Guess what 3 TB

Cambridge University Press
978-1-107-55687-4 – Guess What! American English Level 3 Teacher’s Book with DVD
Susannah Reed
Frontmatter
More information

Teacher’s Book 3
with DVD

© in this web service Cambridge University Press American English
Susannah Reed

www.cambridge.org

Cambridge University Press
978-1-107-55687-4 – Guess What! American English Level 3 Teacher’s Book with DVD
Susannah Reed
Frontmatter
More information

University Printing House, Cambridge CB2 8BS, United Kingdom www.cambridge.org

Cambridge University Press is part of the University of Cambridge.
It furthers the University’s mission by disseminating knowledge in the pursuit of
education, learning, and research at the highest international levels of excellence.

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Information on this title: www.cambridge.org/9781107556874
© Cambridge University Press 2016

This publication is in copyright. Subject to statutory exception
and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written
permission of Cambridge University Press.
First published 2016

A catalog record for this publication is available from the British Library
ISBN 978-1-107-55687-4 Teacher’s Book with DVD Level 3
ISBN 978-1-107-55685-0 Student’s Book Level 3
ISBN 978-1-107-55686-7 Workbook with Online Resources Level 3
ISBN 978-1-107-55690-4 Class Audio CDs Level 3
ISBN 978-1-107-55692-8 Flashcards Level 3
ISBN 978-1-107-55693-5 Presentation Plus DVD-ROM Level 3
ISBN 978-1-107-55694-2 Teacher’s Resource and Tests CD-ROM Levels 3–4
Additional resources for this publication at www.cambridge.org/guesswhatamericanenglish
Cambridge University Press has no responsibility for the persistence or accuracy
of URLs for external or third-party Internet websites referred to in this publication
and does not guarantee that any content on such websites is or will remain
accurate or appropriate. Information regarding prices, travel schedules, and other
factual information given in this work is correct at the time of first printing but
Cambridge University Press does not guarantee the accuracy of such information
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Susannah Reed vi
Frontmatter
More information xiv
4
Contents
14
Language summary 24
Introduction 34
Games bank 36
Welcome 46
56
In the yard 58
68
2 At school 78
80
Review Units 1 and 2
0
3 School days 100
4 My day 102
TB102
Review Units 3 and 4 TB111
TB124
5 Home time
6 Hobbies

Review Units 5 and 6

7 At the market
8 At the beach

Review Units 7 and 8
Chants
Word cards
Extra activities
Video scripts

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Susannah Reed
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Language summary Page

Welcome 4
6
Vocabulary Lucas, Max, Lily, Tom, Anna 7–8
Grammar 9
Skills Revision of questions Months of the year When’s your birthday? It’s in (December). 10
Story value snakes, tails 11
Talk time Reading Have you got an email penpal? 12–13
CLIL: Art
Work together 14
16
Asking for permission Say it! a / ai 17–18

What can you see in a landscape painting? 19
20
In the garden 21
22–23
Vocabulary tree, leaf, caterpillar, rabbit, butterfly, flower, grass, tortoise, guinea pig, snail
Grammar 24
(His) pet is (big). (Our) pet is (orange). What’s that? It’s a (snake). 26
Skills What are those? They’re (flowers).
Story value 27–28
Talk time Listening What can you see at the zoo?
CLIL: Science 29
Respect and listen to others 30
31
Asking to borrow something Say it! ee / ea chimpanzees, eat 32–33
34–35
What types of habitats are there?
36
2 At school 38
39–40
Vocabulary reception, dining hall, library, classroom, Science room, gym, Art room, Music room, playground,
sports field 41
Grammar 42
Where are (they)? (They)’re (on the sports field). What are (you) doing? (We)’re (playing 43
Skills baseball). 44–45
Story value
Talk time Reading What places can you find in your school? 46
CLIL: Science 48
Keep your environment clean
49–50
Offering help Say it! i / igh tigers, night
51
What materials can we recycle? 52
53
Review Units 1 and 2 54–55
56 – 57
3 School days

Vocabulary Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday
Grammar
Have we got (Science) on (Tuesday)? Yes, we have. / No, we haven’t. What (club) has she got
Skills (in the evening)? She’s got (swimming club) (in the evening).
Story value
Talk time Listening Have you got a favorite day of the week?
CLIL: Science
Be resourceful

Asking if places are open Say it! oa / ow goats, snow

Which animals are nocturnal?

4 My day

Vocabulary get up, get dressed, have breakfast, clean my teeth, go to school, have lunch, go home,
have dinner, have a shower, go to bed
Grammar
I (have dinner) at (half past seven). What time do you (get up)? I (get up) at (seven o’clock).
Skills So do I. / I don’t.
Story value
Talk time Reading Do you have a healthy lifestyle?
CLIL: Maths
Take exercise

Asking the time Say it! ue / ew / oo blue, chew, food

What’s the time around the world?

