, we:

- Used past simple and past continuous tenses to talk about activities during the Easter holiday

- Students wrote a minimum of four sentences about their Easter holidays in their portfolios

- Asked and answered the question, "What's your favourite hobby?"

- Sang the song California Dreamin' by The Mamas and The Papas: https://www.youtube.com/watch?v=hUDlxAtC6mc

- Checked homework: p.93 E (1. of, 2. play, 3. It, 4. the, 5. name/call)

- Students revised months (in particular, the unusual spelling of February) and seasons in an activity which required close reading of instructions to practice test taking skills (p.94 A)

- Completed a listening exercise in which all possible answers were used, requiring reading and listening for detail (p,94 B)

- Chose the correct words to fill in gaps in a text, practicing prepositions, relative clauses, subject-verb agreement, and tenses (p.95 C)

- Used logic and detailed reading to answer theoretical questions (first conditional) based on a train timetable (p.95 D)

Homework: p.96 A


In this class, we:

- Asked and answered the question, "What is your favourite piece of clothing?"

- Sang the song "You're Welcome" from the Disney film Moana: https://www.youtube.com/watch?v=gBgTnX_nYig

- Used a random tense picker (past simple, past continuous or present perfect/positive, negative or question) and a random verb picker (using verbs from the Fun for Flyers vocabulary list) to get the structure and main verb which students used to make sentences in their portfolios.
Tense picker: https://wordwall.net/resource/13340887/tense-picker 
Verb picker: https://wordwall.net/resource/13327570/random-verb-generator

- Checked H/W (p.89 E) - 1. are, 2. which/that, 3. spoke, 4. who, 5. me, 6. like/love, 7. to

- Completed a listening exercise in present perfect tense (p.88 A)

- Completed a listening exercise to match people in a picture with names based on physical and action descriptions (p.88 C)

- Practiced for the speaking portion of the Flyers test by comparing two similar pictures (p.89 D)

- Used picture prompts to create present perfect questions (p.90 A)

- Wrote true sentences about the class (p.90 B)

- Chose the correct tense to fill gaps in a text using grammar and context clues (p.91 C)

- Read for detail and completed charts with important information from two party invitations (p.92 A)

- Used context and grammar clues to choose the correct answers to questions (p.92 B)

- Identified things in a picture starting with each letter of the alphabet to reinforce vocabulary and creative thinking (p.93 C).

Homework: P.93 E



In this class, we:

- Asked and answered the question, "What's your favourite drink?"

- Sang the song "We Don't Talk About Bruno" from the Disney film Encanto: https://www.youtube.com/watch?v=-IFD4ozm1DA

- Students reviewed the use of tenses (present simple - I do, present continuous - I am doing, past simple - I did, past continuous - I was doing, present perfect - I have done) with diagrams in their portfolio notebooks

- Read a story and completed reading comprehension questions (p.84 A) with a focus on test taking skills - copying the answers straight from the text 

- Completed descriptions of actors dressed as pirates (p.86 A)

- Completed a listening exercise (p.87 B) which challenged students to use prepositions of place and adjectives to select the correct area of the picture to colour/write

Homework: P.89 E


In this class, we:
- Asked and answered the question, "What's your favourite sound?"
- Students completed a verb quiz to test their knowledge of the past and past participle conjugations of irregular verbs: https://docs.google.com/forms/d/e/1FAIpQLSd9qn1Q0OKUMwRkoX5Kg_q0_dwcobKpK2zbL9-PziHO0nPuXA/viewform?authuser=0
- To aid retention, students copied the correct past and past participle forms of irregular verbs which they didn't know into their portfolios
- Students practiced the form and function of tag questions using the opposite auxiliary verb, first choosing the correct answer then writing it themselves: https://docs.google.com/forms/d/e/1FAIpQLSdVm1-6lp5ly8V1nssvypZsMSrjdkvhtKmP9h3PZaaRHLD9BQ/viewform?authuser=0 and https://docs.google.com/forms/d/e/1FAIpQLSdFX_77A9SnzT8KTzAGxhGL8XAWFB3G3nHHQnBbCXy9Si5qBw/viewform?authuser=0
- Checked H/W: p.81 D (1. took/drove, 2. to, 3. boy, 4. who, 5. for) and p.83 D (1. a factory, 2. a bicycle, 3. a sledge, 4. a concert, 5. traffic, 6. a flashlight, 7. an entrance, 8. camping, 9. goals, 10. a journey)
H/W: Study the past simple and past participle forms of irregular verbs (p.142-143)


