English Print Teachers Guide 4 PDF

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Student’s C
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Susan House Katharine Scott

RICHMOND PUBLISHING
House, Susan
26-28 Hammersmith Grove
London W6 7BA - United Kingdom English Print 4 : teacher’s guide / Susan House y
Katharine Scott. - 1a ed. - Buenos Aires : Santillana, 2008.
© Santillana Educación, S. L. / Richmond Publishing, 168 p. + Class CDs + posters ; 28x22 cm.
2007 Torrelaguna, 60 – 28043 Madrid
ISBN 978-950-46-1997-0
This edition:
© 2009 by Ediciones Santillana, S.A. 1. Enseñanza de Inglés. I. Scott, Katharine II. Título
Leandro N. Alem 720 CDD 420.7
C1001AAP, Buenos Aires, Argentina
The Teacher’s Guide includes audio CDs.
Publishers
Alicia Becker, Vicki Caballero
Consultant
Susan Bolland
Editorial Team
Rebecca Adlard, Paula Fulia, Elsa Rivera, M.ª del Carmen Zavala
Design & Layout

Isabel Arnaud, Rocío Lominchar, Jesús Pérez, Pablo Ramborger
Technical Coordination
Antonio Ocaña
Cover Design
Isabel Arnaud
Illustrations
Gilberto Bobadilla, Claudia Delgadillo, Carlos Gallego, Guillermo Graco,
Tania Recio, Edmundo Santamaría
Technical Director
Ángel García Encinar
Photos
Brand X Pictures, Digital Stock, Image source, Ingram Publishing, Rubberball Productions, A. Toril; A. Viñas; C. Contreras; F. de
Madariaga; G. M. Azumendi; GARCÍA-PELAYO / Juancho; J. C. Muñoz; J. Jaime; J. Lucas; KAIBIDE DE CARLOS FOTÓGRAFOS;
Prats i Camps; S. Enríquez; A. G. E. FOTOSTOCK; AGENCIA ESTUDIO SAN SIMÓN/A. Prieto; COMSTOCK; COVER /
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ISBN 978-950-46-1997-0
Richmond Publishing Team would like to thank Carina Sigal for her cooperation with this edition.
Queda hecho el depósito legal que marca la ley 11.723.

Impreso en Argentina. Printed in Argentina.
All rights reserved. No part of this work may be reproduced, stored in a retrieval system or transmitted in any form, electronic,
mechanical, photocopying or otherwise without the prior permission in writing of the publishers.
Every effort has been made to trace the holders of copyright, but if any omissions can be rectified, the publishers will be pleased
to make the necessary arrangements.
Este libro se terminó de imprimir en el mes de septiembre de 2008,

en Grafisur S. H., Cortejarena 2943, Buenos Aires, República Argentina.
Pri nt 4
Teacher’s Guide
Written by
Susan House
Katharine Scott
is not
ar ni ng a se cond language
t is that le h which to
ilo so ph y behind Prin t al so a w indow throug
Th e ph ion, bu arning a
a m ea ns of communicat res and ways of thinking. Le
on ly ltu there is
rstand other cu awareness that
see and unde re n de ve lo p an and viewing
ge helps child ing problems
second langua ay of expressing ideas, solv
ew
more than on
uage while
the w or ld .
un ity to le ar n a second lang t different
rt
ildren the oppo h children abou . They
Print offers ch areas. These books will teac d games
developing ot
her
an d fu n st ories, songs an ents will
an d pr ov id e enriching iti ca l th in ki ng skills. Stud
themes and cr learning
om ot e st ud ents’ creativity al l th e w hi le , they will be
will pr ory, and
y, art and hist
explore ecolog
English.
Print follows a well-structured grammar syllabus and incorporates the following methods and approaches:
The communicative approach Learning through literature
According to this approach, language is taught as a tool Stories provide the starting point for developing a wide
for communicating, not just as formal structures for variety of related language and learning activities involving
passing exams. children creatively and actively in their own learning.
The focus is more on meaning (the task to be completed) More and more English teachers at the primary level
than on form (correctness of language and language are using stories in their classes. This is partly because
structure). teachers have become more familiar with an acquisition-
Errors are a natural part of learning. Students trying to use based methodology, but principally because stories meet
the language spontaneously are bound to make errors. the major linguistic, psychological, cognitive, social and
Constant correction is unnecessary and even counter- cultural objectives for teaching foreign language to
productive. children.
The classroom should provide students with the opportunity Learners acquire language most effectively from messages
to rehearse real-life situations using natural language, not that are just slightly beyond their current competence. The
just repetition and drills. stories in Print expose students to natural language that is
meaningful and just above their level of production.
There is an emphasis on oral and listening development.
But reading and writing skills are also developed to promote The natural approach
pupils’ confidence in all four skills.
In this approach, language acquisition (an unconscious
This method states that learning is more meaningful if
process developed through using language meaningfully)
students can focus on completing a task using the target
is differentiated from language learning (a conscious
language rather than concentrating on using the language
process developed through learning or discovering rules
correctly. Thus, the primary focus of classroom activity is
about a language). Competence in a second language
the task, and language is simply the instrument required to
occurs through language acquisition.
complete it. Activities reflect real-life situations, and learners
The most effective way to acquire a language is to
focus on meaning—they are free to use any language
reproduce the conditions in which the first language is
they want. Playing a game, solving a problem or sharing
acquired. Therefore, students are exposed to the language
information are all relevant and authentic tasks.
in a variety of contexts. They are also encouraged to use
Content-based learning the language before they analyse its grammatical content
and structure.
In a content-based lesson, students learn about a topic that
interests them—anything from a serious scientific theme The most effective learning environment motivates
to a pop star or even a news story or film. The key is students without pressuring them. Learners will naturally
that the lesson is taught using the target language rather start to produce language when they are ready.
than students’ native language. Students’ motivation to
understand the topic will naturally assist in language learning.
2
tion
Introduc
4
uence
Scope and seq
6
Components
8
s
Course feature
10
s
Tips and trick
12
Word lists
15
Diagnostic test
Units
Fun in the sun

! 17
On the farm!
31
The pioneers
45
Champions
59
Healthy and c
lean 73
Superstars
87
Going to tow
n! 101
Inventions
115
Infinite space
129
Extras
143
Festivals
149
Assessments
3
Grammar and language Vocabulary
Past simple (regular and irregular): I went on holiday. Travel words: beach, camera, city, country, destination,
I didn’t go to the beach. I travelled by bus. Did you take a island, lake, mountain, pool, pyramid, suitcase, sunblock,
camera? sunglasses, ticket, train, holiday
There was/were: There was an elephant. There wasn’t a Circus words: acrobat, clown, juggler, lion tamer, ringmaster,
seal. There were three acrobats. There weren’t any clowns. safety net, seal, tiger, tightrope
Verb to go + gerund: She went swimming. He didn’t go Verbs: come, dance, do, drink, eat, go, have, jump, make,
sailing. play, sing, take, travel, want, walk, wear
Questions (Who, What, Where, When, How): Where did
you go? How did you travel?
Adverbs of frequency: I sweep the farmyard once a week. Farm words: barn, farmyard, farmer, farmhouse, fence, field,
She washes the dishes twice a day. Do you feed your pet three fruit, market, organic, vegetable garden
times a day? How often do you milk the cows? I get up at half Animal products: butter, cheese, cream, egg, honey, leather,
past four. meat, milk, wax, wool, yogurt
Comparative adjectives: I am taller than my friend. A cat is Adjectives: beautiful, cheap, cruel, dangerous, exciting, fast,
more intelligent than a duck. A chicken is uglier than a horse. friendly, frightened, heavy, intelligent, light, nervous, playful,
Which is bigger, a cow or a sheep? Is a dog faster than a pig? scared, slow, tiny, ugly, weak
Ordinal numbers: I won first place in the competition. Verbs: bite, break, collect, feed, fix, gallop, give, kill, leave,
milk, set, sweep, take out, tidy, wash, water
Present simple v past simple: Pioneer children rode in Pioneer vocabulary: box, camp, candle, chest, pioneer,
covered wagons. Children today ride bicycles. Did you go to sack, spade, wagon
the cinema? Do you go to the cinema every week? Objects in a house: bucket, electric light, fork, heater, knife/
Questions: Where did Molly go? Who did they meet? How knives, microwave oven, pot, soap, spoon, stove/cooker
did he travel? When did she eat? Places: church, library, car park, post office, river, school,
Why/because: Why did Davie get better? Because he took shop, supermarket, town
some medicine. Verbs: build, drink, drive, eat, go, live, make, meet, play,
There is/are: There is a library. There are some shops. read, ride, sleep, take, travel, walk, work
Is there a supermarket? Are there any shops? Adjectives: excited, gold, scared, sick, tired, trapped, young
There was/were: There was a chest. There was some oil.
There were some coins.
Can/can’t: I can skate, but I can’t ski. Can you swim? Actions: clap, climb, dive, do (a cartwheel/a handstand), fix,
Could/couldn’t: When I was one, I could play the drum. open, put on, rollerblade, ride a bike, skate, ski, spell, stamp, turn
They couldn’t buy expensive presents. Sports vocabulary: championship, cheerleader, competition,
Comparative adjectives: He was faster than the other cup, cycling, fan, final, (first) place, goal, gymnastics, helmet,
skaters. judge, judo, medal, player, point, prize, score, surfing, team,
tennis, trophy
Superlative adjectives: McTall is the tallest. McStrong is the
most popular. McBig is the worst. Adjectives: broken, cheap, dangerous, expensive, famous, fast,
friendly, handsome, heavy, intelligent, light, modern, popular
Ordinal numbers: I won second place.
Adverbs of frequency: I have a shower once a day. How Toiletry items: comb, hairbrush, nail scissors, shampoo,
often do you clean your nails? Twice a month. soap, sponge, toothbrush, toothpaste, wash bag
Should/shouldn’t: You should eat a good breakfast. You Health and safety: accident, arm band, body, broken
shouldn’t skip/miss meals. Should I wear a helmet? (arm), burn, cut, fever, fire, fire alarm, glasses, helmet,
Like/love/hate + gerund: Muddy likes brushing his teeth. I infection, medicine, ointment, optician, plaster, rash, safety,
don’t like having messy hair. She loves having a shower. temperature, thermometer, X-ray
Possessive adjectives: It’s her wash bag. This isn’t my bag. Food and diet: bread, breakfast, broccoli, butter,
carbohydrate, chicken, chips, diet, egg, energy, fruit, meal,
Reflexive pronouns: I hurt myself in the kitchen. Look after meat, oil, pasta, protein, rice, sardine, sugar, vegetable,
yourself. vitamins, weight
Comparative and superlative adjectives: Ella was taller Verbs: brush, burn, clean, comb, dress, have a shower, hurt,
than Bob. Sam is the tallest. leave, look after, scratch, skip, smell, stink, take care, taste,
Contractions: It’s important to eat a balanced diet. wait for, wash, wear
4
Grammar and language Vocabulary
Future with going to: I am going to have a party. He/She is Performing arts: academy, award, ballet, ballet shoes,
going to meet a friend. What time are you going to get up? concert, costume, fan, jazz, modern dance, performing arts
Sequencing adverbs (first, then, next, after that, school, poem, recording, solo dance, spin, stage, superstar,
finally): First, Rita had lunch with her granny. After that, talent contest, violin, winner
they invented a dance. Then they found a beautiful dance Subjects: Art, Computer Science, Dance, English, Geography,
costume. Finally, Rita danced in the talent contest. History, Maths, Music, P.E., Science
Verbs: act, arrive, build, catch, dream, drive, feed, find,
fly, get up, help, invent, listen, lose, meet, move, perform,
practise, receive, sell, wait, win
Prepositions: It’s opposite the petrol station. Places: aquarium, fire station, flat, flower shop, petrol
Past continuous: They were listening. She was talking to station, gym, postbox, shopping centre, cinema, pet
a boy. Was the headteacher shouting at the students? Yes, shop, police station, supermarket, toy shop, traffic lights,
he was./No, he wasn’t. Were you walking the dog at four underground, zebra crossing
o’clock? Yes, I was./No, I wasn’t. At quarter past five, I was Physical descriptions: bald, beard, curly, double chin,
eating some chips. What were you doing at four o’clock? eyebrow, moustache, old, short, straight, wavy, young
Crime words: alibi, arrest, clue, crime, detective, footprint,
gold necklace, jewelry, robber, robbery, statement, steal,
suspect, vandal, victim
Prepositions: around, behind, between, in front of, next to,
on, opposite, on the corner of
Verbs: arrive, begin, carry, check, cross, follow, give, help,
leave, skate, stop, take, turn, wait for
Past simple (When, What, How long ago): What did Inventions: aeroplane, automobile, battery, electric motor,
Edison invent? When did Volta invent the battery? In 1794. electric train, flying machine, gadget, glider, hot-air balloon,
How long ago did Volt invent the battery? 211 years ago. lightbulb, liquid paper, microwave oven, mobile phone, paper
before/after: The Zeppelin flew 100 years after the first hot- clip, sledge, stapler, tape, vending machine, zip
air balloon. He made the machine before he drew the model. Materials: glass, metal, paper, plastic, rubber, wood
Past continuous: It was eating. Was Joseph watching the Verbs: choose, clap, clean, connect, design, examine, fish,
birds one day? What were the men doing? float, invent, keep, land, point, put, smile, travel, turn on,
Sequencing adverbs: First, the brothers made a small silk want, wave, wear, wipe
balloon. Then they made a bigger balloon and basket. Finally, Adjectives: dangerous, dry, historic, warm
they made their famous hot-air balloon.
Questions: What is the diameter of Earth? How long is a Planets: Earth, Jupiter, Mars, Mercury, moon, Neptune,
day on Mercury? Which is the coldest planet? Who was the planet, Saturn, solar system, sun, Uranus, Venus
first man on the moon? Large numbers: hundred, thousand, ten thousand, hundred
Comparative and superlative adjectives: Mercury is hotter thousand, million
than Mars. Jupiter is the biggest planet. Space: alien, asteroid, astronaut, comet, constellation, galaxy,
Present simple: He lives far away. meteorite, orbit, outer space, rocket, spaceship, space shuttle,
Past simple (regular and irregular): They looked for signals space station, star
from outer space. Mission Control sent the instructions. Yuri Prepositions: around (round), behind, between, in the
Gagarin was the first man in space. middle of, next to
Future (going to): The aliens are going to attack Earth. Verbs: arrive, attack, break down, build, check, decode,
defend, explore, find, happen, learn, look, orbit, receive,
send, spin, travel, wait for
5
Student’s Book
Contains nine theme-based
units with a variety of
activities for classroom use.
Activity Book
Includes grammar and
vocabulary reinforcement
activities based on the
Student’s Book.
Student’s CD
Contains recordings of the songs,
chants and stories for students to
listen to at home.
6
These resources will make
your classes more dynamic
and effective.
Teacher’s Guide
Gives complete, easy-to-follow
instructions for using the
course.
Cutouts
Provide fun and
interactive material
for students to use
in class.
Class CDs
Contains recordings for
all the listening activities.
Posters
Provide a colourful
context for
reinforcing vocabulary
and grammar.
Interactive poster
cutouts are included.
7
To the ancient
Egyptians,
Draco
the constellation dile.
looked like a croco
In ce
f i n i t e s pa
60
the song.
1 Listen and sing
The pl anet so ng 3.
Earth is number
middle. 4.
The sun is in the Mars is number
nd. er 5.
Planets spin arou Jupiter is numb
is numb er 1. rn is numb er 6.
Mercury d the sun.
Satu
d and roun is numb er 7.
It goes roun Uranus
er 8.
middle. Neptune is numb
The sun is in the
ets spin arou nd.
Plan
er 2.
Venus is numb
er 1.
Mercury is numb sun.
and round the
They go round
Student’s Book
● Consists of nine units with a variety of activities for classroom use.
Each unit is theme-based, providing a fun and interesting context
for presenting language and vocabulary.
ne s!
Latest new
nomers
● Includes songs and hands-on projects. Label the solar

system.
Recently, astro
discovered a new
They named this
planet.
planet
Inuit
ory game. Sedna, after the
2 Play The mem ocean.
Venus? goddess of the
een the sun and
● Offers original children’s literature in each unit. Student A: Whi
Student B: Merc
ch planet is betw
ury.
i
Kik m
tu
m-
Infinite space
Tu
Unit 9
Cutout 1
100
● Includes extra activities for traditional festivals.
C o co
Baba
ugly
● Offers a section with phonics, reading development and process w
th
ea
i n
k
writing. Bi
m -b
am -f l
op small
p
tall
Fl i
● Provides a “real world” section with factual and authentic texts and ro
ng
t
fa
st
additional activities.
lazy
Medical form
● Provides interactive cutouts with games, info-gap activities and How tall...?
additional material to be used in each unit.
Cutout 2
How long...?
● Offers a review section at the end of each unit.
mation
How wide...?
Personal infor
er:
:
Telephone numb
Number of teeth
How long...? eriment.
a new exp
Eye colour:
Jacques did a duck
Address:
Joseph and kerel and
Name:
ep, a coc
y put a she they
Age:
First, the ket. Then
' Santillana Educa
ci n, S.L. / Richm section of the bas of the basket
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Th the skyk fo
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Look at the ying
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pictures and a vet exa
answer the eriment,
questions. f err the exp
ft
Afte
Aft e all fi ne..
ffine
Yes, he was. They wer
No, he wasn’t. animals.
Yes, he did. ntgolfier
were the balloon.
ted to fly in
No, he didn’t. Jacques Mo Joseph and
Jacques wan dangerous,” he
said.
Joseph and d in Fran
ce.
ied. “This is very the
They live ker. r was very worr e, don’t fly in
10 15 scientists. g the coo But their fathe in the sky. Pleas
eph was watchin . The smoke aren ’t birds . They can’t fly
Jos “People
One day, over the
fire
bag volu nteers.
small bag hot air, the balloon.” They foun d two
10 45 He put a bag . With the prised. in the balloon.
the very sur didn ’t fly first man ned
went into eph was So the brothers ready for the
slowly. Jos everything was
floated up r 21st, 1783,
On Novembe
on flight.
experiment. They made hot-air ballo
The brothers did an
Then they made a fire
a small silk balloon.
balloon floated up nd, 1783
10 30 under the balloon. The November 22
1. Was the boy n over Paris
Hot-air balloo
playing with a into the air. It was flying!
toy car at 10:1 a bigger balloon. .
2. Was the man 5? Then the brothers made ric day in Paris
cleaning the wind da
Yesterrday
rday was a histo
day
ows at 10:30? , there was a small basket. Yeste
streets and
3. Was the boy Under the balloon walking in the
flying his kite at fire in the basket, and People were y a girl pointed
to
10:45? The brothers made a . Suddenly,
enly Two men
4. Was the boy and the basket floated up into sitting in cafes float ing in the clouds.
crying at 10:4 the balloon balloon was and waving
at the
5. Did the man
5? the sky. A big were smiling
the air. basket. They in the sky.
fly the kite? were in the first men to fly like birds
were the
6. Did the man
help the boy? people. They 12 kilom etres. After 25
for
new on travelled . Jacques
Circle the basket. The The hot-air ballo ed outs ide Paris
correct opt made a new e sections. One minutes, the
balloon land ing day of my
life.”
ions. brothers the most excit
1. The boy flew Next, the it had thre said, “This is
his kite before longer, and Montgolfier
/ after he play basket was .
2. The man clea ed with his toy was for the fire 00 me tres!
ned the windows car. section re than 10,0
3. The toy car before / after flew for mo hot-air 54
broke before he read a book This balloon amazing ers in the text.
/ after the boy . about the e questio
n: rline the answ
4. The man help flew the kite. e talking ing the sam 1 Read and unde flight?
ed the boy befo People wer was ask hot-air balloon
re / after he clea balloon.
Everyone ?” the first manned
ned the windows. ans travel
in a balloon 1. When was
Paris doing?
Play Gue “Can hum the people in
ss the person 2. What were
. ers. 53 balloon doing? g
with the answ the men in the
Mar y Brown h the questions Yes, they did. 3. What were
Jane Smith 1 Listen Sue 1 Read and matc one day? did the balloon travel?
far
andWal
comker
plete the table watching the birds No, he wasn’t. 4. How
. Davi27ds
Beth Sports 1. Was Joseph ons out of woo d? it land?
broth ers make the ballo No, they didn
’t. 5. Where did
news 2. Did the
bask et? Ask a classmate
the questions.
91
1 Complete 3. Did they mak

e a new es, they were.
Yes,
the football facts 10 kilometres?
Baseball, bask . balloon fly for Yes, it did.
etball and 4. Did the last s
1676–1745 football are popu
g about the inven
tion?
val
1746–1821 sports. Lots of
lar team
people play
young expe
nsive good e people talkin
5. Werbig ti
1822–1897 popular
s
Did she live befo these sports and

Fe
1898–1975
re 1822? Did baseball
she live after 174 basketball
watch Foot ball fact 90
Football is the most popula
r sport
Ea
st e r
5? football
the games.
s in the world.
orld.
p t
The Maracanã Stadiu
m’s
m got 200,000 seats. . 70
Unit 8 In the 200 dance, and sing
Inventions
Football 99 It is the
e
football stadium.
2 Wo
W rld Cup , Kaka was 1 Do the Easter
Basketball years old.
old He only 20
H was the ce
Number of play
ers Baseball In 2002, Rea player on the E a ster l ine da n
l Madrid bou Brazilian team
ght Zidane , it’s Easter time.
€90 million. for . Spring is here line.
Length of gam He is the er and stand in
e Pele is from Brazil. Many Take your partn .
people think Pele is , one, two, three
football pla
yer. Step to the right .
the slap your knee
Weight of ball football player in the
world. Turn around and six.
four, five,
2 Look and
ask questions Step to the left, high kicks .
. hips, two
Hands on your .
Diameter of ball er by the hand
Manchester Take your partn .
United: 200 dance to the band
First professional 2–2003 Spin around and
international comp Date of birth
etition Height Weight
Tim Howard youngest
March 1979
Diego Forlan 1.89 m 95 kg oldest
Read and circle May 1979
Ryan Giggs 1.72 m tallest
T (True) or F (Fals 75 kg
e). Nov. 1973 shortest
Phil Neville 1.80 m 68 kg
Jan. 1977 heaviest
Mikael Silvestre 1.80 m
S p orts fa cts Ruud Van Niste
Aug. 1977
1.83 m
74 kg lightest
1. Football is the oldest lrooy 83 kg
international sport. July 1976 Who is the
T/F Rio Ferdinand 1.88 m 79 kg
2. Baseball has got the Nov. 1978 youngest play
biggest teams. Gary Neville 1.90 m er?
T/F 86 kg statues.
3. Basketball has got the Feb. 1975 2 Play Musical
smallest teams.
4. A baseball game is
the longest.
T/F
John O’Shea
April 1981
1.80 m 79 kg
Look at the list Tasks
T/F
Paul Scholes 1.91 m 75 kg 1. Think of a task.
5. Basketball has got the Nov. 1974 te.
heaviest ball. Ole Gunnar Solsk 1.70 m for ideas. Hop for one minu
jaer 73 kg paper.
T/F Feb. 1973 on a piece of of...?
What’s the opposite
6. Football has got the
lightest ball. 1.74 m 72 kg 2. Write the task tasks
T/F
A sports poster l groups. Put the
3. Play in smal
46 Unit 4 Champions 1. Choose a famo in a bag. Count up to... food.
us team or a famo the dance. e five types of
us athlete. r song and do Nam
2. Make a poste 4. Play the Easte c off,
r about the team her turns the musi
information, write or athlete: Look
for When your teac students to Sing a song.
a paragraph and The last three
draw pictures. stop dancing.
from the bag.
stop take a task Festivals Easter 117
Unit 4 Champions
47
8
��
� ��
� Teacher’s Guide
�
Provides complete, easy-to-follow instructions for using the course.
Vocabulary
Travel words:
aeroplane, beach
, boat, bus, camer
Grammar ●
book, country, Past simple (regu
destination, holida a, car, city, comic lar and irreg
mountain, pool, y, island, lake, I went on holida ular verbs):
pyramid, suitca y.
ticket, train se, sunblock, I didn’t go to
Includes clear ideas for grammar/vocabulary presentation and practice.

sunglasses, the beach.
Clothes: I travelled by
bus.
Did you take
boots, jacket,
Circus:
shorts, swims
uit, trainers, T-shir
t There was/w
a camera?
ere:
●
acrobat, clown There was an
, elephant, juggle elephant.
master, safety r, lion, There wasn’t
net, seal, tiger, lion tamer, ring a seal.
tightrope There were three
Includes unit overviews— each overview provides a list of the target

Activities: acrobats.
There weren’t
canoeing, hiking any clowns.
Verbs:
,
swimming, walkinhorse-riding, rock climbing,
g sailing,
Verb to go +
She went swimm
gerund:
ing.
●
He didn’t go sailing
grammar, vocabulary and functional language, as well as a teaching tip.

come, dance, .
do,
sing, take, travel drink, eat, go, have, jump, Wh questions
(who, what,
, want, wear make, play, Where did you where, when
Functional langu go? , how):
How did you
it? May I have age: I’d like travel?
your name, please to go to… How much is
? Here’s your… Multiple intell
igence: Visual
Includes one optional activity per lesson.

(page 21) /spatial intellig
ence
Teaching tip
Classroom discip
line
●
It is important
to
at the very begin establish your classroom rules
ning of the schoo
Keep the rules
simple and clear, l year. If you want behav
� Raise your hand
� Always ask
if you want to
if you don’t under
for example:
ask a question.
stand.
marks, it is better iour to be counted in the final
the total rather to reserve some points from
you are gradin

than
assessments (tests, adjusting marks for object
exams, homework) ive
● Offers a variety of ideas for the reinforcement of the universal values
included in the course.
� Don’t shout g out of 100, . For example,
or talk over your for behaviour. you can reserv if
classmates. Students who e 10 points
� Listen to your test but whose get
classmates’ opinio
ns. conduct has not a perfect score in a
� Take turns when obtain a maxim been very good
um
playing game
s. been cooperative of 90 points. Students who would
have
� Help your classm especially bright and well-behaved but who
ates if they find or good at exams are not
something difficu of obtaining 10 have the possib
Contains ideas for developing students’ critical thinking skills.

� Always ask lt. extra points for ility
if you want to conduct.
borrow somet
hing.
●
● Offers ideas for relating the course material to students’ own

er the pictures
in their books
. Point out
s of
experiences.
Students numb ers and the mean
are odd numb
that the places
k Page 4 even numbers.
Student’s Boo
Includes cross-curricular activities and a project at the end of each unit
transport are
Unit 1
Sing the song . Fun in
simple: Where
did you go? How
did the sun! � .
. Students sing
Play Track 1 again six groups.
along ��
�� ●
Grammar: Past to the beach. I went by bus. into ion in each verse.
to enrich the course content.

you travel? I went beach, Divide the class
boat, plane, bike, station, 1 sings the quest a
Bus, train, car, Play Track 1. Group answers. Each group sings line.
Vocabulary: , pyramid, country, lake, train the
tain, island Groups 2–6 sing all the group s sing the last
moun airport. Finally,
bus station, port, nt). different line.
cards (1 per stude
of paper, index
Materials: Slips
ity
Optional activ
Warm-up
Play Greet your
classmates.
(Laura Silver).
I’m your Englis
h teacher.
The chain game
Ask students
underground,
motorbike, taxi,
ways of classif
means of transp
to name other helicopter, bike, etc.
ying these mean
ort:
s of
air, by
● Provides one photocopiable assessment per unit.
Say: Hello! I’m on the board. Elicit different travel; travel by
names) ing to speed of of transport.
Write your name s (first and last transport: accord modern or ancient means
their full name last summer,
Includes an answer key for the activity book.

or by land; holida y
Students write and pass them to you. water by saying On
my
him/
on slips of paper and distribute them again
. Start off the chain Point to a student and ask
Shuffle all the
slips
on your slip and greet
Look at the name nt: Hi, (Oliver)! I’m Laura
the
Silver.
I travelled by
her to contin
(bus).
ue the chain: On my holida
. Conti
y last summer,
nue until
●
of (bus) and by (train)can’t think of another
corresponding
stude n on his/her slip I travelled by
s a mistake or
greets the perso somebody make This person is eliminated fromnt
the
The student then I’m Oliver Jones. . ue.
)! word to contin . The last stude
Offers ideas for extended activities related to traditional festivals.

paper: Hi, (Sofia the students have participated to chain starts again
Continue until all Show them how game, and the
nt an index card. winner.
Give each stude
fold it so that
it will stand up on the table. Students
They write their
remaining is the ●
for themselves. holidays
mate about their
keep
make name cards side of the index card and all
d Ask your class
the chart.
front
names on the you have learne 2
their cards on
their tables until and complete . Write
Contains ideas for making the most out of each unit poster.
onto the board
their names. from activity 2 left-hand
Copy the table means of transport in the
Vocabulary
presentatio
n the names of
column. Point
the
to a student and
ask: How did
you
the student’s
name ●
last holiday? Write with several more
Poster 1 to the board. travel, on your ng box. Conti
nue
poster cutouts each in the correspondi
1. Attach the board. Give
Display Poster to come to the
their
Offers clear grammar tables and a grammar reference section at the end
the stude nts. om asking
Ask six students boat, train, plane, etc. Name around the classro g the names until
t: Students walk writin
student a cutou nts to repeat. question and
means of transp
ort and get stude the corresponding
place the cutou
ts in
classmates the
they have comp
leted the table. ●
Students then
of each unit.
poster. people
places on the ask: How many
to one of the cutouts and y? Stude nts Wrap-up 1
Point during their holida er on the A new verse
travelled by (boat)Count and write the numb A fun holiday: three.
raise their hands
. s of transport. into groups of while on holida
y
with the other mean Divide the class of a place to visit
nue
board. Conti Each group thinks
a mean s of transport. the song and then
and nts join in with the
practice
Controlled Play Track 1. Stude . The rest of the class sings
er the pictures.
1
verses
1 Listen and numb going on holida
y. Ask add their own
and each group answers
with their verse.
song is about Where question
Explain that this their holidays:
questions about go
Activity Book
students a few did you travel? Who did you
did you go? How ies 1 and 2.
Page 4, activit
with? places in the pictures: 6. plane; 7.
to name the Key island; 5. bus;
Ask students , pyramid, count .
ry.
� 1. mountain;
3. pyramid; 4.
tains, island train; 10. lake 3. the
beach, moun nts follow in their
books
boat; 8. car; 9. ; 2. boat, boat;
Play Track 1. Stude � 1. the lake,
the bus station plane, plane, the airport
train station; 4.
mountains, the
Track 1
y
A fun holida activity 1.)
Book page 4,
(See Student’s the
ts to illustrate
Use Poster 1 and
meaning of the
Unit 1
the poster cutou
verses.
Fun in the sun!