Review Units 3 and 4

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5 Home time Page

Vocabulary drink juice, eat a sandwich, do the dishes, play on the computer, read a book, watch TV, 58
do homework, listen to music, make a cake, wash the car 60

Grammar He (doesn’t like) (reading books). Does he (enjoy) (doing the dishes)? Yes, he does. / 61–62
No, he doesn’t.
63
Skills Listening Are you helpful at home? 64
65
Story value Show forgiveness 66–67

Talk time Suggesting food to make Say it! th panthers, three 68
70
CLIL: Geography Where do people live?
71–72
6 Hobbies
73
Vocabulary play the piano, play the guitar, play the recorder, make models, make films, do karate, 74
do gymnastics, play table tennis, play badminton, play volleyball 75
Grammar 76–77
She (does karate) (on Sundays). Does she (do gymnastics) (in the evening)? Yes, she does. /
Skills No, she doesn’t. 78–79
Story value
Talk time Reading What sports do you like? 80
CLIL: Music 82
Try new things 83–84

Encouraging others to try things Say it! sh sharks, fish 85
86
What type of musical instrument is it? 87
88–89
Review Units 5 and 6
90
7 At the market 92
93–94
Vocabulary lemons, limes, watermelons, coconuts, grapes, mangoes, pineapples, pears, tomatoes, onions
Grammar 95
There (are lots of) (grapes). There (are some) (tomatoes). There (aren’t any) (limes). 96
Skills Are there any (pears)? Yes, there are. / No, there aren’t. 97
Story value 98–99
Talk time Listening Do you like smoothies?
CLIL: Science 100–101
Reuse old things
102–103
Making choices Say it! ch chipmunks, pouches

What parts of plants can we eat?

8 At the beach

Vocabulary sun, burger, chips, sunglasses, swimsuit, shorts, towel, shell, sea, sand
Grammar
Which (towel) is (theirs)? The (purple) one. Whose (jacket) is this? It’s (mine).
Skills Whose (shoes) are these? They’re (Sally’s).
Story value
Talk time Reading What do you like doing on holiday?
CLIL: Maths
Appreciate your family and friends

Deciding how to travel Say it! ph / f dolphins, fish

Are sea animals symmetrical?

Review Units 7 and 8

Chants

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Susannah Reed
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Introduction

About Guess What! An imaginative journey

Guess What! is an innovative six-level course for primary The realm of fantasy and imagination is as important to
age students learning English who want to learn about young learners as discovering the world around them.
the world around them as they do so. Guess What! aims Guess What! uses engaging characters and fun and
to motivate students and excite young minds, to feed exciting stories to fuel students’ imaginations. In Guess
their natural curiosity about the world and fuel their What! Level 3, students follow the humorous adventures
imaginations. It not only offers a well-paced syllabus with of Tom, Lily, Lucas, Anna, and Max, the soccer-playing
clearly marked goals for language learning, but also aims dog, as they take part in a mystery treasure hunt.
to develop students’ learning and life skills in a broader
sense, with opportunities for learning across the wider
curriculum, as well as exploring social skills and values.
Guess What! has been written with the busy teacher in
mind, and offers clear lesson planning with flexibility for
teachers with between two and four lessons per week.

The global classroom

With the use of stunning international photographs and
an emphasis on real-life contexts, Guess What! brings
the world into the English classroom. Students learn and
are motivated to practice new language by following
the examples of real children shown at home, at school,
on vacation, on exciting trips, and in different leisure
activities. By using photographs from around the world,
students are encouraged to engage with each topic in a
broad sense and make cross-cultural comparisons.

Welcome Social values

4 An understanding of social values gives young learners
the skills they need to be successful in life. They need to
learn about how to behave with other people, as well
as about taking responsibility for themselves and the
world around them. Stories, fairy tales, and fables have
traditionally been used to promote social values in a way
that children relate to and find interesting. The stories in
5 Guess What! build on this tradition. Each story episode
illustrates a social value for students to discuss and apply
to their own behavior. The social values covered in Guess
What! Level 3 include working together, exercising, and
keeping your environment clean.

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Skilled learners Skills: Reading and speaking Unit 4

Let’s Do you have a healthy lifestyle? Keen thinkers
start!

Students need to be 12 CD1 Read and listen. Then answer the questionnaire. Guess What! aims to encourage students to become good
skilled in reading, 58 thinkers as well as good language learners. Activity types

listening, speaking, and 1 Do you get up early? A B develop a range of thinking skills, including: observation,
writing in order to use 2 Do you have breakfast every day? concentration, prediction and guessing, using memory,
language effectively. The 3 Do you brush your teeth in the morning Yes, I do. No, I don’t. sequencing, and classifying. Regular thinking skills
varied activities in Guess Yes, I do. No, I don’t. activities are clearly signposted in the material, using
What! provide plenty and in the evening? the Think icon. The inclusion of Content and Language
of opportunities for 4 Do you walk or ride your bike to school? Yes, I do. No, I don’t. Integrated Learning activities also encourages wider
students to practice all 5 Do you play outside with your friends? Yes, I do. No, I don’t. thinking and knowledge across the primary curriculum.
6 Do you like eating fruits and vegetables? Yes, I do. No, I don’t.
7 Do you like drinking water or milk? Yes, I do. No, I don’t.
8 Do you go to bed early? Yes, I do. No, I don’t.
Yes, I do. No, I don’t.

four skills, and there is a Mostly As – Good job! You have a healthy lifestyle.
specially formulated skills Mostly Bs – Hmm! What can you do to be more healthy?

