Cambridge University Press

978-8-483-23383-2 - Teacher’s Resource Book: Quick Minds: 4

Camilla Mayhew, Garan Holcombe and Kathryn Escribano
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REINFORCEMENT

Worksheet 1: At town events

Name:
1 Look and write.

a band a mayor a journalist

a photographer a statue

1 You can look at this in a park or a museum. statue

2 This person works on TV and radio.
3 This is a very important person in a town.
4 People play songs together in this.
5 This person uses a camera every day.

2 Look and read. Write the numbers.

1 The mayor lives 4 The photographer lives

at number fifty-three . at number .
2 The sailor lives 5 The dog lives at number
at number . .
3 The journalist lives 6 The band lives at number
at number . .

Vocabulary: Numbers 20-100; at town events

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978-8-483-23383-2 - Teacher’s Resource Book: Quick Minds: 4
Camilla Mayhew, Garan Holcombe and Kathryn Escribano
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REINFORCEMENT

Worksheet 2: What does he / she do?

Name:
1 Look and answer.

1 Does Charlie ride a skateboard? No, he doesn’t .

2 What does he do at eight o’clock? .
3 Does he live in a castle? .
4 What fruit does he eat? .
5 Does he go swimming? .
6 Do Charlie and his sister like hiking? .

2 Write the questions about Claire.

1 Does Claire ride a scooter? Yes, she does. (ride)

2 What sport ?
She plays tennis. (play)

3 her cousins? Yes, she does.

(visit)

4 What animals ? She likes cats. (like)

5 early? Yes, she does.

(get up)

6 in the garden? No, she doesn’t.

(help)

Grammar 1: Revision of present simple

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978-8-483-23383-2 - Teacher’s Resource Book: Quick Minds: 4
Camilla Mayhew, Garan Holcombe and Kathryn Escribano
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REINFORCEMENT

Worksheet 3: The mayor is talking

Name:
1 Look and make sentences.

1 The mayor is talking about the new statue. (talk)

2 The journalist to the mayor. (listen)
3 The photographers photos of the mayor. (take)
4 The dog near the statue. (sleep)
5 The boys lemonade. (drink)
6 The man his car. (drive)

2 Look at the picture in Activity 1. Answer the questions.

1 Are the black cats sleeping? No, they aren’t. They’re jumping .
2 Is the man in the car listening to music? .
3 Is the woman playing a game on her mobile phone?
.
4 Is the mayor wearing glasses? .
5 Are the girls flying a kite?
.
6 Is the journalist drawing a picture?
.

Grammar 2: Revision of present continuous

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Camilla Mayhew, Garan Holcombe and Kathryn Escribano
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1 His hair is curly

Worksheet 1: A family photo Optional follow-up activity: Pupils swap partners and
Using the worksheet play the game again with different coloured counters.
• This worksheet practises vocabulary of physical
appearance: blonde, curly, straight, beard, Social and civic competences
moustache, teeth, fat, thin.
Ask the class how many different sentences they
• Pupils read the description of the royal family and
had to use for the game and elicit that there were
write the names next to the people and animals.
so many because all the people they described
• They draw a picture of a prince or princess in the look different. Elicit that it would be very strange
photo frame box. Then they write a description of if we all looked the same and that we should
the portrait. appreciate the differences between people.
• Pupils fold the paper to hide the description and Remind pupils that it’s important to be sensitive
swap papers with a partner. They write a description when describing other people.
of their partner’s picture and then compare it with
the original text their partner wrote.
Worksheet 3: Paul’s kite is small
KEY: Activity 1: 2 Theo, 3 Abigail, 4 Emilia, 5 Alfred,
Using the worksheet
6 Spotty; Activity 2: Pupils’ own answers;
Activity 3: Pupils’ own answers. • This worksheet practises the possessive apostrophe ’s
with names.
Reinforcement: Activity 2: Write the following word
pools on the worksheet, to the left: thin, fat, long, • Pupils look at each row of images. They find two
differences in each row of pictures and write
short, curly, straight, blonde, brown, blue, green, big,
sentences about them. LE
small, and to the right: face, hair, eyes, moustache,
beard, teeth, mouth, nose, ears. • Pupils write about their friends, e.g. Sara’s birthday
is in March. They can write more than one sentence
Optional follow-up activity: Bring some photos of about the same person if they want to.
people from magazines to class. Pupils work in small
KEY: Activity 1: 2 Simon’s cap is white. 3 Monica’s bag is
groups of three or four. Give each group a selection of
small. 4 Emma’s bike is clean. 5 Ed’s camera is new. 6
five or six photos. Pupils take it in turns to describe the
Ava’s mouse is thin; Activity 2: Pupils’ own answers.
people, e.g. She’s wearing glasses and she’s got short
Reinforcement: Activity 1: Write the objects and
blonde hair. They listen to the descriptions and point to
adjectives needed to complete the sentences at the top
the correct photos.
of the page.
Worksheet 2: Their noses are long!
Using the worksheet
Worksheet 4: Be a curator!
Using the worksheet
• This worksheet revises possessive adjectives my,
your, his, her, our and their to describe people. • This worksheet practises finding out about historical
objects and revises some of the vocabulary from
• Pupils play the game in pairs. They will need a dice
Pupil’s Book pages 16 and 17 (stone, Egypt, Egyptian,
and a counter of a different colour each.
museum, exhibit).
• Pupils can choose any square to start on. They take
• Before setting the task, pre-teach curator and look
turns to throw the dice and move around the board
after.
in either direction. They make phrases according to
the number on the dice and the square they land • Pupils read the text about the Rosetta stone and
answer the questions. You could explain that the
on, e.g. if they throw a three and land on a square
stone helps us to understand hieroglyphics because it
with a picture of a nose they must make a phrase
has the same message written both in hieroglyphics
starting His nose is… to describe one of the boys in
and in ancient Greek. It is like the key to a code.
the pictures. For phrases with my, your or our pupils
talk about themselves rather than the pictures. • Pupils work in pairs and, using the questions on the
worksheet as a guide, do research on the internet
• When pupils make a correct phrase they colour
or in the library to find out about another famous
one of the circles in the corresponding square with
exhibit. Ask them to find a picture and write about
the same colour as their counter. If pupils land on
their exhibit.
a square they have already coloured, they throw
again and move to a new square. • Pupils then play the role of curator by telling another
pair about their exhibit.
• Set a time limit of ten minutes. When the time is up
the pupil with the most coloured circles is the winner. KEY: Activity 1: 2 Egypt, 3 The British Museum, 4 It helps
us to understand Egyptian hieroglyphics;
KEY: Answers will vary.
Activities 2, 3 and 4: Pupils’ own answers.
Reinforcement: Write the body part words on the
worksheet below the game board or next to the
corresponding pictures for pupils to refer to.