Activity Book
� ��
nf
i n i t e s pa c e
I
● Provides grammar and 1 Solve the puzz
le.
vocabulary reinforcement. Moon Sun

Jupiter
Mercury Venu
s Earth Mars
Each page in the Activity Book Saturn Uran
S
us Neptune
corresponds to one page in the L

O
S
Y
S
Student’s Book which can be A
R
T
E
done either as extended work 2 Look and com
plete.
M
in class or as homework. next to in the middle

of behind between
● Contains clear and interactive

grammar tables.
The comet is
● Includes extra activities for the stars. Merc

ury is
Venus.
traditional festivals. Ea
st e r
an East er card.
The esun
1 Mak is
ured pencils. the clouds. The sun is
100 Materials: Colo
Unit 9 Infinite space the planets.
Find fun cooking activities in

the cross-curricular pages at Festivals Easter 115
the end of each unit.
9
diagnostic test
Administering the
ostic test the first week
Give students the diagn
s the major grammar
of school. The test cover
lds that students are
structures and lexical fie e
d prior to this level. Th
expected to have learne de nts ’
you evaluate stu
test is designed to help
mi ne in which areas they
general level, deter
remedial work and
need reinforcement or
and strong students.
identify possible weak
gnostic test
Answer key to the dia
bananas; 4. There
1. pineapple; 2. milk; 3.
som e; 6. There is
are some; 5. There is
to bottom: eighteen,
From left to right, top
ty-three, fifty-two,
sixty, ninety-four, twen
-seven, seventy-nine
forty-five, eleven, eighty
phant, snake, tortoise;
monkey, tiger, parrot, ele
; 4. can; 5. can’t;
1. can’t; 2. can’t; 3. can
6. can
sometimes; 4. never
1. always; 2. usually; 3.
4
, drank, went,
had, swam, played, ate
5
bought, wrote;
When
1. Where; 2. What; 3.
rials
class mate
Preparing expected to Working w
, students are rs, coloured
ith the sto
ries
For each lesson materials isso
: sc The stories in
w in g Prin
have th e follo rubber and a competence by t challenge students’ lingu
st ick, a pencil, a pr istic
penc ils, a gl ue is just above th oviding meaningful input th
eir level of prod at
notebook. The stories pr uction.
uts ovide students
Student’s cuto o per unit, learn English with a chance
pa ge s of cutouts, tw through literat
ure. They expo
to
There are tw en ty e course. students to na
pa rate co mponent to th they have the
tural language
,w
se
included as a se opportunity to hich means
touts are ways that a na deal with text
ile an d colourful cu tive speaker w s in
Thes e ve rsat uage practice, ould do.
ed fo r m eaningful lang visual When working
de si gn
sk ill s de ve lo pment such as students that
with the storie
s, explain to
games and cal thinking. it is not import
fying and criti understand ev ant for them
memory, classi ery single wor to
ent activities that they shou d in the text,
ar e used in differ ld focus on un but
Th e cu to ut s be used more general meani derstanding th
ro ug ho ut th e unit and may ng of the stor
y.
e
th
Note: The liter
than once. ature section
take
lessons in ever
s y unit. The stor s up two
Craft activitie tivity, often read from begi y should be
er e is a hands-on ac The first time,
nning to end
in each lesson
In every un it th fore starting students focu .
on th e St ud ent Cutouts. Be that understanding s on a genera
l
based ensure of the story. In
is important to ary material at lesson, a more the second
the activity, it ne ce ss thorough com
got all the be encouraged prehension sh
students have ca rr y ou t this type of . The Teacher’s ould
. To he lp students step in activities that Guide includes
ha nd
u sh ou ld de monstrate each what comprehension
focus on deve
loping reading
activity, yo ow exactly strategies and
sure they all kn deeper unders on promoting
class, making tanding of the a
to do. story. vocabulary in
they have got the
10
Working w
ith cross-cu
rricula r activities
Cross-curricul
ar activities ar
students to pr e a great way for
actise language
context. in an authentic
osters Prepare mater
Using the p ent and ial ahead of tim
po st er ca n be used to pres ge taught there is enough e an
for everyone to d make sure
Each langua
cabulary and task successful complete the
practise the vo ing unit. You can write on ly.
nd
in the correspo whiteboard or water-based To extend lang
uage practice,
us in g
the posters through the ac
tivity while de
talk students
marker pe ns . you are saying monstrating w
. hat
ts
Poster cutou ther with the Warn students
fe at ur e is used toge no
or any other su t to swallow paint, glue, in
This un iq ue ide more
at th e activities prov bstance. k
poster s so th portunity for
ni ng fu l pr ac tice and the op the student. Make sure ther
e is sufficient
mea rt of activities such space for phys
ation on the pa as jumping or ical
active particip ru nning.
be used Cookin g
touts can also
The poster cu practise
to present and Strictly superv
independently ise students ar
knives and sh ound hot food
vocabulary. arp objects. ,
cutouts
p a ri n g a n d using poster Keep hands, ut
Pre cutouts ensils and food
in g ea ch un it, prepare the Get students
clean.
Before beginn marked
th em in a la rge envelope, in a special co
to work in sm
all groups, eith
and store oking area or er
number. in the classroo
with the unit Associate the m.
any adhesive language with
, ta pe, Blu-Tack or as students pe th
Use m ag ne ts to remove the rform them du
e actions
bs ta nc e th at will allow you preparation. ring food
su em.
t damaging th
cutouts withou Demonstrate
the
Get material re activity in front of the class.
ad
clear language y in advance and use simpl
as you prepar e,
Art e the recipe.
Using the w
ord lists
On pages 12-1 Print integrates
4 of this introd arts and crafts
find photocop uction, you w help students activities to
iable lists of th ill develop creativ
for each unit. e target vocabu awareness. To ity and artistic
These lists can lary make sure that
and distributed be photocopie enriching expe children have
each month to d rience, it is im an
They include al your students and praise stud portant to exhi
l the active vo . ents’ work eq bit
in each unit— cabulary presen making compa ually, without
the words that ted risons.
expected to le students are
arn and use.
Students can
use
or for a variety the lists for study purposes
of activities:
● Creatin
g a picture dict
ionary with th ersal values
vocabulary fo
r that month. e
cr it ic a l th inking, univ
Handling
● Writin
g sentences w activities es, the
ith each one of and extra d extra activiti
the words. l thinking an r students to
● Writin
g a story with For the critica too difficult fo English to
some of the w ua ge m ay be
ords. lang ld use
● Cuttin
g out the wor glish. You shou ary, you can
ds , gl ui ng manage in En if ne ce ss
notebooks an them into thei tivity, but uage to cover
with pictures
d illustrating th
eir meanings
r initiate the ac ts ’ na tiv e la ng
either st ud en
or definitions. switch into .
these sections
● Classify
ing the words the material in
.
11
Travel words holiday train tiger Clothes drink
Key words Unit 1
beach island tightrope boots eat

Circus words
boat lake jacket have
acrobat Activities
bus mountain shorts jump
clown canoeing
camera plane swimsuit make
elephant hiking
car pool trainers play
juggler horse-riding
city pyramid T-shirt sing
lion climbing
comic book suitcase take
lion tamer sailing Verbs
country sunblock travel
ring master swimming come
destination sunglasses want
safety net walking dance
ticket wear
seal do
Farm animals Farm words cream exciting ugly collect

Key words Unit 2
bee barn egg fast weak feed

bull farmer honey friendly young fix
chick farmhouse leather frightened give
Ordinal
chicken farmyard meat heavy kill
numbers
cockerel fence wax intelligent leave
first
cow field wool light milk
second
donkey vegetable yogurt nervous sweep
third
goat garden old take out
Adjectives fourth
horse playful tidy
Animal beautiful fifth
pony scared wash
products cheap
rabbit slow Verbs water
butter cruel
sheep tiny break
cheese dangerous
Pioneer Objects in spoon Adjectives make Food

Key words Unit 3
vocabulary a house stove excited meet bread

box bucket telephone gold play coffee
camp cooker scared read dried meat
Places
candle electric light sick ride fruit
car park
chest fork tired sleep oil
church
pioneer fridge young take potatoes
library
sack heater travel rice
post office Verbs
spade knife/knives walk salt
shop build
wagon microwave oven work
supermarket drive
pot
town live
soap
12
Actions ski final surfing cheap light
Key words Unit 4
clap spell football swimming dangerous modern
climb turn goal team expensive new
dance gymnastics tennis famous old
Sports words
dive helmet trophy fast popular
championship
do a cartwheel judge volleyball friendly small
cheerleader
do a handstand judo good ugly
competition Adjectives
fix medal handsome young
cup bad
open prize heavy
cycling beautiful
rollerblade score intelligent
fan broken
skate skateboarding long
Toiletry items Health and helmet Food and diet oil cut
Key words Unit 5
comb safety infection bread pasta have a shower

hairbrush accident medicine breakfast protein hurt
nail scissors arm band ointment broccoli rice leave
shampoo body optician butter sardine scratch
soap broken arm plaster carbohydrate sugar skip
sponge burn rash chicken vegetable smell
toothbrush cut school nurse chips vitamin stink
toothpaste dentist temperature diet weight taste
wash bag doctor thermometer egg wait for
Verbs
fever X-ray energy wash
brush
fire fizzy drink wear
burn
fire alarm fruit
clean
glasses meat
comb
Performing modern dance Subjects Adjectives dance move

Key words Unit 6
arts music Art closed dream perform

academy poem Computer crazy drive play
award song Science famous feed practise
ballet spin Dance strange find read
ballet shoe stage English strict fly receive
concert superstar Geography get up sell
Verbs
costume talent contest History help sing
act
fan violin Maths invent travel
arrive
film winner Music listen visit
born
interview P.E. lose wait
build
jazz Science make win
catch
magic trick meet work
clean
13
Places swimming pool old gold necklace Prepositions check
Key words Unit 7
aquarium traffic lights straight jewelry around follow

bus stop underground wavy location behind give
church zebra crossing young police between help
cinema robber in front of stand
Physical Crime words
fire station robbery next to stop
description address
flat statement on take
bald alibi
gym steal opposite turn
beard arrest
pet shop suspect on the corner of wait for
curly clue
petrol station time watch
double chin crime Verbs
police station vandal
eyebrow date arrive
postbox victim
long detective begin
street
moustache footprint carry
supermarket
Inventions hot-air balloon stapler paper cut put

Key words Unit 8
aeroplane lightbulb tape plastic design smile

battery liquid paper vending rubber draw travel
electric motor microwave oven machine wood float turn on
electric train mobile phone zip invent want
Verbs
flying machine paper clip keep wave
Materials choose
gadget photo land wear
glass clap
glider sledge point wipe
metal connect
Planets Measurements ten thousand outer space flashing build

Key words Unit 9
Earth day one hundred rocket friendly check

Jupiter diameter thousand spaceship hot decode
Mars distance one million space shuttle light (blue) defend
Mercury hour space station long explore
Space
moon length star near find
alien
Neptune light year short learn
asteroid Adjectives
planet temperature small orbit
astronaut boring
Saturn year strange receive
comet bright
solar system send
Large constellation cold Verbs
sun spin
numbers galaxy dark (blue) arrive
Uranus travel
one hundred meteorite exciting attack
Venus wait for
one thousand orbit far break down
14
1 Look and complete. (3 points)
1. There is a .
2. There is some .
3. There are some .
4. carrots.
5. juice.
6. a watermelon.
2 Write the number words. (3 points)
18 60 94
23 52 45
11 87 79
3 Label the pictures. (2 points)
Complete the sentences. (3 points)
can can’t
1. An elephant jump. 4. A tortoise swim.

2. A snake walk. 5. A monkey talk.
3. A parrot fly. 6. A tiger run.
© Ediciones Santillana, S.A., 2009 Photocopiable
4 Complete the sentences. (2 points)
sometimes never always usually
1. He watches TV every day. He watches TV.

2. He eats eggs for breakfast five days a week. He eats eggs for breakfast.
3. He goes to the cinema at the weekend. He goes to the cinema.
4. He doesn’t play football. He plays football.
5 Complete the text with the past form of the verbs. (4 points)
eat write go drink have swim play buy go
Last Saturday, John went to the beach

with his cousin. They a great time.
They in the sea and
volleyball on the beach. They hot
dogs and juice. In the afternoon,
they to the shopping centre and
they some presents. At night, they
some postcards to their friends.
Complete the questions. (3 points)
1. did John and his cousin go? To the beach.

2. did they eat? Hot dogs.
3. did they write postcards? At night.
© Ediciones Santillana, S.A., 2009 Photocopiable

un u n!
in the s
F Vocabulary Grammar
Travel words: Past simple (regular and irregular verbs):

aeroplane, beach, boat, bus, camera, car, city, comic I went on holiday.
book, country, destination, holiday, island, lake, I didn’t go to the beach.
mountain, pool, pyramid, suitcase, sunblock, sunglasses, I travelled by bus.
ticket, train Did you take a camera?
Clothes: There was/were:
boots, jacket, shorts, swimsuit, trainers, T-shirt There was an elephant.
Circus: There wasn’t a seal.
acrobat, clown, elephant, juggler, lion, lion tamer, ring There were three acrobats.
master, safety net, seal, tiger, tightrope There weren’t any clowns.
Activities: Verb to go + gerund:
canoeing, hiking, horse-riding, rock climbing, sailing, She went swimming.
swimming, walking He didn’t go sailing.
Verbs: Wh questions (who, what, where, when, how):
come, dance, do, drink, eat, go, have, jump, make, play, Where did you go?
sing, take, travel, want, wear How did you travel?
Functional language: I’d like to go to… How much is Multiple intelligence: Visual/spatial intelligence
it? May I have your name, please? Here’s your… (page 21)
Teaching tip
Classroom discipline
It is important to establish your classroom rules If you want behaviour to be counted in the final
at the very beginning of the school year. marks, it is better to reserve some points from
Keep the rules simple and clear, for example: the total rather than adjusting marks for objective
• Raise your hand if you want to ask a question. assessments (tests, exams, homework). For example, if
you are grading out of 100, you can reserve 10 points
• Always ask if you don’t understand. for behaviour. Students who get a perfect score in a
• Don’t shout or talk over your classmates. test but whose conduct has not been very good would
obtain a maximum of 90 points. Students who have
• Listen to your classmates’ opinions. been cooperative and well-behaved but who are not
especially bright or good at exams have the possibility
• Take turns when playing games.
of obtaining 10 extra points for conduct.
• Help your classmates if they find something difficult.
• Always ask if you want to borrow something.
Unit 1 Fun in the sun! 17

Student’s Book Page 4 Students number the pictures in their books. Point out
that the places are odd numbers and the means of
transport are even numbers.
Grammar: Past simple: Where did you go? How did
you travel? I went to the beach. I went by bus. Sing the song.
Vocabulary: Bus, train, car, boat, plane, bike, beach, Play Track 1 again. Students sing along.
mountain, island, pyramid, country, lake, train station, Divide the class into six groups.
bus station, port, airport. Play Track 1. Group 1 sings the question in each verse.
Materials: Slips of paper, index cards (1 per student). Groups 2–6 sing the answers. Each group sings a
different line. Finally, all the groups sing the last line.
Warm-up Optional activity

Play Greet your classmates. The chain game
Say: Hello! I’m (Laura Silver). I’m your English teacher. Ask students to name other means of transport:
Write your name on the board. underground, motorbike, taxi, helicopter, bike, etc.
Students write their full names (first and last names) Elicit different ways of classifying these means of
on slips of paper and pass them to you. transport: according to speed of travel; travel by air, by
Shuffle all the slips and distribute them again. water or by land; modern or ancient means of transport.
Look at the name on your slip and greet the Start off the chain by saying On my holiday last summer,
corresponding student: Hi, (Oliver)! I’m Laura Silver. I travelled by (bus). Point to a student and ask him/
The student then greets the person on his/her slip of her to continue the chain: On my holiday last summer,
paper: Hi, (Sofia)! I’m Oliver Jones. I travelled by (bus) and by (train). Continue until
Continue until all the students have participated. somebody makes a mistake or can’t think of another
Give each student an index card. Show them how to word to continue. This person is eliminated from the
fold it so that it will stand up on the table. Students game, and the chain starts again. The last student
make name cards for themselves. They write their remaining is the winner.
names on the front side of the index card and keep
their cards on their tables until you have learned all
their names. 2 sk your classmates about their holidays
A
and complete the chart.
Vocabulary presentation Copy the table from activity 2 onto the board. Write
the names of the means of transport in the left-hand
Poster 1
column. Point to a student and ask: How did you
Display Poster 1. Attach the poster cutouts to the board.
travel, on your last holiday? Write the student’s name
Ask six students to come to the board. Give each
in the corresponding box. Continue with several more
student a cutout: boat, train, plane, etc. Name the
students.
means of transport and get students to repeat.
Students walk around the classroom asking their
Students then place the cutouts in the corresponding
classmates the question and writing the names until
places on the poster.
they have completed the table.
Point to one of the cutouts and ask: How many people
travelled by (boat) during their holiday? Students
Wrap-up
raise their hands. Count and write the number on the
board. Continue with the other means of transport. A fun holiday: A new verse 1
Divide the class into groups of three.
Controlled practice Each group thinks of a place to visit while on holiday
1 Listen and number the pictures. 1 and a means of transport.
Play Track 1. Students join in with the song and then
Explain that this song is about going on holiday. Ask add their own verses. The rest of the class sings the
students a few questions about their holidays: Where question and each group answers with their verse.
did you go? How did you travel? Who did you go
with? Activity Book
Ask students to name the places in the pictures: Page 4, activities 1 and 2.
beach, mountains, island, pyramid, country.
Play Track 1. Students follow in their books. Key
1 1. mountain; 3. pyramid; 4. island; 5. bus; 6. plane; 7.
Track 1 boat; 8. car; 9. train; 10. lake

2 1. the lake, the bus station; 2. boat, boat; 3. the
A fun holiday
(See Student’s Book page 4, activity 1.) mountains, the train station; 4. plane, plane, the airport
Use Poster 1 and the poster cutouts to illustrate the

meaning of the verses.
18 Unit 1 Fun in the sun!

Student’s Book Page 5 No, I went to New York.
How interesting!
It was fantastic! I went by plane. I took some sunglasses and
Grammar: Past simple: Did you take a camera? Yes, I a camera. I took some trainers for walking.
It was very hot, so I took a T-shirt and some shorts.
did./No, I didn’t.
Vocabulary: Suitcase, camera, swimsuit, boots, Listen again and tick (3) the chart.
sunglasses, sunblock, trainers, T-shirt, shorts, comic Ask students if they can remember any of the things
book, jacket, mountain, beach, city, country. that each child took on his/her trip. They can guess
Materials: Cutout 1. by looking at the items and the types of places they
visited. Students complete the chart in pencil.
Play Track 2 again. Students listen and tick the items in
Warm-up the chart.
Check the activity. Ask: What did (Anna) take?
Play Guess what I took on holiday?
Ask students if they pack their own suitcases when they Craft activity
go on holiday.
Choose an item of clothing and say: On my holiday, I 2 Pack your suitcase.
took (mime an item of clothing). Students cut out the pictures in Cutout 1.
Students try to guess the item. The student who They place the cutouts face up on their tables.
guesses correctly chooses another item and mimes it for Call out an item. Students hold up the
the rest of the class. corresponding cutout. Repeat with all the items.
Make sure that students realise that they can choose Read the instructions for activity 2 out loud.
lots of different things, not just clothes. Students choose six items and glue them into their
suitcase. Then they tick the Holiday questionnaire in
Vocabulary presentation Cutout 1 with their own items.
Draw a picture of an open suitcase on the board. In pairs, students complete the questionnaire by
Tell students that people usually make a list of the following the model in their books.
things they need to take on their holiday. Note: Students keep the extra four cutouts for the
Ask students to help you make a list of the clothes and Wrap-up activity.
things they would take to a hot place.
Mime and say the following: sunblock, swimsuit,
sunglasses, hat. Make a list of these words on the board. Optional activity
Repeat with different types of holidays: climbing in the Running dictation
mountains, camping, visiting a small town... Divide the class into small groups. Each group makes
Draw boxes around all the lists. a list of ten things to pack in a suitcase. They should
include different items and descriptive elements: a red
Controlled practice and green swimsuit.
Collect the lists and place them up on the walls.
1 Listen and number the places. 2 When you say: Go! members of the groups take turns
Point to and name the children in the pictures. running to a list, reading the first item, running back
Ask students to identify the places: city, mountain, to their groups and dictating the information. The first
beach. group to recompose a list is the winner.
Explain that the three children each went to a different
place for their holidays.
Play Track 2. Students number the places.
Wrap-up
Track 2
Hello, children! Holiday sentences
Hello! Students glue their remaining cutouts into their
Welcome back to school. Did you have a good holiday? notebooks and write a sentence next to each one:
Yes! I took a (camera).
David, tell us about your holiday.
I went to the mountains with my family. It was really fun. Activity Book
What did you take with you?
I took a camera and some boots. I also took a jacket. It’s cold
Page 5, activities 1 and 2.
in the mountains!
What about you, Mark? Where did you go?
Well, I went to the beach with my mum and dad. It was lots
of fun.
What did you take with you to the beach?
I took my sunglasses, my swimsuit and some sunblock. And I
also took a camera and a comic book.
Did you go to the beach, too, Anna?

Student’s Book Page 6 Controlled practice
1 Read and circle the correct options.
Grammar: There was/were: There was an elephant. Read the first sentence out loud. Ask students which
There were three acrobats. There wasn’t a clown. option is correct.
There weren’t four acrobats. Students work individually on the activity.
Vocabulary: Studio, painting, circus, tightrope, man, Check the answers with the whole class.
woman, clown, acrobat, juggler, lion tamer, elephant,
lion, seal, magic spell, beach, holiday, jump. Optional activity
Picture memory
Divide the class into pairs.
Warm-up Each pair chooses a theme: animals or travelling. They
Play The memory game. draw a picture related to that theme.
Place some classroom objects (singular and plural) on Students swap drawings and memorise their partner’s
your table. picture.
Ask students to come to the table and give them two After one minute, partners return to their own pictures.
minutes to memorise all the objects. Then they take turns trying to recall and describe their
Remove the objects from the table. partner’s picture: There was a mountain and a beach.
Students work in pairs and try to make a list of all the There were two people.
objects that were on the table.
Ask volunteers to read their lists: There was a red
pencil. There were three rubbers… Connecting to students’ experiences
Ask students the following questions:
Controlled practice Have you ever wished very hard for something to
happen? What did you wish for? Have you ever
Story: The secret of the painting, part 1 3 invented a magic spell? If so, what for? What did you
Students look at the first picture in the story and name say or do? Did it work?
everything they can see: horse, elephant, lion, cake,
etc.
Wrap-up
Help them name unknown words: juggler, lion tamer,
tightrope, acrobat. Categories
Write the words on the board. Write the following categories has eadings on the
Ask for volunteers to come to the board and draw board: People, Animals, Places, Actions. Write the
a picture for each word. following words and phrases in random order all over
Play Track 3. Students follow along in their books. the board: Camilla, Camilla’s father, man, woman,
clowns, acrobats, jugglers, lion tamer, lion, elephant,
Track 3 studio, beach, went to the beach, jumped out of the
The secret of the painting, part 1 painting, said a magic spell.
(See Student’s Book page 6.)
Students classify the words and phrases into the four
Tell students to close their books. categories in their notebooks.
Ask a volunteer to describe Camilla’s father’s painting Note: Save the classification tables for the next lesson.
(the first picture): There was an elephant. There were
three acrobats. Answer Key
were, wasn’t, was, weren’t, was
Developing reading
Students silently read the story in their Student’s Activity Book
Books. Page 6, activities 1 and 2.
Ask volunteers to take turns reading out loud. Help Key
them with the difficult words. 2 was, were, were, was, wasn’t, weren’t, was
Ask comprehension questions about the story: Was

Camilla’s father a painter? Was there a lion tamer
in the picture? Did Camilla want to play circus? Did
Camilla’s magic spell work? Where did Camilla’s family
go? What are the circus people doing in the second
picture?

1 Read and number the sentences.
Grammar: Past simple: They had a party. Read the sentences out loud and explain that the
Vocabulary: Have, eat, play, ride, watch, drink, students need to put them in the correct order.
make, come, go, look at, finish, take, change, Ask them to look carefully and say which sentence
discover, circus, elephant, pool, garden, lemonade, comes first.
mess, acrobat, woman, clown, cake, juggler, museum, Continue sequencing the sentences out loud. Students
mystery, truth, secret. number the sentences in their books.
Materials: Classification tables from the Wrap-up
activity in the previous lesson. Critical thinking
Ask students questions about animals in the circus: Have
you been to the circus? Did you see any animals? Do
Warm-up you think a circus is better with or without animals?
Story summary Why?
Students take out their classification tables from the
previous lesson.
Ask questions about the information in the tables: Optional activity
Where was the painting? Who did the painting? What Multiple intelligence:
was in the painting? Where did Camilla and her family Visual/spatial intelligence
go? Who invented a magic spell? What did the man Discuss with students the fact that the two pictures
on the tightrope do? What did the rest of the circus (the first on page 6 and the second on page 7) show
people do? different moments of the same scene.
Write the answers on the board. Students work in pairs. Students invent and draw
a scene with the characters from the story. Then they
Controlled practice
draw the same scene a few minutes later, showing
Story: The secret of the painting, part 2 4 changes in positions.
Students look at the first picture on page 7 of their Students mount the two pictures on coloured paper. In
books. Identify the characters from the story (clowns, pairs, students describe their scenes to the rest of the
acrobats, lion tamer, elephant, etc.) and ask: What (are) class.
the (clowns) doing?
Play Track 4. Students listen with their books closed.
Make true/false statements about the story. Students Wrap-up
correct your statements.
T: The circus people went to sleep. Character reviews
Ss: Oh no, they didn’t! The circus people had a big party. Students choose a character from the story. They
Track 4 underline the sentences in the story that refer to their
The secret of the painting, part 2 character and circle all the pictures of their character.
(See Student’s Book page 7.) Then they write a physical description of their character
and a character review. Write the following outline on
Students look at the second picture on page 7. Explain the board:
that this is the painting after Camilla’s holiday. Name of character:
Students circle the differences between the first picture Physical description:
on page 6 and the second picture on page 7. Discuss
the changes in the painting. I like / don´t like this character because
.
Developing reading
Collect the character reviews and keep them in a file.
Ask for volunteers to take turns reading the story out
loud. Help them with the difficult words. Answer Key
Ask questions about the story: What did the circus 1 4, 1, 6, 3, 5, 2
people do when Camilla was on holiday? What did
the clowns do? What did the elephant do? What did Activity Book
the acrobats and the lion tamer do? What happened
to the painting?
Key
1 1. made; 2. finished; 3. went; 4. jumped; 5. played; 6. ate;
7. took; 8. looked; 9. drank; 10. watched

2 1. watched–didn’t watch; 2. went–didn’t go; 3. ate–didn’t
eat; 4. played–didn’t play; 5. drank–didn’t drink

Student’s Book Page 8 Students classify the sentences into two piles, one for
each of the circus performers.
Ask a student at random to say which sentences he/she
Grammar: Past simple: He had a red nose. There has chosen for Curly the Clown. Discuss and correct if
was/were: There was music. There were acrobats. necessary.
Vocabulary: Circus, elephant, clown, acrobat, lion, Repeat with Amador the Acrobat.
show, music, juggler, seal, tiger, come, sing, play, Students glue the sentences into their books.
have, dance, wear.
Materials: Cutout 2, slips of paper (1 per student). Optional activity
Preparation: Circus slips: Write the following words Clapping words
on slips of paper: clowns, jugglers, acrobats, lion Write the following chart on the board:
tamers, lions, tigers, elephants, seals. Make one slip
per student, making sure that each word is repeated • •• •••
more or less the same number of times. seal juggler acrobat
tiger elephant
Warm-up Explain that the number of dots in each column refers

to the number of times we clap our hands as we say
Play I went to the circus and I saw the… the word.
Distribute the Circus slips (see Preparation). Practise clapping and saying the words with the
Say: I went to the circus and I saw the (clowns). All the students.
students holding the word you name stand up. The Students work in pairs. They copy the table into their
last one to stand up is out. notebooks and try to add at least two more words into
Repeat several times with the other words until there is each column.
only one student left holding each of the words. These Students say their new words and clap them out.
students are the winners.
Wrap-up
Controlled practice
Favourite song 1 5
1 Look and complete the song.
Remind students of the two songs they have learned
Students look at the illustrations in their books. in this unit.
Explain that the numbers in the song refer to the Students vote for their favourite song.
picture clues. Students get into two groups according to their
Students complete the song with the words. favourite song.
Play Track 5. Students check their work. Each groups sings their song.
Track 5
When the circus came to town Answer Key
1 1. circus; 2. acrobats; 3. clowns; 4. elephants; 5. lions; 6.
(See Student’s Book page 8, activity 1.)
music; 7. jugglers; 8. seals; 9. tigers
Listen and sing the song. 5
2 Curly: He played a small guitar. He was very funny. He
wore red and white trousers. He had curly, orange hair. He

Play Track 5 again. Students join in with the song. had a red nose.
Divide the class into groups of five. Tell each group Amador: He was strong and brave. He was very handsome.
to look at the song and work out a mime for each He had long black hair and dark eyes. He danced on the
missing word. tightrope. He wore a black suit and silver shoes.
Play Track 5 again. Each group performs the song with
their mimes. Activity Book
Have a class vote for the best performance. Page 8, activities 1 and 2.
Key
Developing reading 1 A seal is a sea animal. An elephant is grey and very big. A
2 lue the sentences under the correct

G lion tamer trains lions. A juggler throws balls in the air. A
ringmaster presents the show. A tiger is orange with
picture. black strips.
Tell the class that Curly the Clown and Amador the
Acrobat were real circus performers. They were very
famous in their time. Explain that the dates refer to
the year they were born and the year they died.
Ask a volunteer to describe Curly. Ask questions if
necessary: What colour were his trousers?
Repeat with Amador.
Students cut out the sentences in Cutout 2.

Student’s Book Page 9 the information from the advertisement they made in
activity 1.
Functional language: I’d like to go to…, How much omplete the dialogue with information from
C
is it? May I have your name please? Here’s your…, your ticket.
Have a nice day! Students work in pairs to complete the dialogue with
Vocabulary: Destination, price, travel agency, the information from their ticket.
advertisement, ticket. (Note: Collect the tickets for the Wrap-up activity.)
Materials: Cutout 3, Travel brochure (1 copy per 2-3 Practise your dialogue with a classmate.
students). Optional: Photocopies of Cutout 3 (2 or 3
per student). Demonstrate the activity. Invite a pair of students to
the front of the class with their ticket and their
advertisement. S1 plays role a (the traveller) and S2
plays role b (the travel agent).
Warm-up
Students practise the dialogue in pairs.
Travelling around the world
Poster 1 Optional activity
Write a list of countries on the board (include a
Buying tickets
selection from different continents): Brazil, Spain,
Divide the class into groups of six or eight. Each group
Argentina, England, France, Egypt, Australia, USA, should select three or four holiday pages from the
China. brochure from activity 1.
Attach the poster cutouts to the board. Students place these on the table. Hand out the
Say: On my last holiday, I went to Egypt. I travelled by photocopied tickets (Cutout 3) so that each group has
bus (point to the Bus cutout). Ss: False. You didn’t got around 10–15 tickets.
travel by bus. You travelled by boat or plane. Students take turns walking around the class and
Students decide if your statements can possibly be buying tickets from the different agencies. Two students
true. from each group stay at the agency. One talks with the
Students take turns making true/false statements. “customers” and the other completes the tickets.
Change roles so that all the students walk around and
Craft activity purchase a ticket.
1 Make a holiday advertisement.