The wider curriculum

page in every unit. In Guess What! Level 3, the motivating The Content and Language Integrated Learning (CLIL)
skills topics include visiting a b13ug house at the zoo,Now ask and answer with a friend. doing a material in Guess What! has been selected from popular
health questionnaire, and making a fruit smoothie.Do you get up early? primary school subjects across the curriculum. Teachers
Yes, do. I get up at seven thirty.

Confident speakers Writing can therefore integrate learners’ understanding of age-
Skills 51related subject concepts while developing their English
Workbook page 4 : Write your own questionnaire.

Speaking skills are further developed in functional language skills. Guess What! offers CLIL learning with
language and pronunciation activities. In the “Talk time” short dynamic videos and materials in the Student’s Book
feature, students learn and practice a simple and useful and Workbook. This innovative and motivating approach
functional dialog, such as asking for the tUinmit e, and asking provides a language-rich experience and develops
permission to do something. Then with the innovative learners’ listening skills while they process subject content.
D1 Listen a“nSdareypieta!”t. fTehaentuarcet., students enjoy learning about real
23

computer aganmiemaltsoywcahr ile eprarsaercticcinamgertaheirboporkonunciation. What types of habitats Listen and repeat. Unit
are there? 4
1 CD1
25

2 3

2 Unit 6

Can I borrow your 16 CD2 Listen and repeat. Then act.
camera, please? 23 play the guitar make models do gymnastics
Yes, you can. do karate play Ping-Pong
desert rain forest grassland tundra
Can I borrow your Deserts can be
book, please? 2 Watch the video. 2 hot and cold.
lion
3 Match the habitats with the giraffe Antarctica is
groups of animals. snake a desert.

monkey
crocodile
snake

Do you want to play No, sorry. I can’t Project
Ping-Pong with me? play Ping-Pong. 5 Make a mind

Come on – try it! No, I’m sorry, you can’t. map for a habitat
in your country.
OK.
3 4
spider goat
snake sheep
camel bear

4 What type of habitat would
you like to visit?

22 ➞ Workbook page 8 CLIL: Science 23

Say it! Digital competence

y it! 17 CD2 Listen and repeat. Successful young learners need to be competent in
24 information technology and digital skills. These can be
combined with language practice by using the “Online
D1 Listen and repeat. Sharks are fish Resources” and “Presentation Plus.”
24 with sharp teeth.
Cambridge English: Young Learners (YLE) tests
Chimpanzees eat shark
and sleep in trees.➞ Workbook page 6 Function: Encouraging others to try things Pronunciation: sh 75 The language syllabus in Guess What! is well-paced and
achievable, with plenty of recycling built in throughout
chimpanzee the course. Guess What! supports students aiming to
take Cambridge English: Young Learners tests. By the end
of Guess What! Level 3, students will have covered the
Starters syllabus.

kbook page 7 Function: Asking to borrow something Pronunciation: ee / ea 21

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Susannah Reed
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Guess What! Level 3 components Workbook with Online Resources

Student’s Book

The 104-page full-color and highly photographic Student’s The 96-page full-color Workbook provides further
Book contains: reinforcement of all the language and topics presented in
the Student’s Book. It can be used at home or in class and
• A Welcome Unit that introduces the Guess What! contains:
characters and reviews key language from previous
years of learning English, as well as introducing some • Nine units and four reviews, following the same easy-to-
new language. use single-lesson format as the Student’s Book.

• Eight farther teaching units, each presenting new • Puzzles, matching and task-based activities, reading
language within a topic of interest to students of this and writing practice at word- and sentence-level, and
age. extended writing practice on the Skills page.

• Four review spreads, designed to be used after every • An Evaluation providing a record of learning for
two main teaching units. each unit.

Each unit opens with an eye-catching photographic • A full-color Picture dictionary.
spread, followed by eight easy-to-use, single-lesson • A puzzle page feature.
pages, which contain: • Think and About Me activities.
• Engaging topics and presentation contexts. • An access code to the “Online Resources,” which include
• Clear progression from presentation to practice in
games and extra grammar, vocabulary, and writing
each lesson. activities for every unit. Students’ online work can be
• A wide variety of activities, including humorous tracked and reviewed by the teacher. Teachers can
register for free at www.cambridgelms.org/primary.
contextual dialogs, songs, chants, games and
communicative activities, functional dialogs and role- Audio CDs
playing, pronunciation activities, listening activities, and
reading texts. The two Audio CDs contain all the recorded material for
• An exciting story adventure with value and practice the Student’s Book, including the songs (with karaoke
activities. versions), chants, and stories. The audio script is included
• A Skills page that covers reading, writing, speaking, in each lesson in the teaching notes, when it is not seen on
and listening. the Student’s Book page.
• Two pages of CLIL activities.
• Regular activities to develop a range of thinking skills.
• About Me activities for students to personalize their
language learning.

