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Carol Read and Ana SoberónCourse consultants

Elisenda Papiol and Maria Toth

Teacher’s Notes

E N G L I S H

E D I T I O

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Syllabus 4

Introduction

– Who BugsWorld is for 14

– Description of the course materials 16

– Key features of the approach in Bugs World 5 18

– Evaluation in Bugs World 5 21

– The approach to classroom management 22

– Guidelines to using the Internet 22

– Involving parents or carers 23

Teaching Notes

Meet the Bugs Band 24Unit 1 34

Unit 2 60

Unit 3 85

Unit 4 110

Unit 5 135

Unit 6 161

Unit 7 186

Unit 8 211

Halloween 236

Christmas 241

Carnival 245

Christmas card 249

Carnival mask 250

Contents

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Unit Learning objectives Main language children

use

Recycled language

Meet the

Bugs Band

• Identifying the Bugs Band (C1, C3)

• Greeting people and saying goodbye (C1, C5)

• Listening to and singing a song (C1, C6)

• Asking about and saying things you love (C1,C6)

• Saying how to spell words (C1, C7, C8)

• Asking and saying the month of yourbirthday (C1, C8)

• Reading personal descriptions (C1)

• Writing a personal description for your Bugsproject file (C1, C6, C7, C8)

• Revising language from the 2nd cycle (C1,C7, C8)

• I love … What about you?

• music, football, basketball, clothes,trainers, computers, technology,nature, animals

• When’s your birthday?

• Hello / Goodbye

• What’s your name? I’m …

• How are you? Fine,thank you.

• I’m … , I’ ve got … ,• tall, short, big, curly

• hair, eyes, glasses

• I live in …

• Are you … ? Yes, I am. / No, I’m not.

• sing, play

• When’s your birthday? In … .

• Months of the year

• Colours

• The alphabet

1 Pop

competition

• Asking and answering questions about

yourself (C1, C6, C7)• Saying what you and other people do and

like (C1, C5, C8)

• Expressing how well people do things (C1,C8)

• Expressing personal opinions (C6, C8)

• Listening to and reading the story (C1, C6,C8)

• Answering questions about the story (C1, C6,C8)

• Listening to and singing the songs (C1, C6)

• Listening to short dialogues (C1, C7)

• Reading about different types of music (C1,C6)

• Writing about a famous person for yourBugs project file (C1, C6, C7, C8)

• I practise, play

• She runs / flies / sings / dances /turns round / talks / laughs / jumps / listens / likes / goes

• guitar, keyboards, harmonica,drums, trumpet, piano, violin, flute

• badly, well, very well, brilliantly

• pop star, skateboard, queen, king

• bus, bus stop, mobile

• music, orchestra, soloist, composer,costumes, rhythm

• classical music, folk music, rap, pop music, opera, jazz

• He/she lives in Ireland / Jamaica/ Australia

• banjo, steel drums, digeridoo

• instrument, competitions, festivals

• indigenous, percussion / stringed /wind instrument

• See you soon

• Do you … ? Yes, I do. /

No, I don’t.• green eyes, long brown

hair

• She’s/He’s got … / It’s … .

• great, fantastic, funny, favourite

• mother, father, sister,brother, grandmother, grandfather

Bugs World 5 – Syllabus

Basic competencies keyC1: Competency in linguistic communication.

C2: Competency in mathematics.

C3: Competency in knowledge of and interaction with

the physical world.

C4: Competency in the use of new technologies.

C5: Competency in social awareness and citizenship.

C6: Competency in artistic and cultural awareness.

C7: Competency in learning to learn.

C8: Competency in autonomous learning and personal

initiative.

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Receptive language Pronunciation Socio-cultural aspects Cross-curricular

content

• guitar, keyboards, harmonica,drums, manager

• Is that … ? This is …

• How do you spell … ?

• I’m phoning about the pop

competition on TV.

• Interest in a new English book (C6, C7)

• Pleasure in talking about yourself inEnglish (C1, C5, C8)

• Awareness that nicknames exist inEnglish-speaking cultures (C6)

• Care in writing an accurate personaldescription (C1, C7, C8)

• Determination to make an effort (C7, C8)

• musical instrument, TV studio,

pop music competition, winner • (Dave) phones (Cool)

• excited, nervous, terrible

• … goes slowly, stops

• Everybody get off

• Sorry!

• It’s our turn now!

• Don’t worry!/Well done! Be careful!

• World of …

• Listen to me

Comparing / b/ and

/v/, as in big andvideo

• Respect for and interest in other people

(C5, C6)• Appreciation of different musical

instruments (C6)

• Awareness of competitions on TV indifferent cultures (C5)

• Pleasure in doing research for your Bugsproject file (C1, C4, C7, C8)

• Willingness to review learning (C7, C8)

Music: Different types

of music (C6)

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use

Recycled language

2 A

twinning

project

• Identifying countries (C1, C3, C6, C8)

• Asking and saying where you, other peopleand food are from (C1, C6, C8)

• Asking and saying what the weather is like(C1, C3, C8)






• Reading about different countries (C3, C6)

• Writing about a country for your Bugsproject file (C1, C3, C6, C7, C8)

• Where are you from? I’m from … .

• Where’s he / she from? He’s / She’s from … .

• France, Morocco, Brazil, the USA, Argentina, India, China, the UK

• Asia, Europe, North Africa, South America, Canada, Ireland, Australia, Portugal

• England, Wales, Scotland, Northern Ireland

• land, air, water, space, the earth

• north, south, country, mountains,city, village

• winter, spring, summer, autumn

• project, email, website, computer

• Let’s celebrate!

• festival, lanterns, sweets

• raise / give (money), worried

• rice, tea, potatoes, tomatoes, wheat

• turkey, coconut, pie, spices, pancakes, potatoes

• ingredients

• toss

• Can you name thecountry? Yes, I can. / No, I can’t.

• what, where, when

• What colour is … ?

It’s … .• What’s the weather like? It rains, It’s cold / warm/ sunny / dry / hot /cloudy / windy / fine

• He’s / She’s got … .

• Spain

• apples, oranges,bananas, grapes

3 Raft

rescue

• Identifying sports (C1, C3, C7, C8)

• Asking and saying days, dates and times ofsports and other events (C1, C7, C8)




• Saying sports you want to try (C1, C6, C8)



• Reading about sports (C5, C6, C8)

• Writing about three sports for your Bugs project file (C1, C6, C7, C8)

• When’s … ? It’s in / on / at … .

• I want to try / go …

• You need …

• sports, swimming, cycling, ice-skating, surfing, sailing, rockclimbing, rafting, water-skiing

• wetsuit, lifejacket, rope, helmet,surfboard, raft, oars, water-skis,waves

• waterfall, log, rock, river,helicopter

• team sports, Australia

• cricket, Australian Rules Football,netball

• teams, player, bat, leather, court, post, field

• popular sports, dangerous

• safety belt, special shoes

• lakes, seaside, boat

• I think … , It’s … .There’s a … .

• play, go, learn, want

• football, basketball,tennis

• lunch, break

• fun, fantastic, brilliant, great

• big, cold, wet, hungry,

warm, dry• teacher, mobile

• Months of the year,seasons

• Dates and ordinalnumbers, days of theweek

• Festivals, schoolsubjects




the physical world.






initiative.

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content

• people, customs

• Diwali, festival of light

• When I’m with you

• How can we help?

• Look at this! • This is brilliant!

Comparing /w/ and/wɛ/, as in weatherand when

• Awareness of differences betweencountries and cultures (C3, C5, C6)

• Respect for and interest in other people(C5, C6)

• Pleasure in doing research for your Bugs

project file (C1, C4, C7, C8)• Confidence in your ability to communicate

in English (C1, C7, C8)

• Enjoyment in being able to talk aboutdifferent countries (C6, C7, C8)

Geography: Food andweather around theworld (C3, C5)

• Keep calm! Don’t panic!

• It’s too late.

• rescue, urgently, dark, noise

• There’s a lot to do.

• What an adventure!

• Come on everyone.

• What does he/she want to try?