Poster 1 Wrap-up
Distribute copies of the travel brochure to pairs or
Find a travel mate.
small groups. Give students time to look at the
Hand out the tickets from activity 2.
material. Elicit as much information as possible about
Write the following questions on the board:
the brochure (type(s) of holiday/transport, destinations,
What is your destination?
prices, etc.). When are you travelling?
Students look at the advertisements in their books. How are you travelling?
Point to the train advert. Ask questions: What type of How much was your ticket?
transport is this? How many different destinations are Point to a student at random and ask him/her the
there? How much does it cost to travel to (Madrid)? questions. The student answers using the information
Repeat with the other advertisements. on his/her ticket.
Attach Poster 1 and the Train, Plane, Boat, and Bus Students walk around the classroom asking their
poster cutouts to the board. Point to the Train poster classmates these questions. If they find a classmate
cutout. Say: I want to travel by train. Where do I go to who has got at least two pieces of information that
take the train? Students answer: Train station and are the same as their own, they sit down together.
attach the cutout to the correct place on the poster. Activity Book
Repeat with the remaining cutouts. Page 9, activities 1 and 2.
Students work in pairs. They make an advertisement
Key
for a travel agency. 1 1. Tokyo; 2. £250.00; 3. May 16, 2007; 4. British Airways;
5. 10 hours; 6. 27A
2 help, 40 litres of petrol, Perfect, How much is it, $25
Free practice
2 Role-play: At the travel agency.
Students cut out the Traveller’s ticket in Cutout 3.
Students work in pairs. They complete one ticket with

Student’s Book Page 10 9 12 24 16 8
14 12 6 13 7 26 18 13 8
11 12 12 15
Grammar: went + gerund: I went swimming. 15 26 16 22
Vocabulary: Horse-riding, canoeing, sailing, 21 18 22 15 23
swimming, rock climbing, hiking, walking, field, river, Explain that these are all names of places written in
lake, pool, rock, mountain. code.
Students work in pairs and decode the words. The first
pair to finish shouts: Stop!
Warm-up
Complete the sentences.
Vocabulary presentation Ask volunteers to read the phrases out loud.
Write the following words on the board: sailing, Students complete the sentences in activity 1 using
horse-riding, canoeing, rock climbing, hiking, walking. the phrases.
Use mime or simple drawings to clarify the meaning of Point to a student at random and ask What did Sarah
the words. do first? S1: She went sailing on the lake.
Point to a student and ask: (Tom), do you like Continue with the other sentences.
(swimming)? Repeat with other students. Then
students ask their partners.
Optional activity
Health education: Being safe
Controlled practice
Discuss the importance of safety when taking part in
1 Listen and number the places. 6
outdoor activities. Ask students to think about the
equipment they should use for the following activities:
Point to Sarah and read the speech bubble. Canoeing: helmet, life jacket
Ask students if any of them went to a summer camp Horse-riding: riding hat, riding boots
during the holidays. Ask them what kinds of activities Sailing: life jacket
they did. Rock climbing: helmet, ropes
Students name the activities in the picture. Explain that Hiking/Walking: whistle, boots, extra water
these are the activities Sarah did. Ask questions: Swimming: cap, beach shoes
T: Did Sarah go sailing? Provide the words students need and use pictures and
Ss: Yes, she did. mime to clarify the meanings.
T: Did Sarah go sailing on the river?
Ss: No, she didn’t.
T: Where did Sarah go sailing?
Ss: On the lake. Wrap-up
Continue with the other activities and places. Make a word map.
Play Track 6. Students listen and number the places Write Summer camp in a box in the middle of the
in the order in which they are mentioned. board. Draw six lines coming out of the box.
Track 6 Write swimming where one of the lines ends. Elicit
Hi, I’m Sarah. In July, I went to summer camp for a week. It words associated with swimming: pool, river, lake,
was a lot of fun. Every day we did different activities. swimsuit, etc. Write the words in a list under the
There was a lake at the camp. We went sailing on the lake.
headings: swimming.
We went horse-riding in the field. That was a lot of fun!
One day, we went hiking in the mountains. It was a long Students work in pairs and complete the word map
day! with the other five sports activities from this lesson
We also went canoeing on the river. and as many associated words as they can think of.
One day, we went rock climbing on the rocks. It was very
difficult. Answer Key
1 3. hiking in the mountains; 5. rock climbing on the rocks;
Every day we went swimming in the pool. That was fun! I
love swimming. 1. sailing on the lake; 6 swimming in the pool; 2. horse-
riding in the field; 4. canoeing on the river
Write the following words on the board: lake, pool,
mountains, field, river, rocks.
Ask volunteers to come to the board and number the Activity Book
places in the correct order. Page 10, activities 1 and 2.
Play Track 6 again. Students correct their work. Key
1 2. went swimming in the pool; 3. went hiking in the
Coded places mountains; 4. went rock climbing on the rocks;
Write a letter code on the board: A = 26, B = 25, 5. horse-riding in the field
C = 24, etc. 2 3, 1, 2
Write the following coded words on the board:
9 18 5 22 9

Student’s Book Page 11 Ask the following questions about Luke’s scrapbook:
Is this a plane ticket? How did Luke travel? How much
did the ticket cost? Where did he travel to? Where
Grammar: Past simple: What did Luke do on Monday did he travel from? Did Luke go swimming? Did he go
morning? He went horse-riding. He didn’t go hiking. swimming in the lake? Did he go canoeing? Did he go
Vocabulary: Horse-riding, swimming, sailing, rock canoeing in the pool? How many pairs of boots can you
climbing, hiking, walking, canoeing, travel, plane, see? Did Luke sleep in a hotel?
pool, cabin, tent; days of the week. Read the first sentence with the two options. Ask
Materials: Coloured paper (1 piece per student), a student to say which option is correct.
wool, paper (4 pieces per student), hole punch, Students circle the correct words in their books.
magazines. Ask volunteers to read the correct sentences out loud
and check the activity.
Craft activity
Warm-up
The Printer’s Project
Days of the week chant
Hand each student four pieces of paper, a piece of
Teach students the following chant: coloured paper and a piece of wool.
Monday, Tuesday, Wednesday, Thursday, Friday, Show students how to fold the four pieces of paper
Saturday, Sunday. into an eight-page booklet. Then show them how to
Every day is different, fold the piece of coloured paper to make the cover.
From Monday to Sunday. Help students punch holes along the centre-fold and
Practise the chant until students have memorised it. join all the pages together with wool.
Invite volunteers to recite the chant to the rest of the Explain that this is their scrapbook.
class. Students imagine they went to summer camp. They
Ask: What day is it today? What day was it yesterday? draw pictures and/or glue in magazine cutouts about
What day is it tomorrow? the activities they did. Then they write sentences below
the pictures describing them: I went horse-riding.
Free practice
1 Look at the timetable and ask a classmate. Connecting to students’ experiences
Point to Luke and ask a student to read the speech Ask students about their favourite outdoor activity,
bubble. sport or hobby. If any students in the class have got a
Students look at the timetable. particularly unusual activity, sport or hobby, ask them to
Ask: How many different activities did Luke do? What bring in pictures and/or equipment and talk to the class
activities did he do? Did he go sailing on Monday about their experiences.
morning? What did he do on Monday morning?
Students work in pairs and practise asking and
answering questions about the timetable. Wrap-up
A class display
Optional activity
Make a class display of the scrapbooks.
What did you do?
Ask students to take a scrapbook (not their own) and
Tell students to imagine they were at summer camp
describe their classmate’s summer activities: This is
with Sarah and Luke.
(Sofia’s) scrapbook. (She) went (swimming in the river).
They circle ten activities in the timetable that they did
with Luke. They should circle these activities in red. Answer Key
2 1. didn’t travel; 2. went; 3. didn’t sleep; 4. went; 5. went;
In pairs, students ask each other questions to find out
what their classmate did. 6. didn’t go
S1: Did you go sailing on Tuesday morning?
S2: Yes, I did./No, I didn’t. Activity Book
When students get a positive answer, they circle the
activity in blue.
At the end of the activity, students check their Key
timetables to see if they have answered correctly. 1 Friday, Monday, Tuesday, Thursday, Saturday
Missing day: Sunday
2 1. went; 2. didn’t go; 3. went; 4. went; 5, didn’t go;
6. went; from left to right: 6, 1, 3 4

Developing reading
2 L ook at Luke’s scrapbook and circle
the correct words.
Explain that Luke kept a scrapbook while he was at
summer camp.
Student’s Book Page 12 ircle the summer camp activities in red.
C
Circle the places in green.
Reading focus: Rhyming words, homophones, Students read through the poem carefully and circle all
analysing a text (postcards). the summer camp activities in red.
Check the words: riding horses, canoeing, swimming,
Vocabulary: Snake, football, barbecue, hamburger, climbing, sailing, hiking.
hot dog, mosquito; summer camp activities and
Students read the poem again and circle the places
places.
in green.
Materials: Slips of paper (1 per student). Check the words: river, pool, rocks, lake, mountains.
Preparation: Rhyme slips: Write the following words
on separate slips of paper: fun, sun, cool, pool, lake,
2 ead the postcard and circle
R
snake, blue, shoe, rocks, socks, plane, train, red, bed, the correct answers.
night, right, now, how, where, there, cold, old, hot, Students look carefully at the postcard for a few
not, camp, lamp, clown, town, show, ago, book, look, minutes in silence.
boat, coat. Add more rhyming pairs if necessary so Ask the following questions:
that there is 1 word per student. Who wrote the postcard?
Who did he write the postcard to?
Where does Mike’s family live?
Read the postcard out loud. Ask: Is Mike having a good
Warm-up
time? Does he like summer camp? Did he go swimming?
Play Find your partner. Was it fun? Why not?
Distribute the Rhyme slips (see Preparation). Explain that Students read the questions and circle the correct
another student is holding a word that rhymes with the answers.
word they’ve each got.
Students walk around the room saying their word Optional activity
out loud. Find the rhyming words.
When the students find the person with the word that Write the following words on the board: mime, lamp,
rhymes with theirs, they sit down together. When all he, sent, cake, daughter, pig, dish, it, why, light, sad,
students have sat down, check rhyming pairs around not, frogs, old, bike.
the classroom. Students write the words in their notebooks.
In pairs, students look at the postcard in their book and
Developing reading find and circle the words that rhyme with the words
1 Complete the poem. they wrote in their notebook: time, camp, we, went,
Write the following words in random order all over lake, water, big, fish, bit, my, night, had, hot, dogs,
the board: great, wait, pool, cool, snake, lake. cold, Mike.
Ask volunteers to come to the board and match the
words that rhyme. Wrap-up
Students read the poem in their books and complete
the blanks with the rhyming words. Best detective
Offer a prize for the first student who can find three
Listen and check your answers. 7
rhyming pairs in the postcard in his/her book. (Answer:
Play Track 7. Students check their work. dad/had; in/win; hot/lot.)
Track 7
Summer camp rap Answer Key
1 Complete: pool, lake, snake, great, wait. Circle red: Riding
horses, Canoeing, swimming, Climbing, sailing, Hiking. Circle
Read the poem out loud to a rap rhythm. green: river, pool, rocks, lake, mountains
Students tap on their desks to the rhythm. 2 1. Mike. 2. Mike’s parents. 3. At the summer camp. 4. In
Play Track 7 again. Students recite the poem along with England. 5. He went swimming. 6. No, he didn’t.
the CD.
Ask volunteers to read the poem to the rest of the class. Activity Book
Key
1 1. plane; 2. sea; 3. ate; 4. write; 5. too; 6. knows; 7. meat;
8. bye

Student’s Book Page 13 Developing writing
Write about your dream holiday.
Grammar: Past simple (Wh questions): Where did Point to a student at random and ask him/her to
you go? How did you travel? Who did you go with? imagine that he/she went on a dream holiday. Ask:
What did you do? Where did you go? What did you do? Who did you go
Vocabulary: Travel, see, go, eat, take, plane, train, with? How did you travel?
bus, boat, food, suitcase, sea, elephant, camera, Students write a short text about their dream holiday.
hamburger, circus; summer camp activities. Ask volunteers to read their texts out loud to the rest of
Materials: Slips of paper (1 per student), paper. the class.
Preparation: Optional: Pen pal slips: Make slips of
paper with students’ names (1 per student). Optional activity
Pen pals
Distribute the Pen pal slips (see Preparation). Make sure
Warm-up students don’t get their own name.
Give half a piece of paper to each student.
An interview: My summer holiday Students write a letter about their dream holiday to their
Draw a circle on the board and write the following pen pal.
verbs: eat, see, drink, do, travel, take, go, meet. They fold their letters and write the name of their pen
Draw another circle and write the following phrases: pal on the outside.
What did you…? Where did you…? How did you…? Collect the letters. Name a couple of “postal workers”
Who did you…? to deliver the letters.
Tell students to use the words to ask you questions Students open and read their letters.
about your holiday. Help them form the questions. Get some students to read their letters out loud.
Invent creative and comical answers.
Controlled practice Wrap-up

1 Unscramble the questions. Play Finish my question.
Students look at the scrambled questions. Start asking a question and tell students to raise their
Ask if anyone can unscramble the first question orally. hands if they can finish your question.
Continue with the other questions. T: Where did you…
Students write the questions in their books. S1: ... go on your holiday?
T: What did you…
omplete the answers about your dream
C S2: ... eat?
holiday. Students who complete the questions correctly can start
Tell students to imagine their ideal holiday and to to put their things away. Students who make mistakes
answer the questionnaire. For the first question, they repeat with other questions. Continue until all the
write the answer. For the following questions, they students have completed at least one question correctly.
circle the options they prefer.
Answer Key
sk a classmate about his/her dream
A 1 Where did you go on your holiday?, How did you travel?,
Who did you go with? What did you do?

holiday and complete the sentences.
Students take turns asking each other the questions Activity Book
from the questionnaire. The student asking the Page 13, activity 1.
questions completes the sentences with his/her
partner’s answers.
Ask a student questions about his/her interview: Who
did you interview? Where did he/she go? How did he/
she travel?
Repeat with another student.

Student’s Book Page 14
Optional activity
Make a wall chart.
Grammar: Past simple (regular and irregular verbs): Make a verb table like the one on page 14, activity 1.
+ed–looked; +ied–worried; +d–liked; irregular verbs– Use the Verb slips from the Warm-up activity. Tell
drank. students to glue their slips into the correct column.
Vocabulary: Go, look, study, arrive, dance, worry, Display the chart on the classroom wall as a reminder.
make, play, watch, cry, like, discover, carry, drink,
take, walk, jump, eat, have, see, come, finish. 2 Make and play a language game.
Materials: Cutout 4, slips of paper (1 per student), Students complete the verb cards in Cutout 4 by
paper (2 pieces). writing the past form of the verbs.
Preparation: Verb sheets: Write the following words Then they cut out the verb cards.
in big letters on two separate sheets of paper: Regular Read the instructions on page 14 activity 1 out loud.
verbs, Irregular verbs. Verb slips: Write the following Demonstrate the game with a pair of students.
verbs on slips of paper: go, look, study, arrive, dance, Students play the language game in pairs or small
worry, make, play, watch, cry, like, discover, go, carry, groups.
drink, take, hike, jump, eat, travel, do, have, come, The student with the highest number of cards in each
happen, want, think, discover, know, say, work, walk. group at the end of the game is the winner.
Repeat some verbs if necessary so that there is 1 slip
per student. Wrap-up
Game: Past tense competition!
Warm-up Divide the class into small groups.
Call out the following categories one at a time. Each
Regular and irregular verbs group writes down as many verbs as they can think of
Choose two students to hold the Verb sheets (see for each category:
Preparation). One stands at the front of the classroom 1. We add “ed” to make the past.
and the other at the back. 2. We add “d” to make the past.
Distribute the Verb slips (see Preparation). 3. We change the “y” to an “i” and add “ed”.
Students decide whether their verb is regular or 4. These verbs have got an irregular form in the past
irregular and go and stand next to the corresponding tense.
Verb sheet. The group with the highest number of correct verbs in
In their groups, students discuss whether everyone is in each category is the winner.
the correct group.
Students write the past form of the verbs on their Verb Answer Key
1 Text 1: Go-Change the whole verb because it is irregular.-
sheet. went; study-Change the y to i and add ed to the verb.-
Check the verbs with the whole class. studied; arrive-Add d to the verb.-arrived.
Text 2: play-played, watch-watched, discover-discovered;
Grammar practice worry-worried, cry-cried, carry-carried; dance-danced; like-
liked; make-made, go-went, drink-drank, take-took
1 Match the rules with the verbs.
Write the following verbs on the board: go, look, Activity Book
study, arrive. Page 14, activities 1–3.
Point to the first verb and ask students how the past
form is made. Key
1 make–made, have–had, see–saw, go–went, take–took,
Continue with the other verbs.
come–came
Students match the verbs in their books with the 2 Rule 1: watch, watched; Rule 2: study, studied, worry,
corresponding rules. worried; Rule 3: dance, danced, like, liked; Rule 4: take,
took, eat, ate
Classify the verbs. 3 Where did the ants go on holiday? Frants!
Point to a student at random. What did the bee say to the flower? Hello, honey!
He/She finds a verb in the verb box to which we add What do you call a fish with no eyes? Fsh!
“ed” to make the past form.
Repeat with “ied”, “d”, and the irregular form.
Students classify the verbs into the chart.
Ask volunteers to read out loud the verbs they have
written in each column.

Student’s Book Page 15 Wrap-up
Unit review
Grammar: Review of past simple. Review of There Write the following skeleton text on the board:
was/There were. I have finished unit .
Vocabulary: Key vocabulary from the unit. The story was about a .
My favourite activity was on page .
My least favourite activity was on page .
I did activity on page really well.
Warm-up I didn’t do activity on page very well.
Using word cues to write a text I liked / didn’t like this unit.
Students copy and complete the text.
Draw a bubble on the board. In the bubble, write
Encourage students to be critical about their own work.
word cues that students can use to write a text about

a holiday: last summer, California, beach, plane, Answer Key
airport, friends, walking, sailing, fun, hot, ice cream. Complete: by bus, by train, by plain, by boat; swimming,
Students write about an imaginary holiday using all of horse-ridding, rock climbing, sailing; clown, juggler, lion
the words. Ask students to read their texts out loud. tamer; swimsuit, sunglasses, camera
Look and Complete: 1. was; 2.weren’t, were; 3. was, wasn’t,
was; 4. Were, were, were, was
Review
The Printer’s Quiz Activity Book
Complete the lists.
Students complete the lists with words from the unit. Key
1 go, went, Did, travel, travelled, did, (went swimming),
They should first try to do this from memory. (went horse-riding), went, Did, saw
Once they have written as many words as they can, 2 Regular: dance–danced, watch–watched, play–played,
let them look through the unit and add words to their carry–carried, finish–finished, cry–cried, worry–worried, like–
lists. Ask volunteers to read their word lists out loud. liked; Irregular: have–had, see–saw, go–went, drink–drank,
do–did, take–took, make–made, eat–ate
Look and complete the sentences.
Read the text at the top of the circus poster. Ask Grammar module: Past simple
questions about the poster. Were there any (clowns)?
Was there (a seal)? How many (horses) were there? Positive Negative
Students complete the sentences. I travelled. I didn’t travel.
You travelled. You didn’t travel.
Play My friend’s last holiday. He travelled. He didn’t travel.
Students write six questions and interview a classmate. She travelled. She didn’t travel.
They write down the answers. Choose volunteers to It travelled. It didn’t travel.
tell the rest of the class about their classmate’s holiday. We travelled. We didn’t travel.
You travelled. You didn’t travel.
(Students can invent a holiday if they want.) They travelled. They didn’t travel.
Optional activity Question form Short answers

Bananas dictation Did I travel? Yes, I did./No, I didn’t.
Tell students that you are going to dictate a short Did you travel? Yes, you did./No, you didn’t.
text but some of the words are missing. When Did he travel? Yes, he did./No, he didn’t.
you say bananas, they should leave a blank space. Did she travel? Yes, she did./No, she didn’t.
Dictate the following text. Make sure you say the Did it travel? Yes, it did./No, it didn’t.
word bananas very loud and in a funny voice to Did we travel? Yes, we did./No, we didn’t.
Did you travel? Yes, you did./No, you didn’t.
mark the difference. Did they travel? Yes, they did./No, they didn’t.
Sarah went to summer camp. First, she went
bananas on the lake. Then she went bananas
in the field. After that, she went bananas in the
Verb to go + gerund
mountains. The next day she went bananas on
the rocks. On the last day, she went bananas in In this unit, we use the verb to go + gerund form
the pool. She had a great time! to talk about activities in general. For example:
When students have completed the dictation, they I went sailing last summer.
complete the blanks with words from the unit. She didn’t go walking last weekend.
Students correct their dictation with a classmate.
Write the complete text on the board.

es
ti
i
vi
t
ac
Cr r
u la
oss rric
-cu
Health education: Safe in the sun Physical education: Balancing

Materials: Card, marker pens. Materials: Rope.
Preparation: Cut the card into strips (8 strips per piece Directions:
of card, 1 strip per 2 students.) Lay a rope in a straight line on the floor. Tell students
Directions: it is a tightrope and that they are going to be acrobats
Talk to students about the dangers of the sun and walking on the tightrope.
heat. Elicit ideas on how to keep safe in the sun and in Students walk around in circles until they are dizzy.
very hot weather. Write key words on the board: hat, Then try to walk on the tightrope without “falling off”.
T-shirt, sunglasses, water, etc. Project: Outdoor activities wall display
Divide the class into pairs. Give each pair a strip. Each Materials: Coloured paper, paper, chart paper,
pair writes a sentence and draws a picture about crayons, marker pens, glue, magazine photos of
keeping safe. outdoor sports and activities.
Glue the sentences and pictures onto a large piece of
card to make a class sun and heat safety poster. Directions:
Elicit different types of outdoor activities. Discuss some
of the less common activities like rappelling or bungee
jumping.
Display magazine pictures and photos of diverse
activities. Discuss the kind of equipment you would
need to do these activities and where you could
do them.
Divide the class into groups and hand out paper.
Each group chooses five different outdoor activities.
They draw and colour pictures of each activity, the
equipment needed and the places where these activities
are done. Then, on a separate piece of paper, students
write sentences about the activities, the equipment and
the places they drew.
Students glue the pictures and texts onto coloured
paper.
Gather together all the pictures and texts and mount
them on a long piece of chart paper as a wall display.

n
th e farm!
O Vocabulary Grammar
Farm animals: Present simple: Adverbs of frequency:

bee, bull, cat, chick, cow, dog, donkey, duck, goat, I sweep the farmyard once a week.
chicken, horse, pig, pony, rabbit, cockerel, sheep She washes the dishes twice a day.
Farm words: Do you feed your pet three times a day?
barn, farmyard, farmer, farmhouse, fence, field, fruit, How often do you milk the cows?
market, organic, vegetable garden I get up at half past four.
Animal products: Comparative adjectives:
butter, cheese, cream, egg, honey, leather, meat, milk, I am taller than my friend.
wax, wool, yogurt A cat is more intelligent than a duck.
A chicken is uglier than a horse.
Adjectives:
Which is bigger, a cow or a sheep?
bad, beautiful, cheap, cruel, dangerous, exciting, fast,
Is a dog faster than a pig?
friendly, frightened, good, heavy, intelligent, light,
nervous, old, playful, scared, short, slow, tall, tiny, ugly, Ordinal numbers:
weak, young I won first place in the pig competition.
Ordinal numbers:
first, second, third, fourth, fifth
Verbs:
bite, break, collect, feed, fix, gallop, give, go, kill, leave,
milk, ride, set, sweep, take out, tidy, wash, water
Other words:
author, character, hoof, mane, opinion, snake, title
Functional language: Asking for and giving personal Multiple intelligence:

information: How much do you weigh? How long is your Mathematical intelligence (page 36)
arm? I weigh 37 kilos. Telling the time: It’s half past four.
Teaching tip as necessary to make sure students understand what

they are supposed to do. You can model the activity
Group pair work
with a student and then ask some stronger students to
These are some tips to make group and pair work more demonstrate it. This ensures that the class understands
effective: exactly what to do and how to do it and avoids
• Explain the activity. Make sure students know exactly interrupting students in the middle of the activity to
what they’ve got to do. Go over the instructions carefully repeat the instructions.
and encourage students to ask questions. • Circulate. As students are working, circulate around
• Arrange the groups. Often you must clearly indicate the classroom and make sure they all understand and
to students who they should work with. Allow students are participating in the activity. Provide assistance when
to work with their friends most of the time, but explain needed.
that in some sessions you are going to reorganise them • Follow up. Invite students to tell the class what their
so that they get a chance to work with everyone in group discussed or what their partner told them.
the class. This is also a good strategy for controlling • Rules. Establish the rules for group/pair work before
discipline. you start the activity:
Students can be regrouped using techniques such as —Plan your work before you start.
counting off, categorising according to the colour of —Distribute the tasks.
their clothing or their shoe size, giving them pieces of a —Don’t shout and talk over one another.
puzzle to put together, etc. —Listen to each other’s opinions.
• Set a time limit. Establishing a time limit gives a sense —Everyone must contribute to the final task.
of urgency to an activity. It is also a good idea to stop an When you assess the work, make it clear that this is a
activity after most of the groups have finished so that the group/pair assessment and that they are all responsible
whole class is not left waiting. for each other’s work.
• Give examples or demonstrations. Before you divide
the class into pairs or groups, give as many examples
Unit 2 On the farm! 31
Student’s Book Page 16 Robin’s farm
Grammar: Adverbs of frequency: I milk the cows Label the pictures.

twice a day. How often does Robin water the Students label the pictures using the words in bold
vegetable garden? from the song.
Write the following phrases on the board: once a day,
Vocabulary: Cow, duck, dog, donkey, cat, chick,
twice a day, three times a day.
pig, goat, horse, cockerel, rabbit, bull, chicken, sheep,
Give examples to clarify the meaning of the phrases: I
barn, farmyard, farmhouse, vegetable garden, field,
eat breakfast once a day. I brush my teeth twice a day.
fence, market, fix, collect, go, ride, water, milk, clean,
Divide the class into three groups. The whole class
feed, sweep.
sings the first two lines and then each group sings one
Materials: Optional: Paper (1 piece per student), hole verse.
punch, string or wool.
Optional activity
Warm-up A farmer’s diary
Distribute paper. Students draw a picture of themselves
Animal sounds dressed as a farmer. They decide what farm chores
Poster 2 they do and how often they do them. Then they write
Attach Poster 2 to the board. about their routine under the picture using the song as
Students look at Poster 2 and name all the animals. a model.
Divide the class into 12 small groups and assign Collect students’ work, punch holes in their papers and
an animal to each group: horse, donkey, cockerel, tie them together to make a class book.
chicken, duck, dog, goat, sheep, cat, bull, cow and
pig.
Students decide what sound their animal makes.
2 Play The memory game.
Groups demonstrate their animal sounds to the rest Ask questions about the song in activity 1: What does
of the class. Robin do (once a day)?
Repeat with (once) a week and (once) a month. Read
Vocabulary presentation the text in the speech bubbles.
Students work in pairs: S1 (with Student’s Book open)
Poster 2 asks S2 questions about Robin’s routine using the
Point to the parts of the farm on the poster and words in the box. S2 answers from memory.
name them: farmyard, farmhouse, field, fence,
vegetable garden and barn. Wrap-up
Display the poster cutouts and describe their chores:
He milks the cow. She waters the vegetable garden. Writing practice
She sweeps the farmyard. She collects the eggs. She Copy the following columns onto the board:
goes to market. He fixes the fence. collect the cows
As you say the chores, attach the figures to the sweep the fence
appropriate places on the poster. clean the vegetable garden
Write the following words around the poster: water around the field
farmyard, fence, farmhouse, barn, field and vegetable milk the farmyard
garden. feed the barn
Choose individual students to come to the board and ride the eggs
draw lines from the words to the items on the poster. go the animals
Repeat with horse, donkey, cockerel, chicken, dog, fix to the market
cow, goat, sheep, cat, bull, chick, duck, rabbit and Students match the verbs with the objects.
pig. Answer Key
1 Clockwise: barn, fence, vegetable garden, farmyard,
Controlled practice farmhouse.

1 Listen and sing the song. 8 Activity Book
Explain that this song is about Robin the Farmer and Page 16, activities 1 and 2.
the chores he does on his farm.
Key
Play Track 8. Students read along in their books. 1 1. pig; 2. rabbit; 3. bull; 4. cockerel; 5. chick; 6. cow;
Play the track again. Students sing along and mime 7. fish; 8. duck; 9. donkey; 10. goat; 11. horse;
the actions. 2 2. go; 3. ride; 4, collect; 5. sweep; 6. fix; 7. milk;
8. water; 9. clean
Track 8
32 Unit 2 On the farm!

Student’s Book Page 17 Free practice
2 T ick (3) or cross (7) the chart for
Grammar: Adverbs of frequency: Sandy washes yourself. Then ask a classmate.
the dishes once a day. How often do you clean your Ask students to think about the things they can do to
shoes? help at home. Point to the pictures in the chart and
Vocabulary: Feed, clean, sweep, tidy, wash, make, say You can clean your shoes, lay the table, etc.
lay the table, take out, water, do, pet, vegetable Students tick the chores they do at home.
garden, dishes, shoe, rubbish, room, floor, homework, Students work in pairs. They take turns asking each
once, twice, three times. other questions and ticking the charts in their books.
S1: Do you (clean your shoes)?
S2: Yes, I do./No, I don’t.
Warm-up
Ask your classmate about his/her chores.
Song: Robin’s farm 8 Ask a student at random: (Elena), do you (make your
Play Track 8, page 16, activity 1. bed)? When a student answers. Yes, ask: How often
Students follow the song and sing along. do you (make your bed)?
Students work in pairs again and ask each other
Controlled practice questions beginning with: How often do you…?
1 Listen and tick (3) the list. 9
Point to the picture of the girl and say: This is Sandy. Connecting to students’ experiences
She lives on the farm, too. She is Robin’s daughter. Discuss the importance of everyone at home doing their
Get a volunteer to read the list of chores out loud. fair share of the work.
Volunteers mime the chores. Ask students how much free time they have before
Play Track 9. Students listen and tick Sandy’s chores. school. If they’ve got an average of ten minutes of free
Check by asking: Does Sandy (feed her pets)? time, ask them what they could do to help around the
Track 9 house in ten minutes.
Hello, girls and boys! Welcome to our show. This week we Divide the class into pairs. Students make a list of chores
have got a special guest. Her name is Sandy. Sandy lives on a they could do and how much time they would need.
farm in Wales. Hello, Sandy. Provide vocabulary if necessary:
Hi. Make your bed: 2 minutes
Tell us, Sandy, do you help your parents on the farm? Wash the dishes: 10 minutes
Yes, I do. I do my chores every day.
What do you do? Put your clothes in the dirty clothes’ basket:
Let’s see... First, I feed my pets. I’ve got a cat and a dog. 1 minute
I feed them twice a day, in the morning and in the
afternoon. Then I make my bed, and I clean my shoes.
Have you got any chores on the farm? Wrap-up
Yes. I water the vegetable garden once a day.
And how often do you help in the kitchen? How often do you...?
Well, I lay the table twice a day, for breakfast and for dinner. On the board, write the following phrases: once a day,
And I wash the dishes once a day, after dinner. twice a day, three times a day, once a week, twice
How often do you tidy your room? a week, three times a week, once a month, twice a
My room? I tidy my room three times a week. month, three times a month.
I see. You are a very busy girl!
Mention that we can also say four times, five times,
Listen again and circle the correct options. ten times, etc.
Ask students how often Sandy does her chores: How In pairs, students use the phrases to write sentences
often does Sandy feed her pets? Students look at the about what they do. They can write about anything,
options and try to remember. not only chores.
Play Track 9 again. Students listen and circle the Pairs read their sentences out loud to the class.
correct options. Note: Tell students to bring in pictures of their
Ask volunteers to read the sentences out loud. favourite animal for the next lesson.
Students correct their work. Answer Key
1 1. twice; 2. day; 3. twice; 4. once; 5. week
Activity Book
Page 17, activity 1.

Student’s Book Page 18 Developing reading
Ask volunteers to take turns reading the story out
Grammar: Present simple: Jack likes Ebony. Jack loud. Help them with difficult words.
doesn’t give up. Comparative adjectives: Ebony is
smaller than the other horses. Controlled practice
Vocabulary: Small, old, thin, sad, friendly, weak, 1 Read and circle T (True) or F (False).
faithful, nervous, cruel, scared, sugar, pony, mane, Make true/false statements about the story: Jack is a
sanctuary, cut, brush, give up. girl. Ebony is sad. Jack is Ebony’s friend.
Materials: Optional: Paper (1 piece per student), Students say True or False.
students’ pictures of their favourite animals, paper, Students complete the activity individually.
tape.
Preparation: Skeleton sentences: Write the following Optional activity
incomplete sentences on half a piece of paper. Make
Environmental education: Animal banners
one copy per student:
Ask students if they can imagine what happened to
1. is taller than me.
Ebony before he came to the farm.
2. is shorter than me.
Explain that sometimes people are cruel to animals.
3. is older than me.
Sometimes cruel behaviour is deliberate and other times
4. is younger than me.
people are cruel unintentionally.
Optional: Classroom banner: Tape pieces of paper
Explain that not all animals make good pets and that it
together to make one long strip.
is unkind to keep a wild animal at home.
Students glue pictures of their favourite animals onto
a banner (see Preparation) along with a short text,
Warm-up
for example: I love dogs because they are brave and
How tall are you? friendly.
Distribute the Skeleton sentences (see Preparation). Write a headline across the top of the banner: Please be
Students walk around asking questions and completing kind to animals.
the sentences with their classmates’ names.
Demonstrate with a student.
T: How tall are you? Wrap-up
S1: I’m 1m 50 cm tall. Categories
T: (Angela) is shorter than me.
Write the following categories on the board: People,
Animals, Places, Adjectives, Actions.
Controlled practice
Write the following words and phrases in random
Story: A faithful friend 10 order all around the board: Jack, Jack’s father, Ebony,
Read the title of the story out loud. Students look the farm, the farmyard, smaller, older, thinner, sadder,
at the pictures on pages 18 and 19. weak, nervous, friendlier, happy, comes home, are
Explain that this is a story about a horse named Ebony cruel, likes, stands in the farmyard, gives Ebony sugar,
and his friend, a boy named Jack. brushes Ebony, rides Ebony.
Students look at the first picture. Tell them that Ebony Students classify the words and phrases into the five
is the black horse. Ask: Does Ebony look happy? Does categories in their notebooks.
he look scared? Note: Save the classification tables for the next lesson.
Play Track 10. Students listen and follow along Answer Key
in their books. 1 1. T; 2. F; 3. F; 4. T
Track 10
A faithful friend, part 1 Activity Book
(See Student’s Book page 18.) Page 18, activities 1 and 2.
Ask comprehension questions: Is Ebony older than the Key
1 2. No, he isn’t. 3. No, he isn’t. 4. Yes, he is. 5. Yes, he is.
other horses? Where is Ebony from? What has Ebony
6. Yes, he is. 7. Yes, he is. 8. Yes, he is.
got on his mouth and legs? Is Ebony strong? Does Jack 2 1. younger; 2. shorter; 3. thinner; 4. happier; 5. older; 6.
ride Ebony the first day? Are Jack and Ebony friends taller; 7. fatter; 8. sadder
now? Where does Jack ride Ebony?
Students look at the second picture of Ebony.
Ask: What has Jack got in his hand? Does Ebony look
better now?