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Susannah Reed
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9781107556874 Guess What! Teachers Book 3 CVR C M Y K Teacher’s Book with DVD Teacher’s Resource and Tests CD-ROM

Teacher’s Book 3 The Teacher’s Resource and Tests CD-ROM contains 106
with DVD pages of optional photocopiable material for you to use
alongside Guess What! Levels 3 and 4. You can dip in
American English and choose the material at different times, depending on
Susannah Reed the specific needs of your class. For Guess What! Level 3,
the CD-ROM provides 53 pages of additional material, as
The 224-page Teacher’s Book is interleaved with the follows:
Student’s Book. It has been written with the busy teacher • Nine two-page Unit tests, which evaluate students’
in mind and provides:
• Step-by-step guidance for each lesson in the teaching progress in each unit. These cover the core vocabulary
and grammar structures of each unit, with listening
notes. This includes a summary of lesson aims and activities on the first page and reading and writing
materials needed, a simple warmer and end-of-lesson activities on the second page.
activity, clear instructions for using the Student’s • Four two-page Review tests that evaluate students’
Book and Workbook, audio scripts, answer keys, and progress. These can be used after each review spread,
suggested classroom instructions for you to use with and they also provide practice in listening, reading, and
your class. writing skills.
• Photocopiable word cards for each unit to match the • 27 pages of Extra worksheets (three pages per unit).
flashcards. Ideas for using the word cards are provided These provide extra reinforcement activities for the core
in the teaching notes. vocabulary and grammar structures of each unit.
• Extra games and activities for every lesson, as well as a
Games bank that can be used as a dip-in resource. Presentation Plus
• A DVD. This contains the videos for the CLIL lessons.
• A schedule with a suggested pathway through the Presentation Plus includes Interactive Whiteboard tools,
course dependent on the number of lessons taught a fully interactive Student’s Book and Workbook, digital
per week. versions of the Teacher’s Book, a multimedia library that
includes video from the DVD, the Teacher’s Resource and
Tests CD-ROM, Audio CDs, and access to online teacher
training support. Presentation Plus enables you to plan
your lessons “paper-free” from a tablet or computer.

Flashcards

There are 75 flashcards to accompany Guess What!
Level 3. They illustrate the key vocabulary from the
main teaching units. Ideas for using the flashcards in
class are included in the main teaching notes and in the
Games bank.

66

46 play the piano Guess What! Level 3 © Cambridge University Press 2016 53 play table tennis / play Ping-Pong Guess What! Level 3 © Cambridge University Press 2016

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Susannah Reed
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Tour of a unit Lesson 2

Guess What! Level 3 has nine teaching units, each divided Presentation and practice of grammar 1
into eight lessons, along with an introduction to the
topic. In addition, there are four review spreads of two Unit 5 a Unit 5
lessons each. As well as offering further practice, the c b
Workbook provides a picture dictionary and evaluations. 5 CD2 Sing the song. 4 Read and match. e
There are additional resources on the Teacher’s 05 d
Resource CD-ROM. I love making cakes.
We are all different,
Unit introduction In my family. 2 My mom likes listening to music.
We are all different,
The topic of the unit is introduced with a double-page, My family and me. 3 My sister enjoys doing homework.
highly engaging photograph, chosen to stimulate
children’s imaginations and to encourage them to relate I like listening to music, 4 My brother doesn’t enjoy playing
the topic to the wider world. The teaching notes for each But I don’t like reading books. this game on the computer.
unit suggest ways of exploiting the photograph. This My mom loves reading books,
introduction can be included as part of Lesson 1 or as But she doesn’t like watching TV. 5 My dad doesn’t like doing the dishes.
a separate introductory lesson.
My sister enjoys watching TV, 5 Look and complete the sentences.
Lesson 1 But she doesn’t like making cakes.
My dad loves making cakes, like love doesn’t enjoy doesn’t like drink read wash watch
Presentation and practice of vocabulary But he doesn’t like listening to music.

2

6 Make sentences about the song and say who.

He enjoys listening to music. Alex! He doesn’t like drinking juice. She books.
3 4
7 Ask and answer with your friend. Then tell another friend. the car.

Do you like playing .
on the computer? .
.
He TV. She
Grammar 49
Yes, I do. I love playing Ellie loves playing 6 Write about your friend.
on the computer. on the computer.
➞ Workbook page 4 Name: My friend’s name
Remember! loves

He likes listening to music. 2 likes
He doesn’t like reading books. 3 doesn’t enjoy
She enjoys watching TV.
She loves playing on the computer.