Comparing andproducing initial /s/before consonantsand vowels, as inskating and S unday

• Awareness that activity camps for youngpeople exist in different cultures (C5, C6)

• Interest in a superstition about a date (C5,C6)

• Enjoyment in finding out about differentsports (C4, C5, C6, C8)

• Awareness of the importance of safety insport (C3, C5)

• Pleasure in expressing personal opinionsin English (C1, C7, C8)

Physical Education:

Popular sports (C6)

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use

Recycled language

4 The

amazing pet

• Identifying and describing animals (C1, C3,C7, C8)

• Spelling the names of animals (C1, C8)

• Asking and answering questions aboutanimals (C1, C3, C8)




• Doing a quiz about animals (C1, C3, C7, C8)


• Reading about animals (C3, C7, C8)

• Writing about an animal for your Bugsproject file (C1, C3, C7, C8)

• bat, koala, eel, lizard, ostrich, frog, monkey, spider

• river, net, bucket, bath

• teeth, fruit, leaves, web, grass,blood

• boring, sweet, amazing, delicious

• It’s sweet

• beetles, insects, ladybirds

• see, communicate, lift, weigh

• land, water

• wings, antennae

• chemical, strong

• Animals, colours

• Does it (live) … ? Yes, itdoes. / No, it doesn’t.

• Is it … ?

• It’s … . / It’s got … .

• Let’s go to … .

• live, like, swim, climb,walk, run, jump, eat, fly,move

• frog, bat, spider, monkey, pet, fish, rabbit

• house, garden,bathroom, kitchen,bedroom

• big, small, long

• legs, wings, arms, eyes,ears, nose, tail, tongue

• The alphabet, numbers

• Colours, continents,countries

5 The

Queen’s

crown

• Identifying things in the street (C1, C3, C6,C8)

• Asking and saying what you are doing (C1,C7, C8)

• Asking and saying where people and thingsare (C1, C3, C7, C8)

• Giving and following directions (C1, C3, C8)



• Listening to and saying a rap; listening toand singing a song (C1, C6)


• Reading about famous cities (C6, C8)• Writing about a city for your Bugs project

file (C1, C3, C6, C7, C8)

• Go straight on, Turn left / right

• near, opposite, between, under, on,at

• traffic lights, zebra crossing, busstop, bench, underground, pavement, bridge

• map, tourist

• crown, pram

• missing, hiding

• police

• famous, cities, population,language

• capital, port, stadium, cathedral,

• fan

• I’m walking / looking /saying / standing /waiting / sitting

• Are you … ? Yes, I am. / No, I’m not.

• Where’s … ? It’s in / on /under … .

• There is / are … .

• bus stop, museum,library, park, shop,theatre, cinema,restaurant, café

• city, people, man,woman, lady

• big, small, old, young,

beautiful

• Queen

• house, garden, bedroom

• the USA, the UK, England, Scotland,Wales and Northern Ireland




the physical world.






initiative.

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content

• I can’t see any … .

• I can see something!

• Wait! / Be quiet! / Quick!

• Let’s cook the …

• … take home• tank, journalists

• favourite, shy, fierce, sharp, hairy

• There’s a lot to see and do

• Guess what …

• vampire, pygmy, tarantula, okapi

• Come on

Comparing

/ɪ/ and /iː/, as in f ish and ee l

• Interest in the story of an unusual pet (C6)

• Pleasure in inventing a pet (C6, C7, C8)

• Interest in facts about animals (C3, C7, C8)

• Enjoyment in talking about animals inEnglish (C1, C7, C8)

• Interest in researching an animal for yourBugs project file (C1, C3, C4, C7, C8)

Natural Science:

Amazing animal facts(C3)

• The (crown) is missing

• It is worth millions of pounds

• It’s the place I want to be.

• There’s a lot to see and do

• British Museum, Big Ben, Towerof London, Buckingham Palace,Green Park, Westminster Bridge

• Statue of Liberty, Empire State Building, Times Square

• Hurry! Quick!

• Are you sure

Comparing wordstress in two- andthree-syllable words,as in tourist andmuseum

• Interest in the English-speaking world (C6)

• Enjoyment in learning about famous cities(C3, C6)

• Pleasure in recognising historicalbuildings and monuments (C3, C6, C8)

• Awareness of cultural diversity in bigcities (C5, C6)

• Pleasure in doing research for your Bugsproject file (C1, C4, C7, C8)

Geography: Famous cities (C3, C5,C6)

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use

Recycled language

6 Volcano! • Identifying natural geographical features(C1, C3, C8)

• Describing natural geographical features(C1, C3, C8)

• Asking about and comparing natural

geographical features (C1, C2, C3, C7, C8)• Listening to and reading the story (C1, C6,

C8)





• Reading about natural geographical features(C3, C7, C8)

• Writing about geographical features in yourcountry for your Bugs project file (C1, C3, C7,C8)

• river, volcano, mountain,waterfall, desert, glacier, island,lake

• The (volcano) is higher than the(mountain).

• bigger, hotter, smaller, colder,higher, longer, taller, shorter, faster,louder, wider, stronger

• fire, lava, smoke, rocks

• village

• hole

• fields

• erupts

• glacier, ice, mountains, iceberg

• Arctic, Antarctic

• particles, extinct

• deep, wide

• harbour

• wonder

• There’s a … .

• Is it … ?

• It’s like a … .

• river, mountain

• hot, cold, big, small, tall,short, long, fast, high

• noise, worried, feet

• Brazil, Mexico, Africa,the USA

• children, grandchildren

• Numbers

7 Champion • Identifying vocabulary related to the story(C1, C8)

• Asking and saying what animals are doing(C1, C7, C8)

• Asking and talking about the past (C1, C6,C8)




• Listening to and saying a rap; listening toand singing a song (C1, C6)

• Listening to short dialogues (C1, C7)• Reading about interesting and successful

people (C6, C7, C8)

• Writing about when you were young for yourBugs project file (C1, C6, C7, C8)

• jockey, horse, stable, race, crowd,champion

• inventor, machine, dishwasher,television, Internet, space

• brave, proud, excited, nervous,rich, poor, scary, fun, noisy, shy, fast

• determined, brilliant, creative

• accident, hospital, ill

• groom, racehorse, owner

• What was your … ?

• ancient Egyptians, inventions,civilization

• clock, anatomy, obelisk, BC,shadow, length, paper, herb

• What’s it doing? It’srunning / jumping / falling / stopping /eating / kicking

• small, happy, worried, fast, young, noisy

• My favourite toy / game/ place was …

• chicken and chips

• bike, car, teddy bear, doll

• I liked / loved

• School subjets

• Animals

• Numbers

8 Fact or

fantasy?

• Identifying vocabulary related to the story(C1, C7, C8)

• Asking and saying where something was(C1, C7, C8)

• Asking and talking about events in the past(C1, C6, C8)






• Reading about mystery creatures (C6, C8)

• Writing an invented expedition diary foryour Bugs project file (C1, C6, C7, C8)

• cave, camp, bush, track, tree, rock, footprints

• enormous, hairy, tall, scary, loud,strong

• I walked / climbed / stayed /called / noticed … .

• Did you … ? Yes, I did. / No, Ididn’t.

• It moved / followed / attacked /(dis)appeared … .

• It looked like … .

• expedition, the Himalayas

• Greek mythology

• fantastic creatures, labyrinth

• bull, goat, horse, snake, lion

• rider

• giant, wild

• mystery

• sea creature, dragon, monster

• octopus, lizard, giant squid

• century

• Where was … ? It was in/ on / near / behind /under … .

• small, big, tall, long,strong, loud, scary

• feet, arms, legs, neck

• bear, gorilla, lizard,dragon, dinosaur,monster

• eat, walk, climb, listen,

look, stay, want, follow,ask, watch, play, live,talk, look, shout, stop

• in, near, on, under,behind

• rock, mountain, tree, sea

• TV, football, cards,basketball, music

• Numbers

• Measurements

• Days of the week




the physical world.






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content

• … suddenly wakes up …

• What’s happening?

• … the floor is moving …

• escape

• twenty years later …• metres

• Do you know why?