Ask volunteers to take turns reading out loud. Help
Grammar: Present simple: Jack and Ebony go to them with difficult words.
the lake. Comparative adjectives: The lake is more Ask questions about the story: Where do Ebony and
beautiful than the farmyard. Jack go every day? Why do they go to the lake? Why
Vocabulary: Playful, beautiful, exciting, intelligent, does Ebony jump up in the air? What happens to Jack?
faithful, frightened, angry, break, scream, kill, gallop, What does Ebony do to the snake? Why is Ebony a
fall, shout, save, turn, snake, ground, hoof. faithful friend?
Materials: Classification tables from the previous
lesson. Optional: Paper, card. Optional activity
Make a class comic strip.
Divide the class into fourteen groups and the story into
Warm-up fourteen sections.
Distribute paper and give a section to each group.
Story summary Groups draw a picture for their section and copy the
Students take out their classification tables from the text under the picture. They write direct speech in
previous lesson. bubbles next to the characters.
Ask students questions: Who brings Ebony to the Glue the pictures onto card and put them up on the
farm? Is Ebony thinner than the other horses? Is Ebony wall to make a comic strip.
nervous? What happened to Ebony? Where does Jack Write the title of the story on card and put it on the wall
stand at first when he is with Ebony? What does Jack over the comic strip.
give Ebony? What does Jack do to Ebony? Who rides
Ebony? Where does Jack ride Ebony?
Write the answers on the board in the form 1 Read and write T (True) or F (False).
of a summary of the first part of the story. Students complete the activity individually.
Check answers with the class: Is number 1 true or
Controlled practice false?
Story: A faithful friend, part 2 11 2 Read and complete.
Students look at the first picture on page 19. Ask Ask: What is more beautiful, the lake or the farmyard?
Where is Jack? What can you see under Ebony’s hoof? What is more exciting, riding around the farmyard or
Where is Jack’s hat? Is Jack happy? riding around the lake? Who is more frightened of the
Play Track 11. Students follow along in their books. snake, Ebony or Jack? Who is more intelligent, Ebony
Track 11 or the other horses on the farm?
A faithful friend, part 2 Students complete the sentences in their books.
Students look at the second picture on page 19. Ask: Wrap-up
What has Ebony got in his mouth? Who is riding Character reviews
Ebony? Where is Jack? Is the snake dangerous now? Students choose a character from the story and
Point to the title of the story. Say: You see, Ebony is a underline the sentences in the story that refer to their
faithful friend to Jack. character. Then they write a physical description and
Students close their books. Write the following a character review.
information on the board: Collect the character reviews and keep them in a file.
is riding Ebony. Answer Key
jumps up in the air. 1 1. T; 2. F; 3. F; 4. T
falls and breaks his arm. 2
the farmyard; the other horses
screams.
is very frightened. Activity Book
is very angry. Page 19, activities 1 and 2.
kills the snake. Key
Students copy the sentences and complete them with 2 thinner, weaker, smaller, more beautiful, more intelligent,
Jack or Ebony. more playful

Play Track 11. Students check their answers.

Optional activity
Reverse comparatives
Functional language: Asking for and giving Students can have difficulty recognising the reversibility
personal information: How much do you weigh? How of comparative sentences: I am taller than Maria so
long is your arm? I weigh 37 kilos. Maria is shorter than me.
Grammar: Comparative adjectives: I am taller than Choose a sentence from activity 1. Write the sentence
my friend. A cat is more intelligent than a duck. on the board. Instead of finishing with a full stop, write
the word so in a different colour. Students help you
Vocabulary: Tall, short, long, old, young, heavy,
finish the sentence using the reverse comparative.
light, slow, fast, friendly, intelligent, beautiful,
Students copy the sentences from activity 1 and
dangerous, weigh; farm animals.
complete them with so and a reverse comparative.
Materials: Cutout 1, slips of paper (5 per student),
wool, rulers.
2 Look and complete the song.
Point to the illustrations of the cat and duck. Say: A
Warm-up cat is more intelligent than a duck.
Students raise their hands if they agree with you.
Continue with the other pairs of animals.
Multiple intelligence:
Mathematical intelligence Play Track 12. Students listen and put a number next
to the pairs of animals in the order they hear them.
Write the following list on the board: dog, pig, cat,
duck, rabbit, cockerel, bull, cow, donkey, horse, sheep, Track 12
chicken. The animals on the farm
Give each student five slips of paper. (See Student’s Book page 20, activity 2.)
Students choose five animals from the list and write Play Track 12 again. Students complete the sentences
each one on a separate slip of paper. with the comparative adjectives.
Students organise the animals from the biggest to the Listen and sing the song. 12
smallest and tell their partner: A cow is bigger than a Play Track 12. Students sing along.
dog. A dog is bigger than a chicken, etc.
Pairs put all their slips together and repeat the activity. T est your classmate. Ask questions about
the animals.
Ask a student: Is (a duck) more intelligent than (a cat)?
Controlled practice
The student answers: Yes, it is./No, it isn’t. Reinforce
1 Complete your cutout and ask the personal pronoun it in the answers.
a classmate. Divide the class into pairs.
Students cut out the cards in Cutout 1 and complete Students ask each other questions about the animals
the My information card. in the song.
Show students how to use wool and a ruler to
measure their height, their feet and their arms. Wrap-up
Note: If students don’t know how much they weigh, More farm animal verses
tell them to make a rough estimate. Divide the class into groups of five.
Students ask each other questions and complete the Each group writes their own verse to the song. They
My friend’s information card. can include other animals and comparatives or simply
Complete My friend’s profile. reorganise the words from the song.
Students complete the My friend’s profile using the Groups sing their verses to the class.
appropriate comparative adjectives in the box. Vote on the best verse and performance.
Ask volunteers to read their partner’s profile out loud. Answer Key
2
faster, more intelligent, friendlier, lighter, heavier, more
dangerous, slower, more beautiful
Activity Book
Key
2 Jack–140 cm; Andy–130 cm; Miriam–160 cm; Susan 150
cm. Andy, Susan, Miriam

Optional activity
Play Bottle spin.
Grammar: Comparative adjectives: Which pig is more Sit students in a circle in the middle of the classroom.
dangerous? Which is bigger, a snake or a mouse? Spin a plastic bottle in the middle of the circle twice and
Vocabulary: Old, young, heavy, light, big, small, name the two students the bottle points to.
expensive, cheap, beautiful, ugly, dangerous, friendly; Say an adjective: tall. Point to a student and ask him/
farm animals. her to make the question: Who is taller, (John) or
(Daniel)? Point to another student and he/she answers
Materials: Cutout 2, paper clips, pencils. Optional:
the question.
Plastic bottle.
Use the following adjectives: tall, short, big, small, old,
young, heavy, light.
Note: Be sensitive about students who may feel
Warm-up
inhibited about their weight or height. Choose
Comparative adjectives adjectives that will not offend them.
Poster 2
Attach Poster 2 to the board.
Students name the animals. Ask comparative questions Critical thinking: What is really important?
about them. Point out to students that we are all different. We look
T: Is a horse bigger than a goat? different and we’ve got different personalities. Some
Ss: Yes, it is. people are taller, shorter, fatter or thinner than others.
T: Which is bigger, a horse or a goat? Some people are more outgoing and others are shyer.
Ss: A horse is bigger than a goat. This doesn’t mean that anybody is better or worse.
Point out that when forming comparative questions, We are better people because of the way we behave
we use the word which. towards others, not because of our appearance.
Write a list of adjectives on the board. Include a
Free practice mixture of physical and personality descriptions: tall,
1 Ask questions about the pictures. short, friendly, kind, faithful, etc.
Ask students to describe their best friend using these
Ask questions about the pigs: When was Miss Ellen
words.
born? How old is she? How much does she weigh?
How much does she cost? Repeat with George.
Point out that we use she and he when we speak
Wrap-up
about these pigs because they’ve got names. We use it
when we are talking about animals in general. Comparing school objects
Ask individual students about the pigs. Students place a selection of pairs of objects on their
T: Which pig is (older)? tables: two pencils, two rulers, two rubbers, two
S1: George. notebooks, two schoolbags, etc.
Students work in pairs asking each other questions Write a list of adjectives on the board: long, short,
about the pigs. heavy, light, old, new, expensive, cheap.
Ask: Which pig do you like more? Students raise their Students compare the objects.
hands to vote for their favourite pig. Write the number S1: Which is longer, the blue pencil or the yellow
of votes for each pig on the board. Ask: Which pig is pencil?
more popular, Miss Ellen or George? S2: The blue pencil.
2 Make and play a language game. Activity Book
Students cut out the spinners in Cutout 2. Page 21, activities 1 and 2.
Read the instructions out loud and demonstrate how
Key
to assemble the spinners. 2 bigger, frightening, cave
Demonstrate the game with a student. Spin the animal

spinner twice and write the animal names on the
board. Then spin the adjectives spinner and form a
question comparing the animals using the adjective
indicated.

Environmental education
Discuss the importance of organic farming for protecting
Grammar: Present simple: I milk the cows at half past our environment and our health.
four. Explain that chemical fertilizers damage the soil and
Functional language: Telling the time: It’s half past water. When we eat these food products, the chemicals
four. enter our bodies and can harm us.
Explain that some farmers use chemical products to
Vocabulary: Egg, cream, yogurt, cheese, milk, butter,
make their animals fatter and make them grow more
meat, wax, honey, leather, wool, cow, bee, sheep,
quickly. This is bad for the animals and for the people
vegetable garden, organic.
who eat them.
Materials: Magazines. Students cut out magazine pictures of food products
Preparation: Cut out photos of basic food items derived from plants or animals.
(milk, fruit, rice, bread, ham, cheese, cream, sausages, In groups, they make a collage and write a banner
eggs, etc.) from magazines. across the top: Organic food is better.
Controlled practice
Warm-up
Where does it come from?
Listen and write the times. 13
Attach photos of food items (see Preparation) to one Draw four digital clocks on the board with the
side of the board. Name each item. following times: 9:00, 9:15, 9:30 and 9:45.
On the other side, draw two columns. Label them Name the times. Students repeat.
Animals and Plants. Point to the farmer on the page. Explain that she
Point to a photo and ask: Does (milk) come from works very hard at Cherry Tree Farm.
animals or plants? Play Track 13. Students write the times.
Ask a student to come to the board, choose a photo Track 13
and attach it in the correct column. Today we are at Cherry Tree Farm. Janet works here. Janet,
Repeat with the remaining photos. can you tell us about your day?
Of course. I get up very early. I get up at 4:30.
At 4:30! Wow! And what do you do at 4:30?
Vocabulary presentation I milk the cows.
Draw three large circles on the board. Write the words What do you do next?
Well, at 5:00, I collect the honey from the bees.
Cow, Bee and Sheep, one in each circle. Ask three
Is that dangerous?
students to come to the board and draw a cow, a bee No, I wear special clothes. And then at 6:15, I make butter
and a sheep in the corresponding circles. from the cows’ milk. At 6:45, I collect the eggs and at 7:00,
Ask: Which animal gives us wax? Ask a different I water the vegetable garden.
student to come to the board and write the word wax That’s a lot of work! Don’t you get hungry?
in the correct circle: Bee. Oh, yes, I eat a big breakfast every day at 7:30. And after
Continue with: cheese (cow-sheep), yogurt breakfast, at 8:00, I feed the sheep.
That’s interesting, Janet…
(cow-sheep), butter (cow-sheep), cream (cow), meat
(cow-sheep), wool (sheep), leather (cow), honey (bee),
Wrap-up
milk (cow-sheep).
Time bingo
Controlled practice Draw a bingo grid on the board with nine boxes.
1 Match the products with the animals. Students copy the grid into their notebooks.
Write a selection of 20 times on the board (o’clock,
Read the introductory text. Explain that organic farms
quarter past, half past, quarter to).
only use natural fertilizers and herbicides.
Students choose nine times and write them into the
Students match the items with the animals.
boxes on their bingo grid.
Check answers:
Call out different times. Students cross off the times as
T: Which animal gives us honey?
they hear them. The first one to cross out all the boxes
S: Bees.
on his/her grid shouts Bingo! and wins the game
Answer Key
1 cheese: 2, 3; milk: 2, 3; butter: 2, 3; meat: 2, 3; wax: 1;
yogurt: 2, 3; cream: 2; wool: 3; honey: 1; leather: 2.
Activity Book
Page 22, activities 1 - 3.
Key
1 Bread, rice, sweets, fizzy drink
3 It’s quarter past eleven. It’s half past seven. It’s quarter to
38 Unit 2 On the farm! five. It’s twelve o’clock. It’s quarter to ten.
Student’s Book Page 23 I won fourth place in the toy car race. Last year, my car was
worse than the other cars, but this year, my car was better!
Ask individual students to read the texts out loud.
Grammar: Ordinal numbers: I won first place in the
Point out the irregular comparatives better and worse.
pig competition.
Vocabulary: First, second, third, fourth, fifth, tiny, Craft activity
biscuits, apple, seed, recipe, toy car, race, doll.
Materials: Card, paper, magazines, toy cars. The Printer’s Project
Optional: 5 small prizes. Read the instructions for the Printer’s Project out loud.
Students choose a farm animal. They look through
magazines for a picture of their animal and cut it
out. Then they look for pictures of the products from
Warm-up their animal and cut them out. (If they cannot find
Game: Who was first? magazine pictures, they can draw pictures in their
Ten students come to the front of the class. notebooks and cut them out.)
Tell them to mime sweeping the farmyard from one Students glue their cutouts onto a piece of card. On
end of the room to the other. The first student to get a separate piece of paper, students write about their
to the other side will win the game, but if a student is animal and its products.
not miming the activity well enough, you will disqualify
him/her. Optional activity
Shout: Go! Animal drawing competition
Students mime and race. Ask students to draw a farm animal.
On the board write the names (in order) of the first Display the pictures on the wall.
five students to reach the other side of the room. Students visit the “art exhibition” and choose their
Ask the class: Who was first? favourite picture (they cannot vote for their own).
Help students answer: Jackson was first. Write the Count the number of votes for each picture.
word first on the board. Award first, second, third, fourth and fifth place prizes.
Repeat with second, third, fourth and fifth.
Write the words: first, second, third, fourth, fifth Let’s race!
on one side of the board. Write the corresponding Organise students into groups of five. Give each
contractions (1st, 2nd, 3rd, 4th, 5th) on the other side of student a toy car. Draw a finish line.
the board. Students stand at one end of the classroom.
Students take turns coming to the board and matching Say: Go! Students send off their toy cars.
the words with their contractions. The rest of the class writes down in which place the
Explain that numbers that end in 1, 2 or 3 (except cars finish.
for 11, 12 and 13) take the same ending as first, Ask: Who was (first)? Repeat with second, third,
second and third. fourth and fifth.
Write a variety of large numbers on the board and
repeat the activity: 11th, 12th, 13th, 23rd, 42nd, 51st. Answer Key
1 1st : first; 5th: fifth; 2nd: second, 4th: fourth; 3rd: third
1 Listen and complete. 14
Students look at the pictures. Ask them what the Activity Book
rosettes represent. Ask them if they have ever been Page 23, activities 1 and 2.
to a county fair. Discuss what competitions you find
at a county fair: the most delicious pie/cake, the Key
1 first–1st; second–2nd; third–3rd; fourth–4th; fifth–5th; sixth–6th;
biggest pig/chicken, the largest fruit or vegetable. twelfth–12th; fifteenth–15th; fifty-fourth–54th; seventeenth–
Play Track 14. Students listen and fill in the blanks. 17th; nineteenth–19th; twentieth–20th; twenty-first–21st; thirty-
Track 14 second–32nd; forty-third–43rd
2 January the fourth, December the thirteenth, October the
I won first place in the pig competition. This is my pig Betty.
I won fifth place in the biscuit competition. I made coconut second, April the first, November the tenth
biscuits. I used my granny’s recipe!
I won second place in the fruit competition. I planted an
apple tree in our garden. These are the apples, they grew so
big!
I won third place in the doll competition. I made this doll for
my sister.

Student’s Book Page 24 Craft activity
2 Play Pet day.
Grammar: Adverbs of frequency: How often do you Distribute Plasticine and index cards.
feed a bird? Twice a day. Tell students to choose their favourite pet. It hasn’t
Vocabulary: Feed, change, clean, check, drop, give, got to be the pet they’ve got at home. Discourage
take, leave, fish tank, temperature, cage, vet, stressed; students from choosing a wild animal. Explain that it is
animals. not kind to keep wild animals in captivity.
Materials: Plasticine (different colours), index cards Students make a Plasticine model of their favourite
(1 per student), paper, card. pet. They write about their pet on an index card.
Set up a central table where students can display their
Plasticine pets with their index cards.
Students take turns telling the rest of the class about
Warm-up
their pets.

Class survey: Pets
Tell students to raise their hand if they’ve got a pet at Optional activity
home. Ask them what type of pet they’ve got. Make Animal comics
a list of pets on the board. When a pet is repeated, Ask students if anyone has got a pet that has got a
put a tally mark next to the word. funny habit or that can do something special. Give an
Show students how to make a bar chart to reflect the example: I’ve got a dog named Brownie. She really
number and type of pets owned by the class. Number likes chocolate cake. One day she took the cake off the
the squares on the vertical axis and write the names kitchen table and hid it in her bed!
on the horizontal axis. Ask students who have got or have had pets to tell an
anecdote about their pet to the rest of the class. Help
them with the language they need.
Divide the class into pairs: students who have never had
a pet are paired with ones who have.
Distribute paper.
Students draw a picture of their pet doing something
funny and write simple sentences under the picture.
Glue the animal comics onto card.
Make a wall display of the anecdotes.
Students copy the chart and colour the corresponding Wrap-up

number of squares for each animal. Write a pet poem.
Ask questions: How many (dogs) are there? Which
animal is more popular, (dogs) or (cats)? Write the following skeleton poem on the board:
is my favourite pet.
Developing reading When he’s/she’s sick, I take him/her to the vet.
I change his/her water a day.
1 Read and circle the animal words.
really loves to play.
Ask students what we should do to take care of a pet.
Write their suggestions on the board. Students complete the poem.
Tell a volunteer he/she has got a pet fish. He/She reads
the first text out loud. Ask: How often do you change Answer Key
the water in the tank? How often do you feed the 1 fish, hamster, dog, bird
fish? How often do you check the water temperature?
Explain that fish get stressed. Elicit things that might
stress a pet fish (being in dirty water, being out of the Activity Book
water, getting too hot, not having enough space to Page 24, activities 1 and 2.
swim, etc.). Key
1 Pets: cat, dog, hamster; Farm animals: sheep, horse, cow,
Repeat the procedure with the other texts.
pig; Wild animals: lion, elephant, monkey, giraffe
Play Answer my questions.
Students write five questions about the pets using
How often…?
Students swap their questions with a partner. Then
they answer their partner’s questions.

Student’s Book Page 25 Students underline these words in green.
Focus students’ attention on the chart under the text.
Reading focus: Reading and writing a book Read the categories out loud.
report. Identifying parts of speech: nouns, verbs and Students complete the activity individually.
adjectives. Read the text again and find the opposites.
Vocabulary: Title, author, main character, opinion, Ask: What’s the opposite of (big)?
spider, rat, idea, smart, spiderweb, kill. Ss: (Small/Little.)
Materials: Selection of storybooks, card, Blu-tak, Elicit other opposite pairs: heavy/light, fat/thin, happy/
dice. sad, fast/slow.
Preparation: Spider game board: Students complete the list in their books with words
Draw a spiderweb onto a large from the text.
piece of card. Draw four 2Design a book cover for Charlotte’s
crossing lines to form a star
Web.
and four concentric circles
to make the web. Draw a Students choose a character or a scene from the
small spider hanging from story and draw a picture to put on a book cover for
the centre. Number the Charlotte’s Web.
spaces. Colour the spaces
in the outer circle red, the Optional activity
next circle blue, the next Charlotte’s rhyme
circle green and the inner circle Give students examples of nouns, adjectives and verbs
yellow. (correct and incorrect): “Red” is an adjective. “Run” is
a verb. “Jump” is a noun.
Students say: Yes or No.
Warm-up Teach students the following rhyme:
Storybooks Charlotte spins day and night.
(Red) is an (adjective). Am I right?
Divide the class into small groups. Give each group
Students take turns saying the rhyme with a word and
a storybook.
a category. The class says: Yes or No.
On the board, write: Title, Author, Theme.
Students examine the front and back covers.
Ask: What’s the title of your book? Who’s the author? Wrap-up
What’s it about? Can you tell me anything else about
the book? Play The spiderweb game.
Display the Spider game board (see Preparation).
Developing reading Write the following key on the board:
red = animals on the farm
1 ead the book report and complete
R blue = places or things on the farm
the chart. green = chores on the farm
Ask a volunteer to read the report. yellow = products from farm animals
Ask questions: Who are Charlotte and Wilbur? Where Divide the class into teams. Each team makes a game
do they live? Why is Wilbur sad? What does Charlotte counter by drawing a spider and colouring it.
do to save Wilbur? Why does the boy love this story? Teams take turns throwing a dice and advancing
Ask students if they would like to read this story now along the spaces. (They attach their counters to the
that they have read the report. game board with Blu-tak.) When they land on a space,
they say a word according to the key. If they say an
Developing writing incorrect word, they lose a turn.
Write the word noun on the board. Explain that a The first team to reach the middle is the winner.
noun can be a person, place or thing. Ask students Answer Key
to give you examples from the text: web, pig, Wilbur, 1 Nouns: pig, spider, rat, barn; adjectives: little, sad, big,
friend, spider, etc. Students underline these words in clever; verbs: live, want, has, see; opposites: sad, friend,
blue. good, love, little, big
Write the word adjective on the board. Explain that an Activity Book
adjective is a word that describes a noun. Ask students Page 25, activity 1.
to give you examples from the text: little, best, sad,
big, etc. Students underline these words in red. Key
1 Name of book; Name of writer; List of characters; The
Write the word verb on the board. Explain that a verb
story; My opinion
is an action or a state of being. Ask students to give
you examples from the text: is, live, write, see, etc.
Student’s Book Page 26 With adjectives that end in a vowel + a consonant we
double the consonant and add “er.”
With adjectives that end in y we change the y to an i
Grammar: Comparative adjectives: Tam is prettier and add er .
than Trish. Reading is more interesting than watching When students finish, they look at the illustration and
TV. label the pictures.
Vocabulary: Tall, fat, thin, small, good, bad, Volunteers read the text out loud.
ugly, heavy, pretty, friendly, interesting, intelligent
dangerous; animals.
3 Make a Lingo ladder and play a game.
Students cut out both parts of Cutout 3.
Materials: Cutou 3, index cards.
Read the instructions and demonstrate how to insert
Preparation: Rule cards: Write the following rules on the paper strips through the slits so that the words
5 separate index cards: appear in the spaces.
1. Add “er”. Make a few sentences and ask students to say whether
2. Double the consonant and add “er”. they are true or false.
3. Change the “y” to an “i” and add “er”. Students work in pairs. They take turns making true/
4. Use “more”. false statements.
5. This is an irregular adjective.
Optional activity
Is that true?
Warm-up Write true/false statements on the board about the rules
How many syllables? for comparative adjectives:
Copy the following chart on the board: We always add “er” to adjectives.
We add “er” to short adjectives.
• •• ••• + We add “er” to irregular adjectives.
Students copy the sentences in their notebooks and
big pretty dangerous
write: True or False.
Read the words in the chart and clap your hands to Wrap-up
show the syllable count.
Students copy the chart into their notebooks and Play I’m pretty!
practise clapping the syllables. Ask five students to stand at the back of the room.
Dictate the following list of adjectives. Students clap Give each one a Rule card (see Preparation).
and write them in the correct columns: fat, ugly, Write a list of adjectives on the board: intelligent, fat,
beautiful, expensive, happy, small, cold, friendly, thin, pretty, bad, good, expensive, ugly, hot, etc.
exciting, light, hot, heavy, young, intelligent. The students sitting down each choose an adjective
from the board and write it down.
Grammar practice The five students holding the Rule cards walk around
and ask the others questions. They gather up the
1 Underline the comparative adjectives. students who match their rules:
Write on the board: Janet is taller than me. S1: What are you?
Underline the word taller and say: This is a comparative S2: I’m pretty.
adjective. I’m comparing Janet and me. S1: Come with me./Sorry, you’re not with me.
Students underline the comparative adjectives
in their books. Answer Key
1 1. taller; 2. friendlier; 3. better; 4. more interesting
Write the following adjectives on the board: 2
Text: fatter, thinner, prettier, friendlier, uglier; Picture:
tall–taller Trish, Tam
interesting–more interesting
good–better Activity Book
Ask students how these adjectives are different. Page 26, activity 1.
Explain that short adjectives (maximum 2 syllables) take
“er”, long adjectives (3 syllables or more) take more Key
1 Short adjectives: hot–hotter, big–bigger, cold–colder;
and irregular adjectives change completely. Adjectives ending in “y”: ugly–uglier, heavy–heavier, pretty–
2 Complete the text and label the pictures. prettier; Long adjectives: expensive–more expensive,
dangerous–more dangerous, beautiful–more beautiful;
Students fill in the gaps using the spelling rules as a Irregular adjectives: bad–worse
guide. 1. colder; 2. more expensive; 3. more intelligent; 4. more
dangerous; 5. bigger; 6. uglier; 7. worse; 8. hotter
Explain the rules if necessary:

Self–assessment
Grammar: Review of present simple and comparative Write the following skeleton text on the board:
adjectives.
In unit , I learned about .
Vocabulary: Key vocabulary from the unit. I can compare people and animals. For example:
.
I can say how often I do things at home. For example:
Warm-up .
I liked/didn’t like this unit because .
Game: Vocabulary competition
Divide the class into small groups. Students copy and complete the text.
Give students the following instructions. The first Answer Key
group to follow each one correctly gets five points: Complete: 1. five times; 2. three times; 3. twice; 4. once
Write four days of the week. Compare: 1. older; 2. more dangerous; 3. bigger; 4.
Write five farm animals. younger; 5. friendlier; 6. smaller
Write four places on the farm.
Write four farm chores. Activity Book
Write four products we get from cows. Page 27, activities 1 and 2.
Write two products we get from sheep.
Write two products we get from bees. Key
1 Barn, vegetable garden, farmhouse, cockerel, field,
Write four comparative adjectives that end in “ier”.
donkey, fence, bull, farmyard
Write four comparative adjectives with “more”. 2 2, two, second; 3, three, 3rd; 4, fourth, 4th; twelve,
Write the ordinal numbers from 1 to 5. twelfth, 12th; 20, twentieth, 20th; 31, thirty-one, 31st; 44,
The group with the most points at the end of the forty-four, forty-fourth
game is the winner.
Grammar module
Review
Adverbs of frequency
The Printer’s Quiz Adverbs of frequency are used to express how often an
Look and complete the sentences. action is carried out:
Students look at Mary’s timetable and complete He collects the honey three times a week.
the sentences. Once refers to one time.
Ask volunteers to read their sentences out loud. Twice refers to two times:
Students correct their work. I milk the cows twice a day.
Write questions and answers. Comparative adjectives

Students complete the questions and pass their books We use the comparative form of adjectives + than to
to their partners to write the answers. say how two people, things or animals are different: A
Check answers with the whole class. cow is bigger than a chicken.
Compare the dogs. Short adjectives

Students look at the pictures of the sheep dogs. Short adjectives (of one or two syllables) form their
Explain that these are farm dogs. They are used to comparatives by adding “er”:
control the sheep and goats. small-smaller
Students use the adjectives in the box to form For adjectives that end in a short vowel sound + a
comparatives to complete the sentences. consonant, we double the last consonant before
adding “er”:
big–bigger, fat–fatter
Optional activity For adjectives that end in “y”, we change the “y” to “i “
and add “er”:
Play I’m bigger than you! happy–happier, heavy-heavier
Start off a sentence chain:
S1: I’m a cat. Long adjectives
S2: You’re a cat but I’m a dog. I’m bigger than you. Long adjectives form their comparatives with more:
S3: You’re a dog but I’m a pig. I’m more intelligent A dog is more intelligent than a mouse.
than you.
Students continue until someone says something Irregular adjectives
obviously false, in which case they are eliminated. Start The adjectives good and bad are irregular.
the chain again. Their comparative forms are better and worse.

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ti
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ti
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Cr ar
oss ic ul
-curr
Science: Wild animals around you Project: A model farm

Materials: Paper, crayons or felt tip pens. Materials: Empty cardboard boxes in different sizes
(shoeboxes, cereal boxes, etc.), large piece of card
Directions: (2m x 1m), paint, crayons, felt tip pens, Plasticine,
Distribute materials. Ask students to think about the glue.
wild animals that they see around their homes and
neighbourhoods. Directions:
Students draw and label pictures of the animals. Below Put the card an the floor. Tell students that this is the
their pictures, students write what food the animals base of the farm.
eat and what special colours and characteristics the As a class, students decide on the buildings and
animals have got to help them survive. distribution of the areas: field(s), garden(s), barn(s),
Invite students to display their pictures and describe farmyard(s), farmhouse(s), chicken house(s), fence(s),
them to the class. etc. Use student input to draw an outline on the
board.
Divide the class into five groups.
Tell one group to paint and/or colour the base
(defining fields, farmyards and vegetable gardens) and
make fences from card.
Provide two groups with some cardboard boxes and
tell them to make the different buildings for the farm.
They paint and decorate the buildings, label them and
glue them into position.
Provide another two groups with Plasticine and tell
them to make farm animals. When they have finished
their animals, they place them around the farm.
Language links: Elicit a list of the animals on the farm
and write the list on the board.
Divide the class into three groups.
Each group prepares a different text about the farm:
Text 1: A list of the chores and how often they are
carried out.
Art: Animal pencil tops Text 2: A list of the products that come from the farm
and the prices.
Materials: Tissue paper, empty egg boxes, liquid starch Text 3: A physical description of the farm.
(cornstarch and water), felt tip pens, pencils (1 per Collect the texts and make a farm book.
student).
Preparation: Tissue paper mash: Tear tissue paper
into small pieces. Add enough liquid starch to wet the
paper. Press into a firm glob. Squeeze the glob until
it feels like workable dough and store it in an airtight
container.
Directions:
Give each student a small ball of Tissue paper mash
(see Preparation) about the size of a golf ball.
Students work the mash into an animal shape or an
animal head.
Help students insert the rubber-end of a pencil into
their animal and mold their shape around it. Students
push the pencil into the underside of an egg box and
leave the animal to dry.
Students colour their animals with felt tip pens.
Note: Dip the pens in water to help the colour flow
better over the rough surface of the animals.