Grammar 61

1 CD2 Listen and point. 6 5 Home time The first new grammar point of the unit is presented
02 in a lively song, that also reuses the unit vocabulary.
do homework watch TV do the dishes listen to music wash the car The activities on the page follow a clear and enjoyable
play on the computer drink juice make a cake read a book eat a sandwich path, from presentation through practice to production.
Students are supported through their learning with
example speech bubbles on the page, and the new
grammar point is summarized at the bottom of the page
in the Remember! box.

2 CD2 Listen, point, and repeat. 5 • The Workbook provides a variety of reading and writing
03 4 activities and puzzles, designed to reinforce the target
grammar.
2
• There is an additional grammar worksheet available in
3 the Teacher’s Resource CD-ROM.

0

8 6 Lesson 3
7 6
Presentation and practice of grammar 2
drink juice
3 CD2 Listen and answer the questions. 2 eat a sandwich
04 3 do the dishes
4 play on the computer
. Is he drinking juice? Yes, he is. 5 read a book
6 watch TV
4 Describe and guess the numbers. 7 do homework 8 CD2 Look at the photographs and choose. Then listen and repeat. 7 Look and complete the questions. Then circle the answers.
8 listen to music 06
23
She’s making a cake. Number ! make a cake 2
0 wash the car 456
60 Vocabulary My picture dictionary 89
➞ Workbook page 48

New vocabulary is presented in the context of a colorful Does he like playing on the computer? Does she enjoy washing the car?
illustration featuring the Guess What! characters. This is Yes, he does. / No, he doesn’t. Yes, she does. / No, she doesn’t.
accompanied by a short and lively dialog on the Audio
CD. Students will listen and repeat the vocabulary as well Does he like reading books ? Yes, he does. / No, he doesn’t.
as read the vocabulary labels on the page. Students then 2 Does she enjoy ? Yes, she does. / No, she doesn’t.
use the new vocabulary in guessing games and activities, 9 CD2 Listen and find. Then answer the question. 3 Does she like ? Yes, she does. / No, she doesn’t.
which also recycle language from previous units. 07 4 Does he like ? Yes, he does. / No, he doesn’t.
5 Does he enjoy ? Yes, he does. / No, he doesn’t.
• The flashcards and word cards can also be used Pedro Vivian Fred 6 Does she like ? Yes, she does. / No, she doesn’t.
to present new words and review them in a variety
of games. Lina

• The Workbook provides farther practice in puzzles and 8 Look and complete the questions and answers. Then draw.
reading activities. Students are also directed to the
picture dictionary at the end of this lesson. 2

• There is an additional vocabulary worksheet available in Does she enjoy making a cake? enjoy TV?
the Teacher’s Resource CD-ROM. No, she doesn’t . .
Anil Camilla No,
(Note: Lesson 1 in the Welcome Unit introduces the new 3 4
character names rather than a vocabulary set. New 10 Ask and answer with a friend. Yes, she does.
vocabulary (months of the year) is presented in Lesson 3, Remember!
so students also complete the picture dictionary activity in Does Lina like doing homework? Does he enjoy doing the dishes?
the Workbook at that point.) Yes, he does. No, he doesn’t.
11 CD2 Go to page 03. Listen and love homework? like
08 repeat the chant. on the computer? Yes, .
Yes, .
62 Grammar ➞ Workbook page 50
50 Grammar

The second new grammar point is presented in a short
dialog illustrated by photographs of children using English
in real and engaging contexts. Students progress from this
context to active production, and then they can reinforce
the grammar using a motivating chant. Students are
supported through their learning with example speech
bubbles on the page, and the new grammar point is
summarized at the bottom of the page in the Remember!
box.

• The Workbook provides a variety of reading and writing
activities and puzzles designed to reinforce the target
grammar.

• There is an additional grammar worksheet available in
the Teacher’s Resource CD-ROM.

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Susannah Reed
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Lesson 4 functional dialog, students learn how the function can be
used in different contexts of their own lives. Students will
Skills also focus on and practice a specific English sound in the
engaging context of a true sentence about an animal.
Unit 5 Unit 5
Brad Lesson 7
Skills: Listening and speaking Skills: Writing
CLIL (Content and Language Integrated Learning)
Let’s Are you helpful at home?
start!
9 Read the paragraph and write the words.

12 CD2 Listen and choose. love eating enjoy cleaning don’t like doing enjoy washing like making
09

Isabella likes / doesn’t like cleaning her bedroom. I’m helpful at home. In the morning, I 1 like making cakes, and I
2 She enjoys / doesn’t enjoy washing the car.
3 She likes / doesn’t like doing the dishes. 2 them! I 3 my bedroom, too. In the
4 Brad likes / doesn’t like cleaning his bedroom.
5 He enjoys / doesn’t enjoy washing his bike. afternoon, I’m helpful. I 4 the dog or the car. After dinner,
6 He enjoys / doesn’t enjoy making cakes.
I’m not helpful. I 5 the dishes!

Isabella 10 Answer the questions.

What do you enjoy cleaning?