• Be happy!

• It’s scary

• the Grand Canyon, Rio de Janeiro Harbour, Victoria Falls, the Aurora Borealis, Paracutin

Comparing/ ɒ/ and /ɔː/, as involcano andwaterf all

• Interest in natural geography (C3)

• Curiosity in finding out about naturalgeography (C3, C8)

• Respect for the natural world (C3, C5)

• Pleasure in doing research for your Bugs

project file (C1, C4, C7, C8)

• Pleasure in comparing geographicalfeatures in English (C1, C3, C7, C8)

Geography:

Natural geographicalfeatures (C3)

• My favourite person was you.

• Everyone was sure that … .

• The race was very close … .

• It was a dream come true.

• In the 1930s … .

Comparing /ʧ / and/ ʃ /, as in champion and shirt

• Interest in a true story in the past (C6)

• Pleasure in talking about your own past inEnglish (C1, C6, C8)

• Respect for the differences in otherpeople’s pasts (C5, C6)

• Pleasure in reading about interesting andsuccessful people (C1, C5, C6, C8)

• Pleasure in learning about an ancientcivilisation (C6, C8)

• Recognition of the value of making aneffort (C5, C6)

• Pleasure in writing about yourself for yourBugs project file (C1, C6, C7, C8)

History: Interesting

people (C6)

• Come here, please!

• What was (the creature) like?

• Luckily it turned away … .

• part human

• I’m sorry I was angry. Can we be friends?

• the kraken, komodo dragon, Loch Ness monster

• centaur, minotaur, chimera,

pegasus

Comparing initial / j/ before vowels

• Interest in fact and fantasy (C6)

• Respect for the opinions of others (C5, C6)

• Enjoyment in finding out about mysteryand mythological creatures (C6, C7)

• Satisfaction in being able to talk about pastevents in English (C1, C7, C8)

• Pleasure in inventing an expedition diaryfor your Bugs project file (C1, C6, C7, C8)

Social Science:

Mystery creatures (C3,

C6)

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use

Recycled language

Halloween • Identifying vocabulary related to Halloween(C1, C6, C8)

• Saying things you can do at Halloween (C1,C6, C8)

• Asking and saying what you want to do at

Halloween (C1, C5, C6, C8)• Listening to and saying a Halloween rap (C1,

C6)

• Reading about Halloween (C5, C6, C8)

• Following a Halloween recipe (C1, C7, C8)

• Halloween

• festival

• traditional

• bucket

• lantern• candles

• costume

• You can make / play /wear … .

• It’s from Ireland

• You can be … .

• witch, ghost, skeleton,

monster, bat

• hands, back, eyes, nose,mouth

• … o’clock

• On 31st October

• pumpkin, apples

Christmas • Identifying vocabulary related to Christmas(C1, C6, C8)

• Asking and saying what you do and eat atChristmas (C1, C5, C6, C8)

• Saying what other people do and eat atChristmas (C1, C5, C6, C8)

• Listening to and singing a Christmas song(C1, C6)

• Reading about Christmas around the world(C5, C6, C8)

• Writing about what you do and eat atChristmas (C1, C5, C6, C7, C8)

• What does he / she do / eat atChristmas?

• What do you do / eat atChristmas?

• Christmas Eve

• Finland, Argentina, the USA

• special dinner

• casserole, barbecue, lunch, turkey, pudding, dessert

• Christmas, day, tree, present, dinner, lunch

• I’m / He’s / She’s from … .

• eat, go, stay, do, open

• people, children

• walk, talk, laugh, play

• family, grandmother • the USA

• the city

Carnival • Identifying vocabulary related to Carnival(C1, C6, C8)

• Saying how people celebrate Carnival indifferent countries (C1, C5, C6, C8)

• Listening to and singing a Carnival song(C1, C6)

• Reading about Carnival around the world(C5, C6, C8)

• Following a recipe to make a Carnival drink(C1, C7, C8)

• celebrate, carnival

• costumes, masks, parades

• canals, streets

• swing, clap, shake, tap, turnaround

• months of the year

• sing, dance, wear, come, go

• There are … .

• hair, hands, arms, feet

• music, song, band

• paper, competition

• orange, apple,strawberry, pineapple,banana

• Brazil, Italy, Spain, England

• hips, arms, hands, hair, feet




the physical world.






initiative.

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content

• originally

• celebrate, protect

• put, dry, separate

• seeds, pulp, bowl, oil, salt,microwave

• It’s midnight!

• Please come, too.

• Interest in finding out about Halloweentraditions (C5, C6, C7, C8)

• Awareness that many people celebrateHalloween (C5, C6)

• Enjoyment in saying what you want to do

at Halloween in English (C1, C5, C6, C7, C8)

Cross-cultural content:

Halloween traditions(C5, C6)

• decorate

• special

• roast

• Everyone’s excited

• Interest in finding out about Christmasaround the world (C5, C6, C7, C8)

• Awareness that people celebrate Christmasin different ways (C5, C6)

• Enjoyment in talking about what you doand eat at Christmas (C1, C5, C6, C7, C8)


Christmas around theworld (C5, C6)

• Many people celebrate / go …

• put, add, cut, stir, try

• juice, jug, drink, mint, ice

• Delicious!

• Interest in finding out about Carnivalaround the world (C5, C6, C7, C8)

• Awareness that people celebrate Carnivalin different ways (C5, C6)

• Enjoyment in singing a Carnival song (C6,C7, C8)


Carnival around theworld (C5, C6)

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• to encourage the pupils to be actively constructivein their learning

• to contribute to the development of the whole child(physical, social, emotional, psychological and

cognitive)

• to maintain the motivation of the pupils forlearning English by providing interesting and

challenging materials, appropriate to this age group

1.3 Components of Bugs World 5

Pupil’s Book 72 full-colour pages containing an

introductory unit, eight story-based units and

material for three festivals (Halloween, Christmas and

Carnival). Each main unit comprises eight pages,

which include a double-page story, a double-page of

CLIL and cross-cultural material, three pages of

activities and a Language guide.

Activity Book 96 pages providing a wide range of

activities for all the units and festivals which are fully

integrated with the Pupil’s Book tasks. At the end of

each unit there is a review lesson and a Bilingual

Dictionary of the main vocabulary learnt in the unit.

At the end of the Activity Book there are eight pages

of Grammar Practice, providing extra practice of the

grammar learnt in each unit of the Pupil’s Book.

Grammar Booklet Sixteen pages providing

grammar practice activities that consolidate and

extend the pupils’ awareness of target language.

Stories and songs CD A CD containing all thestories, songs, raps and chants for Bugs World 5 is

included with the Activity Book for each pupil. This

enables pupils to listen to and learn the stories, songs,

raps and chants at home, and to ‘teach’ them to their

family and friends.

CD-ROM A CD-ROM of multi-level, interactive

activities and games which relate to each unit is also

included with the Activity Book for each pupil. This

can be used independently, either in class or at home.

The CD-ROM is an attractive, additional component

which motivates pupils to practise and extend theirlearning. It can be used to cater for differentiation,

providing reinforcement as well as extension

activities, and helps pupils develop phonological

awareness and improve on their reading and writing

skills.

Class audio CDs The class CDs contain recordings of

all the stories, songs, raps, chants and other listening

activities that are included in Bugs World 5 . All the

songs are followed by instrumental ‘karaoke’ versions

to be used when the pupils are familiar with the

words.

Introduction

1 Who Bugs World is for

Bugs World is a six-level, story-based course for pupils

who have initial or no previous knowledge of English.

It is designed to develop confidence and competence inusing English at a young age and to provide solid

foundations in language skills to equip pupils for

future study in ESO. The course takes pupils from

primero through to sexto over a period of six school

years.