Th
e pio neers
Vocabulary Grammar
Pioneer vocabulary: Past simple:

box, camp, candle, chest, pioneer, sack, spade, wagon At sunset, they made camp.
Objects in a house: Present simple:
cooker, bucket, electric light, fork, fridge, heater, I wash the dishes after breakfast.
knife/knives, microwave oven, pot, soap, spoon, stove, Present simple v past simple:
telephone, TV Pioneer children rode in covered wagons.
Places: Children today ride bicycles.
church, library, car park, post office, river, school, shop, Did you go to the cinema yesterday?
supermarket, town Do you go to the cinema every week?
Verbs: Wh questions:
build, drink, drive, eat, go, live, make, meet, play, read, Where did Molly go?
ride, sleep, take, travel, walk, work Who did they meet?
Food: How did he travel?
bread, coffee, dried meat, fruit, oil, potatoes, rice, salt When did she eat?
School: Why/because:
classroom, gym, library, poster, uniform, wall Why did Davie get better? Because he took some
medicine.
Adjectives:
excited, gold, scared, sick, tired, trapped, young There is/are:
There is a library.
Other words:
There are some shops.
adventure, cave, centimetre, coin, electricity, fever, garage,
Is there a supermarket?
gun, journey, kilometre, post, map, medicine, mile,
Are there any shops?
newspaper, pony, rider, salary, snowstorm, trail, wood
There was/were:
There was a chest. There was some oil. There were some
coins. Was there a box? Were there any sacks?
Functional language: Multiple intelligence:

How far did you travel? How many days did it take? Visual/spatial intelligence (page 56)
Teaching tip
Self-correction in written work • Correcting the draft. Students look with care at what
Students should be taught the different steps involved they have written and check different aspects of
in producing a piece of written work: their work. Then they correct their mistakes. Write a
checklist on the board for students to follow:
• Focusing on the task. Ensure that students
understand the activity. They should know what they –Spelling
have got to do and the reason for doing it. –Punctuation (capital letters, full stops, commas
in lists, etc.)
• Planning the task. Students reflect on what they are –Verbs (correct tense, third-person “s”, etc.)
going to write. In the case of a free writing activity, –Pronouns (correspond with subjects, usage)
they could write out a short outline.
• Writing a clean copy. Students copy out their work
• Producing a first draft. Students do this on a separate in pen, incorporating any corrections they have
piece of paper or directly in the book using a pencil. made.
Unit 3 The pioneers 45

Student’s Book Page 28 Ask simple questions using the wh words: What’s this?
Who’s sitting next to Sophie? Where’s your mum?
When is your birthday?
Grammar: Past simple: At sunset, they made camp.
Wh questions: What did you build? Where did they Optional activity
sleep? Who did she meet? When did he eat?
Question catch
Vocabulary: Eat, build, make, meet, ride, sleep, Write: who, what, where and when on the board.
take, walk, camp, wagon, farmhouse, Native Elicit some simple questions in the present tense for each
American, journey. question word (see previous activity) and write them on
Materials: Optional: Large ball. the board.
Students stand in a circle.
Throw a ball to a student and say: What. He/She makes
Warm-up a question with what and throws the ball to another
student. He/She answers the question. Then he/she says
another question word and throws the ball to another
Critical thinking: A long journey
student who makes a question with that word.
Say: This unit is about a very long journey. The journey
Students continue around the circle until everyone has
took place many years ago, in the 19th century.
participated.
Explain that in the USA, people migrated west looking
for land. Ask students to think of the things they would
Look at grammar!
take if they had to go on a long journey to find a new
home. Students write a list of ten items they think would Students look at the Look at grammar! box.
be important to take. Write a question in the past simple using a wh word:
Write the words on the board. Discuss which ten items Where did you sleep last night? Underline did and
are the most important. Then have a class vote on the sleep.
most important ones. Write the answer to the question: I slept in my house.
Underline slept.
Ask a student to explain what happens to the verb in
Grammar review simple past questions.
1 Complete the sentences. Controlled practice
Read the speech bubble at the top of the page. 2 Write four questions about the pioneers
Students look at the illustrations. Point to and name
items in the pictures: wagon, Native American, in your notebook.
farmhouse, camp, etc. Students write four questions about the pioneers in
Write the following verbs on the board: ride, make, their notebooks, based on the information on the page.
sleep, take, walk, build, eat, meet. Students look Circulate checking students’ work and helping weaker
for their past forms in the box in activity 1. Choose students.
students to write the past forms on the board under
Ask a classmate your questions.
the corresponding present forms.
Finally, students complete the sentences in their books Students ask each other their questions.
using the verbs in the box.
Wrap-up
Listen and number the pictures. 15 Which question word?
Play Track 15. Students number the pictures. Draw four columns on the board. Give a title to each
Track 15 column: Who/What/Where/When.
Who were the pioneers? Say sentences that could be answers to different
In the 19th century, the pioneers travelled west across the questions and elicit the question words, for example:
United States of America. It was a long, hard journey. T: In the United States. Ss: Where?
Number 1. They rode in wagons or walked. T: Dogs and cats. Ss: What?
Number 2. They took horses, cows and dogs. Activity Book
Number 3. At sunset, they made camp.
Number 4. They ate and slept in the camp.
Number 5. They met Native Americans. Key
1 1. made; 2. ate; 3. met; 4. slept; 5. took; 6. rode;
Number 6. They built new farmhouses.
7. walked; 8. built
Play Track 15 again. Students check their answers. 2
1. Where–They went west. 2. When–They travelled west
in the 19th century. 3. What–They took food, clothes and
Wh questions review furniture. 4. Where–They slept in camps. 5. Who-They met
Write: What on the board. Tell students to think of Native Americans.
more question words starting with wh. Write them on
the board: Who, When, Where.
46 Unit 3 The pioneers
Student’s Book Page 29 Ask students to imagine what else was in Bobby’s
wagon. Ask more questions and write the nouns on the
board: Was there any food? Was there a bed?
Grammar: There was/were: There was a bed. There
Point to the wagon in activity 2. Say: Imagine you were
was some oil. There were some coins. Countable and
a pioneer and this was your wagon.
uncountable nouns.
Students name the items in Cutout 1. Then students
Vocabulary: Wagon, sack, chest, coin, box, house, colour and cut them out.
salt, oil, rice, wood, coin, bed, buy. Students choose five of the items and glue them into
Materials: Cutout 1. the wagon.
Ask questions about the wagons: Are there any (beds)
in your wagon, Daniel?
Warm-up
Colour the wagon and complete the
In the wagon
sentences.
Poster 3
Display Poster 3. Students colour their wagons and complete the
Tell students to close their eyes and imagine they were sentences.
pioneers. Tell them to imagine the things they took in Ask volunteers to read their sentences out loud.
their wagons.
Students open their eyes. Ask: What was in your Optional activity
wagon? Bobby’s house
Students come to the board, draw a picture of one or Tell the class to imagine Bobby’s house in the Wild West.
more objects in their wagon and say a sentence, for Divide the class into pairs. Each pair makes a list of things
example: There were some clothes. in Bobby’s house.
Pairs read their lists out loud to the class using There
Vocabulary presentation was/There were.
1 Read and number the pictures.
Point to the illustrations and name them one by one. Connecting to students’ experiences
Students repeat after you. Ask students if they have ever moved house or moved to
Tell students this is a song about a pioneer called Bobby. a different town, city or country. For those who answer
Read the text of the song out loud. Students follow positively, ask: What was difficult about moving? Did you
along in their books. have to pack and/or unpack the things in your room?
Individually students read the song again and number Did you get to your new house in a car or did you take
the pictures. a bus, train or aeroplane? Did moving make you feel
Listen and join in. 16
happy or sad? Why?
Play Track 16.
Students follow along in their books.
Wrap-up
Track 16
Old Bobby Listen and draw.
(See Student’s Book page 29, activity 1.) Give students the following instructions for drawing
and colouring a wagon:
Divide the class into five groups. Assign a word to each
This wagon was big. In the wagon, there was a big red
group (wagon, chest, box, sacks, coins).
chest. There were two small coins. There was a purple
Play Track 16. Each group stands up when they hear
box. There were three green sacks. There was some salt
their word.
and there was some wood.
Play Track 16 again. Students sing along.
Students draw and colour the wagon in their notebooks.
Controlled practice Activity Book
2 Cut out five things and glue them Page 29, activities 1 and 2.
into the wagon. Key
1 I can count this: sacks, chests, wagons, boxes.
Draw two columns on the board and write: There was/ I can’t count this: oil, rice, salt, wood, water.
There were as headings. 2
there was a bed, a sack and a coin. There were some
Ask questions about Bobby’s wagon: Was there a chest boxes. There was some wood.
in the wagon? Were there any coins?
As you ask the questions, write the nouns under the
correct columns.

Student’s Book Page 30 Track 17
The journey west to Oregon, part 1
Grammar: Past simple: Wh questions: Where did
Students silently read the story in their books.
Molly go? How did she travel?
Ask them to underline the past tense verbs.
Vocabulary: Spoon, fork, knife/knives, candle, pot,
soap, bucket, shovel, spade, chest, wagon, camp, Vocabulary presentation
journey, dried meat, bread, ride, start, stop.
Poster 3
Hold up the poster cutouts one by one and ask: What
Warm-up are these? What’s this?
Distribute the poster cutouts.
Vocabulary review Attach Poster 3 to the board. Ask: What was in Molly’s
On the board draw a family tree with five generations. wagon?
Label the person from the last generation: me. Students take turns placing the cutouts on the poster
Point to a woman in the oldest generation. Say: This is and saying a sentence with there was/were: There were
great-great-grandmother. Write the expression some candles. There was a bucket.
on the board.
Repeat with great-grandmother. Optional activity
Verb review
Divide the class into two teams. A student from team A
calls out one of the past tense verbs from the story. A
student from team B writes the past and present forms
of the verb on the board.
S1: Sat.
S2 (writes): Sit/Sat.
Teams change roles.
Reading comprehension
1 Read and answer the questions.
Students write the answers to the questions in their
Me notebooks.
Ask students to come to the board and label the Divide the class into pairs. Students compare their
remaining people in relation to the person labelled me. answers.
Ask students questions about their grandparents and Ask volunteers to write the answers on the board.
great-grandparents: Where was your grandmother
born? Where did your great-grandmother live? Where Wrap-up
was she born? Categories
Write four headings on the board: People/Places/
Developing reading Times and dates/Things in the wagon.
Story: The journey west to Oregon, part 1 17 Students write the headings in their notebooks. Then
Present the story through the illustrations: Point to the they find and write words from the first part of the
girl and say: This is Molly. Point to the photo. Say: This story for each heading.
is Molly’s great-great-grandmother. She was a pioneer. Note: Save the classifications for the next class.
Encourage students to make predictions about the story. Activity Book
Play Track 17. Students listen and follow along in their Page 30, activities 1 and 2.
books. Pause the recording after each paragraph to ask
students general comprehension questions: What’s in Key
2
2, 4, 3, 1
the chest? When did Molly’s great-great-grandmother 2. What did; 3. Who did; 4. When did
go to Oregon? Where did the journey start? How many
wagons were there? Who rode in the wagon? Who
walked? What did they eat for lunch? When did they
stop? Was Molly tired?
Encourage students to make predictions about the story
after each paragraph.

1 Read and match.
Grammar: Past simple: Why/because: Why did Davie Students read and match the questions with the
get better? Because he took some medicine. answers.
Vocabulary: Adventure, fever, medicine, plant, Choose pairs to read the questions and answers out
snowstorm, cave, sick, gun, scared, trapped. loud.
Materials: Word classifications from the previous
lesson. Optional activity
Preparation: Biography skeletons: Write the Play True or false?
following biography skeleton on a piece of paper. Divide the class into four groups.
Make one copy for each student: Ask students to make two true and two false statements
Character name: __Molly__ about the story. Give an example: Davie was sick for five
Age in the story: ___________ months.
Molly walked from ____________ to ____________. Each group presents its true/false statements to the rest
Her family took ______________________ in their wagon. of the class. Other groups answer without looking in the
They crossed the ________________. book.
Molly saw a ________________. The group with the most correct answers is the winner.
She was very ________________.
Molly lived in ____________ all her life.
Wrap-up
Write a biography.
Warm-up
Write the following headings on the board: People/
Story review Places/Times and dates/Things in the wagon.
Distribute the word classifications from the previous Students write the headings in their notebooks. Then
lesson. they find and write words from the second part of the
Ask Wh questions based on the story: What did Molly story for each heading.
and her family take with them? Students answer the Distribute the Biography skeletons (see Preparation).
questions using the information. Students complete Molly’s biography using the
Ask enough questions to produce an oral summary information in their classification tables.
of the story so far.
Answer Key
1 1. Because Davie was sick. 2. Because he took some
Developing reading medicine. 3. Because there was a snowstorm. 4. Because it

Story: The journey west to Oregon, part 2 18 wanted food.
Play Track 18. Pause the CD after each paragraph and Activity Book
ask comprehension questions: Who did they meet? Page 31, activities 1 and 2.
What did the Native Americans give them? What
mountains did they cross? What animals did they see? Key
What did the bear want? Did Molly stay in Oregon? finished, played, ate, played, sang, danced, rode, was
2
1. on foot and by wagon. 2. for five days. 3. Davie some
Track 18 medicine. 4. in a cave for two weeks. 5. a bear in the cave.
The journey west to Oregon, part 2 6. the Rocky Mountains.
Ask them to underline the time expressions in the story:
five months, five days, a week, two weeks, last night, etc.
Students read the sentences with the time expressions
out loud. Write them on the board.
Ask volunteers to take turns reading out loud. Help
them with the difficult words.
Connecting to students’ experiences

Ask questions focusing on how Molly felt at different
stages of the story: Was Molly excited when they left
Missouri? Was she happy when Davie got better? Was
she scared when she saw the bear? Can you remember
the last time you were excited? Happy? Scared? Why?
What happened?

Student’s Book Page 32 Developing writing
2 Choose words from the box and invent
Grammar: Past simple: We climbed a mountain We a pioneer journey.
didn’t see any bears.
Point to the word box at the bottom of the page.
Functional language: How far did you travel? How Ask various students to read the words out loud. Make
many days did it take? sure they understand all the words. Explain that the
Vocabulary: Trail, map, kilometre, centimetre; Wild words represent options for completing the text. Do
West vocabulary. number 1 as an example.
Materials: Cutout 2, rulers (1 per student). Students choose options from the word box and
complete the text.
For the final option, students can select any destination
Warm-up in the western part of the United States. Make sure a
map is available to help them.
Song: Old Bobby 16 Ask volunteers to read their texts out loud.
Play Track 16. Students sing along as they follow the
song on Student’s Book page 29.
Optional activity
Game: How far? More questions!
Divide the class into two teams. Write question words on the board: What/Where/
Tell students that you are a pioneer and that on the first Who/How/When.
day of your journey you travelled between 20 and 50 Divide the class into pairs.
kilometres. Students write five questions about their classmate’s story
Write a number between 20 and 50 on a piece of paper. in activity 2.
Ask: How far did I travel? Students ask each other their questions.
Students from each team take turns trying to guess: Did
you travel (25) kilometres?
The first team to guess the correct number wins a point Wrap-up
for his/her team. Play Word for word.
Repeat with second, third and fourth days.
Tell students to stand in a circle.
One student says a word, for example: Chair.
Craft activity The next student says a word related to the word that
1 Take a pioneer journey. has been said, for example: Brown.
The next student says a word related to the last one,
Say: Let’s imagine we’re pioneers.
and so on: Chair. Brown. Dog. Run. Park. Football…
Students cut out the map in Cutout 2.
If a student says a word that is clearly not related to the
Read the names of the places out loud.
previous one, he/she is out. Then the next student in
Make sure that all students have got a ruler.
line tries to continue the chain.
Read the instructions in the Student’s Book to the class.
Each student chooses a trail. Activity Book
Students measure their trails and calculate the distance. Page 32, activities 1 and 2.
If necessary, explain the mathematical operation
required to determine the number of days (divide the Key
1 Trail 1 = 10 cm, Trail 2 = 20 cm; 1. 50 km; 2. 10 days;
total number of kilometres by 25). 3. 5 days; 1. 100 km; 2. 5 days; 3. 4 days
Finally, students answer the questions in their books. 2 travelled; How far
Find your travel mates.

Students walk around the class asking each other the
key questions: How far did you travel? How many days
did it take you?
Students find the other students who chose the same
trail and form groups.

Student’s Book Page 33 Optional activity
Game: Hangman
Grammar: Past simple: I rode ten different horses. On the board, draw a line for each letter of the word
Vocabulary: Town, salary, post, gold, young, pony, farmhouse and draw the hangman’s scaffold.
rider, mile.
Warm-up
Vocabulary review: Jobs
Divide the class into pairs. Students take turns calling out letters. If the letter is part
Students write all the jobs they can think of: waiter, of the word, write it in. If it is not, draw part of the body
dentist, vet, police officer, teacher, singer, doctor. and write the letter on another part of the board.
Students read their lists out loud. The pair with the Continue until students guess the word or until the
longest list wins the game. hanged man is complete.
Choose individual students to come and write their
words on the board.
Controlled practice
Developing reading Practice with punctuation
1 Match the people with the advertisements. Ask students to close their books.
Write the following text on the board:
Students look at the illustrations. Instruct students we arrived in oregon in 1862 my dad built a farmhouse
to point to different people: Point to the man with a and bought some cows we all worked on the farm I
moustache. Point to the man with a cowboy hat. Point went to school with my brothers and sisters there were
to the family. Point to the baby. Point to the boy with a only ten children at the school I loved my school
gold tooth. Students copy the text into their notebooks. Then
Explain that the posters are advertisements for different they write in all the missing punctuation marks and
jobs and opportunities in the Wild West. capital letters. Ask individual students to come to the
Ask students to look at the pictures and guess what job board and correct parts of the text.
each poster is advertising.
Ask volunteers to read the text in the advertisements Wrap-up
out loud.
Students match the people with the advertisements. Jobs in the Wild West
Make a list of other jobs people had in the Wild West:
Read the texts and write the names. shopkeeper, sheriff, train conductor, barman, cowboy,
Students silently read the texts. Tell them to underline stagecoach driver, dancer, teacher, etc.
any words they don’t understand. Discuss the meaning Ask students to choose a profession and make a job
of unknown words with the class. advertisement. They should include a picture and
Students complete the activity individually. a short text.
Divide the class into pairs. Students do the activities Answer Key
under the texts. 1 Oregon- The Jones family, Missouri- Alfred Gibson,
Check the answers with the whole class. California- Jim Stubbs
Text 1: Alfred Gibson, Text 2: The Jones family
Critical thinking: Which job would you prefer? 1a. 10; 1b.100 kilometres; 1c. Pony, riders, the post; 2a. F; 2b. T
On the board, write the following headings: Farmer/Pony Activity Book
Express rider/Gold digger. Page 33, activities 1–3.
Explain that these are the names of the jobs in the
advertisements in activity 1, page 33. Key
1 Advertisement on the left: Work with animals. Jobs
Divide the class into pairs. Tell students to think of two for cowboys. Explore the Wild West. Sleep in a camp.
positive aspects and two negative aspects of each job. Advertisement on the right: Work in a busy hotel. Pianist and
Then each student should decide which job he/she singer needed. Meet lots of new people. Free room and food
would prefer. While students are working, circulate and in hotel.
2 I went with my brother Larry. We looked for gold in lots
help students with vocabulary if necessary.
Ask volunteers to say which job they chose and of rivers. At first we didn’t find any gold. Then one day, Larry
found a big piece of gold. It was very heavy. We were very
explain why.
excited. We bought a hotel in San Francisco.
3 October, Monday, Spain, San Francisco, English, Chinese,
Alfred Gibson
1. Alfred Gibson; 2. Monday; 3. October; 4. Spain, San
Francisco; 5. English, Chinese

Student’s Book Page 34 Do you watch TV at night?
No, I don’t. We haven’t got a TV.
Grammar: Present simple: I wash the dishes after Write the following on the board:
breakfast. I work in the garden./She works in the garden.
I don’t watch TV./She doesn’t watch TV.
Vocabulary: Electricity, knife/knives, fork, spoon, Encourage students to explain the difference between
microwave oven, wood, fridge, candle, telephone, TV, these sentences. Remind students of the s in the
pot. third-person singular.
Materials: Optional: Photos from magazines of small Students write four sentences comparing their own
villages and communities. routine with Anna’s everyday routine.

Make a word search.
Electricity Write knife/knives on the board.
Talk to the class about electricity: We use electricity Divide the class into pairs. Students make lists of other
every day in many different ways. irregular plurals: man/men, woman/women, child/
Students point to and name objects in the classroom children, leaf/leaves, goose/geese, etc.
that use electricity: lights, computer, etc. Students draw a 10 x 10 grid and make a word search
Ask students to name items in their homes that use using the words. First, they write the words letter by
electricity: fridge, TV, radio, microwave oven, etc. letter in the grid. Then they fill in the empty boxes with
Help with unknown vocabulary and make a list on the random letters.
board. Students exchange their word searches and find the
irregular plurals.
Vocabulary review
1 Read and colour the circles.
Read the introductory text out loud. Wrap-up
Ask students to identify the things in the pictures. Living in a community.
Ask the class: What have you got in your kitchen? Is it Divide the class into two groups. Ask one group
the same as the community kitchen? to write a list of positive things about living in a
Students look at the key and colour the circles. community and the other to write a list of negative
Students compare their answers: Have you got a fridge things. Display the lists.
in your kitchen? Are there fridges in the community
kitchens? Answer Key
1 Green: knives, forks, spoons, pots, candles, wood. Red: TV,
telephone, fridge, microwave oven
Vocabulary review
2 Listen and tick (✓) or cross (✗) the pictures. Activity Book
19 Page 34, activities 1 and 2.
Point to the photo of the girl. Say: This is Anna. Key
1 2. She takes care of her baby brother. 3. She doesn’t do
Read the text under the photo out loud.
Ask the class: What does Anna do every day? any homework. 4. She goes to school in the town. 5. She
works in the vegetable garden. 6. She doesn’t watch TV.
Point to each picture and ask: Does she (wash the 7. She washes the dishes after breakfast.
dishes)? Encourage students to speculate about the
correct answers.
Play Track 19. Students listen and mark the pictures.
Track 19
This is Anna. Anna lives in Kent, England. Anna, do you go to
school?
Yes, I do. Our community has got a little school.
Do you do homework after school?
No, I don’t. I help my mother at home and I help our
neighbours in the community.
So what do you do at home?
Well, I take care of my baby brother.
Is that hard work?
Yes, it is!
What else do you do?
I wash the dishes after breakfast.
And how do you help your neighbours?
I work in the community garden. I grow potatoes and carrots.

Writing practice
Grammar: Present simple v past simple: My school is Students write a short paragraph describing their school.
very big. Community schools were very small. Tell them to use the first text in activity 2 as a model.
Vocabulary: Classroom, pioneer, poster, electric light, Collect the texts and correct them.
heater, gym, library, uniform, map.
Developing writing
Warm-up The Printer’s Project

Read the title of the Printer’s Project out loud.
Noughts and crosses
Ask: What do we know about the community schools?
Draw a large 3 x 3 grid on the board. Write Draw four columns on the board and write a heading
the following words, one on each square: chest, sacks, for each column: Clothes/Daily life/Have got/Haven’t
coins, wagon, bucket, candle, pot, stove, fork. got.
Divide the class into two teams: X and O. Optional: Provide reference books or online information
A student from team X comes up and chooses a square about alternative communities, for example: the Amish,
on the grid. He/She draws a simple picture of the word the Bedouins, communes or kibbutzes.
on the square. If he/she is correct, put an X in the space.
Repeat with team O. Continue alternating teams.
Wrap-up
The first team to get three Xs or three Os in a row
horizontally, vertically or diagonally wins the game. We like our school!
Developing reading Pairs think of three things they like about their school
and write them down.
1 Read the text and classify the words. Write a model sentence on the board: We like our
Students silently read the texts. school because we like the library.
Ask comprehension questions: Are these schools Pairs read their sentences out loud.
very different from our school? Students underline
the differences between these schools and their own Answer Key
1 A community school today: books, pencils, crayons; A
school. 19th century village school: books, pencils, maps; My school:
Read the words in the word box out loud. computers, a TV, a CD player, maps, posters
Students classify the words in the chart. 2
My school: is, ‘s got, are, wear; 19th century village
schools: were, had, have, wear, wore
Moral and civic education Activity Book
Ask students if they know any communities like these Page 35, activities 1 and 2.
in their country. Invite students to talk about the
community and the way they live.
Talk to students about the importance of respecting and
understanding different cultures and different ways of
living.
Grammar review
2 Complete the texts.
Read the words in the word box out loud.
Point to the text on the left. Say: This is about a
modern school. Point to the text on the right. Say: This
is about a pioneer school 150 years ago.
Students complete the texts.
Choose volunteers to read the completed texts out
loud.

Student’s Book Page 36 Ask a classmate your questions.
Students ask each other the questions in their
Grammar: There is/are/was/were: There is a library. notebooks. Walk around the class checking the use
There are six shops. There was a river. There were two of the singular and plural verb forms.
schools. Is there a supermarket? Are there any shops?
Was there a library? Were there any schools? Optional activity
Vocabulary: Town, shops, supermarket, library, Smalltown
school, river, car park. Draw two vertical lines on the board. Say: This is a street
in Smalltown, 100 years ago.
Draw shops and some houses. Say: There was one street.
Warm-up There was a shop and there were some houses.
Ask a volunteer to add a building or street to the map
Vocabulary review: Places in a town and say a sentence with There was/There were: There
Divide the class into pairs. Ask students to think of one was a church.
or more places in their town. Continue with another student.
Students write a description of the place without Then say: Now this is Smalltown, 50 years ago. Students
naming it, for example: You can buy food here. continue to add buildings and streets to the map.
Students read their descriptions out loud. Finally say: This is Smalltown today. Ask volunteers to
Volunteers write the answers on the board. describe the town. Make sure they use the present tense.
Grammar review
Wrap-up
1 Listen and complete the table. 20
Point to the two characters. Say: This is the grandad Picture dictation
and this is the grandson. Draw two vertical lines (representing a street) on
Read the speech bubbles out loud. the board. Tell students to copy them into their
Ask: What was there in the village when the grandad notebooks.
was a boy? Let students speculate. Use the pictures as Read the following description of a town out loud:
prompts if necessary. The town had one long street. There was a river at
Play Track 20. Students listen and write the numbers the end of the street and there was a bridge over the
in the chart. river. There were houses on both sides of the river. On
the left side of the street, there were two shops and a
Track 20
When I was a boy, this town was smaller. There were only two post office. On the right side of the street, there was a
shops. church and a small school.
Now there are SIX shops. Students listen and draw a picture.
When I was boy, there wasn’t a supermarket.
Now there are three supermarkets, grandad. Activity Book
And when I was a boy, there wasn’t a library. Now there is a Page 36, activities 1 and 2.
big library! Also, when I was a boy, there were only two small
schools in the town. Key
1 1. No. 2. Yes. 3. No. 4. Yes. 5. No. 6. Three. 7. Three.
Now there are five schools!
And when I was a boy there was a river behind the school. 8. Yes.
2 1. Is; 2. Are; 3. Are; 4. are; 5. are; 6. are
There isn’t a river anymore. Now there’s a car park behind the
school.
There wasn’t a car park when I was a boy. Oh, it was a nice
town. It was very small and quiet.
It still is a nice town.
But it isn’t quiet!
Students compare their answers.
Play Track 20 again. Students correct their answers
if necessary.
Controlled practice
Write ten questions about the town.

Draw students attention to the Look at grammar! box.
Ask questions about school to highlight the difference
in tense: Are there computers in our school? Were
there computers 10 years ago?
Students look at activity 1 and write questions about
the town in their notebooks using the prompts in the box.

Student’s Book Page 37 Pronunciation practice
2 Listen and complete the poem. 21
Grammar: Present simple v past simple: When
grandad was a boy, he rode a bike. Now grandad Read the words in the word box out loud.
works in a garage. Students silently read the poem and complete the gaps
using a pencil.
Vocabulary: Ride, drive, work, go, play, read, drink, Play Track 21. Students correct their work.
garage, woods, newspaper, coffee.
Track 21
Warm-up Ask past and present tense comprehension questions

about the poem:
Review of irregular verbs
Does grandad run for miles now?
Divide the board in half. Write the following past forms Did he run for miles when he was a boy?
on both halves of the blackboard in random order: Does he climb trees now?
rode, drove, went, read, drank, ate, sang, took, made, Did he climb trees when he was a boy?
bought, built, slept, met, had, saw. Does he sing with the birds now?
Divide the class into two teams and number each Did he sing with the birds when he was a boy?
student on each team. Why was life better when he was a boy?
Call out a number and a verb in the present tense, for Ask volunteers to read the poem out loud.
example: Number 3: Make.
Students from each team with that number run to the Wrap-up
board and draw a circle around the corresponding verb.
(Team 1 circles the verbs on one half of the board and More rhymes
team 2 circles the verbs on the other half.) Divide the class into small groups.
Continue with the remaining verbs. Choose a word with lots of rhyming words and write it
on the board: cat.
Controlled practice Students make lists of as many rhyming words as they
can: hat, bat, rat, fat, mat.
1 Look and complete the paragraphs. Ask students to read their words out loud.
Ask students if they remember the grandad from page Repeat with different words:
36. Bed: red, head…
Read the first instruction at the top of the page. Pen: ten, chicken, then…
Students choose activities they think grandad did when Make: cake, bake, lake, rake…
he was a boy. And: land, sand, band…
Read the second instruction. Students choose activities
they think grandad does now. Answer Key
1 Blue: ride a bike, go to school, play in the woods, play
Then students complete the text. football; green: drive a car, work in a garage, read the
Go around the class checking the use of past and newspaper, drink coffee.
present tense verbs. Text 1: a bike, he went, played in the woods, he played
Ask volunteers to read their texts out loud. football, a car, work in a garage; Text 2: in a garage, drives
a car, the newspaper, he drinks coffee, in the woods, go to
school
Optional activity 2
ways, bees, wetter, sweeter
Rhyme time
Write: day on the board. Activity Book
With the class, brainstorm words that rhyme with day. Page 37, activities 1 and 2.
Make a list on the board: play, say, pay, May, grey, stay,
Key
they, etc. 1 1. Did; 2. Does; 3. Did; 4. Does; 5. Did; 6. Do; 7. Did;
Repeat with bee: key, pea, tea, sea, three, tree, he knee, 8. Does
etc. 2 1. Where; 2. When; 3. Where did; 4. What did;
Divide the class into pairs. 5. Who did she; 6. When did she
Students write short rhymes using the words on the
board: I play in May every day. He drinks tea by the sea.

Student’s Book Page 38 Colour the squares.
Students classify the sentences following the key.
Grammar: Present simple v past simple: When it was
a baby, it ate flies. Now it eats a pig every week. Did Optional activity
you go to the cinema yesterday? Do you go to the Multiple intelligence:
cinema every week?
Visual/spatial intelligence
Vocabulary: Live, eat, sleep, snake. Use an enlarged photocopy of Cutout 4.
Materials: Cutout 3, paper, bag, stapler. Attach one card to the board, for example: didn’t.
Preparation: Action slips: Write different actions on Place the rest of the cards face up on a table.
separate slips of paper. Choose actions that students Invite a student to come to the front of the class, choose
might have done the day before. Write each action on an appropriate card from the table and attach it on
two slips, so you’ve got pairs of slips (1 per student): either side of the card on the board: didn’t–eat hot dogs.
watch a film, go swimming, eat pizza, ride a bike, If a student incorrectly places a card (for example, didn’t–
wash the dishes, watch TV, paint a picture, read a watched TV), ask another volunteer to come up and
comic, etc. Optional: Make an enlarged photocopy of correct the problem. That student continues the sentence
Cutout 4. Cut out the individual cards. by selecting and placing another card.
Continue to ask students to add cards to the sentence
until the sentence is complete: He–didn’t–eat hot dogs–
Warm-up yesterday.
Continue the activity with different students and other
Game: Find your partner. cards. Try to use all the cards.
Put the Action slips (see Preparation) in a bag. Tell
students that the slips show what they did yesterday.
Explain that they must find someone who did the 3 Make a flip book.
same action they did. Read the first line of instructions. Students cut out
Each student takes out a slip of paper. the four strips in Cutout 3.
Students walk around the class asking questions to Read the second line of instructions. Students place
find their partner: Did you watch a film yesterday? the four strips on top of each other and staple
Students sit down when they find their partner. along the top.
Read the last line of instructions. Make sure students
Review do not cut further than the staples.
1 Complete the verb boxes. Divide the class into pairs. Students turn over the
“pages” of the flip book to formulate sentences: Did/
Write on the board: He lived in New York. He slept your best friend/go to the shopping centre/yesterday/?
in a tent.
Ask: Which is the regular verb? Which is the irregular
Wrap-up
verb?
Write a list of regular and irregular verbs on the board: The good old days
live, play, watch, carry, eat, sleep, take, meet, make, Ask students to write five questions for their granny
build, find, walk, stop, etc. or grandad: Did you live in a village?
Students identify the irregular verbs. Walk around the class checking the questions.
Ask volunteers to write the past forms of both the Ask volunteers to read their questions out loud.
regular and the irregular verbs. Students ask their parents or grandparents the
Draw students’ attention to the spelling of the regular questions (in L1 if necessary) and make a note of the
past forms. answers in English.
Students look at activity 1 on page 38. They complete Ask students to bring the answers to the next lesson.
the verb boxes. Then they compare their answers.
Answer Key
1 live, live; lived, live; eats, eat, eat, eat; ate, ate, eat, eat,
Controlled practice eat, eat

lived, lives, ate, eats, slept, sleeps
Complete the text with the correct form
2
2
of the verbs. Activity Book

Make sure students understand all the words in the Page 38, activities 1 and 2.
text. Students complete the activity individually. Note: Students need Cutout 4.
Ask a volunteer to read the first sentence out loud. Key
Ask if the sentence is in the past or the present. 1 2. please don’t eat me!” 3. eat the flower. 4. and clapped
Continue with the rest of the sentences. its leaves. 5. doesn’t eat flowers. 6. grass. 7. grow in Daisy’s
field.