I enjoy
2 What do you like washing?

3 What do you like making?

4 What do you love doing? Unit 5
4
Whperee doople 1 CD2 Listen and repeat. Where do peliovpele?
live? 13

5 What don’t you like doing? 66 2 3

11 Write about being helpful at home. 1 Find the words and write under the pictures.

I’m helpful at home. I like wont llivgea ytic ouidecyrtns
123
countryside village town city 4
2 Watch the video. There are more
13 Ask and answer with a friend. chickens in the
3 What can you see in the pictures?
Do you like cleaning your bedroom? world than
Do you like washing the car? 12 Ask and answer with a friend. 2 people. town
Do you like doing the dishes?
Do you like making cakes? Do you like cleaning your bedroom? Yes, I do. 2 Look and complete the sentences.

Writing café houses riding stores supermarket town village walking

Workbook page 5 : Write about being helpful at home. Skills 63 Skills 51 In the 1 village there

Project is a small 2 . There
5 Make a mind map
34 are two 3 . People
for a town or a city.
like 4 their bikes there.

Students reinforce and extend the language of the unit In the 5 , there are a lot
with a motivating skills topic chosen to appeal to children
of this age. Alternate units offer a ta1skC1D32-bLisatesneadnd rreepeaadt. ing of 6 and some stores.
or listening activity, followed by questions desig2 ned to 3
stimulate discussion and speaking practice using language You can buy food at the
students are familiar with.
7 . A lot of people

are 8 in the street.

4 Where would you like to live? CLIL: Geography 67 54 CLIL: Geography

Unit 5 ➞ Workbook page 54

• The Workbook provides further reading and speaking Students explore a fascinating topic selected from primary
practice before leading into an extencodunetrydsidewritingviallacgetivity. scho4ol subjects across the curriculum. Students use the
stimulating introductory photograph to engage with
Lesson 5 2 Watch the video. the topic and share any knowledge they already have.
3 What can you see in the pictures? They then learn some new vocabulary and watch a short
Story and value towndynamiccitvy ideo, which is provided on the DVD with the
Teacher’s Book. Instructions for using the video and the
14 CD2 Read and listen. 3 What do 2 video script are provided on pages TB124–128.
10 Eggs, milk, we need? 4 • The Workbook provides further activities exploring the
chocolate …
2 Let’s make the cake. 13 Read and write the words. CLIL topic.There are more
chickens in the
My aunt Pat need Watch out so sorry likes making world than
likes making
cakes. OK. Here a b What do we Lessonpeop8le.
we are. My Aunt Pat ?
chocFoinladtae cake. CLIL project and evaluation
likes making
cakes.

Great! Let’s go 5 Look! It’s great! cFhinocdcaoaklaet.e Eggs, milk,
to her house! Great! Let’s go chocolate …
4 This is fun! to her house!
d
Oh, dear! Anna loves c Oh, dear! I’m Project Unit 5
chocolate cake! , Lucas! . 5 Make a mind map
Good job! Me, too! Evaluation
Anna! Stop that! Let’s add some Oh, no! for a town or a city.
chocolate eggs. 3 1 Read and match. Then answer the questions.
6 CLIL: Geography 67
Let’s put it in the … 7 Oh, dear! I’m Tom read a book b Cara
so sorry. a d
Watch out, Lucas! f
Oh, no! Me, too! 2 do the dishes
64 Value: Show forgiveness c 3 do homework
Come on. Let’s make
another cake. 14 Look at activity 13. Answer the questions. 4 listen to music
➞ Workbook page 52 e 5 make a cake
Where are the children going?
2 Does Aunt Pat like making cakes? Aunt Pat’s house. 6 drink juice
3 What do they need to make the cake?
4 What does Lucas drop? Does she like reading a book? Yes, she does.
5 Who’s sorry? 2 Does she love doing the dishes?
3 Does he like doing homework?
4 Does he enjoy drinking juice?

2 Look at activity 1. Complete the sentences.

52 Story Tom enjoys doing homework .

2 Tom loves , but he doesn’t like .
.
3 Cara loves .

4 Cara doesn’t enjoy , but she likes

Students reinforce and extend their 4leaWrhnerienwgoulfdayorutlhikee tro live? 3 Complete the sentences about 4 Guess what it is.
with a dynamic cartoon strip story featuring➞ Workbook page 54 the Guess this unit.
What! characters. Each story introduces a social value in
a light-hearted way, as well as a functional dialog that I can talk about .
students practice more fully in Lesson 6. 2 I can write about .
• The Workbook provides story sequencing and 3 My favorite part is .

comprehension activities as well as a values activity. Go to page 3 and circle the answer.

Lesson 6 55

Talk time and Say it! Students work together to do a simpleCLIL:Xxxxx 5p5 roject activity
linked to the CLIL topic. The project types vary from unit
to unit and include fact files, mind maps, craft activities,
a time chart, a menu, and a poster.
• Students then complete an evaluation in the Workbook.