1.1 The main aims of Bugs World

• to develop interest and enjoyment in learningEnglish

• to promote an active desire in the pupils tocommunicate in English

• to reflect the interests, ages and stages ofdevelopment of the pupils appropriately in each

level of the course

• to develop language skills in a systematic,appropriate and fully integrated way over the six

levels

• to link learning English with other areas oflearning at primary school, including new

technologies and multi-media

• to promote responsible, independent and reflectivelearning

• to foster appreciation, interest, curiosity and respecttowards the target language, its peoples and cultures

• to provide a solid foundation for future studies interms of the development of language skills,

vocabulary, pronunciation and grammar

• to combine a clear and lively methodologicalapproach with materials which are interesting,

enjoyable and motivating at each level

• to pay particular attention to the introduction andgradual, systematic development of reading and

writing skills

1.2 The main objectives of Bugs

World 5

Within the overall aims of Bugs World , the main

objectives of Bugs World 5 are:

• to provide continuity and progression in the pupils’learning from Bugs World 4

• to use stories to contextualise target language andto provide opportunities in which language transfer

can take place, both in activities and in general in

the classroom

• to engage the pupils in sufficient reading activitiesto prepare them for simple writing tasks in thiscycle and for further writing output in Bugs World 6.

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• Mixed-ability Worksheets A six-page section perunit, an Answer Key and a Student’s Record Sheet.

The Mixed-ability Worksheets are divided into three

pages of reinforcement activities and three pages of

extension activities. They provide additional

practice of the main language in the Pupil’s Book

and can be used as self-access material in class, or as

homework or holiday work.

• Grammar Practice Worksheets Two GrammarPractice Worksheets per unit – one on recycled

grammar, and one on grammar presented in the unit.

This section also includes an Answer Key.

• Extension Vocabulary Worksheets An eight-pagesection, one page per main unit with two activities to

practise the optional extension vocabulary

highlighted in the Teacher’s notes. This section also

includes an Answer Key.

• Macmillan Children’s Readers Worksheets Two

worksheets per reader, to be used optionally withthe readers which accompany Bugs World 5:

London/A Day in the City, Dangerous Weather/The

Weather Machine, Penguins/The race to the South

Pole, Castles/King Arthur’s Treasure and Volcanoes/

The legend of Batok Volcano. An Answer Key is

included.

• DVD Worksheets This is a thirty-page section ofactivities which can be used with the DVD for Bugs

World 5 . It includes a syllabus and audioscripts.

• Evaluation A 102-page section including thefollowing photocopiables:

Diagnostic test (formal assessment)

Unit tests (formal assessment) Term tests (formal assessment) End-of-year test (formal assessment) Tests Answer Key Tests audioscripts Teacher’s evaluation of a unit (informal assessment) Assessment of individual child (informal assessment) Class assessment sheet (informal assessment) Self-evaluation worksheets (Portfolio) Language Passport (self assessment)

Language Biography (self assessment) Dossier (self assessment)

• Bugs World theatre End-of-Year Play A 14 pagesection with photocopiable material to accompany

the Bugs World End-of-Year Play Dracula’s Castle. It

includes 11 pages of activities, a 2 page test and can

be used at the end of the year to review language in

a fun way involving the whole class.

• Bugs World 5 End-of-Book certificate To beawarded to pupils on completion of the course.

DVD There is also a DVD to accompany Bugs World 5 .This contains a variety of material which relates to

the content of each unit, including animation, real-

life sketches and songs acted out by pupils.

Story and grammar posters A pack of eight full-

colour posters is included as part of the materials.

These can be used to tell the stories to the class for the

first time. They have the illustrations for each story

on one side, without any text. On the other side is an

enlarged version of the Grammar Bug table from

Lesson 3 of each unit in the Pupil’s Book, and also a

recycled grammar table, showing language included

in the unit which is recycled from previous levels of

the course. Both tables are extended to include further

pronouns.

Flashcards A pack of sixty-four full-colour flashcards

illustrating key vocabulary is included to support

pupils’ learning. Detailed instructions for using the

flashcards are given in the teaching notes for each

unit.

Word cards A pack of sixty-four word cards, showing

the same key vocabulary as illustrated on theflashcards, is also included. Detailed instructions for

using the word cards are given in the teaching notes

for each unit.

Teacher’s Notes These aim to provide detailed and

comprehensive support for teachers using Bugs

World 5 . The inclusion of facsimile pages of the

Pupil’s Book and Activity Book makes it very

convenient and easy to use in class. The Teacher’s

Notes include:

• Bugs World 5 Syllabus

• Introduction• Teaching Notes These contain a Unit Map with thesyllabus objectives for each unit, followed by

detailed, step-by-step guidelines for teaching all

lessons, including lesson aims, materials, routines

for starting, developing and ending lessons,

suggested language to use and audioscripts. The

Teaching Notes also include extra classroom

activities and homework tasks at the end of each

lesson. The homework tasks can be adapted for use

with fast finishers in class time, as necessary.

• Photocopiable cut-outs for the Christmas andCarnival lessons

• DVD scripts These are included at the end of Units1 – 8 and provide the scripts for the optional DVD

activities.

Photocopiable Resources CDs The Bugs World 5

Photocopiable Resources CDs contain worksheets for

mixed-ability, extension vocabulary and grammar,

cut-outs for communicative grammar practice,

Macmillan Children’s Readers and evaluation

worksheets. The CDs contain the following material:

• Letters to parents/carers Letters which you cansend to parents and /or carers at the start of each

unit outlining the approach in Bugs World 5 and

suggesting ways to support the pupils’ learning.

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speaking world. The reading texts also provide a

springboard for the final activity in each unit, when

pupils research and write a short project based on a

chosen topic.

2.3 The syllabus

The syllabus of Bugs World 5 continues to build on

and extend pupils’ knowledge and skills in a

systematic and gradual way. It establishes close links

throughout to the eight basic competencies. It also

aims to recycle language introduced in previous levels

of the course. Special attention is paid to the

introduction of new grammatical structures, which

are always carefully graded and linked to

contextualised language use. The lexical syllabus for

receptive understanding and production is generated

by the stories, songs and reading texts. It provides a

core of relevant and useful vocabulary, as well as

allowing different levels and rates of acquisition totake place. There is continued emphasis on the

development of interactive oral/aural skills, as well

as emphasis on developing pupils’ reading and

writing skills through a variety of text types and

tasks.

2.4 The teaching programme

The number of teaching hours in Bugs World 5 is

designed to be flexible, to suit all teaching situations,

and can be extended by use of the extra activities on

the Photocopiable Resources CDs.

A suggested plan for teaching Bugs World 5 during the

school year is:

Term 1: Units 1, 2, 3, Halloween, Christmas

Term 2: Units 4, 5, 6, Carnival

Term 3: Units 7, 8

2.5 The organisation of the units

The eight units in the Pupil’s Book and Activity Book

follow a similar format to facilitate classroom work.

Each unit consists of seven lessons.

Lesson 1 – This lesson introduces pupils to the keyproductive vocabulary of the unit. Pupils sing a song,

which contextualises the vocabulary and introduces

the theme of the unit. They also play a simple ask and

answer game which familiarises them with the new

vocabulary as well as using recycled language.

Follow-up activities using the new vocabulary and

recycled language are included in the Activity Book.

Lesson 2 – In this lesson pupils listen to the story and

do a pronunciation activity. The poster is used to

create interest and encourage the pupils to predict

what will happen in the story. The pupils listen to the

story for the first time while looking at the story

poster, and answer questions to check comprehension.

Suggestions for when to use the DVD are given in the

teaching notes for each unit

Website This six-level site can be used diagnostically

for setting homework, and to follow class and

individual progress. It provides an invaluable tool for

the teacher and develops pupils’ competency in the

use of new technologies (see list of basiccompetencies for the LOE C4). With ten activities per

unit plus a review activity for Bugs World 5 , pupils

work on the key vocabulary and structures of each

unit through seven different and engaging activity

types. Pupils can check their scores and progress as

they do each activity.

Interactive Classroom Digital Books Interactive

Classroom consists of digital versions of the Pupil’s

Book and Activity Book. Selected pages and key

activities can be focused on for effective front of class

presentation with the Pupil’s Book, and the Activity Book has all the answers completed in red which is a

useful tool for front-of-class checking and correcting.

The audio files, stories, songs and listening activities

are also included and can be used without the need for

the class CD.