Student’s Book Page 39 Activity Book
Grammar: Review of past simple and present simple. Key
Vocabulary: Key vocabulary from the unit. 1 Modern kitchen: microwave oven, electric light, fridge,
telephone. Both kitchens: salt, pot, spoon, knife, fork. 19th

Materials: Students’ responses from their century kitchen: chest, wood, candle.
grandparents from the Wrap-up activity in the previous 2 Present: goes, go; don’t, doesn’t go, go; Do, Does, go,
lesson. Do, go
Past: went, went, went; didn’t, didn’t go, didn’t go; Did, go,
Did, go, Did, go
Warm-up
Interview with granny or grandad Grammar module
Students share the answers to the questions they asked Present simple
their grandparents. We use the present simple to talk about things that
happen in our everyday life.
Review
Positive Negative
The Printer’s Quiz
Complete the table and the I work. I don’t work.
You work. You don’t work.
sentences. He works. He doesn’t work.
Students complete the verb table. She works. She doesn’t work.
Students use some of the verbs to complete the It works. It doesn’t work.
sentences. Ask volunteers to read the sentences out We work. We don’t work.
You work. You don’t work.
loud. They work. They don’t work.
Circle the correct options and
Question form Short answers
answer the questions.
Students look at the questions and circle the correct Do I work? Yes, I do./No, I don’t.
question word. Divide the class into pairs. Students ask Do you work? Yes, you do./No, you don’t.
Does he work? Yes, he does./No, he doesn’t.
each other the questions. Students write their partner’s
Does she work? Yes, she does./No, she doesn’t.
answers in their book. Does it work? Yes, it does./No, it doesn’t.
Do we work? Yes, we do./No, we don’t.
Play Guess the character. Do you work? Yes, you do./No, you don’t.
Point to the pictures on the left. Say: These are the Do they work? Yes, they do./No, they don’t.
men when they were younger. Point to the pictures
on the right. Say: These are the men now. Read the
Past simple
information about the characters with the class.
Divide the class into pairs. We use the past simple to talk about things that
Each student chooses a character without saying who happened at a specific moment in the past.
it is. Pairs take turns asking questions to guess their Positive Negative
partner’s character following the model on the page.
I worked. I didn’t work.
Optional activity You worked. You didn’t work.
He worked. He didn’t work.
Yes/No questions She worked. She didn’t work.
Tell students to write three yes/no questions about It worked. It didn’t work.
yesterday. Students pass their questions to the student We worked. We didn’t work.
sitting next to them. Students answer the questions. You worked. You didn’t work.
Students read the questions and answers out loud. They worked. They didn’t work.

Wrap-up
Did I work? Yes, I did./No, I didn’t.
Sing and chant 16 / 21 Did you work? Yes, you did./No, you didn’t.
Play Tracks 16 and 21. Students sing and/or chant Did he work? Yes, he did./No, he didn’t.
along with the tracks. They can follow along on Did she work? Yes, she did./No, she didn’t.
Did it work? Yes, it did./No, it didn’t.
pages 29 and 37. Did we work? Yes, we did./No, we didn’t.
Answer Key Did you work? Yes, you did./No, you didn’t.
1 Present: have, go, make, sleep; Past: built, ate, took, met, Did they work? Yes, they did./No, they didn’t.
rode; Pioneer Children: 2. ate; 3. made; 4. met; Children
today:1. ride; 2. eat; 3. make; 4. meet
Circle: 1. Where; 2. When; 3. Who; 4. Where; 5. How
es
ti
i
vi
t
ac
r
Cr la
oss-cur ricu
Art: Make a pomander ball.

Materials: For every student: small apple, whole cloves,
cinnamon, ribbon, toothpick.
Directions:
Explain to students that pomander balls were popular
in pioneer times. Pioneers often put them in a basket
or cupboards in their homes to hide bad cooking
smells. Colonial women placed small pomander balls in
handkerchiefs when they travelled so that they could
sniff their sweet smell instead of bad street smells. Students place the pattern on a piece of fabric and
Distribute materials. trace around it.
Read students the following instructions: Then they cut out the shape.
Students make two identical shapes this way.
1. Use a toothpick to make little holes in the skin of an
apple. Give students the following instructions:
2. Insert a clove into each of the holes, until the whole 1. Place the two fabric pieces together, with the right
apple is covered. sides of the fabric facing in. Pin the pieces together so
3. Put the apple into a bowl and pour cinnamon on it. they don’t slip while you’re sewing.
Shake out any excess cinnamon. 2. Thread a needle and tie a knot at one end. Stitch
4. Put the apple in a cool place for a week. around the edge of the pincushion, leaving a small
5. Wrap two pieces of ribbon around the apple to make opening. Use neat, tiny stitches.
a cross. Make a knot at the top with a loop. Hang up 3. Take out the pins and turn the pincushion inside out.
your pomander ball. Fill it with stuffing. Use a pencil to poke the stuffing
into any small spots.
Game: Blind man’s buff 4. Fold rough edges around the opening under and pin
Materials: Blindfold. them together. Stitch the opening closed. Remove the
pins.
Directions: 5. Decorate your pincushion with buttons, ribbons,
Tell students they are going to play Blind man’s buff, fabric paint or marker pens.
which was a popular pioneer game.
Pick one player to be It. Blindfold that student and ask Project: A pioneer’s diary
him/her to stand in the middle of the room. The other Materials: Reference books and illustrations about the
players run past It, who tries to tag them. They try to pioneers, coloured wool, paper, coloured pencils.
get as close as possible to It without being caught.
When It tags another player, he/she tries to guess who Directions:
it is by touching his/her face and hair. If It doesn’t guess First students make their diaries.
on the first try, other players can give hints. When he/ Give each student two pieces of white paper and a
she correctly guesses who it is, that player becomes the piece of wool.
new It. Students fold the sheets of paper to make a book.
They use the wool to tie the pages together.
Art: A pioneer pincushion Now tell them to close their eyes and imagine that they
Materials: Fabric scraps, stuffing (cotton wool balls, lived a long time ago, during the era of the pioneers.
dried beans or rice), straight pins, needle and thread They are going to use their imagination and write a
(one per student), buttons, ribbons. diary from this historical period.
Students write in their diary every day for a week and
Directions: focus on their imaginary life as a pioneer boy or girl.
Tell students that pioneer children learned to sew at Encourage students to use books, information from the
an early age. They helped their mothers make clothes, Internet or other sources when they write in their diary.
curtains, bags and quilts for the family. In addition, students can glue pictures into their diary
Draw the following patterns on the board. and/or draw sketches.
Students choose one and copy it onto a piece of paper.

Ch
a m pi o n s
Vocabulary Grammar
Actions: Can/can’t:
clap, climb, dance, dive, do (a cartwheel/a handstand), fix, I can skate, but I can’t ski.
jump, open, put on, read, ride (a bike), rollerblade, skate, Can you do a cartwheel?
ski, spell, stamp, swim, talk, turn, walk Could/couldn’t:
Sports: When I was one, I could play the drum.
baseball, basketball, championship, cheerleader, They couldn’t buy expensive presents.
competition, cup, cycling, fan, final, (first) place, football, Comparative adjectives:
goal, gymnastics, helmet, judge, judo, medal, player, He was faster than the other skaters.
point, prize, running, score, skateboard, skateboarding,
Superlative adjectives:
surfing, swimming, team, tennis, trophy, volleyball
McTall is the tallest.
Adjectives: McStrong is the most popular.
bad, beautiful, big, broken, cheap, dangerous, expensive, McBig is the worst.
famous, fast, fat, friendly, good, handsome, happy, heavy, Who is the youngest player?
intelligent, long, light, modern, new, old, popular, short,
Ordinal numbers:
small, tall, thin, ugly, young
I won second place.
Ordinal numbers:
first, second, third
Other words:
diameter, length, weight
Functional language: What’s your favourite sport? Multiple intelligence: Intrapersonal intelligence
How tall is he? How much does he weigh? (page 61)
Teaching tip
Articulating difficult sounds
Some sounds in English—particularly those that are They may find the mouth movements fun to do.
different from the students’ own language—can be When a word contains a phoneme that is difficult for
difficult to reproduce. Typical trouble areas are the long students to reproduce, say the word slowly, separating
vowel sounds and the consonant blends and clusters. the different sounds: sp-e-cial.
In addition, the relationship between how a word is Isolate and repeat the individual sounds: sp, sp, sp, e, e,
spelled and how it is pronounced can be complex and e, cial, cial, cial. Exaggerate the mouth movements.
misleading. Then put the word together again. First say the syllables
The two key skills for articulating sounds (phonemes) in the word slowly, then gradually say them faster until
are listening and observation. the syllables run together to form the word.
Students cannot be expected to pronounce a new word A simple game that focuses on the shape of the mouth
correctly if they have not heard it first. is lip-reading. Write a list of words on the board.
It is equally important that students see how the Choose one of the words and articulate the word
phonemes are made. The shape of the mouth and without making any sounds. Students try to guess
the position of lips, tongue and teeth are essential for which word it is. Let students play the game in pairs
correctly reproducing sounds. or small groups.
Make sure that students can see your mouth when you
articulate new words. Speak slowly and exaggerate
mouth shapes and movements. Let students copy you.
Unit 4 Champions 59
Student’s Book Page 40 Complete the chart about a classmate.
Grammar: Can/can’t: I can rollerblade, but I can’t ski. Students ask each other questions about the actions
Can you do a cartwheel? Yes, I can./No, I can’t. on the chart:
S1: Can you (dive)?
Vocabulary: Ride (a bike), swim, dive, ski, rollerblade,
S2: Yes, I can./No, I can’t.
do (a handstand, a cartwheel).
Students tick or cross the chart according to their
Materials: Slips of paper (2 per student), envelope. classmate’s answers.
Preparations: Optional: Action lists: Write a list of
four contrasting things you can and cannot do, for Controlled practice
example: can speak English/can’t speak Chinese; can
ride a bike/can’t ride a horse; can drive a car/can’t fly Complete the sentences.
a plane; can do a cartwheel/can’t do a handstand. Cut Make statements about Jill: Jill can ride a bike, but she
the action list into strips, then glue them onto another can’t do a handstand.
paper in a different order. Make 6 to 8 photocopies of Repeat with actions about yourself.
the list. Prompt a student to make statements about him/
herself: I can swim, but I can’t ski.
Students complete the sentences.
Warm-up
Write three sentences about your friend.
Game: Simon says Students write sentences about their classmate in their
Tell the class to stand up. Call out an instruction: Simon notebooks using the information from the chart.
says, “Hop!”
Continue with other verbs: jump, lift your (left arm), Optional activity
touch your (nose), run, turn to the (left). Running dictation
Students must carry out all the instructions preceded Attach the Action lists (see Preparation) to the walls.
by Simon says. Indicate when students should stop Divide the class into small groups.
doing an action: Simon says, “Stop hopping.” Combine One student in each group runs to the list and
verbs to make the game more challenging: Simon says, memorises one or more of the actions on the list. He/
“Hop and sing. ”Students that follow commands not She runs back to the group and dictates the action to
preceded by the phrase Simon says are out and sit the other students, who make a note of it: She can
down. drive a car.
The last student to remain standing wins. Students take turns running to the list and dictating the
actions until their group has got a complete list.
Grammar presentation Finally, students put the sentences into contrasting pairs.
1 Listen and tick (✓) or cross (✗) the chart Ask volunteers to read the sentences out loud: You can
for Jill. 22 speak English, but you can’t speak Chinese.
Point to the pictures and read the actions out loud.
Clarify meanings with mime if necessary.
Wrap-up
Say: This is Jill. What can she do?
Play Track 22. Students complete the chart. I can…, but I can’t…!
Check the activity: Can Jill (ride a bike)? Students write two actions on separate slips of paper.
Track 22 Collect the slips and put them in an envelope.
I really love sports! Each student takes two slips from the envelope and
Can your ride a bike, Jill? forms a sentence about him/herself using can/can’t with
Yes, I can. but or and: I can swim, but I can’t ski.
Do you like water sports?
Yes, I love water sports. I can swim and I can dive. Activity Book
Can you ski? Page 40, activities 1 and 2.
No, I can’t ski, but I can rollerblade.
Do you like gymnastics? Key
1 ride a bike, ride a horse, do a cartwheel, ski, dive, swim,
No, I don’t.
Really? Why not? skate, do a handstand
2 1. ski, can do a handstand; 2. ride a horse, can’t swim; 3.
Well, I can’t do a handstand and I can’t do a cartwheel either.
can dive, can’t do a cartwheel
Complete the chart about yourself.
Interview a student about his/her abilities:
T: Can you (ride a bike)?
S1: Yes, I can./No, I can’t.
Continue with other students.
Students complete the chart about themselves.
60 Unit 4 Champions
Student’s Book Page 41 Ask a classmate.
Ask: Could you (swim) when you were (two)? Choose
Grammar: Could/couldn’t: When I was four, I could a student to answer.
open the door. Could you swim when you were two? Write the short answers on the board: Yes, I could./No,
Yes, I could./No, I couldn’t. I couldn’t.
Vocabulary: Play, put on, climb, open, swim, dive, Repeat with other students.
do, spell, ski, skate, dance, sing, drum, door, magic Divide the class into pairs. Students ask each other
trick, line, again. questions using the verbs in activity 2 or any other
appropriate action verbs.

When I was five,… Play I’m a robot!
Say: I can swim and I can run. Tell students to imagine they are robots. Call out
Draw a simple picture on the board of yourself as a different actions. Select verb phrases from the song
child. Say: This is me when I was (five). When I was five, Getting big! (for example, play a drum) or other action
I could run, but I couldn’t swim. verbs students have learned previously.
Make other sentences about what you could and Students do that action in the manner of a robot until
couldn’t do when you were a child. you shout: Stop!
Write the positive and negative sentences with could on Repeat with other action verbs.
the board.
Grammar presentation
Intrapersonal intelligence
1 Listen and complete the song. 23 Ask students to reflect on the changes in themselves
Point to the first picture. Ask: How old is the boy in this and on the things they have learned since they started
picture? Repeat with the other pictures. school.
Play Track 23. Students point to the pictures as they Ask: Could you read in your first year? Can you read
hear the actions. now?
Students make a list of five things they can do now that
Track 23
Getting big!
they couldn’t do when they first started school.
(See Student’s Book page 41, activity 1.) Ask volunteers to read their lists out loud.
Play Track 23 again. Students write in the ages.

Ask: How old is the boy now? Wrap-up
Ask questions about the pictures: What could he do
when he was (one)? Ss: He could (play the drum). I can sing it again!
Play Track 23.
Listen and sing the song. Students sing the song and mime the corresponding
Divide the class into pairs or groups of three. actions for each line.
Assign a line of the song to each group.
Students think of a mime for their line. Answer Key
Play Track 23. Students join in and do the mime
1 one, two, three, four, five, six, seven, eight, nine, ten
when they hear their line. Activity Book
Controlled practice
Key
2 Complete the timeline with information 1 read, write; could swim, could skate; could do a
about yourself. cartwheel, could do a handstand; could ride a horse, could
ride a bike
Point to each number on the timeline. Say: When
you were (one), what could you do? Repeat with
different ages.
Read the words in the box. Explain that they can use
these or other actions to complete the timeline.
When students have finished, ask them to formulate
sentences based on their timeline: When I was three,
I could talk.
Unit 4 Champions 61
Student’s Book Page 42 Clarify the meaning and the pronunciation of the
difficult words.
Choose volunteers to take turns reading out loud.
Grammar: Could/couldn’t: He could jump and turn in
the air. They couldn’t buy expensive presents.
Vocabulary: Skateboard, city, flat, competition, Optional activity
wheel, expensive, broken, fix, jump, turn, incredible, Which word?
bright. Students close their books.
Materials: Large ball, paper (1 piece per student), Read the story out loud. As you read, leave out key
envelopes (1 per student). words, for example: Josh lived with his mum, dad, two
sisters and his older brother in a very small flat in a big…
Students listen and say the missing words.
Warm-up
Game: I could…
Say a sentence about yourself using could: When I was
five, I could swim. Throw a ball to a student.
1 Read and circle T (True) or F (false)
The student says a sentence about him/herself using Students read the sentences and circle T or F.
could and throws the ball to another student, who in Divide the class in half and assign T to one group
turn says another sentence, and so on. and F to the other.
When a student drops the ball or cannot say a Read the sentences out loud. Students stand up when
sentence, the game starts over again. the word assigned to them corresponds to the answer.
Play the game a second time, but this time students
make sentences with couldn’t. Wrap-up
Story strips
Developing reading Select sentences from the story to write on the board,
Story: The skateboard kid, part 1 24 but change one word or use the following sentences:
Students look at the pictures on pages 42 and 43. Ask Josh lived in a small village.
them to guess the theme of the story (skateboarding). After school, Josh watched the kids playing football.
Ask them questions about skateboarding: Have you Josh really wanted a bike.
got a skateboard? Do you like skateboarding? Is it an Josh’s family had a lot of money.
expensive sport? Is it a city sport? Is it a team sport? Josh saw a skateboard in a shop.
Point to the first picture on page 42. Say: This is Josh. Josh and his dad fixed the skateboard.
Point to the picture of the children in the park. Say: They painted the skateboard bright green.
They’re skateboarding. Soon Josh could ride his new bike.
Play Track 24. Students follow along in their books. Distribute paper and envelopes.
Students write out the corrected sentences one under
Track 24 the other on the piece of paper.
The skateboard kid, part 1
Then show them how to cut out each sentence to
make an individual Story strip. They put all of their Story
Play Track 24 again, pausing the CD after each strips in the envelope. Collect and save the envelopes
paragraph and asking comprehension questions. for the following lesson.
Paragraph 1: Where did Josh live?
Paragraph 2: What could the kids do on their
Answer Key
1 1. T; 2. F; 3. T; 4. F; 5. F
skateboards?
Paragraph 3: Did Josh have a skateboard? Did he want Activity Book
a skateboard? Did his family have a lot of money? Page 42, activities 1–3.
Paragraph 4: What did Josh find?
Paragraph 5: Did Josh’s brother help him? What did Key
they do to the skateboard?
2
1. A swimming competition. 2. Olympic Pool; 3. Sunday,
April the 10th; 4. 7 a.m.; 5. 9–12 years old
Paragraph 6: What could Josh do on his skateboard? 3 3, 6, 2, 4, 5
Paragraph 7: What did Josh see in the park?

Ask students questions about the poster in the
illustration: What is the poster about? Where is the
competition? When is the competition? What time is
the competition?
Students read the story silently in their books.
Tell them to underline any difficult words.
62 Unit 4 Champions
Student’s Book Page 43 1 Read and underline the adjectives.
Students find and underline all the adjectives on both
Grammar: Comparative adjectives: His skateboard pages of the story. The adjectives can be simple or in
was older and cheaper than the others. their comparative form.
Vocabulary: Skateboard, helmet, competition, point, Ask volunteers to read the adjectives out loud.
prize, judge, sad, new, expensive, old, cheap, small,
Choose five adjectives and complete the
fast, nervous, perfect.
table.
Materials: Story strips from the Wrap-up activity in
the previous lesson. Students complete the table with the adjectives and
their comparative forms.
Go around the class checking the comparative forms.
Warm-up
Optional activity
Story summary
True or false?
Distribute the Story strip envelopes from the previous
Make true/false statements about the story: Josh had
lesson. Students place the sentences in chronological
an expensive skateboard. Josh was faster than skater
order.
number 6.
Ask volunteers to read their sentences out loud to
Students stand up when the statement is false.
summarize the first part of the story.
Ask each student to write two true/false statements
about the story.
Developing reading
Students take turns reading their statements out loud.
Story: The skateboard kid, part 2 25
Play Track 25. Students follow along in their books. Wrap-up
Track 25 Write a story review.
The skateboard kid, part 2
Write the following headings on the board:
Title:
Play Track 25 again, pause the CD after each paragraph Main characters:
and ask the following comprehension questions: Moral of the story:
Paragraph 1: Why couldn’t Josh enter the competition Students copy and complete the review and draw
at first? How did Rob help him? a picture.
Paragraph 2: Was Josh’s skateboard newer than the Collect the reviews and keep them as a class record.
others? Was Josh bigger than the other kids?
Paragraph 3: Did Josh fall? Was he fast?
Answer Key
1 Underline: sad, new, expensive, older, cheaper, smaller,
Paragraph 4: How many points did Josh get for style? good, nervous, perfect, fast, faster, new
Paragraph 5: Who won the competition? What was the Adjective: expensive, sad, cheap, old; Comparative adjective:
prize? more expensive, sadder, cheaper, older
Students silently read the story in their books. Activity Book
Ask general comprehension questions about the story: Page 43, activities 1 and 2.
Why did Josh need a helmet? Is it important to wear
a safety helmet? Was Rob a good friend? Why was he Key
a good friend? Who was faster than Josh? Was Josh’s
2
2. taller; 3. stronger; 4. longer; 5. more expensive, faster
skateboard better than the others? Was Josh better
than the other skateboarders?
Choose volunteers to take turns reading out loud. Help
them with the pronunciation of difficult words.
Critical thinking: The moral of the story

Explain to the class that most stories have got a moral.
This is a lesson or a message regarding our behaviour.
Ask students what they think the moral in this story is.
Write the following options on the board:
Skateboarding is for rich kids.
You need a cheap skateboard to win.
You need to work hard to win.
Discuss the options and ask students to vote on the one
they think best expresses the moral of the story.
Unit 4 Champions 63
Student’s Book Page 44 Play Track 26 again. Students match the children with
the corresponding pictures.
Ask: What are (John’s) favourite sports?
Functional language: What’s your favourite sport? Ss: Baseball and cycling.
Vocabulary: Football, baseball, volleyball, basketball, Repeat with the other children.
skateboarding, cycling, tennis, running, judo, surfing,
gymnastics, swimming. Controlled practice
Materials: Graph paper. 2 Do a sports survey.
Read the sports at the bottom of the graph out loud.
Warm-up Divide the class into groups of ten or less.
In their groups, students ask each other: What’s your
Make a sports word search. favourite sport? Students should answer from the sports
Elicit different sports. Write the words on the board: listed in the graph.
swimming, baseball, basketball, volleyball, football, Students complete the graph according to the answers
rollerblading, running, etc. Tell students that they are of their group. For example, if five students in a group
going to make a sports word search. answer: football, students should colour in the five
Distribute graph paper. boxes above the word football.
Students draw a 10 x 10 square.
They think of five sports and write them in the grid Complete the sentences.
letter by letter (horizontally, vertically or diagonally). Ask each group: What’s your group’s favourite sport?
Then they complete the grid with random letters. How many students like (football)?
Students swap grids and circle the sports words. Students complete the sentences in their books.
Vocabulary presentation
Optional activity
1 Listen and match the children with their Game: What sport am I playing?
favourite sports. 26 Mime a sport. Ask: What sport am I playing?
Ask students to think of a mime for a sport.
Play Track 26. Students listen and point to the
Invite individual students to the front of the class to do
corresponding sports as they hear them.
their mime. The rest of the class guesses the sport.
Track 26
Let’s ask the children from Class 4A about their favourite
sport. Now, let’s see, who’s first? What’s your name? Wrap-up
My name’s John.
John, what are your favourite sports? Hangman
Well, my favourite sports are baseball and cycling. On the board, draw a line for each letter of the word
Thanks, John. Who’s next? What’s your name? volleyball and draw the hangman’s scaffold.
My name’s Carol. Students take turns calling out letters. If the letter is
And what are your favourite sports, Carol? part of the word, write it in. If it is not, draw part of the
My favourite sports are tennis and football.
body and write the letter on another part of the board.
Thanks, Carol. And now, you. What’s your name?
My name’s Paul. My favourite sports are judo and volleyball. Continue until students guess the word or until the
Right. Thanks, Paul. Now, what’s your name? picture of the hanged man is complete.
My name’s Sally. Repeat with the other sports vocabulary from this
What are your favourite sports, Sally? lesson.
I really like basketball and skateboarding.
Thanks, Sally. Now you. What’s your name? Activity Book
Ann. Page 44, activities 1 and 2.
And what are your favourite sports, Ann?
My favourite sports are swimming and surfing. Key
1 Team sports: baseball, football, basketball, volleyball
Thanks, Ann. What’s your name?
My name’s Dan. Individual sports: judo, cycling, surfing, swimming, tennis,
What are your favourite sports? running, gymnastics
2 June, Amy, Becky
My favourite sports are running and gymnastics.
Thanks, Dan. And thanks to all the children in Class 4A. 1. basketball; 2. basketball; 3. football
64 Unit 4 Champions
2 Invent a strongman.
Grammar: Superlative adjectives: McTall is the tallest.
McStrong is the most popular. McBig is the worst. Students cut out the table in Cutout 1.
Say: Think of a name for your strongman.
Functional language: What is his name? How tall is Clarify the categories by asking questions: How tall is
he? How much does he weigh? he? How much does he weigh? How many fans has
Vocabulary: Tall, popular, heavy, big, good, bad, he got? How many trophies has he got?
famous, handsome, strongman, trophy, fans. Students complete the first column of the cutout.
Materials: Cutout 1, large ball, paper (1 piece per Divide the class into groups of three.
student). Students ask each other questions about their
strongmen and complete the second and third columns
of their cutouts.
Warm-up
Review: Comparative adjective game Ask the groups questions: Who is the (tallest)
Tell students to stand up. strongman in your group?
Throw the ball to a student in the first row and call out Students complete the sentences in their books.
an adjective: tall. Ask volunteers to read the sentences out loud.
S1 catches the ball and says the corresponding
comparative adjective: taller. Ask the student to spell
the comparative form. Optional activity
S1 throws the ball to a student in the row behind him/ Comparing athletes
her and calls out an adjective. Poster 4
S2 catches the ball and continues. Display Poster 4.
Students continue to throw the ball to the back of Distribute the blue poster cutouts.
the class and then forward again. Continue until all Students take turns coming up and labelling the athletes
students have participated. using the poster cutouts.
Encourage students to formulate sentences as they
Grammar presentation label the athletes: Number 59 is ugly. Number 20 is the
Superlative adjectives ugliest. Number 59 is uglier than number 47.
Poster 4
Point to the three figures in the poster. Say These Wrap-up
athletes are all different.
Say: Number 20 is taller than Number 59. Number 47 Picture dictation
is the tallest. Students repeat first chorally and then Distribute paper. Ask students to draw the three
individually. brothers you are going to describe. Read the following
Write the sentences on the board. text several times, pausing between sentences:
Now say: Number 59 is more handsome than Number Once there were three brothers: Tom, Dick and Harry.
20. Number 47 is the most handsome. Tom was the tallest and Dick was the shortest. Harry
Students repeat. was the fattest and Tom was the thinnest. Dick was the
Again, write these sentences on the board. most handsome and Harry was the ugliest.
Ask students to label the brothers with their names.
1 Read and match the texts with the pictures. Display the drawings and check for comprehension.
Ask students to identify the three strongmen: Point to Answer Key
(McBig). 1 3, 1, 2, 4
Read the texts out loud. Students study the pictures and
number the texts. Activity Book
Direct students’ attention to the Look at grammar! box. Page 45, activities 1 and 2.
Read it out loud. Students close their books. Read the
Key
simple adjectives out loud in a different order. Students 2
intelligent–more intelligent–most intelligent, fat–fatter–
call out the superlative form. fattest, popular–more popular–most popular, happy–happier–
happiest, good–better–best, tall–taller–tallest, expensive–more
expensive–most expensive, bad–worse–worst
Unit 4 Champions 65
Student’s Book Page 46 The diameter of a baseball is 7cm.
There isn’t a professional international baseball competition.
Grammar: Superlative adjectives: Basketball has got Ask questions about the table to check answers, for
the smallest teams. example: How long does a (football) game last? How
many players are there on a (basketball) team?
Vocabulary: Baseball, basketball, competition,
association, team, length, weight, diameter, football,
old, international, popular, big, professional, small,
long, heavy, light. Read and circle T (True) or F (False).
Students silently read the sentences. Then they use the
information from the chart to circle True or False.
Warm-up Check answers with the whole class.
Game: Spelling competition
Divide the class into two teams and tell the teams to Optional activity
stand in two lines. Your favourite sport
Choose a sports word from this unit, for example: Draw a bar chart on the board with three columns.
basketball. Write: baseball, basketball, football under each of the
Team A spells the word out loud. The first student in the columns.
line says the first letter, the second student the second Draw a line on the left and make marks along the line
letter, etc. according to the number of students in the class.
If a student makes a mistake, stop and let team B Ask students to vote for their favourite sport. Complete
attempt to spell the word. the bar chart. Then ask Which is the most popular sport
If team A is successful, choose a different word for team B. in this class?
Award teams one point for each correctly spelled word.
Listening comprehension Wrap-up

1 Listen and complete the table. 27 True or false?
Ask the class: What are the most popular team sports Poster 4
in the world? Let students speculate. Students look at Display Poster 4.
page 46 in their books. Make a true/false statement about the athletes in the
Say: These three team sports are very popular. poster using a superlative adjective: Number 20 is the
Read the introductory text out loud. ugliest.
Ask: Do you know how many players there are on Students write other true/false statements about the
a (football/basketball/baseball) team? Which is bigger, athletes using superlative adjectives.
a (football) or a (baseball)? Which is heavier, Individual students read their sentences out loud. The
a (baseball) or a (basketball)? rest of the class says if the sentences are true or false.
Direct students’ attention to the table on page 46.
Play Track 27, pausing the CD after each sport. Answer Key
Students listen and complete the table.
1 1. T; 2. F; 3. T; 4. T; 5. T; 6. F
Play the track as many times as necessary. Activity Book
Track 27 Page 46, activities 1 and 2.
Football has got eleven players on each team.
Key
A football game lasts for 90 minutes. 1 1. newest; 2. tallest; 3. biggest, oldest; 4. prettiest, most
A football weighs about 400 grams.
famous; 5. most expensive, smallest; 6. ugliest, fattest
The diameter of a football is 20cm.
The first professional international competition
was in 1930.
Basketball has got five players on each team.
A basketball game lasts for 48 minutes.
A basketball weighs about 600 grams.
The diameter of a basketball is 23cm.
The first professional international basketball competition
was in 1932.
Baseball has got nine players on each team.
A baseball game lasts for about three hours.
A baseball weighs about 145 grams.
66 Unit 4 Champions
Optional activity
Who’s the youngest?
Grammar: Superlative adjectives: Football is the most Make a table on a large piece of chart paper similar to
popular sport in the world. Who is the youngest player? the one on page 47, but use the names of the students
Vocabulary: Young, tall, heavy, light, old, short, in the class instead.
expensive, popular, big, good, player, athlete, team. Ask students to complete the table with their date of
birth, their height and their weight.
Materials: Large ball, large piece of chart paper,
Ask questions about the students. Compare different
sports reference material (newspapers, encyclopedias
groups: Who’s the youngest in the front row? Who’s the
or the Internet).
shortest in the back row?
Ask students to formulate the questions.