In this class, we:

- Asked and answered the question, "What did you do last week?" and students discussed their spring holidays

- Had a competition to see who knew the most past simple and past participle forms of irregular verbs from the previous year's (Movers) verb list.

- Checked H/W: p.78 C (student's own answers)

- Practiced reading comprehension and reading for detail by identifying 5 out-of-place words in a text (p.80 A) then replaced them with the correct words and chose the best name for the story (p.80 B)

- Revised test taking skills by using 1-4 words from the text to complete sentences about the story (p.80 C)

- Students listened to the example description of the story based on 5 pictures (p.81 E) with the descriptions of each picture in the wrong order. We reiterated the speaking requirements of the Flyers test, that students should note the names given for the characters, describe where they are in each picture, what is happening (present continuous), and how the characters feel.

- Students talked about celebrities which interest them (p.81 F)

- Students chose the correct words to fill gaps in a story (p.82 B)

- Students completed a listening exercise to match items with locations (p.82 C) and were reminded to listen carefully as the test will often avoid using obvious matches (eg. the blanket matches the sports shop, not the more obvious tennis ball or bicycle tyre)

-  Identified vocabulary words in word wheels with themes (eg. theatre, hotel) and singled out the places which can be used to answer "where" questions.

Homework: P.81 D & p. 83 E


In this class, we:
- Asked and answered the question, "What's your favourite place?"
- Played an online game which matched Flyers time vocabulary words with Czech translations, so students have an intuitive knowledge of how to use them: https://wordwall.net/play/13234/533/725
- Wrote past tense sentences totalling more than 40 words using time vocabulary from the above game in the writing portfolios
- Checked last week's homework (p.75F) - 1. ago, 2. happened, 3. us, 4. put, 5. for, 6. mixing, 7. the, 8. or.
- Completed a listening exercise to colour and write on parts of a picture, using shape and preposition of place clues (p.75 E)
- Used crossword style clues to fill the gaps in a text (p.76 A)
- Spoke about the differences between two pictures (p.76 B)
- Used present perfect (have/has + past participle, eg. done) and vocabulary from p.76 A to describe what has happened in picture 2 (p.77 C)
- Chose the correct answers to fill in one side of a dialogue using context and grammar clues (p.77 D)
- Talked about the work that police officers do using key vocabulary (p.78 A)
- Used context and grammar clues to fill in single missing words from a text (p.78 B)
- Completed a listening exercise to order pictures illustrating a story (p.79 D) and filled gaps in sentences describing the pictures (p.79 E)




In this class, we:

- Asked and answered the question, "What's your favourite YouTube channel?" and discussed the types of videos students like to watch

- Sang "California Dreamin" by The Mamas &The Papas: https://www.youtube.com/watch?v=hUDlxAtC6mc

- Checked Homework: p.70 C. We discussed the difference between the active sentence "He broke his leg" and the passive/possessive structure "He has a broken leg".

- Students practiced reading aloud and following along with a story by reading one sentence each of "Oliver goes to hospital" (p.72) then independently completed reading comprehension questions using words from the story (exercise A).

- Students listened to a recording and then the teacher reading "Oliver goes to hospital" with 12 key differences in information, which they underlined (p.73 B).

- Students used context clues to fill in missing words in a text based on context and grammar clues (p.73 C)

- Students completed a listening exercise to note down important details within a conversation (p.73 D)

- Reinforced materials vocabulary - metal, wood, wool, paper, gold, glass, plastic (p.74 A) then categorised general items from the Movers/Flyers vocabulary list (p.74 B) into groups based on their usual materials (p.74 C).