2 Description of the coursematerials

2.1 The Bugs Band

In Bugs World 5 , the Bugs characters reflect the age of

the learners and comprise a lively pop group, the Bugs

Band: Cool, Sporty, Techy and Bio, and their manager,

Dave. In every unit there is a song by the Bugs Band.

Pupils then listen to a conversation with the Bugs

Band about a topic relating to the song and/or theme

of the unit. The Introductory unit and the story in

Unit 1 establish the different personalities of the Bugs

Band. The Bugs Band characters provide a motivating

link throughout the course between learning English

in the classroom and pupils’ real-life interests,

reflecting the increased maturity of pupils in this age

group.

2.2 The stories and reading texts

The stories and reading texts in every unit of Bugs

World 5 are thematically linked and provide a

framework for developing pupils’ communicative

language skills in a varied and integrated way. The

stories are designed to appeal to the age group and

include, for example, an adventure story and a

detective story, as well as stories based on real-life

people and events. The reading texts in each unit arebased on an aspect of the story. They encourage the

pupils to use English to obtain factual information

about the real world and to learn about the English-

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the unit. They choose a related topic and complete a

fact-finding sheet in the Activity Book about it, using

their homework from Lesson 5 to help them. At this

point they can also carry out further research into

their chosen topic in class, using reference books and/

or the Internet (see Guidelines to using the

Internet on page 22). In order to prepare for their own

writing, they complete a similar text in the Activity

Book which draws their attention to the language

features and forms they should include. Once they

have done this, pupils write a draft text and prepare

their written work to go into their Bugs project files.

Lesson 7 – This revision lesson provides an

opportunity to recap and check on pupils’ learning.

The lesson begins with a Bugs revision quiz, which is

played in teams and covers all aspects of learning in

the unit. It is followed by a series of activities in the

Activity Book. They include a listening activity

related to the content of the unit, activities revising

key vocabulary and a recap on the grammar which

has been introduced. Pupils then complete their

Bilingual Dictionaries which also contain a Mind Map

– a visual diagram in which words can be grouped as a

permanent record and memory aid. Pupils can also

complete the Grammar Practice page in the Activity

Book.

In addition to the activities in the Pupil’s Book and

Activity Book, pupils can also be given the

Mixed-ability Worksheets and/or the Grammar

Practice Worksheets from the Photocopiable

Resources CDs as they work through each unit.

At the end of each unit, pupils do a Unit Test and

complete a Learning Diary (see Photocopiable

Resources CDs). They also have the opportunity to

complete their grammar booklet.

2.6 The organisation of the lessons

All the lessons in Bugs World 5 use a range of

carefully sequenced procedures and techniques to

develop language and learning skills in a systematic,

varied and enjoyable way. The Teaching Notes include

details of the main aims of the lesson, the main

language pupils use, the main activities, and the

materials that you need for each lesson.

In order to facilitate classroom management and

establish familiar patterns for learning, each lesson is

organised into three parts:

2.6.1 Starting the lesson

Introduction At the start of each lesson it is

suggested that you outline the lesson focus and key

activities, in order to give pupils a clear idea of the

content and shape of the lesson. This raises their

awareness of the different kinds of activities and

They then listen and read the story in the Pupil’s

Book. Follow-up activities in the Activity Book check

understanding and ask the pupils to complete a

summary of the story in the Bugs Band Blog. The

pronunciation activity is based on some aspect of

language in the story. The pronunciation activities

include tongue twisters, rhymes, sound

discrimination and stress recognition activities and

games.

Lesson 3 – This lesson focuses on the main grammar

point of the unit. Pupils recap on the story and do a

follow-up activity, using key vocabulary which has

been introduced in the story. Attention is drawn to the

form of the new language, as demonstrated in the

Grammar Bug table (in the Pupil’s Book) and in the

grammar poster (featured on the reverse of the story

poster for that unit). Pupils then listen to short

dialogues featuring the Bugs Band. The dialogues

provide further practice of the target grammar which

is clearly contextualised in the dialogue. Pupils act

out the dialogue with or without the CD. Follow-up

activities in the Activity Book focus on practising the

new language.

Lesson 4 – This lesson focuses on the Bugs Band

song, which extends and/or recycles language and

relates to some aspect of the theme of the unit. Pupils

do a listening activity, express their opinion of the

song and complete further activities in the Activity

Book to consolidate their learning. In the second part

of the lesson, there is a further listening activity. This

is based on a conversation between different members

of the Bugs Band, and covers a range of everyday

topics related to the theme of the unit.

Lesson 5 – In this lesson, pupils listen to and read a

content-based text related to the theme of the story.

They do a range of different tasks in the Pupil’s Book

and Activity Book to develop global and detailed

comprehension. In the second part of the lesson the

pupils do a listening activity in the Activity Book,

which is related to the topic. For their homework they

are asked to prepare a chosen topic using reference

books and/or the Internet. This will form the basis of

a written project for their Bugs project file in the next

lesson.

Lesson 6 – In this lesson, pupils read short texts

relating to the theme of the previous lesson. This

lesson focuses on real world content and aims to

develop a global understanding of the texts. Pupils

also practise their dictionary skills and extend their

vocabulary with a dictionary check activity. Pupils

then do a further comprehension activity and

listening in the Activity Book and are exposed to

authentic jokes in English. The final activity of this

lesson is a written project based on a topic related to

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3 Key features of theapproach in Bugs World 5

3.1 The development of

communicative skills

In Bugs World , communicative skills are developed in

a systematic and gradual way, appropriate to each age

and level. In Bugs World 5 , the key features are as

follows:

Listening

There is a great variety of listening texts and

activities. These include songs, raps, chants, stories,

dialogues, phone calls, descriptions of places and

people, and conversations between the Bugs Band.

Although pupils are exposed to language that is ahead

of their productive competence, they are always given

support, e.g. through the context or illustrations, toaid understanding. Listening tasks focus on global

understanding and on extracting specific information.

Pupils are encouraged to actively guess when

listening, and to believe that they can be successful

listeners without necessarily understanding every

word.

Speaking and talking to others

In Bugs World 5 , pupils continue to develop speaking

skills (for example, when they say a chant or re-tell a

story), and interactive skills (for example, when they

play a communicative game, take part in a role play, or

exchange opinions about a story or a song). The main

focus in oral activities is to provide frameworks which

motivate pupils to use English for purposes which

they can relate to, and which they find enjoyable. Bugs

World 5 places greater emphasis on pairwork than

previous levels, and pupils are expected to use English

as their main language of communication in class.

Reading

The development of reading and writing skills in

English is built up gradually and systematicallythroughout the six levels of the course. Pupils are

exposed to a variety of reading texts. These include

stories and songs, as well as the main reading texts in

Lesson 5 of each unit. The main story of the unit also

includes an embedded text-type, for example, an email

or newspaper article, etc. The reading texts in Lessons

5 and 6 are accompanied by photos and have a factual

content, relating to the theme of the unit and other

areas of learning (such as Geography and Science),

and/or to socio-cultural aspects of the English-

speaking world. The reading texts are designed to be

enjoyable and accessible, and build up confidence and

tasks that they will do in order to meet specific

learning objectives. These activities and tasks are

then reviewed at the end of the lesson (see 2.6.3

below).

Game Pupils play a short revision game, to focus

attention and link back to previous learning. The

game also prepares the class for what is to follow.There is a wide variety of games in Bugs World 5 :

word games, flashcard games, spelling games and

mime games, etc. Pupils quickly become familiar with

the pattern of these games as they work through the

course.

2.6.2 Developing the lesson

This part of the lesson includes carefully sequenced

activities which develop language and learning in a

systematic, enjoyable and varied way. Depending on

the unit and stage of learning, the activities in each

lesson include songs, chants, raps; a story, games, and

drama activities; speaking, listening, reading and

writing activities; and a final written project. At the

end of every lesson there is a suggested extra activity,

should you have more time. Recycling and review of

language and vocabulary is integral to the sequence

of activities. The Activity Book gives pupils the

opportunity to work independently, at their own pace.