Warm-up
Developing writing
Review: Superlative adjectives game
Tell students to stand up. The Printer’s Project
Explain that they are going to play a game they already Read the instructions out loud.
know, but this time with superlative adjectives. Help students choose a team or an athlete. Ask about
Throw the ball to a student in the first row and call out their choices: Who’s your favourite (team/athlete)? Why?
an adjective: tall. Students use newspapers, encyclopaedias or the
S1 catches the ball and says the corresponding Internet to find information about their favourite teams
superlative: tallest. or athletes.
S1 throws the ball to a student in the row behind him/ Every student makes a poster with a picture of the
her and calls out an adjective. team/athlete and the information they have found.
S2 catches the ball and continues. Display the posters around the classroom.
Students continue to throw the ball to the back of the
class and then forward again. Continue until all the Wrap-up
students have participated.
Game: Sports alphabet
Students write the letters of the alphabet in a list.
Controlled practice
1 Complete the football facts. Pairs think of words related to sports. They should try
Say: Let’s learn about football. It’s a very popular sport. to come up with one sports word for each of the letters
Read the adjectives in the box out loud. of the alphabet, for example:
Read the text with the completed answer: Football is A–athlete N–net
the most popular sport in the world. B–ball O–
Students complete the sentences using the adjectives C–cartwheel P–player
from the box in the superlative form. D–dive Q–
Ask volunteers to read the completed sentence E– R–run
out loud. F–football S–ski
Note: Explain that the Maracanã Stadium is in Brazil. G–gymnastics T–tennis
H–handstand U–
2 Look and ask questions. I–ice-skating V–volleyball
Brainstorm names of famous football teams with J–judo W–wrestling
students. If a student mentions Manchester United, K–karate X–
write the name on the board. If not, mention the team L– Y–yoga
yourself. Explain that this is a very famous team from M–medal Z–
a city called Manchester in England. It is the richest The pair with the most words in their list wins the game.
football club in the world.
Explain that the table shows the Manchester United Answer Key
team in 2002–2003. Ask: Who’s the youngest player?
1 biggest, youngest, most expensive, best
Divide the class into pairs. Students ask each other Activity Book
questions about the players using the adjectives in the
box and the information in the table.
Key
1 1. a; 2. b; 3. c; 4. c; 5. b; 6. c
2
Clare is the tallest in the class. Mary is the tallest on Team
b. Sam is the shortest on Team b. Fred is the shortest in the
class. Bill is the oldest in the class. Mary is the oldest on Team
b. Sam is the youngest in the class. Sally is the youngest on
Team a.
Unit 4 Champions 67
2 Look and complete.
Functional language: Ordinal numbers: I won Students complete the speech bubbles with words
second place. from the box.
Vocabulary: First, second, third, medal, place. Go over the answers with the whole class.
Materials: Cutout 2, ribbon or string, paint (gold,
silver, bronze). Optional: Eggs, spoons, rope, large Have your own award ceremony.
sacks (2 or more). Add an extra person to the groups from activity 1. This
person will act as the award giver. Some students will
have to participate in two groups at once.
Warm-up Students act out the award ceremony using their
positions in the race and their medals from activity 1.
Who’s first?
Tell students to pay close attention to what you do and
the order that you do it in. Connecting to students’ experiences
Go around the classroom and touch five students on Ask students about other trophies, certificates or medals
the arm in random order. they might have won: Have you got any sports awards
Ask the students you touched to stand in a line in the or any other awards or certificates? Ask students with
front of the classroom in the order that you touched positive responses what the award was for and when
them. or how they won it. Awards may include certificates for
Tell students to give their position in the line: completing a swimming course or for a dance or music
S1: I’m first. exam.
S2: I’m second...
When students have finished saying their respective
positions, ask the rest of the class if they are in the Optional activity
correct order. Playground races
Organise outdoor races in the school playground.
Craft activity Possible types of races include Egg and spoon race:
Students carry an egg on a spoon. They must not drop
1 Race your classmates. the egg.
Read the instructions out loud and make sure students Three-legged race: Two students run together with one
understand them. student’s left leg tied to the other student’s right leg.
Students cut out the maze and place it face down on Sack race: Students run or jump inside a large sack.
their desks. Hold an award ceremony for the winners.
Divide the class into groups of three.
When you give the signal: Ready, get set, go!, students
turn over the maze and draw a path through it. Wrap-up
When students finish, they put their hands on their
heads. Who was first?
Ask each group: Who was the fastest in your group? Write 1st, 2nd, 3rd, 4th and 5th on the board. Ask students
Who was second? Who was third? if they can remember the first activity of the day, when
Write 1st, 2nd and 3rd on the board. you chose five students to stand in a line in front of the
Students complete the box at the top of the page with class.
the name of the winner. Ask: Who was (point to 2nd on the board)?
Students respond: Teresa was second. Make sure
Make your medal. students correctly pronounce the ordinal number.
Students silently read the instructions. Repeat with the other ordinal numbers.
Point to the key. Say: Colour the medal and write Answer Key
your position. 1 second, first, third, medal
Students colour, complete and cut out their medals.
Distribute ribbon or string. Students assemble their Activity Book
medals. Page 48, activities 1 and 2.
Key
1 Left to right, top to bottom: 1st, 2nd, 7; 2nd, 3rd, 6; 3rd,
1st, 5
1. John; 2. Ken; 3. Rick; 4. Ken; 5. John; 6. Rick
2 biggest, eyes, bigger
68 Unit 4 Champions
Student’s Book Page 49 Students read the text again and underline the
sentences, blue for facts and green for opinions.
Choose a volunteer to read the first sentence out loud.
Grammar: Superlative adjectives: He was the Ask: Is that a fact or an opinion? Continue with the rest
youngest player. of the text, letting different students read out loud.
Vocabulary: Cheerleader, cup, final, newspaper,
article, hockey, score, player, goal, team, fan, jump, Answer the questions.
stamp, clap; adjectives. Ask: How do we know that this is a newspaper article?
Materials: Pictures of cheerleaders, a pom-pom. Help students identify the different characteristics of
a newspaper article: the name of the newspaper, the
date, the headline, where the article was written.
Warm-up Students answer the questions below the article.
Read the questions out loud and choose volunteers
Cheerleaders to answer them.
Show the class pictures of cheerleaders and a pom-pom.
Explain that in sports games in the United States,
cheerleaders often dance, shout their team’s name and Optional activity
say different cheers. Facts and opinions
Pass the pictures around. Ask students what the Ask students to think about yesterday’s events.
cheerleaders in the photos are wearing. Write the Ask them to write one fact about what happened
words on the board. yesterday and one opinion about what happened: I ate
pizza for dinner. It was the best pizza in town.
Reading comprehension Individual students read their sentences out loud. The
rest of the class listens and says: fact or opinion.
1 Match the texts with the pictures.
Point to the cheerleaders on the left-hand side of the
page. Ask: What are they doing? Wrap-up
Elicit: clap your hands and stamp your feet by miming
these gestures. Rhyme lists
Repeat with the cheerleaders on the right. Elicit: jump Write a selection of words from page 49 on the board.
to the right and jump to the left. Choose words with easy rhymes: fan, three, score, right.
Tell students to stand up. Give them commands for Divide the class into pairs.
reviewing left and right: Raise your left arm. Stamp your Students choose one or more of the words and make
right foot. Turn left. Turn right. a list of rhyming words:
Students silently read the chant in their books and Fan: can, man, plan, ran
match the verses with the pictures. Three: free, tree, knee, bee, me, tea
Score: floor, more, four, door
Listen and act out the chant. 28 Right: light, fight, write, night, kite
Ask students to stand up. Play Track 28. Ask students to read their rhyme lists out loud.
Lead students in doing the actions. Answer Key
2 Green: It was a great game. At the beginning, Castle
Track 28
The cheerleaders’ chant played better than Westwing. In my opinion, he is the best; I
(See Student’s Book page 49, activity 1.) think it was the most exciting hockey game in history!; Blue:
all the rest
Play Track 28 again. Students join in with the words. 1. Frolme City News; 2. January 17, 2007; 3. In Frolme; 4.
Finally, students recite and act out the chant without Exciting hockey cup final; 5. five
the CD.
Activity Book
Developing reading Page 49, activities 1 and 2.
Key
2 Read the article. Underline the facts 1 Left to right: Fact, Fact, Opinion, Opinion, Opinion, Fact
in blue and the opinions in green. 2 First article: Victory for local school; Second article: New
Students look at the text carefully. Ask: What kind of sports club; Third article: Gymnastics star
1. False; 2. False; 3. True; 4. True; 5. False
a text is this? Is it a poem? Is it from a book? Is it a
newspaper article? What is the article about?
Students silently read the text. Ask them to underline
any difficult words. Explain the difficult words.
Read the instructions out loud and explain the
difference between a fact and an opinion: An opinion
is a personal idea. A fact is always true.
Unit 4 Champions 69
Spelling focus
Grammar: Comparative and superlative adjectives: It’s Write a list with four adjectives that double the last
the most expensive sports club. Sara is faster than Kate. consonant to form the comparative and superlative (big,
Vocabulary: Big, modern, beautiful, friendly, fat, sad, thin) and four adjectives that need only er / est
cheap, expensive, good, bad, dangerous, sad, happy, to form the comparative and superlative (long, tall, old,
handsome. fast). Ask students to come to the board and write the
comparative and superlative forms next to the simple
Materials: Cutout 3.
adjectives.
Then write a list of four verbs that double the last
consonant to make the ing form (sit, jog, run, clap) and
Warm-up
four verbs that simply add the ing (jump, go, eat, drink).
Comparative/superlative review Ask students to come to the board and write the ing
Poster 4 form next to the verb. Read the simple adjectives and
Display Poster 4. Point to the table on the bottom half verbs out loud. Help students identify the rules for
of the poster. doubling the last consonant: the short vowel sound and
Distribute the pink poster cutouts. the single consonant before the vowel.
Say an adjective and write it on the table: heavy.
Students that can form the superlative and Controlled practice
comparative forms using the poster cutouts raise
their hands and say the corresponding forms: heavier, 2 Make and play a language game.
heaviest.
They complete their cutouts and attach them to the Read the first line of instructions out loud.
poster. Students complete the cards in Cutout 3 with the
Continue with the other adjectives until all the poster comparative and superlative forms of the adjectives
cutouts have been used. and cut them out.
Read the second and third lines of the instructions.
Review
Divide the class into pairs. Students take turns turning
over three cards, attempting to match the three forms
1 Read the text and underline the of the adjective. If they do so correctly, they keep the
adjectives. cards. If not, they turn them over and it’s their partner’s
turn. The student with the most cards at the end of the
Students silently read the text and underline the
game wins.
adjectives in their simple, comparative and superlative
forms. Wrap-up
Elicit the adjectives and write them on the board.
Ask volunteers to read the text out loud. More adjective review
Poster 4
Complete the table. Distribute the pink poster cutouts.
Students complete the table with the adjectives they Students write a true sentence using their cutout. Ask
have circled. students to read their sentences out loud.
Go around the class and get students to read all the Note: If there are more students in the class than poster
forms of the adjectives out loud: new, newer, newest. cutouts, students can share the cutouts.
Match the rules with the superlative Answer Key
1 Underline: biggest, modern, more beautiful, friendly,
adjectives. friendliest, cheap, most expensive, best
Ask students to look carefully at the way the adjectives Adjective: big, friendly, beautiful, cheap, expensive, modern,
on the right are formed and spelled. good; Comparative adjective: bigger, friendlier, more beautiful,
Read the first rule out loud. Students respond with the cheaper, more expensive, more modern, better; Superlative
adjective: biggest, friendliest, most beautiful, cheapest, most
matching adjective: cheapest.
expensive, most modern, best
Continue with the other rules.
Students complete the activity individually. Activity Book
Check answers with the whole class. Page 50, activities 1 and 2.
Say: There are two irregular adjectives. What are they?
Elicit: good and bad and their comparative and Key
1 than football, in the city, on the team, than Bill; on the
superlative forms.
girls’ team, than Kate, than Sara
2 From left to right: small, smallest, light, lightest, heavy,
heaviest, ugly, ugliest, sad, saddest, thin, thinnest, expensive,

most expensive, handsome, most handsome
70 Unit 4 Champions
Song: Getting big! 23
Grammar: Review of can/could. Review of superlative Play Track 23. Students sing the song as they follow
adjectives. along on Student’s Book page 41.
Vocabulary: Key vocabulary from this unit. Encourage students to make up mimes for each line.
Answer Key
1. Could; 2. Can; 3. Can; 4. Could; 5. Can; 6. Could
Warm-up
Activity Book
Oh no, you couldn’t!
Make outrageous statements about yourself. Combine Page 51, activities 1 and 2.
these with ordinary statements: I could ride a bike when Key
I was eight. I could ski when I was two. 2
Adjective: bad, good, happy, exciting; Comparative:
Students respond to the outrageous statements by better, more exciting, smaller, bigger, more dangerous,
saying: Oh no, you couldn’t! friendlier; Superlative: worst, happiest, smallest, biggest, most
dangerous, friendliest
Review
Grammar module
Circle the correct options and Superlative adjectives
answer the questions. There are several ways of forming superlative adjectives.
1. Adjectives of one syllable:
Go around the class asking questions with can and
Add “est”. Example: short – shortest
could: Can you swim? Could you swim when you
2. Adjectives of two syllables where the second syllable
were five? Elicit short answers: Yes, I can. No, I couldn’t.
ends in the letter “y”:
Students look at activity 1. They circle the correct option
Change the final “y” to “i“ and add “est”.
and answer the questions.
Example: heavy – heaviest
3. Adjectives of two or more syllables:
Optional activity Use most before the adjective.
Writing practice Example: dangerous – most dangerous
Write the following on the board: When I was one,…/
When I was three,…/When I was five,… The superlative is always preceded by the definite article:
Write a model sentence on the board: When I was one, I the fastest car.
could sit but I couldn’t walk. Could
Students write sentences about themselves using the
We use could to talk about ability in the past.
phrases on the board.
I could read when I was six.

I couldn’t read when I was three.
Complete the sentences. Positive Negative
Students identify the animals in the illustration.
Ask questions: Is the crocodile the tallest animal? I could ski. I couldn’t ski.
Students complete the sentences. You could ski. You couldn’t ski.
He could ski. He couldn’t ski.
Write the names of three She could ski. She couldn’t ski.
It could ski. It couldn’t ski.
classmates and complete chart A. We could ski. We couldn’t ski.
Divide the class into groups of four. You could ski. You couldn’t ski.
Students compare each other and complete the table They could ski. They couldn’t ski.
about their group members.
Groups report back to the class: In my group, Question form Short answers
(Alejandra) is the tallest and (Luis) is the oldest. Could I ski? Yes, I could./No, I couldn’t.
Ask a classmate about his/her chart Could you ski? Yes, you could./No, you couldn’t.
Could he ski? Yes, he could./No, he couldn’t.
and complete Chart B. Could she ski? Yes, she could./No, she couldn’t.
Divide the class into pairs. Could it ski? Yes, it could./No, it couldn’t.
Students ask each other about their groups and Could we ski? Yes, we could./No, we couldn’t.
complete chart B. Could you ski? Yes, you could./No, you couldn’t.
Could they ski? Yes, they could./No, they couldn’t.
Unit 4 Champions 71
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Cr la
oss-cur ricu
Art: Sports paper dolls Project: Make and play a football game!
Materials: Paper, marker pens, glitter. Materials: For each group of four students: A large
piece of green card, a piece of white chalk, Plasticine
Preparation: Cut paper into strips (10cm x 40cm). (2 colours), paper.
Directions: Directions:
Help students fold their paper strips into eight equal Divide the class into groups of four (two teams of two
parts, accordion style. Then instruct them to draw a doll students each) and distribute materials. Lead students
outline and cut it out, without cutting on the folds. through the following instructions:
The football pitch and the football balls
1. Copy the following pattern onto your piece of card
with a piece of chalk. Make sure that the marks for the
goal at each end of the pitch are no further than 4cm
apart.
Students open up their paper dolls. They choose

a different sport for each doll and draw the
corresponding sports clothes on each one. 2. Make two goals (two goal posts connected by a
Then students outline the corresponding clothes cross bar) with Plasticine. The width between the goal
in pen and decorate their dolls with glitter. posts should be no more than 4cm and the height of
Point to different dolls and ask: What’s he/she doing? the crossbar no more than 3cm.
Is he/she skating? 3. Students in each group pair off to form two teams:
team A and team B. Each team makes a football ball
Maths: Favourite sports graph from Plasticine (each ball should be a different colour),
Materials: Paper. about 1cm in diameter.
Preparation: Sports graph: Divide a piece of paper into The game
eight columns. Write the name of a sport at the bottom Ask a series of pre-prepared questions related to the
of each column. Paper squares: Cut paper into 5cm grammar focus or content of the unit. For example,
squares (1 per student). say: Question for team A: Write the superlative form of
Directions: the adjective “big”. The pairs that form team a write
Display the Sports graph. Point to each sport and down the answer on a piece of paper. Set a time limit
read it with the class. Distribute the paper squares. and then write the answer on the board. If team A
Students select one of the sports and draw a picture of has answered correctly, one of the students on the
themselves doing it. Then each student glues the square team attempts to shoot a goal. If the team answers
into the appropriate column on the graph and says: incorrectly, then it loses its chance to shoot.
(Football) is my favourite sport. In the next round, say a question for team B to answer.
Lead students in counting the squares in each column. Repeat questions for several rounds, alternating
On the board, write: I love/I like/I don’t like. Students between teams A and B.
draw three columns in their notebooks and copy the To shoot a goal: Students place the ball in the middle of
phrases. Then they list sports from the graph in the the pitch and flick it with their index finger and thumb.
corresponding columns. If they score a goal, they win five points for their team.
Divide the class into pairs. If they don’t score a goal, then the ball remains in the
Students read their lists to their partners: I love same position until the team gets its next chance to
basketball and swimming. I like cycling and running, shoot. If the ball falls off the board, the team loses one
but I don’t like skating. point and the ball is placed in the middle of the pitch
for the next shot.
72 Unit 4 Champions
He le an
a lthy and c
Vocabulary Grammar
Toiletry items: Present simple: Adverbs of frequency:

comb, hairbrush, nail scissors, shampoo, soap, sponge, I have a shower once a day.
toothbrush, toothpaste, wash bag How often do you cut your nails?
Health and safety: Twice a month.
accident, arm band, body, broken (arm), burn, cut, Should/shouldn’t:
dentist, doctor, fever, fire, fire alarm, glasses, helmet, You should eat a good breakfast.
infection, medicine, ointment, optician, plaster, rash, You shouldn’t miss meals.
safety, school nurse, temperature, thermometer, X-ray Should I wear a helmet?
Food and diet: Yes, you should./No, you shouldn’t.
apple, bread, breakfast, broccoli, butter, cake, Like/love/hate + gerund:
carbohydrates, chicken, chips, diet, egg, energy, fat, fish, Muddy likes brushing his teeth.
fruit, meal, meat, oil, orange, pasta, protein, rice, sardine, I don’t like having messy hair.
sugar, vegetables, vitamins, weight She loves having a shower.
Verbs: Possessive adjectives (my, your, his, her, its, our,
brush, burn, clean, comb, cross, cut, dress, eat, hurt, leave, their):
look after, miss, pay attention, scratch, skip, sleep, smell, It’s her wash bag.
stink, have (a shower), take care, taste, wait for, wash, This isn’t my bag.
watch, wear Reflexive pronouns (myself, yourself, himself,
Adjectives: herself, itself, ourselves, yourselves, themselves):
big, clean, dirty, greasy, healthy, long, short, small, smelly, I hurt myself in the kitchen.
tall Look after yourself.
Other words: Comparative and superlative adjectives:
building, late, left, lift, light, right, schoolbag, stair, Ella was taller than Bob.
stranger, street, tip, window Sam is the tallest.
Contractions:
It’s important to eat a balanced diet.
Fat isn’t good for you.
Functional language: Ugh! Yuck! Ouch! Multiple intelligence: Intrapersonal intelligence (page 77)
Teaching tip
Reading out loud: Expression and emphasis
In earlier levels, we have been concerned with teaching • Get students to practise reading sentences from the
students how to establish letter–sound relationships story out loud to a classmate and asking him/her to
in English. At the current level, it is now important to guess the mood.
encourage students to demonstrate understanding
when they read out loud. Expression and emphasis are • Give students small sections of the story to read out
extremely important. In this unit’s story (Student’s Book loud and vote on the quality of expression.
pages 54 and 55), we will work with explicative words • Encourage students to use body gestures while they
like Ugh! Yuck! and Ouch! When you read these words are reading out loud. This will help them strengthen
out loud, use facial gestures and vocal expression to their expression.
clarify their meanings.
Encourage the development of expression in reading by • Explain to students that when they read to the rest of
following these suggestions and guidelines: the class, it is important to pause frequently and look
up, not simply race through the text.
• Get students to read a sentence in silence and decide
on the mood. Is the person angry, excited, sad, scared
or happy?
Unit 5 Healthy and clean 73

Optional activity
Ask students to think about when and in what order
Grammar: Present simple: Adverbs of frequency: I they do the actions from the song. For example: First, I
have a shower once a day. How often do you cut your have a shower. Then I comb my hair and brush my teeth.
nails? Twice a month. Finally, I wash my hands.
Vocabulary: I have a shower/bath, wash my hair/face/ Students choose five actions. They draw five pictures in
hands, brush my teeth, dry myself, clean/cut my nails, sequence to represent the actions. Then they write the
comb my hair, dress myself, once/twice/three times a captions under the pictures.
day/week/month, routine. Ask volunteers to show their drawings and describe their
routines.
Warm-up
Controlled practice
Parts of the body
Draw a basic outline of a body on the board. 2 Ask two classmates and complete
Ask volunteers to come to the board and label the the table.
parts: head, face, neck, shoulder, arm, elbow, wrist,
Focus students’ attention on the Look at grammar! box.
hand, finger, hip, leg, knee, ankle, feet, toe.
Remind them of the phrases used to express frequency:
Draw a face with hair, eyes, nose, mouth, teeth and
once, twice, three times, a day, a week, a month.
ears. Ask students to come up and label the parts.
Ask a student at random about his/her routine.
Draw the nails on the fingers and toes. Write and say
T: David, how often do you brush your teeth?
the word: nails.
S1: I brush my teeth twice a day.
Draw a dotted line down the centre of the body. Ask
Continue with other students.
students to come up and write: left and right.
Read the table out loud.
Divide the class into groups of three. Students write
Vocabulary presentation
their two classmates’ names in the first column. Then
Poster 5 they ask them questions to complete the table.
Attach Poster 5 to the board. Point to the first picture
and say: Every day I brush my teeth. Mime the action
Report your results.
and ask students to join in. Students report their results to the class: Daniel cuts his
Continue describing and miming the other actions nails once a month.
on the poster: wash my face, wash my hands, have Students may initially forget to use the third-person
a shower, have a bath, comb my hair, brush my hair, singular of the verb. Correct and emphasize the
clean my nails, cut my nails. addition of the final “s “or “es”.
Mime one of the actions and ask: What do I do every
day? Ss: You (have a shower). Wrap-up
Get volunteers to mime actions for the rest of the class Song: Nice and clean 29
to guess.
Divide the class into small groups. Tell the groups
Controlled practice to prepare a performance of the song Nice and clean
from activity 1.
1 Read and number the pictures. Students assign the lines to different members of
Point to the first picture. Ask: What does he do every the group and decide on mimes.
morning? Ss: He washes his hands. Continue asking Groups sing and act out their songs for the rest of
about the other pictures. the class.
Students read through the song text and number the Vote on the best performance.
pictures.
Activity Book
Check answers:
T: She combs her hair. Page 52, activities 1 and 2.
Ss: Number six. Key
1 Left to right: wash my hands, wash my hair, have a
Listen and sing the song. 29 shower, have a bath, clean my nails, comb my hair, wash my
face
Play Track 29. Students listen and follow in their books.
Track 29
Nice and clean
Play Track 29 again. Students sing along.
74 Unit 5 Healthy and clean

Student’s Book Page 53 Point to the first wash bag. Say: There is a hairbrush, a
toothbrush and some shampoo. Whose wash bag is it:
John’s, Hannah’s or Lucy’s? Students identify the wash
Grammar: Possessive adjectives: my, your, his, her. bag. Students complete the phrases individually.
Possessive ‘s: Lucy’s wash bag.
Vocabulary: Toothbrush, toothpaste, comb, hairbrush, Grammar practice
shampoo, sponge, nail scissors, soap, wash bag.
Point to the first wash bag. Say: This is Hannah’s wash
Materials: Cutout 1, toiletry items (comb, hairbrush, bag. It’s her wash bag. Write the sentences on the board.
toothpaste, toothbrush, shampoo, sponge, soap, Point to the third wash bag. Say: This is John’s wash bag.
nail scissors), wash bag, paper (3 pieces per student). It’s his wash bag. Write the sentences on the board.
Optional: Paper. Circle the words his and her and draw a line back
Preparation: Wash bag: Place toiletry items inside to the names. Point out that these words change
a wash bag. depending on whether we are talking about a girl/
woman or a boy/man.
Warm-up 2 Make and play The wash bag game.

Game: What’s in the wash bag? Students cut out the cards in Cutout 1.
Name the items. Students hold up the corresponding
Display the Wash bag (see Preparation). Say: This is my
cards.
wash bag. Ask: What do you think I’ve got inside my
Distribute paper. Students fold each of the three pieces
wash bag? Students draw the items they expect to find
of paper in half and staple the sides to make three
in your wash bag.
wash bags. Then they colour and label the wash bags
Hold up the items and name them. Students tick the
according to the key.
pictures of the items they drew. The students with
Read the instructions and demonstrate the game.
the most correct answers win.
Students play the game in pairs.
Name the items again. Students repeat after you.
Vocabulary presentation Optional activity

Game: Dominoes
Poster 5
Students use their cards from Cutout 1.
Attach Poster 5 to the board. They glue two cards side by side on strips of paper to
Students describe the actions on the poster: He brushes make dominoes. (Each student should have a total of
his teeth. 9 dominoes). Students play in pairs and put all of their
Distribute the Object poster cutouts. Say: Look, he dominoes face down.
combs his hair with a comb. Students choose six dominoes each. They take turns
The student with the Comb poster cutout places it next placing their dominoes and saying: I’ve got
to the corresponding picture on the poster. Continue a (comb) and a (sponge). If they cannot use a domino,
with the other cutouts. they take another one. The student who use all of his/her
dominoes first is the winner.
Controlled practice
2 Listen and tick (✓) the chart. 30 Wrap-up
Explain that John, Hannah and Lucy are going on
It’s his book
holiday and they have packed their wash bags. Play
Track 30. Students tick the chart. Take a student’s book and say: Is this Pablo’s book?
Students respond: Yes, it’s his book (pointing to the
Track 30 owner of the book). Repeat with different items.
The Winston family is going on holiday. Mother is checking
the children’s wash bags. Answer Key
John! Is your wash bag ready? 1 Hannah, Lucy, John
Yes, mum. I’ve got my toothbrush, my comb, my sponge and
my soap. Activity Book
Good! What about you, Hannah? Page 53, activities 1 and 2.
I’m ready too, mum. I’ve got my toothbrush, my hairbrush
and my shampoo. Key
OK, Hannah. Lucy, is your wash bag ready? 1 toothpaste, toothbrush, hairbrush, shampoo, nail scissors,
Yes, mum. I’ve got my toothbrush, my toothpaste, my sponge, comb, soap. Secret message: I love being clean!
hairbrush, my sponge and my nail scissors. 2
Nancy prepared her wash bag for the holiday.
Great! Now we’re ready to go. But Johnny couldn’t find his wash bag.
He asked “Where’s my wash bag?”
Look and write the names. “Is this your wash bag?” asked Nancy.
“No, my wash bag’s blue,” he answered.
“Here’s your wash bag, Johnny,” said Lucy.

Student’s Book Page 54 Ask students to find these words in the story. Explain
that we use ugh and yuck to express disgust. Explain
that we use ouch when something hurts. Use mime to
Grammar: Possessive adjectives: my, your, his, her, clarify meaning.
their: This isn’t my bag. They never combed their hair. Students say the words and use mime.
Functional language: Ugh! Yuck! Ouch!
Vocabulary: Dirty, smelly, squeeze, cough, taste,
2 Circle my, your, his, her and their
smell, scratch, gang, comb, bag, towel, shirt, stuff, in the text.
tube, paste, bar, bubbles. Write the example sentence on the board. Circle the
Materials: Tube of toothpaste, bar of soap, comb, word their and draw a line back to The kids from
school bag; paper (1 piece per student) and envelopes Smellyville. Explain that the word their refers to the kids.
(1 per student). Students circle the possessive adjectives on the first
page of the story: my (3), your (2), his (4), her (2), their (2).
Warm-up
Optional activity
What’s this for? Vocabulary mimes
Place a tube of toothpaste, a comb and a bar of soap Write the following words on the board: scratch, cough,
on your desk and name the items. bite, squeeze, taste, smell, have a shower, brush your
Hold up the tube of toothpaste and look at it strangely. teeth, comb your hair, drink.
Ask: What’s this for? Then say: I know! It’s cream for Ask a student to choose and mime a word. The rest of
my face! Mime squeezing some toothpaste and rubbing the class guesses the word.
it on your face. Ask: Is that right? Ss: No!
Ask again: So, what’s it for? Students respond: It’s for
brushing your teeth. Act out the story. 31
Repeat with the soap: I know, it’s for eating! It tastes Assign the following roles to four students: Muddy,
good! Students respond. Mel, Whiffer and the bus driver. Hand out the props:
Repeat with the comb: I know, it’s for scratching my a school bag, a tube of toothpaste, a bar of soap and
head! Students respond. a comb.
Play Track 31. Students act out the story.
Controlled practice Repeat with other students.
Story: The smelly gang, part 1. 31 Wrap-up
Explain that this story is about three smelly, dirty
children: Whiffer, Mel and Muddy. Whiffer and Muddy Story strips
are boys. Mel is a girl. Write the following sentences on the board:
Ask students questions about the children in the first The kids from Smellyville were clean.
picture: Are they clean? Have they had a shower? Have Muddy went to the beach by train.
they washed their faces? Pinch your nose and say: Ugh, Muddy found a toothbrush in his bag.
they smell! Muddy put the toothpaste in his hair.
Mel found a bottle of shampoo.
1 Read the story. She put the shampoo on her hair.
Play Track 31. Students follow along in their books. Whiffer found a hairbrush.
He brushed his hair.
Track 31
Distribute paper and envelopes. Students write out
The smelly gang, part 1
(See Student’s Book page 54.) the corrected sentences one below the other on the
piece of paper. Then show them how to cut out each
Play Track 31 again, pausing the CD after each section. sentence to make an individual Story strip. Get them to
Ask questions: put all of their Story strips in the envelope. Collect and
Section 1: Were the children from Smellyville clean? save the envelopes for the next lesson.
Where did Muddy go? What did the bus driver ask?
Section 2: What did Muddy do with the toothpaste? Activity Book
Did Muddy like the taste of the toothpaste? What Page 54, activities 1 and 2.
happened when he squeezed the tube? Key
Section 3: Did Mel wash her face with the soap? What 1 Left to right: her shoes, his schoolbag,
did she do? Did she like it? What did Whiffer do with their notebooks, their football, their towels
the comb? 2
his, his, his, his, her, her, his, his, their
Ugh, Yuck and Ouch

Write Ugh! Yuck! and Ouch! on the board. Say the
words out loud. Students repeat.