Homework: P.75 F



In this class, we:

- Asked and answered the question, "What's your favourite book?"

- Sang "This Side of Paradise" by Coyote Theory at the students' request: https://www.youtube.com/watch?v=FFcdy3P_3v0

- Matched irregular past tense verbs with their infinitive form in an online game: https://wordwall.net/play/28845/735/683

- Students used the 10 verbs from the game to write past tense sentences

- Students studied the rules for using the past simple tense: we must say, know or ask when the action happened

- Students wrote short paragraphs in past simple tense using at least 10 verbs

- Students found health related words in a wordsearch and matched them with definitions (p.70 A)

- Students completed a listening exercise to match names with people in a hospital waiting room based on physical descriptions and their injuries/illnesses (p.70 B)

- Students chose the best responses to questions from a doctor (p.71 D)

Homework: p.70 C


In this class, we:

- Asked and answered the question, "What's your favourite number?"

- As we had a new student joining us for the first time, students briefly introduced themselves and described their pets and hobbies.

- Sang "Lemon Tree" by Fools Garden - https://www.youtube.com/watch?v=l2UiY2https://www.youtube.com/watch?v=l2UiY2wivTswivTs

- Students filled in the gaps of a present perfect question (Have you ever been to Australia?) and two possible answers (No, I have never been to Australia/Yes, I have. I went last summer.)

- Students matched pictures with places mentioned in sentences (p.66 A)

- Students were reminded of how to write a story based on pictures - where, who, what are they doing, what happens next, what happens at the end, how they feel (p.66 B)

- Students practiced speaking to identify differences between two pictures (p.67 C)

- Students chose the correct response to questions (p.67 D)

- Students learned and practiced party vocabulary (p.68 A) then completed a istening exercise to match the items with a place in a town/city (p.68 B)

Homework: P.69 C


In this class, we:

- Tested and reinforced students knowledge of sports vocabulary with a listening quiz of sports (p. 63 D)

- Checked homework: p.58 B (1. strawberries, 2. cave, 3. hid, 4. collecting, 5. wonderful)

- Students took turns using the classroom computer to practice using the past continuous (was/were + verb-ing, eg. it was raining, I was wearing a coat) in this Google Forms quiz: https://forms.gle/XfiSvXAoA2nVEPpA7

- Used past continuous clues to identify people in a picture (p.60 A)

- Filled gaps in an informal text message using grammar and context clues (p.61 C) - students practiced using which/that as a relative pronoun (eg, this is the park which has my favourite playground) 

- Completed a listening exercise (p.61 D)

- Practiced using conjunctions to, because, while or so, and learned the rule that "so is a backwards because" - I ate my sandwhich because I was hungry = I was hungry, so I ate my sandwhich) (p.64 B)

- Completed a reading comprehension exercise (p.65 C)

Homework: p.62 A




In this online class, we focused on the three main narrative tenses: past simple (I did), past continuous (I was doing), and present perfect (I have done).

First students had to identify if a sentences was in past simple or present perfect: https://docs.google.com/forms/d/e/1FAIpQLSeZAw7dZScdT0wCF-G5cLlwauS3eA8KU3bXSwI1j6_n3pjU4g/viewform?authuser=0

Then students were challenged to think about the rules and clues for choosing which tense to use: https://docs.google.com/forms/d/e/1FAIpQLSdcSGAdN-9DJN0wej62e5_XVmZpm7XsrGVdk_aQWZruWo9CxQ/viewform?authuser=0

After that, students were given 10 sentences in either present perfect or past simple, and had to identify which 5 were corrent and which 5 were in the wrong tense: https://docs.google.com/forms/d/e/1FAIpQLSfF04r7U8ApMdZiKHDvm9dUPGCYPkzwhU1KXUheck5NYy4Q3A/viewform?authuser=0