Unit 5 Unit 5 Review lessons (after every second unit)

15 CD2 Listen and repeat. Then act. 15 Look and check the picture that shows the value: show forgiveness. Language is reinforced through real-life topics, such as
11 chocolate cake cheese sandwich carrot cake special school days, a summer camp, hobbies, and
sausage sandwich chicken sandwich vacations.
I’m so 2 Varied activities include word puzzles, task-based
2 sorry. That’s I’m so listening, reading and speaking tasks, and a full-page
OK. sorry. board game with clearly marked linguistic aims.
Let’s make a
Let’s make a chicken sandwich.
carrot cake.
✓
What do we need? 4
3 That’s
Eggs, milk, carrots … OK.
OK. Here we are. What do we need? I’m I’m
Bread, chicken … sorry. sorry.

16 Color the words that sound like teeth. Then answer the question.

tiger tree
mouth
Say it! bathroom teeth
sports
16 CD2 Listen and repeat. birthday thank Review Review Units 5 and 6
12 turtle you
Units 5 and 6 1 Look and answer the questions.
pets 1 Find the words in the puzzles Kiki 5 Play the game. 4 Look and write the verbs on the lists.
and match to the photographs.
Panthers learn to monthtoast od scitsanmyg 4
hunt three months Thursday
after birth. night 83
5
Jade 6

What’s this animal? yalp llabyellov Ben

panthers Does Ben enjoy playing Ping-Pong? Yes, he does. 2
2 Does Jade like playing Ping-Pong?
tae a hciwdnas James 3 Does Ben like reading?
netsil ot cisum 4 Does Jade love listening to music?
Evan 5 Does Ben enjoy playing the guitar? 7
6 Does Jade love playing the guitar?
➞ Workbook page 53 Function: Suggesting food to make Pronunciation: th 65 Value Pronunciation: th 53 do
do your homework
2 CD2 Listen and say Ben Jade 2
26 the names. 3
.
3 Read and say the names. 2 Look at activity 1. Complete the sentences. . 7 make
. 8
Students practice and customize a functional dialog, first She likes listening to music. Jade loves listening to music , but she doesn’t like . 4
introduced in the story and then applied in this lesson to 2 He goes to gymnastics 5
real-world contexts. By choosing words to substitute in the 2 Ben enjoys , but he doesn’t like 6
club on Tuesdays.
3 She plays volleyball after 3 Jade likes , but she loves play

school. 4 Ben loves , but he doesn’t like
4 He likes eating sandwiches.

4 Make your own word Clara 3 Answer the questions.
puzzles for your friend. Do you like playing Ping-Pong?

Choose indoor or 2 Do you like playing the guitar? 5 Look at activity 4. Write sentences.
outdoor activities: 3 Do you like making lunch?
hsaw eht rac 4 Do you like washing clothes? I in the afternoon.
ekam a ekac
79 64 2 I on Saturdays.

3 I like , but .
.
4 I enjoy , but
65
78 ➞ Workbook pages 64–65

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978-1-107-55687-4 – Guess What! American English Level 3 Teacher’s Book with DVD
Susannah Reed
Frontmatter
More information

CLIL (Content and Language Teachers can help students enjoy the CLIL sections in
Integrated Learning) Guess What! by doing the following:

Introduction Activating students’ prior knowledge
of the subject
The two Content and Language Integrated Learning
(CLIL) pages at the end of each unit in Guess What! Use the stimulating one-page photograph in the first
are selected from primary school subjects across the CLIL page and the learner-friendly video to find out
curriculum. The subjects chosen for Levels 3 and 4 are what students already know about each CLIL topic. Ask
the popular CLIL subjects of art, geography, math, gym, students closed questions and then an open question to
science, history, and music. With the CLIL pages, teachers help develop thinking skills. For example, in Level 3 Unit 1
can develop students’ understanding of age-related What types of animals are nocturnal? ask:
subject concepts while also developing their English 1 Can you see these animals in the morning? (revisiting
language skills.
morning from earlier in this unit)
In order to integrate content and language meaningfully, 2 Can you see a bird or a fish? (recognizing and
each CLIL subject is supported with a short, dynamic
video. Students can therefore watch and listen to highly identifying vocabulary presented in previous levels)
contextualized, supportive CLIL input chosen from the real 3 What animals can we see at night? (establishing if
world outside the classroom. This innovative approach
provides a language-rich experience and develops students know this concept)
students’ listening skills while they process subject content. Finding out what students already know about subject-
The video and book activities also develop students’ specific vocabulary at the start of a CLIL lesson is a stage
thinking processes by helping them: when many students want to use their first language (L1).
If students use L1 to say some words related to the CLIL
• understand, recognize and produce new subject- topic, translate into English.
specific vocabulary (Activity 1).
Word-level support
• develop lower-order processing skills, such as
remembering, identifying, and comparing new New vocabulary presented in the CLIL sections needs to be
subject-specific vocabulary presented in the Student’s revisited because it is important students can produce new
Book and then seen in the video (Activity 2). language clearly and with confidence. You can achieve
this by playing the videos more than once and by doing
• recognize new concepts and interpret what is shown the following:
in the pictures (Activity 3).
• Turning off the sound, pausing the video, and asking
• develop higher-order processing, such as critical and students to repeat new vocabulary slowly/quickly/
creative thinking (Activity 4). quietly/loudly.