10 His hair is curly

Cambridge University Press
978-8-483-23383-2 - Teacher’s Resource Book: Quick Minds: 4
Camilla Mayhew, Garan Holcombe and Kathryn Escribano
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REINFORCEMENT

1 Worksheet 1: A family photo

Name:
1 Look and read. Write the names on the picture.

2 3
5

1 Ginger 4
6

This is the Castle family. Emilia has got long blonde curly hair. Alfred is old.
He’s sitting next to the queen. His hair is white and he’s got a long thin moustache.
Theo isn’t sitting down. His hair is straight and blonde. Abigail is his sister.
She’s young. She’s got straight hair and her teeth are very big. Ginger is very fat and
he’s eating chicken. Spotty is thin. She’d like to sleep.

2 Draw a picture of a prince or a princess. Write.

This is Prince / Princess .
He’s got / She’s got .
He’s / She’s .
His / Her .
.
.
.

3 Fold the worksheet. Swap. Write about your friend’s picture.

Vocabulary: Physical appearance

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Camilla Mayhew, Garan Holcombe and Kathryn Escribano
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REINFORCEMENT

1 Worksheet 2: Their noses are long!

Name:
Play the game. Talk about the pictures and you and your friends
in the classroom.

my your his her our their

Her face is thin. My teeth are small.

Grammar 1: Revision of possessive adjectives

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Camilla Mayhew, Garan Holcombe and Kathryn Escribano
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REINFORCEMENT

1 Worksheet 3: Paul’s kite is small

Name:
1 Find the differences. Write.

Dean Paul Simon Roger

1 Paul ’s kite is small . 2 Simon .

Hayley Monica Esther Emma

3 Monica . 4 Emma .

Ed Greta Hannah Ava

5 Ed . 6 Ava .

2 Write true sentences about your friends.

brother / sister birthday complete name

bedroom favourite computer game pet

1 .
2 .
3 .
4 .
5 .
6 .
Grammar 2: Possessive apostrophe

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Camilla Mayhew, Garan Holcombe and Kathryn Escribano
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EXTENSION

1 Worksheet 4: Be a curator! 2
Name:
Curators do a very important job. They work in museums. They look after the
exhibits. Would you like to be a curator?

1 Read about the Rosetta Stone. Answer the questions.

The Rosetta Stone is very famous. It is
from Egypt and it’s more than 2,000 years
old. You can see it in the British Museum
in London. The Rosetta Stone is important
because it helps us to understand
Egyptian writing – called hieroglyphics.
You can see these on the stone.

1 What is it called? The Rosetta Stone .

2 Where is it from? .
3 Which museum is it in? .
4 Why is it important? .

2 Find out about a famous exhibit and find a picture of it.

1 What is it called? 3 Which museum is it in?
2 Where is it from? 4 Why is it important?

3 Write about your exhibit.

.
.
.
.