In their final challenge, students were asked to unscramble sentences in past simple and present perfect: https://docs.google.com/forms/d/e/1FAIpQLScKCA3eDUyxet6fU4O8xLuYT4pRGHqh0fV48Xe57qHjg0Cn3Q/viewform?authuser=0

We reinforced that present perfect uses the past participle (third form of the verb), so we had a competition to see which students know the most irregular verbs from the Fun for Flyers word list - they chose a box to open, and were given points for knowing the past simple and past participle forms of the verbs: https://www.wordwall.net/resource/13327570


In this class, we:

- Asked and answered the question, "What's your favourite thing to eat for dessert?" and practiced using stressed syllables with homophones (words which sound the same) eg. DESert (a dry place) versus deSSERT (a sweet treat after a meal).

- Sang "Enemy" by Imagine Dragons at the students' request (https://www.youtube.com/watch?v=QOQlBgKxc5w)

- Checked homework: p.53 E (students own answers) and checked which part of speech was necessary for each gap (2. preposition (by), 3. noun (place), 4. adjective (good, great, amazing), 5. noun (form of transport).

- Completed a listening exercise - say if actions are possible or impossible based on visual clues in a picture (p.54 D)

- Practiced reading aloud and following along while listening by reading one sentence each of the story on p.55 E, then answered the reading comprehension questions in F.

- Matched pictures to word circles using vocabulary keywords (p.56 A)

- Filled the gaps with one word (p.56 B)

- Studied relative pronouns (who, when, where, which, whose) with two online games: https://wordwall.net/play/12675/888/464 and https://wordwall.net/play/12992/866/575

- Chose the correct responses to questions (p.56-7 C)

- Studied the three main narrative tenses: past simple, past continuous and present perfect. Students learned a chant to help them remember the structure of each: "Simple, continuous, perfect. Did, was doing, have done."

- Completed a listening exercise of the kind used in the Flyers test (p.57 E) 

Homework: P.58 B


In this class, we:

- Practiced natural conversation by discussing our weekend activities

- Asked and answered the question, "What's your favourite thing to eat for dinner?"

- Sang "Lemon Tree" by Fools Garden (https://www.youtube.com/watch?v=l2UiY2wivTs)

- Checked homework: p.51 write a story of 20 or more words based on three pictures. We corrected any spelling and grammar mistakes, and discussed the importance of using the same tense (present or past) throughout the whole story.

- Used context and grammar clues to fill the gaps in sentences about transport (p.52 A), and reinforced test taking skills (in this case, counting the words in the vocabulary list and the gaps to see if words must be used more than once, there are extra words, or if all words are used once).

- Practiced speaking skills for the Flyers test by stating the differences between two pictures (p.52 B). Students were reminded to copy the vocabulary and grammar of the assessor in their answers.

- Expanded transportation vocabulary by identifying common synonyms (p.53 C)

- Labelled pictures of places and completed a listening exercise to match them with forms of transport (p.53 D)

- Students practiced pronunciation and cadence by reading aloud a short story in the present tense (p.54 A)

- Completed a listening dictation exercise where students wrote down 10 things to take on a trip (p.54 C)

- Played an online game to practice the Flyers transport vocabulary list (including British and American variations - lorry/truck, fire engine/fire truck: https://wordwall.net/play/12218/152/855


In our first class of 2022, we:

- Discussed our Christmas and New Year holiday

- Asked and answered the question, "What did you get for Christmas?"

- Sang "Get Off Of My Cloud" by The Rolling Stones (https://www.youtube.com/watch?v=qUDMzhlefMs)

- Checked homework: p.47 E (1. of, 2. bikes/bicycles, 3. the, 4. was, 5. made/built/started) & p.49 E (student's own information relating to numbers, eg height, birthday, minutes/kilometers to school)

- Used grammar clues to fill in the gaps about record holders for the oldest/youngest person to achieve something unusual. This practiced dependent prepositions (eg. in/on/at), tense recognition (eg. doing/does/did), and discourse markers (because/and/after).