2.6.3 Ending the lesson

Review time At the end of each lesson, it is suggested

that you leave time for a review in which pupilsidentify the main activities they have done and

answer questions, to encourage them to relate the

content of the lesson to their own learning. When

done in a regular and systematic way, the reviews

enable pupils to develop an awareness and

understanding of learning purposes and their own

personal learning outcomes resulting from different

activities and tasks. This awareness and

understanding helps them, in turn, to become more

independent, reflective and responsible learners.

Extra activity The extra activity at the end of everylesson can also be used if pupils finish their work

early, and provides a varied source of additional

material to supplement work in each lesson.

Homework task At the end of each lesson there is

also a suggested homework task, which can

alternatively be used for fast finishers.

Optional DVD activity Suggestions for the inclusion

of DVD activities are also given at the end of each unit.

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and learn how to produce these features in a natural

way. In addition to this, there is a specific

pronunciation activity in every unit of Bugs World 5,

called ‘Bug Phonics’. These pronunciation activities

include rhymes, tongue twisters, sound

discrimination and word stress activities, and

encourage pupils to imitate and produce the sounds

of the language in an enjoyable way. They also raise

awareness of different features of pronunciation, of

the relationship between sounds and spelling in

English, and of the way in which these may differ

from their own language.

3.4 The approach to differentiation

In Bugs World it is recognised that not all pupils learn

in the same way, or at the same rate. There may also be

differences in the length of time that pupils of this

age group have been learning English. A diagnostic

test helps establish the initial starting level of pupils.The issue of differentiation in learning is addressed

in a number of ways:

• Realisation of activities at different levels: Thecourse materials provide flexible learning

frameworks which allow for different levels of

participation and success. For example, some pupils

may learn the songs and be able to reconstruct the

stories independently, while others may only

produce key language and phrases in response to

prompts. Equally, when preparing work for their

Bugs project files (the final outcome of each unit),

the extent and quality of pupils’ output, as well as

the amount of support they needed, may vary

considerably.

• Appeal to different multiple intelligences andlearning styles: Each unit provides language input

and practice in a variety of ways, designed to appeal

to different multiple intelligences and learning

styles.

• Extra activities: At the end of every lesson anoptional extra activity is included in the teaching

notes. This can be used for fast finishers, or for the

whole class if there is time.

• Homework tasks: The homework tasks at the endof every lesson can also be used for fast finishers, as

necessary.

• Mixed-ability Worksheets: The Photocopiable Resources CDs include a set of Mixed-ability

Worksheets, providing reinforcement and extension

activities for the language practised in each unit.

The Mixed-ability Worksheets can be used as self-

access worksheets, or they can be used to provide

extra activities in class, for homework, or for

holiday work. The photocopiable Student’s Record

Sheet enables pupils to keep a detailed log of the

work they do.

interest in reading English. The pupils develop global

reading skills, such as skimming (determining gist)

and scanning (glancing rapidly at a text and searching

for specific information), as well as intensive reading

skills such as identifying the main points of a text,

identifying and/or inferring meaning from a context,

making use of illustrations and/or headings, etc.

Writing

Pupils continue to practise writing at word and

sentence level throughout Bugs World 5 . Written work

may be in the form of answering questions, ordering

sentences, completing texts or expressing personal

opinions about the story. In Bugs World 5 , pupils also

extend and develop their ability to produce short,

well-structured, original texts following a model.

During the year, they build up a project file of their

written work, which can form part of their dossier if

you are using a portfolio system of assessment. Thewriting tasks are designed to promote independence,

confidence and enthusiasm for writing in English,

and pupils are encouraged to take pride in putting

care and effort into their work.

3.2 The approach to grammar

In Bugs World 5 the approach to language learning

has evolved from previous levels in order to take

account of the increased cognitive and maturational

levels of the pupils, and to prepare them for future

study in the last year of primary school and beyond.

There is continued emphasis on language acquisition

in a natural way (through exposure to a wide range of

input in the stories, songs and other listening and

reading texts), but in addition to this, the focus is on

helping them become aware of the way English

functions as a system. In Bugs World 5 , pupils are

introduced to simple aspects of grammar in a user-

friendly way. Pupils are encouraged to analyse the

language they have practised, in order to systematise

what they know and generate further learning. This is

done through the use of the Grammar Bug tables in

the Pupil’s Book, the grammar posters and theGrammar Practice pages in the Activity Book and the

Grammar Booklet. Additional Grammar Practice

Worksheets are also provided on the Photocopiable

Resources CDs. These focus on language introduced

in Bugs World 5 , as well as recycled language from

previous levels.

3.3 The approach to pronunciation

Pronunciation is dealt with in an implicit, global way

throughout Bugs World . Through the wide range of

stories, dialogues, conversations, chants, raps and

songs, pupils continue to develop familiarity with the

sounds, rhythms and intonation patterns of English,

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• Grammar Practice Worksheets: Also to be foundon the Photocopiable Resources CDs is a series of

Grammar Practice Worksheets. These can be used

by pupils individually, when necessary, to give extra

help and/or reinforce grammatical concepts which

have been introduced.

• Macmillan Children’s Readers Worksheets: FiveMacmillan Children’s Readers Worksheets can be

used in conjunction with the Bugs World 5 Readers:

London/A Day in the City, Dangerous Weather/The

Weather Machine, Penguins/The race to the South

Pole, Castles/King Arthur’s Treasure and Volcanoes/

The legend of Batok Volcano. The Readers develop

extensive reading skills in pupils who are ready for

a greater challenge. The Readers Worksheets in

Section 1 of the Photocopiable Resources CDs can

be used flexibly with them, in order to consolidate

learning.

Assessment of individual child: The Assessment of

individual child sheet in Section 3 of the

Photocopiable Resources CDs enables teachers to

assess each pupil on a unit-by-unit basis, while also

taking their character and individual needs into

account.

3.5 Learning how to learn

In Bugs World 5 there is continued emphasis on

helping pupils to become responsible, independent,

reflective learners. Learning how to learn is

integrated into the course in a number of ways:

• Starting and ending lessons – The lessons followan established pattern, in which the lesson focus

and key activities are explained at the start and

then reviewed at the end. This encourages pupils to

make links between learning purposes, activities

and outcomes, and helps them to approach learning

in a reflective way.

• Thinking skills – In addition to language skills,thinking skills (critical and creative thinking,

predicting, hypothesizing, deducing, classifying,

observing, matching and sequencing) are an

integral part of the course.

• Positive attitudes – Pupils are encouraged todevelop a positive attitude towards learning about a

foreign language, its cultures and peoples. They are

also encouraged to develop a positive attitude

towards their ability to learn successfully.

Tolerance, cooperation and respect towards others

are promoted in classwork. In addition, they are

encouraged to become responsible for their

classroom by asking individuals to look after

resources, or making sure materials are properly

tidied away, etc.

• Socio-cultural aspects – Pupils are frequentlyinvited to compare and contrast aspects of English

and the English-speaking world with their own

language and culture.

• Grammar Bug tables – Simple language analysisis introduced into each unit by means of the

Grammar Bug tables. These demonstrate patterns

and regularities in language forms in a

conceptually appropriate way, and provide pupils

with a tool to generate further learning.

• Learning Diaries – At the end of each unit, pupilsevaluate their own learning by completing a

Learning Diary (see Section 3 of the Photocopiable

Resources CDs). The Learning Diary is a self-

assessment tool and is divided into three parts. In

the first part, pupils identify things they can do

related to the unit, according to a three-point scale.

In the second part, they give themselves a score out

of ten for their class participation and effort. In thethird part, they reflect on some aspect of learning in

the unit, and make notes about it in their own

language. This encourages metacognitive

awareness and the development of personal

learning strategies. If you are using a portfolio

system of assessment, the pupils’ Learning Diaries

can belong to it.

• Mixed-ability and Grammar PracticeWorksheets – Pupils are encouraged to take

responsibility for their own learning using these

Worksheets. Individual work is encouraged, and

pupils can keep a record of what they do.

• Project file work – By researching chosen topics,writing up projects and presenting their work to the

class, pupils are encouraged to make an effort and

take real pride in their work. Pupils develop

organisational and creative skills, as well as

personal learning styles and preferences in this way.