• generate ideas through planning and producing • Pausing the video and eliciting new words through
subject-specific projects (Activity 5). mime or questioning.

What is new and different about CLIL in Guess What! • Making flashcards to show the new CLIL vocabulary
Levels 3 and 4 is that students build on their knowledge in a different order from that presented in the book
of subject concepts presented in the Student’s Books and or video.
videos for Levels 1 and 2. Students also build on their
subject knowledge as they work through Levels 3 and You could compare some new CLIL vocabulary with words
4. Many of these subject concepts match what young in the L1, e.g.
learners study in their L1 curriculum. An example is the
subject of geography: • Unit 8: starfish and octopus
Ask students Do they sound the same? Do they look the
• Level 1: Students identify continents from a basic, same? If there are students from other countries, find out
colorful world map. the words in their languages in order to focus on culture
as well as language.
• Level 2: Students locate places in a town using a
simple grid. Sentence-level support

• Level 3: Students find out about different habitats Encourage students to communicate new CLIL vocabulary
from around the world. in sentences, using grammar presented in the Student’s
Book. Provide sentence starters, fill-in-the-blank choices
• Level 4: Students explore extreme weather conditions (e.g., is/isn’t, are/aren’t) or substitution tables, so students
around the world. feel confident when speaking.
You will need to provide students with plenty of support
The development of subject concepts across all levels for CLIL; they may need less support by the time they are
of Guess What! ensures that students deepen their using Level 4.
knowledge of both geography content and the English
language. The CLIL topic is related to the theme of each
unit in the main Student’s Book.

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978-1-107-55687-4 – Guess What! American English Level 3 Teacher’s Book with DVD
Susannah Reed
Frontmatter
More information

Schedule fit

There are 80 lesson plans provided in the teaching notes of Guess What! Level 3. These consist of eight lessons in
each of the nine teaching units and eight review lessons. Each teaching unit has one vocabulary lesson, two grammar
lessons, one story lesson, one skills lesson, one functional language and pronunciation lesson, one CLIL lesson, and one
additional optional lesson for the CLIL project and evaluation.
The course is aimed at teachers with classes of between two and four lessons per week (75–150 lessons per year). Extra
materials provided on the Teacher’s Resource CD-ROM can therefore be used to adapt the material to these different
needs, along with the many ideas for Extra activities in each unit (pages TB111–123) and in the Games bank (pages xiv–
xvii).
Use these ideas to help you tailor the course to your own teaching situation. Each additional lesson type provides nine
lessons (one per unit) unless otherwise stated.

Additional Description Three lessons Four lessons
lesson type per week per week
Introduction Use the opening photographic spread for each unit, along with the (115 per year) (150 per year)
Evaluation flashcards, to pre-teach the new vocabulary. Use ideas from the
Test and Games bank (pages xiv–xvii) for preparatory vocabulary work. ✓
reinforcement Use the evaluation at the end of the unit in the Workbook. Use
Portfolio ideas from the Extra activities (pages TB111–123) or the Games ✓
bank or extra worksheets from the Teacher’s Resource CD-ROM.
Progress to Use the End of unit test in the Teacher’s Resource CD-ROM. Reward ✓✓
fun students with activities from the Games bank when they have
Picture completed the test. Extra vocabulary and grammar worksheets ✓✓
dictionary from the Teacher’s Resource CD-ROM can also be used.
Creativity A portfolio is a large folder or box in which students store work ✓✓
IT they produce throughout the year. Use ideas from the Extra
End-of-term activities or the Games bank to review work and then encourage ✓
test (four students to add any worksheets, posters or other materials to their ✓
lessons) portfolio. ✓✓
Class Use ideas from the Extra activities and the Games bank, including ✓✓
celebration the more time-consuming ideas, such as craft activities, research ✓✓
(one lesson) projects or class trips. Students can also repeat their favorite ✓
End-of-year activities.
show (six Use the picture dictionary in the Workbook, the flashcards and
lessons) word cards, and ideas from the Extra activities or the Games bank.
The extra vocabulary worksheet from the Teacher’s Resource CD-
ROM can also be used.
Base this around one of the craft activities suggestions in the
Extra activities.
These lessons should be conducted in an area where you have
access to computers. Use the Online Resources or base this on a
research project from those suggested in the Extra activities.
Use the test from the Teacher’s Resource CD-ROM after each
Review.

Prepare an end-of-course certificate for each student and have a
ceremony where you hand these out. Students can customize their
certificates by writing key things they’ve learned and their learning
aims for next year.
Rehearse and perform a class show. Students can present their
work, perform songs or chants, or act out the story. They can also
design invitations and programs.

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