- Matched work, weather and world around us vocabulary with definitions (p.50 A)

- Added appropriate information of the students' own choice to a business email requiring reading comperehension and logic (p.50 B). 

- Looked at common contractions (there's, I've, who's, we're) and identified that they were all 2 words (p.51 D). We discussed the two uses of appostrophies especially with s (is and possessive) and which to chose for it (it's = it is, its = belonging to it)

- Students were given the homework of writing a story of 20 words or more based on three picture prompts (p.51 C). Students were reminded to state where, who, what happened, and how the people feel, and to choose either the present tense OR the past to tell the entire story.



In our last class of the year, we celebrated Christmas by watching the movie 'Elf' in English with no subtitles. Students were asked comprehension questions throughout the film and had to describe what had happened and what they thought would happen next.

Elf trailer on YouTube: https://www.youtube.com/watch?v=a54yC1etmVc


In our 11th class, we:

- Asked and answered the question, "What is your favourite thing to eat for lunch?" and sang "Paint it Black" by The Rolling Stones (https://www.youtube.com/watch?v=O4irXQhgMqg)

- Wrote 7 jobs (journalist, photographer, manager, chef/cook, doctor, mechanic, actor) in vocabulary portfolios from the clues given on p.38 (B).

- Checked the H/W (p.40 C): 1. art, 2. factories, 3. skiing, 4. use, 5. later. We identified the parts of speech of the possible answers: classmates (plural noun), family (noun), borrowing (verb), later (adjective or adverb), art (noun), hour (noun), factory (noun), skiing (verb), fetch (verb0), use (verb). Students then identified which part of speech was required by the grammar of the sentences with gaps.

- Repeated the exercise of categorising the given answers into parts of speech for Unit 19 (p.42) A, with students moving to the correct corner of the room to indicate noun, verb, adjective or adverb. We discussed how many words can be nouns or verbs (light, project, building) and that with some 2 syllable verbs the stress changes (proJECT for what the projector does - verb, PROject for a science project - noun). 

- Ss completed the gap fill for P.42 A, then listened and coloured the picture by standing at the board to listen, then going back to their books to colour.

- Ss practiced relative pronouns by completing p. 43 C, filling in questions with the relevant words. We discussed the use of many/much for countable/uncountable nouns, and what/which for things where what is an open question and which gives a list of options to choose from. 

- We practiced adding auxiliary verbs (did, does) to question prompts to make grammatically correct questions (p.45 D). 

Homework: p.45 C (Ss should use the internet to research)


In our 10th class, we:

- Asked and answered the question, "When is your birthday?" and sang "Friday I'm In Love" by The Cure (https://www.youtube.com/watch?v=tJ4b99-aujI)

- Wrote four eating utensils (knife, fork, spoon, chopsticks), four drinking vessels (cup, glass, bottle, mug) and three things for holding food (plate, bowl, box) in portfolios

- Completed a crossword using pictures of jobs as clues, then matched the jobs with their descriptions (Unit 17 p.38 A & B). We completed a listening exercise to identify jobs (p.38 C) and students were given the homework of ranking 8 jobs from the ones they like least to most (p.38 D).

- Completed a listening exercise to match common objects to pictures of locations (shop, office, fair, supermarket, castle, hotel, cafe, carpark) (p.39 E).

- Discussed the different ways of describing the time (eg. 09:45am, 09:45 in the morning, a quarter to ten) (Unit 18 p.40 A) and listened to four conversations to match them to the times given (p.40 B).

- Students were given p.40 C as homework - read the story and fill in the gaps using the given words, then choose the best name for the story. 