3.6 Links to other areas of learning

Bugs World aims to link English with other areas of

primary school learning, including new technology

and multi-media. This ensures that through languagelearning, pupils also find out about a wide range of

other subjects, contributing to their overall

development and education. In Bugs World 5 , English

is linked to other areas of learning in the following

ways:

• through activities which draw on topics and/orconcepts covered in other subject areas, e.g. Music,

Science, Geography, etc.;

• through the development of skills which form partof the broader curriculum and have an inherent

educational value, e.g. thinking skills – predicting,

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are included for every unit of Bugs World 5 , and there

are also three Term Tests (covering three units) which

can be administered at the end of every term. In

addition, pupils assess and reflect on their own

progress in the Learning Diaries for each unit. For a

full description of the evaluation system and the

evaluation instruments, see the Photocopiable

Resources CDs.

4 Evaluation in Bugs World 5

In Bugs World 5 , evaluation is an integral part of the

learning-teaching process and is developed in a way

which is appropriate for the level. The main emphasis

is on informal, formative assessment through

observation and the collection of data and evidence in

order to measure and monitor the pupils’ progress

against specified objectives. Pupils are gradually

introduced to formal, summative assessment through

the use of short progress tests at the end of each unit

and at the end of the year. All the Photocopiable

evaluation material in Bugs World 5 can be found on

the Photocopiable Resources CDs, including teaching

notes and answer keys.

4.1 Informal evaluation

Teacher’s evaluation of the unit With one sheet per

unit this allows teachers to reflect and evaluate on

how well a unit has worked with a particular class.

Class assessment sheets The photocopiable Class

assessment sheet for each unit allows teachers to

record whole-class achievement. A set of performance

statements is provided enabling teachers to record

whether or not the different goals within each unit

have been achieved.

Individual child assessment sheet The

photocopiable Individual child assessment sheet

enables teachers to record each pupil’s achievements

and progress over all eight units. The statements of

performance on the left can easily be matched to

different parts of the lesson or unit. By recording a

pupil’s achievement in all the units, teachers can

assess at a glance each pupil’s progress over the whole

course. This information is valuable when writing

End-of-term reports or when speaking to parents/

carers. The chart also provides valuable information

to help address the specific needs of individual pupils.

Self-evaluation Worksheets Pupils evaluate their

learning on completing each unit using the

photocopiable Self-evaluation Worksheets. In Bugs

World 5 pupils are encouraged to review their

progress in relation to the main learning objectives of

the unit and to assess the way they respond during

lessons.

hypothesising, making logical deductions, etc., and

social skills – listening to others, cooperating,

taking turns, etc.;

• through the inclusion of content-based readingtexts in every unit, providing a springboard for

further investigation and fact-finding (using either

reference books and/or the Internet);

• through the provision of multi-media resourcessuch as the DVD, CD-ROM and website, which

develop computer and IT skills in parallel with

learning English.

3.7 The integration of socio-cultural

aspects of learning

The integration of socio-cultural aspects of learning

is a key feature of Bugs World 5 . It aims to promote

interest, curiosity and positive attitudes towards

learning a foreign language, and learning about other

peoples and cultures. A second major objective is toencourage pupils’ belief in their ability to learn and

communicate with others in a foreign language.

Through the stories, songs, reading texts, games and

other activities which relate to their interests and

lives, pupils are motivated to use English in a

contextualised and enjoyable way. As their confidence

and skills develop, they use English more often in

order to interact appropriately in the everyday,

communicative context of the classroom. In the

content-based lesson of each unit (Lesson 5) and the

‘World of …’ lesson (Lesson 6) of each unit, pupils

read a text about some aspect of the world which is

related to the story and theme of the unit. These texts

frequently have a socio-cultural content; for example,

pupils learn about musical instruments around the

world in Unit 1 and read about two famous cities in

the English-speaking world (New York and London) in

Unit 5. This socio-cultural content increases interest,

curiosity, and enjoyment in learning English among

pupils. It also broadens their knowledge and

understanding, so that they can begin to make

comparisons and contrasts with their own country,language and culture.

3.8 The approach to evaluation

Evaluation is an important integral component of

Bugs World , and it is developed in a way that is

appropriate for each level.

In Bugs World 5 there is continued emphasis on

informal, formative assessment. This is carried out

through observation and the collection of data and

evidence in order to measure and monitor pupils’

progress against specified objectives. Summative assessment is also important at this level in order to

check achievement at particular points and to prepare

pupils for future study. To this end, short Unit Tests

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5 The approach to classroommanagement

The course makes provision for whole-class work,

group work, pair work and individual work, creating

opportunities for different levels of participation and

catering for the needs of different learning styles.

Whole-class teaching, for example, when talking

about activities that have been done at the end of

class, can stimulate and inspire pupils in the group.

They can hear what others in the group think, feel or

discover about their own learning.

In group and pair work the pupils can be encouraged

to help each other by, for example, checking each

other’s work when doing some of the Activity Book

activities or the Extra activities for fast finishers. Pair

work also provides longer interaction for

communicative practice. During pair work or group

work, the teacher is free to monitor the groups and

give individual support where necessary. The pupils

may be grouped by ability, gender, and friendship

groups, or at random, depending on the type of

activity they are to undertake.

The importance of classroom routines in an effective

classroom cannot be underestimated. Clarity in

giving instructions and optimum pupil involvement is

essential, so that the class is well-organised and

teaching and learning can take place. Routines can be

simple: a game at the beginning of the class; or asking

a class monitor to write the date on the board, give out

books, etc. Routines are important throughout the

course so that the pupils know what is expected of

them, when they are expected to do certain things,

and how they are expected to carry out certain tasks.

The teacher needs to ensure that all the pupils know

how to store communication activity cut-outs (they

can be either taken in, or the pupils can put them in

an envelope stuck into their books for this purpose).

They also need to know how to store extra materials

such as the Learning diaries, etc.

6 Guidelines to using theInternet

The Internet is one of the most important tools for

communicating and finding information in today’s

society and, where there is easy access, it is suggested

that it should be integral to English learning. In Bugs

World 5 pupils can use the Internet for their

homework activity at the end of Lesson 5, and also in

Lesson 6 of every unit, when they are researching a

Portfolio Worksheets Keeping a portfolio of work to

record language-learning and intercultural

experiences helps to increase self-awareness, develop

learning autonomy and enrich the learning

experience. Bugs World 5 includes three photocopiable

Portfolio Worksheets, set out in three parts (as set out

by the Council of Europe): My Language Passport , My

Language Biography and My Dossier . In My Language

Passport , pupils record their language skills – they

can keep their Self-evaluation and End-of-year

certificates in this section. In My Language

Biography, pupils are encouraged to record any

contact they have with the English language and

culture in their daily lives. In My Dossier , pupils are

encouraged to select and present material they have

provided in their English classes. They can also

record memories of school trips or exchanges, and

give details of favourite things related to English and

English-speaking cultures.

4.2 Formal evaluation

Diagnostic Test The Bugs World 5 Diagnostic

Test helps teachers to evaluate the pupil’s level of

English before they start 3rd Cycle. The Bugs World 5

Diagnostic Test consists of five photocopiable pages:

one for each of the skills with Speaking optional.

The teaching notes provided are clear and easy to

follow and all listening activities are included on the

Photocopiable Resources CDs. The optional speaking

test encourages pupils to show recognition and

production of vocabulary and language structures. A

detailed marking scheme is also provided.

Unit Tests The Unit Tests for Bugs World 5 consist of

five pages focusing on the four main linguistic skills

(listening, reading, writing and speaking). Guidelines

for the tests are included on the Photocopiable

Resources CDs, along with the audioscripts for

the listening tests and a detailed marking scheme.

Term Tests The three photocopiable Term Tests are

intended for use at the end of terms one, two and

three respectively. They have the same format as the

Unit Tests. The first Term Test assesses learning inUnits 1, 2 and 3, the second in Units 4, 5 and 6 and the

third in Units 7 and 8. It is advisable to review the key

language with the flashcards before the pupils take

each Term Test.