4 Be curators! Show your exhibit and talk about it.

CLIL: History

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2 Eating out
Worksheet 1: Tongue twisters Worksheet 3: Are you going to … ?
Using the worksheet Using the worksheet
• This worksheet practises food vocabulary: glass of • This worksheet practises going to (first and second
apple juice, bowl of soup, butter, salad, ham, bottle person sentences, questions and short answers).
of water, biscuits and pasta and tongue twisters. • Pupils complete the questions with the correct form
• Pupils write the words under the pictures and circle of going to and a verb from the box.
them in the wordsearch. • Pupils choose the best answer for each of the
KEY: Activity 1: 2 salad, 3 ham, 4 biscuits, 5 apple juice, questions in Activity 1. LE
6 butter, 7 pasta, 8 water; KEY: Activity 1: 2 Are / going to have, 3 Are / going to
b s o u p buy, 4 Are / going to put, 5 Are / going to watch,
6 Are / going to make Activity 2: 2b, 3a, 4a, 5b, 6a
u w b
Extension: Activity 1: Delete the word pool so that
t a i pupils have to think of the appropriate verbs.
s t t s
Optional follow-up activity: Elicit some verbs from the
a p p l e j u i c e
class and write them on the board. Give pupils four
l a r r u strips of paper to write sentences with I’m going to and
a s i different verbs, e.g. I’m going to write a letter. They
d t t work in groups of five or six and put their sentences in
h a m s a pile together. Pupil A chooses a sentence and mimes
the action. The other pupils ask questions, e.g. Are you
Activity 2: 2 juice, 3 pasta, 4 butter, 5 salad, 6 water
going to do a test? Pupil A answers Yes, I am or No, I’m
Extension: Activity 1: Erase the pictures before not accordingly. When Pupil A says Yes, I am, the pupil
photocopying the worksheet. Pupils find as many food who asked the correct question takes the next sentence
words as they can without the picture clues. to mime.
Optional follow-up activity: Write waterapplesalad
on the board. Show how it divides into three words.
Worksheet 4: Food, my family and me
Using the worksheet
Groups of pupils make word snakes like this with food
vocabulary. They then swap with another group and • This worksheet practises reading, writing and
circle all the words they find. speaking skills using language connected to
describing meals and food habits.
Worksheet 2: What’s in your basket? • Pupils read and complete the description with the
Using the worksheet words in the box.
• This worksheet practises asking and answering • They complete the table with information about
questions using some and any. meals in their family. In the extra information
• Pupils look at the picnic baskets, then read the texts box they can write about their favourite foods or
to work out who is speaking. exceptions to the routine.
• Pupils then complete the dialogues and draw the • Pupils give a short presentation to their partner
food in the appropriate baskets. using the notes they have made. Encourage pupils
KEY: Activity 1: 2 Richard, 3 Clara; Activity 2: 5 Is, to use the text in Activity 1 as a model.
6 any, 7 is, 8 some, 9 Are, 10 any, 11 aren’t, 12 any KEY: Activity 1: 2 bowl, 3 weekend, 4 water, 5 biscuits,
(students draw apple juice in Daisy’s basket); 13 Is, 6 brother; Activity 2: Answers will vary.
14 any, 15 isn’t, 16 any, 17 Are, 18 any, 19 are, 20 some Reinforcement: Write the first letter of each missing
(students draw biscuits in Oliver’s basket) word on the lines.
Reinforcement: Activity 2: Write some of the missing Extension: Activity 1: Delete the word pool.
words into the dialogues before photocopying the
worksheet, so that pupils have to write fewer items.
Optional follow-up activity: Say, There are some
Learning to learn
apples in my picnic basket. A pupil repeats this and Ask pupils how long they think they spoke for
adds to it, e.g. There are some apples and some when they did their presentations. Ask whether
tomatoes in my picnic basket, and so on. Play continues it was easier the first or second time. Elicit that
until a pupil repeats an item already said, can’t go on planning and practising speaking alone are good
or forgets an item. ways to become more confident. Elicit some tips
for presentations, e.g. use your notes to help you,
speak clearly and slowly, listen carefully and think
about how your experience is similar or different.

Eating out 15
Cambridge University Press
978-8-483-23383-2 - Teacher’s Resource Book: Quick Minds: 4
Camilla Mayhew, Garan Holcombe and Kathryn Escribano
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REINFORCEMENT

2 Worksheet 1: Tongue twisters

Name:
1 Look DGF, find and write the words.
1 2

soup b m s a l e s o u p

3
i u h a w y n z b i 4
s i t o a p p j i t
s o u t t s e u s t
a p p l e j u i c e
l h a h r r p b u r
5 6
a j p s o u w s i l
d t p y t t a r t k
w a t q h a m f s d

7 8

2 Complete the tongue twisters with words from Activity 1.

Then say them quickly!

1 Brian buys bi s c ui t s and burgers for breakfast!

2 John drinks ui in June and July.
3 A plate of perfect a a for Patti.
4 Betty’s u e is in a bottle!
5 Sharon’s got a a and Shelly’s got soup.
6 Would Wanda and Wendy like a e on Wednesday?

Vocabulary: Food

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