In our 9th class, we:

- Asked and answered the question, "Do you have any pets?" and sang "Octopuses Garden" by The Beatles (https://www.youtube.com/watch?v=_c0CjJINvAs)

- Had a spelling competition using words related to places in the natural world (Unit 11 A, p.26)

- Identified words related to food and drink, and matched them with their definitions (Unit 14 A, p.32)

- Matched food with descriptions and filled in missing words to complete a description of fries (p.32 B)

- Completed a listening exercise related to food (p.33 C)

- Competed to fill in the missing words in survey questions related to diet, exercise and lifestyle (p.33 D)

- Completed a listening exercise to match names to animals based on their descriptions and actions (Unit 15 p.34 A). 

- Used grammar clues to choose the correct words to complete a description of swans, and drilled the correct pronounciation (swons with a short o sound)

- Identified the pattern in alliterative sentences (using words which all start with the same letter) (p.35 E - Homework is to write sentences using S words for Sue on Saturday and Sophia on Sunday).

- Competed to identify dishes and utensils from a picture and match them with their descriptions (Unit 16 p.36 A).

- Students took turns reading a sentence each from a story (p.37 C) and assigned the reading comprehension questions as homework.

HOMEWORK: P.35 E & P.37 C


In our 8th class, we:

- Asked and answered the question, “What’s your favourite song?” and sang “Lemon Tree” by Fools Garden (https://www.youtube.com/watch?v=l2UiY2wivTs)

- Used the question prompts on p.27 (exercise F) to write grammatically correct questions in students’ portfolios. We discussed the use of have/has for third person singular (he/she/it) and how questions (and negative answers) use ‘have’ (How many moons does it have?) while positive answers use ‘has’ (It has one moon).

- Checked the H/W (p.27 C): 1 G, 2 C, 3 H, 4 E, 5 D

- Played “Back to the Board” with weather vocabulary

- Raced to identify the weather words on p.30 (exercise A) then guessed which words complete the sentences in exercise B before listening to check. We looked at whether a noun (storm), verb (rain), or adjective (foggy) would fit in the gaps.

- Completed a listening exercise to identify people from their descriptions and actions (p.30 C)

- Practiced identifying and describing the differences between similar pictures (p.31 D)

- Listened to the first half of a story about some of the people from the pictures, identifying who said what (p.31 E) which was made more difficult by giving both the speaker and the person spoken to.

- Listened to the second half of the story (p.31 F) and identified which picture showed the next part of the story.

- Played pictionary to practice food and drink vocabulary

H/W: P.32 A & B



In our 7th class, we:

- Had a spelling test of words with “ee” and “ea” which we studied last week (p.23 C)

- Checked the answers to the homework and discussed identifying this/these to see if a singular or plural noun is required (p.25 D): 1. Instruments, 2. Swimsuits, 3. Wings, 4. Languages, 5. A camel, 7. Fur, 8. A pocket, 9. A college, 10. A crown

- Learned/reviewed places vocabulary (p.26 A): grass, hills, fields, sand, villages, leaves, forest, island, shells, sky.

- Completed a listening exercise which required colouring/writing words on items using prepositions to identify them (p.26 B)

- In two teams, used logic to choose which situation best calls for vocabulary items - a picnic near a hill in the green backpack, and camping in the desert in the red backpack (p.27 D).

- Completed sentences about a picture and highlighted test taking skills - 11 possible words were given for 7 sentences, so learners should count questions and answers to see if they can use the process of elimination to help them in a test environment (p.28 A).

- Practiced spelling names from dictation where made-up names were given with unusual combinations of letters (p.28 B).

Homework: P.27 C




In our sixth class, we:

  • Checked answers to last week’s homework (p.20): art, geography, history, sport, languages, maths, music, science. B: 1 history, 2 maths, 3 geography, 4 languages, 5 music. C: 1 draw, 2 drawing, 3 paints, 4 paintings, artists.

  • Learned and practiced school vocabulary: glue, scissors, a dictionary, a bin, a calendar, a file (p.22 A) by matching the first and second halves of definitions of each.

  • Completed a listening exercise targeted to recognising and using this vocabulary (p. 22 B).

  • Looked at common words which use ee or ea for long e vowel sounds (1-4) and short e vowel sounds (5-6) (p.23 E). All words were spelled with ea except those in number 1.