End-of-year Test The photocopiable six-page End-of-

year Test assesses learning over the academic year.

As well as measuring progress, the End-of-year Test

is intended to give pupils a sense of achievement

and satisfaction at what they have learnt so far. It

is advisable to review the key language with the

flashcards before the pupils take the End-of-year Test.

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topic to write about for their Bugs project file. Using

the Internet to gather information can be highly

motivating for pupils. It fosters their curiosity and

independence, allows active, individual participation,

and enables them to work constructively with others.

It also enables them to use English as a vehicle to find

out about the world. However, unless the teacher

carefully prepares and manages using the Internet in

class time, it can be potentially unsafe, time-wasting,

frustrating and distracting. Without supervision it

can lead to, for example, the wholesale copying of

texts by pupils without fully understanding what they

mean.

Follow the guidelines below to ensure that pupils use

the Internet for their Bugs World projects in a positive

and productive way:

• Before the lesson, research and decide the Internetsite or sites that you want the pupils to visit during

the lesson, to find information for their projects.

Alternatively, you may decide to allow them to type

certain key words into a search engine specifically

designed for pupils’ use.

• Make sure that pupils are aware of the school’sInternet or computer room rules. These should be

clearly displayed; draw attention to them before

pupils start work.

• Organise work in pairs or threes at each computer,and ensure the pupils agree on the topic they are

going to find out about first. They can either work

with friends, or alternatively, pair up pupils withmore experience of computers and the Internet

with those who have less.

• Use the fact-finding sheet for the project (seeLesson 6 of each unit in the Activity Book) as a

guide for the pupils’ Internet search. Pupils

complete the information in the fact-finding sheet

for their chosen topic in the same way as the

example given in the Activity Book (i.e. they make

notes, rather than writing whole sentences or

copying complete texts). If appropriate, you can

extend the task in the Activity Book by asking the

pupils to think of two or three more things that they

would like to find out about their chosen topic.

• Set a time limit for the research and completion ofthe fact-finding sheet. If you have access to a printer,

pupils can select and download a relevant photo to

accompany their project.

• Ask the pupils to return to their desks before theywrite a draft of their project, based on their fact-

finding sheet.

7 Involving parents or carers

Parents and carers can provide an invaluable source

of support and motivation for pupils, and by

promoting pride and self-esteem they can

considerably influence pupils’ progress at school. It is

vital not only to keep parents and carers informed,

but also to give them an opportunity to help andbecome involved in the way their child is learning

English.

Here are some ways in which you can involve parents

and carers in English learning:

• Send out an introductory, informative letter at thestart of each unit (see Letter to parents / carers

on the Photocopiable Resources CDs).

• Encourage parents or carers to support their child’slearning, by listening to the Stories and Songs CD,

doing CD-ROM activities with them, helping them

to research topics on the Internet, etc.

• Invite parents and carers into the classroomregularly, to look at displays of work.

• Organise informal shows in the classroom andinvite parents and carers to watch.

• Be ready to talk to parents and carers in anatmosphere of openness, honesty and mutual

respect, whenever there are issues that they wish to

discuss with you.

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Learning objectives

• Identifying the Bugs Band (C1, C3)• Greeting people and saying goodbye (C1, C5)• Listening to and singing a song (C1, C6)• Asking about and saying things you love (C1, C6)• Saying how to spell words (C1, C7, C8)• Asking and saying the month of your birthday (C1,

C8)

• Reading personal descriptions (C1)• Writing a personal description for your Bugs project

file (C1, C6, C7, C8)

• Revising language from the 2nd cycle (C1, C7, C8)

Main language children use

• I love … . What about you?• music, football, basketball, clothes, trainers,

computers, technology, nature, animals

• When’s your birthday?

Recycled language

• Hello / Goodbye

• What’s your name? I’m … .• How are you? Fine, thank you.• I’m … , I’ve got … ,• tall, short, big, curly• hair, eyes, glasses,• I live in … .• Are you … ? Yes, I am. / No, I’m not.• sing, play• When’s your birthday? In … .• Months of the year

• Colours• The alphabet

Receptive language

• guitar, keyboards, harmonica, drums, manager • Is that … ? This is …• How do you spell … ? • I’m phoning about the pop competition on TV.

Socio-cultural aspects

• Interest in a new English book (C6, C7)• Pleasure in talking about yourself in English (C1,

C5, C8)

• Awareness that nicknames exist in English-

speaking cultures (C6)

• Care in writing an accurate personal description(C1, C7, C8)

• Determination to make an effort (C7, C8)

Basic competencies key

C1: Competency in linguistic communication.


C3: Competency in knowledge of and interaction with the

physical world.






initiative.

Meet the Bugs Band

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• Repeat the game with other familiar wordcategories e.g. colours, clothes, sports, animals and

school subjects.

Developing the lesson

Meet the Bugs Band

• Stick the flashcard of Sporty on the board. Thenstick the word card for Sporty next to it. Say This is

Sporty. She sings and plays the guitar . Use mime to

show the instrument.

• Repeat for all the Bugs Band. Say This is Techy. Hesings and plays the keyboards. / This is Cool. He

sings and plays the harmonica. / This is Bio. She

sings and plays the drums.

• Point to the flashcards and word cards and repeatthe names. Say Sporty, Techy, Cool, Bio. Use L1 to

explain that these are nicknames, not real names

(pupils will find out the reasons for the nicknames

later).

• Invite four pupils to the front. Give each pupil aflashcard with its word card, and let them pretend to

be the Bugs. The rest of the class asks, e.g. What’s

your name? (I’m Sporty) / How are you? (Fine,

thanks).

Meet the Bugs BandLesson 1

Aims

• To meet the Bugs Band

• To ask about and say things you love

• To recall familiar vocabulary

Main language children use

This is (Sporty). She/He sings and plays …

What’s your name? I’m … .

How are you? Fine, thank you.

I love …, What about you?

music, football, basketball, nature, animals,

computers, technology, clothes, trainers

Main activities

• Meet the Bugs Band

• Listen and sing the Bugs Band song I love

music

• Write the missing words in the song. Listen

and check

• Play a chain game

• Write sentences about things you love. Tell

your friends

Materials

• Flashcards (Sporty, Techy, Bio, Cool)

• Word cards (Sporty, Techy, Bio, Cool)

• CD1

• Pupil’s Book page 2

• Activity Book page 2

Starting the lesson

Introduction

• Greet the pupils and find out their names if youhave not taught them before.

• Announce the start of Bugs World 5 and theIntroductory unit: Meet the Bugs Band . Explain that

the Bugs Band is the name of a pop group.

• Use English or L1 to briefly outline the lesson focusand key activities, e.g. Today we’re going to meet the

Bugs Band, sing a Bugs Band song and talk about

things we love in a game. If appropriate, note the key

activities in a corner of the board and tick them off

as the lesson proceeds.

Game: Word categories

• Say Let’s play a game to remember words in English!Say a word category, e.g. food and write the word on

the board. Explain that if the class can think of five

words in the category, they win a point; if not, you

win a point.

• Demonstrate the game by asking five pupils to say afood word that they know in turn, e.g. ham, ice

cream, etc. If, between them, they can say five words,

the class scores a point.

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• Invite a volunteer to read the instructions aloud andcheck understanding. Demonstrate the activity by

reading the first lines of the song. Pause and

encourage the class to say the missing word in line

three.

• The pupils fill in the missing words in the song.• Play CD 1 Track 2. The pupils listen and check their

answers.

Answers: 1 football / 2 basketball / 3 computers /

4 technology / 5 nature / 6 animals / 7 clothes /

8 trainers

PERSONALISATION Play a chain game

(PB page 2, activity 2)• Hold up Pupil’s Book page 2 and point to activity 2.Invite three volunteers to read the speech bubbles.

• Explain that the pupils should each say somethingthey love in the same way.

• Demonstrate the chain game. Say, e.g. I love icecream, (Maria). Encourage the child you name to

repeat what you say, add another sentence and name

another child, e.g. I love ice cream and I love cats,

(David), and so on round the class. If someone

forgets, everybody helps to remember the ‘cha

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