  • Practiced animal, object and body vocabulary by finding things in the picture which begin with specific letters (p.24 C). 

Homework: P.25 D



In our fifth class, we:
  • Reviewed nouns, verbs, adjectives and adverbs
    (Noun: person, place, animal, thing. Verb: doing word. Adjective: more info about a noun. Adverb: more info about a verb.)
  • Practiced skills for telling a story in present simple and continuous using 5 pictures as prompts. Students listened to a model answer and wrote down the verbs (p.18 C)
  • Learned/reviewed common body action verbs and matched them with the body parts used (p.18 A)
  • Used context clues to fill the gaps in sentences with verbs (p.18 B)
  • Filled the gaps in a story using context and grammar clues, and categorized the given words as past tense verbs, singular nouns and plural nouns (p.19 D & E)
  • Learned/reviewed school subjects and ways to describe them in a single sentence (p.20 A & B)
  • Completed a listening exercise for practical details of arrangements (p.21 E)
  • Used context clues to practice common collocations: had to, years old, find out, pictures of, more than (p.21 F)
Homework: P.20 B, C & D 


In our fourth class, we:

  • Practiced animal and adjective vocabulary by writing the name of an animal (or an adjective + animal, eg. hungry lion) for each letter of the alphabet.
  • Put animals into categories based on how they move - run, hop, jump, fly, swim.
  • Matched animals with their descriptions
  • Discussed how to use context clues to chose between different forms of verbs and comparatives to fill gaps in a text
  • Reinforced clothing/accessories vocabulary, and completed a listening exercise to match animal motifs with items.
  • Used context clues and listening for meaning to match two halves of sentences which describe the information given in the previous listening activity
  • Practiced answering questions in full form, repeating the wording of the question.

        Homework: P.15 C & D




In our third class, we:

  • Reinforced the clothing vocabulary from last week with a dictation exercise.
  • Introduced pattern and descriptive vocabulary by describing flags and the differences between pictures.
  • We practiced using prepositions of place to identify people within an image.
  • We discussed friends and family using questions which encourage creative vocabulary, and completed a listening exercise which required paraphrasing information
  • We completed a listening exercise which required careful attention to detail in order to spell names correctly.

        Homework: P.10 D, p.12 C, p.13 D.



In our second class, we:

  •  We had a new member join our class, so we re-introduced ourselves and asked the question of the day - What’s your favourite kind of ice-cream?

  • Students competed to write down as many clothing/accessories words as possible in three minutes, which were then collated in students’ portfolios.

  • Students matched outdoor vocabulary with a picture, then practiced the speaking format of identifying differences between two similar pictures. They reinforced the vocabulary with a gap-fill exercise, then completed a listening exercise to identify details within a conversation.

  • In Unit 2, students worked together to match clothing/accessories vocabulary with descriptions.

  • Students completed the listening portion of the ‘Fun for Movers’ end-of-level test.

    Homework: Unit 1 p.7 exercise E. Unit 2 p.8 exercise A. Unit 2 p.9 exercise C.


For our first class, we:

  • Got to know eachother by introducing ourselves and asking the Question of the Day: Do you like dogs or cats more?
  • We sang the class song ("Yellow Submarine" by The Beatles)
  • We decorated the cover of writing portfolios
  • We discussed the rules of the class and the Star System for rewarding good behaviour
  • Two teams of students competed to see how many past tense verbs they could remember from the previous year’s vocabulary list
  • Students completed Reading & Writing Parts 1-4 (out of 6) of the Movers Revision Test
  • Students received their new Fun for Flyers books, and completed Unit 2 Listening exercise D on page 9.
  • Students played “Snowball Fight” where they randomly received 3 “rules” which were either real or fake. They read the rules and put them in the correct category.
  • Students received their homework - to complete an All About Me poster with information about themselves and their families.
  • Yellow Submarine: https://www.youtube.com/watch?v=m2uTFF_3MaA

aktualizováno: 22.06.2022 20:20:48