Student’s Book Page 55 Who had the whitest teeth? Who had the cleanest
body? Who had the neatest hair? Does Mel like
smelling bad now? Does Muddy like having dirty teeth
Grammar: Like/love/hate + gerund: Muddy likes now? Does Whiffer like having messy hair now? Does
brushing his teeth. He doesn’t like having messy hair. Skunk smell bad? Why?
Mel hates smelling bad.
Vocabulary: Soap, water, toothpaste, comb (noun/ Write the following expressions on the board: He
verb), flower, teeth, body, hair, face, dirty, clean, couldn’t believe his eyes. What’s wrong with you guys?
messy, brush, stink, smell, wash, white, neat. Are you crazy?
Explain that these are common expressions. Clarify the
Materials: Story strips from the Wrap-up activity in meaning using gestures and facial expressions. Ask
the previous lesson. students to think about how they would say these
expressions in their own language.
Warm-up
Story summary 31 Intrapersonal intelligence
Distribute the Story strip envelopes. Students place the Talk with students about the importance of having
sentences in chronological order. a shower or bath every day, brushing our teeth and
Ask volunteers to read their sentences out loud to keeping our hair, hands and nails clean.
summarise the first part of the story. Elicit the implications of poor personal hygiene and not
Play Track 31. Students follow the first part of the story taking care of our bodies. Write students’ ideas on the
on page 54. board.
Controlled practice
Controlled practice
Story: The smelly gang, part 2 32
Students look at the first picture on page 55. Ask them
1 Read and complete the sentences.
what is different about Mel, Whiffer and Muddy. Ask: Students underline the sentences with like/don’t
Have they had a shower? Have they brushed their like/love/hate in the story. Then they complete the
teeth? Have they washed their hands and face? Have sentences. Ask volunteers to read the sentences out
they combed their hair? Do you think they look better loud.
now? The moral of the story
Ask students to close their books.
Ask: What do you think the moral of the story is?
Write the following sentences on the board:
Write the following options on the board:
I don’t like having dirty teeth.
It’s very important to be clean and smell good.
I like brushing my teeth.
It’s better to be dirty than clean.
I hate smelling bad.
It’s easy to use a toothbrush and a comb.
I like washing with soap and water.
Discuss the three options.
I hate having messy hair.
Students vote on the one they think best expresses the
I love combing my hair.
moral of the story.
Play Track 32. Pause the CD after section 4 (after “I love
combing my hair.”). Wrap-up
Ask students to identify which character says each line.
Rub out the verbs like, don’t like, hate, and love. Story review
Students copy the sentences into their notebooks and Write the following on the board:
complete the sentences for themselves. Title:
Explain that love/hate are more emphatic than like/don’t Main characters:
like. Moral of the story:
Play the rest of the track. Students follow along in their Students copy and complete the review, and then draw
books. a picture.
Collect the reviews and keep as a class record.
Track 32
The smelly gang, part 2 Answer Key
(See Student’s Book page 55.) 1 brushing his teeth, having dirty teeth, washing with soap
and water, smelling bad, combing his hair, having messy hair
Developing reading
Activity Book
Ask them to underline any difficult words. Page 55, activities 1 and 2.
Clarify the meanings and pronunciation of the Key
1 Top to bottom: 2, 3, 1, 6, 4, 5
difficult words.
Ask general comprehension questions about the story:
Student’s Book Page 56 should do, or a cross if they think it is something we
shouldn’t do.
Play Track 33 again. Students correct their work.
Grammar: Should/shouldn’t: You should eat a good
breakfast. You shouldn’t skip meals.
Vocabulary: Brush, wash, eat, skip, sleep, drink, Health education
watch, teeth, sweets, breakfast, meal, fizzy drinks, Some students may be worried about their weight. They
bathroom, late. may be tempted to skip meals, especially breakfast.
Explain that we need breakfast for energy. If we don’t
Materials: Slips of paper (1 per student), paper circles eat a good breakfast, we feel tired and will not work
(10cm in diameter, 2 per student), tape. well in class.
Preparation: Action slips: Write good and bad ideas Remind students that they should eat three meals a day.
on slips of paper: brush your teeth 3 times a day, On the board, write: breakfast, lunch and dinner.
eat lots of sweets, drink lots of fizzy drinks, skip/miss Divide the class into three groups. Assign one meal to
meals, sleep 10 hours a night, sleep 3 hours a night, each group. Students make a list of suitable foods for
watch TV for 5 hours a day, wash your hands after you their meal.
go to the toilet, eat fruit for breakfast/eat fruit every Discuss the results. Explain that there is some food that
day. we like but really don’t need, such as sweets, cake, ice
cream and fizzy drinks. It’s healthier to eat fruit and
drink water or juice.
Warm-up Explain that if we want to lose some weight, we should
eat slightly less in each meal, choose food carefully and
do exercise.
Draw two columns on the board. Write: Good idea and
Bad idea as headings.
Distribute the Action slips (see Preparation).
Students take turns coming to the board and writing Circle the correct options.
the text from their Action slip in the correct column. Read the first sentence with the two options out loud.
Point to a sentence in the Good idea column. Say: It’s Ask students to repeat the sentence but with the
a good idea to eat fruit every day. You should eat fruit correct word only.
every day. Write: should next to Good idea. Students circle the correct options.
Point to a sentence in the Bad idea column. Say: It’s a
bad idea to eat lots of sweets. You shouldn’t eat lots of Listen again and check your answers.
sweets. Write: shouldn’t next to Bad idea. Play Track 33. Students listen and correct their answers.
Clarify the meaning of skip or miss meals. Explain that
we should eat three meals a day: breakfast, lunch and Wrap-up
dinner.
Ask volunteers to make should/shouldn’t sentences Should you or shouldn’t you?
from the columns on the board. Display two paper circles (see Materials). Colour the
edge of one circle green. Colour the edge of the other
Controlled practice circle red and draw a line diagonally through the middle.
Give each student two paper circles.
1 Listen and number the pictures. 33 Students colour the circles following your model.
Play Track 33. Students listen and number the pictures Then they attach each circle to a pencil using tape.
in order, using the boxes on the left. Call out an idea: Eat lots of sweets every day. Students
Track 33 hold up the red circle and say: Oh, no! You shouldn’t
1. You should brush your teeth three times a day. eat lots of sweets every day.
2. You shouldn’t eat a lot of sweets. Students take turns calling out ideas. The rest of the
3. You should eat a good breakfast. class responds.
4. You shouldn’t skip meals.
5. You should sleep ten hours a night. Activity Book
6. You shouldn’t drink a lot of fizzy drinks. Page 56, activity 1.
7. You shouldn’t watch TV late at night.
8. You should wash your hands after you go to the toilet. Key
1 1. door; 2. floor; 3. hands; 4. teeth; 5. pet; 6. bathroom;
Say a number. Students say the corresponding action. 7. shower, day; 8. bed
Repeat with other numbers. Left to right, top to bottom: 5–shouldn’t, 7–should, 3–should,
6–shouldn’t, 2–shouldn’t, 8–should, 4–should
Tick or cross the pictures.
Students look at the pictures in activity 1. Using a
pencil, they put a tick if they think it is something we

Swimming pool rules
Grammar: Should/shouldn’t: Should I wear a helmet? Write the following rules on the board:
Yes, you should./No, you shouldn’t. jump on other swimmers
Vocabulary: Left, right, helmet, sweets, light, wear a swimming hat
stranger, cross, look, use, wait for, pay attention, ring, pay attention to the lifeguard
leave, fire alarm, stairs, window, lift, safety, building. dive in the shallow end
shower before you get into the pool
Materials: Cutout 2. For every 2 students: Coin,
push other swimmers into the pool
game counters. Optional: Paper, card.
look carefully before you jump into the water
run around the pool
Clarify the meaning of shallow end and lifeguard.
Warm-up Distribute paper and card.
Good advice In pairs, students make a should/shouldn’t poster for
Write the following text on the board: the swimming pool rules. They copy the statements and
You lock the bathroom door and you drop the write: You should or You shouldn’t before each sentence.
towels on the floor. Students illustrate the rules.
You use your hairbrush on your pet and you Display the swimming pool safety posters on
leave the bathroom wet. the walls.
You wash your hands before meals and you
brush your teeth after meals.
Wrap-up
You have a shower every day and you
always put your clothes away.
Play Stand up, sit down.
Clarify any unknown words. Students copy and
complete the text with should or shouldn’t. Ask students questions with should. Ask questions from
the unit so far or add some of your own: Should I look
left and right when I cross the street? Should I eat five
Controlled practice
portions of fruit and vegetables each day?
1 Play The road safety game. If students think the answer is Yes, they stand up and
Point to the first picture and ask: Should I cross the say: Yes, you should. If they think the answer is No,
road here? they sit down and say: No, you shouldn’t.
Students answer: Yes, you should. Answer Key
Continue asking questions for the rest of the pictures. 1 Should: ring the fire alarm, close the windows, close the
Students answer. doors, leave the building immediately; Shouldn’t: open the
Divide the class into pairs. Hand each pair a coin and windows, run down the stairs, take your school bag, use the
two game counters. lift
Students place their counters on Start. Then they take Activity Book
turns flipping the coin and advancing along the spaces:
one space for tails and two spaces for heads. On each
space they ask the corresponding question. Key
1 I can’t do my Maths homework.–You should ask your
The first student to reach Finish wins the game.
teacher to help you.
I can’t go to the cinema at night.–You should rent a DVD.
Free practice I can’t visit my cousins because they live in Australia.–You
should write them a letter.
Students cut out the phrases in Cutout 2.
I can’t swim.–You should go to classes at the pool.
Ask students if they know any of the fire safety rules. I can’t sleep at night.–You should drink some milk before you
Read the cutouts out loud. Students repeat. Explain any go to bed.
difficult words. I can’t ride a bike.–You should practise every day in the park.
Ask questions using the cutouts: Should you ring the
fire alarm?
In pairs, students take turns asking each other questions
about the fire safety rules and placing the sentences in
the correct column, next to the correct picture.
Ask volunteers to read their rules out loud.
Students glue the fire safety rules into place.

Student’s Book Page 58 Of course.
Number 3
My head hurts, doctor.
Grammar: Should/shouldn’t: You should get an X-ray. Have you got a temperature? Let’s see. Hmm. You’ve got a
You shouldn’t sit close to the TV. fever. Here are some pills. Take two pills every day.
Number 4
Vocabulary: School nurse, dentist, optician, doctor, Please read the next line, Sam.
X-ray, glasses, plaster, temperature, medicine, B P T Z F O. Hmmm, no that’s not an O, that’s a C.
ointment, broken (arm), rash, fever, infection, cut, OK. I think you need some glasses.
hurt, thermometer. Number 5
OK, children, now remember. If you feel sick at school, come
to the first-aid room.
Number 6
Warm-up
Do you brush your teeth after every meal, Angie?
Vocabulary presentation Yes, I do.
That’s good. Let’s see, you’ve got a new tooth here. Does it
Tell students that there are different kinds of health hurt?
professionals. Ask the following questions as you mime
the ailments: I’ve got a toothache. Should I go to the Play Track 34 again. This time pause the CD after each
doctor or to the dentist? I can’t see the board well. extract. Ask: Where is he/she?
Should I go to the dentist or to the optician? I’m at
school and I feel sick. Should I go to the optician or to 2 Match the pictures with the sentences.
the school nurse? My stomach hurts. Should I go to the On the board, write: X-ray, broken arm, glasses, plaster,
doctor or to the optician? temperature, fever, rash, infection, medicine, ointment,
Write the new vocabulary on the board. cut. Explain the meanings of the words using mime and
simple explanations.
Optional activity Students complete the activity individually.
Draw the following chart on the board:
How often do Me Friend 1 Friend 2 Critical thinking: Health at home
you visit the… Explain that it is important to have a first aid kit at home.
dentist? Ask students to help you make a list of the things they
optician? think should be in a first aid kit. Ask volunteers to draw
and label the items on the board: Plaster, antiseptic,
doctor? ointment, thermometer, bandages, paracetemol, etc.
school nurse? Then ask students why they think each item is important.
Students copy the chart into their notebooks. They
answer for themselves and then interview two
Wrap-up
classmates.
Silly advice
Controlled practice Invite six students to the front of the class. They mime a
health problem from activity 2.
1 Label the pictures. Give silly advice for their complaints:
Read the introductory text. Ask students how often S1: I think I’ve got a broken arm.
they should go to the dentist, doctor and optician. T: You should use some ointment.
Students label the pictures. Encourage the class to correct you: No, she/he
shouldn’t! He/she should get an X-ray.
Listen and circle the correct options. 34
Tell students that they are going to hear some children Answer Key
1 1. dentist; 2. school nurse; 3. doctor; 4. optician; 5. school
visiting different health professionals.
nurse; 6. dentist
Play Track 34. Students listen and decide who the
children are with. Activity Book
Track 34 Page 58, activities 1 and 2.
Where are the children? Key
Number 1 2
Doctor: You should always take all your medicine. Dentist:
OK, Jimmy, open your mouth and let me see your teeth. Do You should brush your teeth after meals. You shouldn’t
you brush your teeth every day, Jimmy? use your teeth to open bottles. Optician: You should wear
Yes, I brush my teeth three times a day. sunglasses in the snow. You shouldn’t sit close to the TV.
Number 2
Shh, it’s OK. Sit down and let me see. What happened?
I was playing with my friend and I fell.
I’m going to clean the cut. Here’s a plaster.
Can I go back to class now?

The Printer’s Project
Grammar: Comparative and superlative adjectives: Divide the class into groups. Distribute paper.
Ella was taller than Bob. Sam is the tallest. Students make an optician’s chart by writing letters
Vocabulary: Age, length, size, short, tall, long, big, in rows of decreasing size.
small, same. Then students attach the charts to the classroom wall.
Materials: Large sheets of white paper. They measure three metres from the chart and place
a chair there.
Assign one student in each group the role of optician.
Students take turns reading the chart. The optician
Warm-up
circles the letter where the student falters and writes
Play The alphabet game. the “patient’s” name. If the student gets to the end
Divide the board into two columns. Write the letters of the chart with no errors, the optician writes the
of the alphabet in random order in each column. “patient’s” name at the end.
Divide the class into two teams. Each team stands in Students repeat the activity. This time they cover one
a line facing the board. eye and determine which eye they can see with better.
Call out a letter. The first student in each team runs
to the board, rubs out the letter and runs back to his/ Connecting with students’ experiences
her line. The first student back wins a point for his/her
Ask: How many students in our class wear glasses? Ask
team.
the children wearing glasses if they had any problems
Controlled practice seeing the optician’s chart (from The Printer’s Project).
Then ask: How many students had problems seeing the
1 Listen and label the lines. 35 optician’s chart? Emphasize that all students should have
Explain that this chart shows how two boys grew over their eyes checked regularly by an optician.
a three-year period. In pairs, students make a list of what they can do to take
Play Track 35. Students listen and write the names of care of their eyes: We shouldn’t sit too close to the TV.
the boys next to their lines. We should wear sunglasses in the sun. We shouldn´t
look directly at the sun.
Track 35
When Bob was 7 years old, he was 120 cm tall. When Bob
was 8 years old, he was 128 cm tall. When Bob was 9 years
old, he was 134 cm tall. Now Bob is 10 years old, and he is Wrap-up
140 cm tall. Label the line for Bob. Spelling competition
When Sam was 7 years old, he was 128 cm tall. When Sam
was 8 years old, he was 132 cm tall. When Sam was 9 years Divide the class into two teams. Each team stands in
old, he was 138 cm tall. Now Sam is 10 years old, and he is a line.
147 cm tall. Label the line for Sam. Start with team 1. Say a word from this unit
thermometer, temperature, medicine, etc. Each student
Check answers: What colour is Bob’s line? What colour
in the group says a letter down the line until they have
is Sam’s line? Is Bob taller or shorter than Sam now?
spelled the word. If the spelling is correct, the team
Listen and draw the line for Ella. 36 gets one point. If not, team 2 tries to spell the word for
a bonus point.
Explain that there is another child called Ella. Repeat the procedure with team 2.
Play Track 36. Students listen and draw the dots Continue with other words. The team with the highest
on the graph for each age. Then they join the dots number of points at the end of the game is the winner.
to make a line.
Track 36 Answer Key
When Ella was 7 years old, she was 124 cm tall.
1 shorter; taller; shorter, taller; shortest; shortest; tallest
When she was 8 years old, she was 129 cm tall. Activity Book
When she was 9 years old, she was 132 cm tall.
Now she is 10 years old, and she is 137 cm tall. Page 59, activities 1 and 2.
Key
Look and complete the sentences. 1 Lucy: 25 kg, 32 kg, 33 kg; Steve: 23 kg, 24 kg,
Ask: How tall was Ella at the age of 8? How tall was 26 kg, 36 kg; Daniel: 28 kg, 34 kg, 33 kg, 34 kg
Bob at the age of 8? Who was taller, Ella or Bob? Who
was the tallest of the three children at the age of 8?

Student’s Book Page 60 Grammar practice
Grammar: Reflexive pronouns: I hurt myself in the Draw students’ attention to the Look at grammar! box.
kitchen. Go over the examples.
Vocabulary: Myself, yourself, himself, herself, itself, Students look at the pictures in activity 1. They
ourselves, yourselves, themselves, hurt, cut (noun/ complete the sentences with the reflexive pronouns.
verb), look after, burn (noun/verb), broken bone, Teach the reflexive pronouns for it, we, you (plural) and
accident, arm band, plaster, cross. they: itself, ourselves, yourselves, themselves.
Materials: Paper, red marker pen, cotton wool, tape.
Optional: Rolls of toilet paper. Craft activity
2 Make a nurse’s arm band and plasters.
Warm-up
Distribute materials. Read the instructions out loud.
Students make their arm bands and plasters.
Class survey In pairs, students take turns putting on the plasters and
Draw the following chart on the board: showing their partner where they cut themselves:
I cut myself here.
Cuts Burns Broken Bites and
bones stings Optional activity
Number of Play Doctor’s surgery.
students Write the following dialogue on the board:
Doctor: Good morning, (Sandra).
Elicit what each accident is. Patient: Good morning, Doctor.
Ask: How many people have been to the doctor for a Doctor: What’s the matter?
bad cut? Students raise their hands. Write the number Patient: I hurt/cut myself.
on the chart. Doctor: Where did you hurt/cut yourself?
Repeat with the other possible accidents. Patient: Here!
Report the results: Fourteen students went to the Doctor: That’s terrible. Here’s a bandage.
doctor for a bad cut. Go over the dialogue with the class.
Distribute rolls of toilet paper. Explain that these are the
Controlled practice bandages.
1 Listen and sing the song. 37 Students work in pairs. One student is the doctor and
the other is the patient. The doctor bandages the patient
Play Track 37. Use mimes to explain the song: hurt
using toilet paper.
myself (hold your arm with a look of pain on your face);
Students switch roles and repeat.
burn (mime touching a hot object); jumping down the
stairs (mime jumping); cut himself (hold out a finger
and strike another finger over it to imitate a knife); etc. Wrap-up
Students listen to the song and observe your mimes.
Dictation
Track 37
Cuts and burns Write the following reflexive pronouns on the board:
(See Student’s Book page 60, activity 1.) myself, yourself, himself, herself.
Dictate the following text to students:
Play Track 37 again. Students join in with the song and Yesterday at school a girl cut . A boy burned
the actions. . I hurt . Did you hurt ?
Students write the text in their notebooks and complete
Grammar presentation it with the words from the board.
Ask a volunteer to come to the front of the class. Take Ask volunteers to read their texts out loud.
a pencil and tell students it is a knife. Tell the volunteer Answer Key
to stand next to you. Say: We’re cooking. Mime 1 herself, himself, yourself
several actions for cooking. Take the pencil and mime
accidentally cutting the volunteer. Say: Oh! I’m so sorry, Activity Book
Mark. Look at the class and say: I cut Mark. Write the Page 60, activities 1 and 2.
sentence on the board.
Key
Repeat the cooking mime but this time accidentally cut 1 myself, What happened, burned myself, yourself, fire-
yourself. Say Oh! I cut myself. Write the sentence on breathing class
the board. 2 Table: myself, yourself, himself, herself, itself, ourselves,
Circle the word: myself. Explain that we use this word yourselves, themselves
when we do something to ourselves.

Student’s Book Page 61 Grammar practice
1 Read, circle the words with an apostrophe
Reading focus: Extracting and classifying information (‘) and write the complete forms.
from a text. Identifying contractions. Students read through the text in activity 1 again and
Vocabulary: Healthy, greasy, diet, tip, weight, fat, circle all the words with an apostrophe.
sugar, protein, carbohydrate, vitamin, energy, meal, Ask students at random to read the words they
breakfast, miss; food. have circled. Then ask: How can you say that word
in two words?
Students write the contracted and full forms in
Warm-up their books.
Classifying food
Developing vocabulary
Draw four columns on the board and write the
headings: Proteins/Vitamins/Fats/Carbohydrates. Give Classify the food.
examples of food from each group. Elicit examples of healthy and unhealthy food.
Divide the class into four teams. Assign a food group Students look at the list of food and the pictures. They
to each team. match the pictures with the food words.
Students make lists of food in their food group. Tell Ask: Which words haven’t got pictures? Check that
them to write basic foods like bread, butter and cheese, students understand all the words.
not prepared items like a cheese sandwich. Students classify the words into the chart.
Team members write their lists in the corresponding Ask volunteers to read the words in the chart out loud.
column on the board.
Discuss the classifications with the class. Wrap-up
Ask: (bread–carbohydrates, mayonnaise–fats, cheese–
proteins), etc. Dictation
Dictate the following sentences. Students leave an
Developing reading empty line between each sentence:
It is very important to have a healthy diet.
Read the title of the text out loud. Ask: What is a We should not eat a lot of sugar.
healthy diet? Let students express their ideas. Explain Sugar does not help our bodies.
that a healthy diet is a balanced one. This means that Carbohydrates are not bad for us.
we should eat a variety of food. They are full of energy.
Read the text out loud. Ask comprehension questions: It is not a good idea to miss meals.
Should we eat a lot of sugar? Why not? Should we eat Do not forget to have breakfast every day.
fat? Why? Should we eat a lot of fat? Why not? Why is Students circle the words they can contract and write
protein important? Which foods contain proteins? the contractions underneath.
Students silently read the text. Ask them to underline Ask volunteers to read the sentences out loud with the
the words they can’t pronounce. contracted forms.
Ask a volunteer to read the text out loud. Help him/her
with the difficult words. Answer Key
1 2. it’s= it is;3. don’t= do not; 4. doesn’t= does not; 5.
isn’t= is not; 6. don’t= do not; 7. aren’t=are not; 8.They’re=

Optional activity They are, 9. shouldn’t= should not
What did you eat yesterday? good for you: oranges, sardines, rice, bread, broccoli, pasta,
chicken, apples; don’t eat much: fizzy drink, sweets, cake,
Students make a list of everything they ate and drank
chips, butter, oil
yesterday.
In pairs, students swap lists and circle in red all the food Activity Book
or drinks that are not very good for you. They circle the
healthy food and drinks in green. Page 61, activities 1 and 2.
Students offer recommendations to their classmates: You Key
shouldn’t drink a lot of fizzy drinks. You should eat more 1 1. apple, 2. broccoli, 3. cake, 4. fish, 5. fruit,
fruit. 6. hamburger, 7. meat, 8. pizza, 9. salad, 10. soup,

11. vegetable, 12. yogurt
Note: Make sure that students are aware that the word yogurt
has two spellings: yogurt and yoghurt.
Write the following on the board:
It’s a cat. = It is a cat.
Circle: It’s and explain that the apostrophe indicates that
a letter is missing.
Explain that this is called a contraction because we are
contracting two words into one.
Student’s Book Page 62 Dan does or is it a suggestion?
Students look at the key and colour the boxes.
Grammar: Should/shouldn’t: He should visit the
Grammar game
dentist once a year. She shouldn’t eat so much
chocolate. 3 Play The kitchen safety game.
Present simple: He eats biscuits for dinner. Students cut out the cards in Cutout 3.
Vocabulary: Fridge, knife, wet; daily routine. Explain that the cutouts are health and safety rules for
the kitchen.
Materials: Cutout 3, paper bags (1 per pair).
Divide the class into pairs. Distribute paper bags.
Optional: Card (1 letter-size piece per pair), paper, hole
Read and explain the instructions. Demonstrate the
punch, string or wool.
game with a student.
Students take turns taking a cutout from the bag and
making sentences.
Warm-up
Play Alphabet stop! Optional activity
Divide the class into pairs. Make a kitchen safety notebook.
Students write the letters of the alphabet vertically onto Students use the cards from Cutout 3 to make a kitchen
a sheet of paper. safety notebook.
Shout: Go! Distribute card and white paper. Show students how to
Students write a verb starting with each letter, until fold several pieces of white paper to make a notebook.
they’ve got 19 verbs (there will be some letters without Show them how to fold a piece of card for the cover.
verbs). Then they shout: Stop! Students punch holes along the side and tie the
Check the list of the first pair to shout: Stop! notebook together with wool or string.
They glue the sentences from Cutout 3 onto the
Grammar practice notebook pages and draw pictures to illustrate the rules.
1 Circle the main verbs.
Copy the three sentences from the book onto the board. Wrap-up
Explain that each sentence has got a modal verb and
a main verb in it. Underline: should/shouldn’t and tell Suggestions
students that these are called modal verbs. Remind students that in this unit they have been using
Ask students if they can find the main verb in each should and shouldn’t to make suggestions. On the
sentence. Tell them to write their guesses on a piece board, write the following categories: kitchen safety,
of paper. fire safety, healthy diet, health and hygiene and road
Circle the verbs: visit, eat and brush. Ask: Did you guess safety.
the right answers? Call out one of these categories and choose a student
Students circle the main verbs in their books. at random. Ask him/her to give you a suggestion for
that category:
Circle T (True) or F (False). T: Healthy diet.
Students look carefully at the sentences on the board. S: You shouldn’t miss meals.
Ask: Has the main verb got an “s” on the end? Continue until all students have offered at least one
Ss: No, it hasn’t. suggestion.
Then ask: Do we use do and doesn’t with should and Answer Key
shouldn’t? 1 1. visit; 2. eat; 3. brush; F; T
Ss: No, we don’t.
Students complete the activity individually. Activity Book
Check the answers with the whole class. Page 62, activities 1 and 2.
2 Read and colour the boxes. Key
1 1. You should wear a helmet. 2. You shouldn’t run across
Students look at the picture of Dirty Dan. the road. 3. You shouldn’t talk to strangers. 4. You should do
Ask them if they think he is a healthy person. your homework every day. 5. You shouldn’t watch TV every
Write the following sentences on the board: night.
Dan eats fruit and vegetables every day. 2
2–He shouldn’t run across the road. 5–He shouldn’t put
Dan should eat fruit and vegetables every day. insects in the bath. 1–He shouldn’t use his toothbrush for
Ask students to explain how the two sentences are his hamster. 3–He should change his socks every day. 6–He
different. Help them explain that the first sentence says shouldn’t copy his sister’s homework. 4–He should drink milk
with his breakfast.
what Dan does and the second one is a good idea. This
is what we call a suggestion.
Read the first sentence out loud. Ask: Is that something

Write the following skeleton text on the board:

Grammar: Review of should/shouldn’t, like + gerund In unit I learned about .
and reflexive pronouns. I know how to make rules and suggestions:
Vocabulary: Key vocabulary from the unit.
Materials: Squared paper (1 sheet per student). I know how to express my likes and dislikes:
I liked/didn’t like this unit because

Warm-up .
Song: Nice and clean 29 Students copy and complete the text.
Students look at the song on Student’s Book page 52. Answer Key
Play Track 29. Students join in with the song as they Write: 1. I brush my teeth. 2. I eat fruit and vegetables.
mime the actions. 3. I don’t eat sweets. 4. I comb my hair every day. 5. I wash
my hands.
Track 29 Complete: shouldn’t, shouldn’t, should, should, shouldn’t,
Nice and clean should
Activity Book
Review Page 63, activities 1 and 2.
The Printer’s Quiz Key
2 you, he, it, we, they; my, his, her, our, your; myself,
Write five things you do to keep yourself, herself, itself, yourselves, themselves
clean and healthy.
Students write five sentences about things they do to
keep clean and healthy.
Should/shouldn’tGrammar module
Volunteers read their sentences out loud. Should/shouldn’t
The modal verbs should and shouldn’t are used to give
Complete the sentences. rules and suggestions.
Students complete the sentences with should or Subject + should/shouldn’t + verb
shouldn’t. You should wash your hands.
Ask questions about the sentences: Should you run You shouldn’t eat sweets.
across the street? Ss: No, you shouldn’t. The question is formed by inverting the position of the
Students correct their work. verb and should:
Should I cross the street here?
Complete the chart about yourself.
Ask students at random: Do you like doing homework? Like/love/hate + gerund
Continue asking other questions from the chart. When the verbs like, love and hate are used to talk
Students complete the first column about their own about actions or activities, the second verb is used
likes and dislikes using the key. with “ing”:
I like washing my hair.
Ask two classmates and complete I don’t like eating vegetables.
the chart. Do you like watching TV?
Students ask two classmates about their likes and
Pronouns and adjectives
dislikes and complete the chart.
Ask students to report their results: Javier likes doing Subject Possessive Reflexive
homework, but he doesn’t like eating vegetables. pronouns adjectives pronouns
I my myself
Optional activity you your yourself
Survey results he his himself
Divide the class into groups of five. she her herself
it its itself
Students write conclusions for their group using the we our ourselves
chart from the previous activity. you your yourselves
Write the following as a guide: they their themselves
In our group, ____ people like doing homework.
In our group, everybody likes ______________.
In our group, nobody likes ______________.
In our group, the favourite activity is ___________.
The least favourite activity is _____________.

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Social studies: A healthy self-image the heart beats faster after exercise in order to pump
Materials: Paper. more blood (oxygen) to the working muscles.
Directions: Project: Healthy recipe book

It is important to build your students’ sense of self- Materials: Paper, card, crayons, stapler, healthy recipes
esteem. As students get older, their self-confidence is that students have brought from home.
often a reflection of how they feel about themselves
Directions:
physically. They become very sensitive to differences
Tell students they are going to make a class recipe book
in height, weight and physical development. These
with healthy recipes.
questions also become the object of teasing and
Discuss the kinds of recipes they could put into the
unkindness among students.
book: green salads, fruit salads, smoothies, vegetable
Encourage students to develop a positive self-image.
dishes, meat and fish dishes.
Copy and distribute the following questionnaire:
Discuss the kinds of restrictions you are going to have in
your recipe book: All recipes should include food with
Name: vitamins and/or proteins. Recipes shouldn’t use sugar or
Things I like about myself: too much fat.
Students ask at home for healthy recipes.
Divide the class into groups of three. Students discuss
the recipes they have brought from home and choose
the one they think is both the healthiest and the
tastiest.
I think I’m special because: Show students how to write a recipe:
Ingredients and quantities:
Instructions:
In their groups, students write out and illustrate
Students complete their questionnaires. their recipes. Encourage them to ask you about any
Collect them and discuss the results. unknown words.
Do not discuss any sensitive issues publicly. If you feel Collect the recipes and make photocopies for all the
that a student has got a negative self-image, discuss members of the class.
this with him/her in private. Make a note of students Staple the recipes together. Keep the original copy as
whose confidence needs building and work on this in the class recipe book. Let students take their recipe
future classes through encouragement and praise. books home to try out some of the dishes.
Science: A healthy heart

Materials: Cardboard tube from a kitchen paper roll (1
per pair).
Directions:
Tell students that over 170 years ago, a man named
Laennec invented the first stethoscope. It was a
wooden tube about 2.5cm in diameter and about 25cm
long.
Divide the class into pairs. Students listen for their
partner’s heartbeat by placing the cardboard tube over
their partner’s heart.
Students count the number of beats in 30 seconds.
They multiply this number by two to determine the rate
of beats per minute.
One partner runs in place for one minute, then students
listen again, write down what they hear and calculate
the new rate of beats per minute.
Partners switch roles.
Have a follow-up discussion with students. Explain that

up
S
erstars
Vocabulary Grammar
Performing arts: Future with going to:

academy, award, ballet, ballet shoes, concert, costume, I am going to have a party.
fan, film, guitar, interview, jazz, jump, magic trick, modern He/She is going to meet a friend.
dance, music, performing arts school, poem, recording, Are you going to watch TV?
result, solo dance, song, spin, stage, superstar, talent Yes, I am./No, I’m not.
contest, violin, winner What time are you going to get up?
Professions: I’m going to get up at 11:30 am
actor, actress, dancer, musician, singer Who’s going to tidy the classroom on Monday?
Subjects: Sequencing adverbs (first, then, next, after that,
Art, Computer Science, Dance, English, Geography, finally):
History, Maths, Music, P.E., Science First, Rita had lunch with her granny.
After that, they invented a dance.
Adjectives:
Then they found a beautiful dance costume.
closed, crazy, famous, strange, strict
Finally, Rita danced in the talent contest.
Time expressions:
at the moment, last (year), next (month), right now,
tomorrow, yesterday
Verbs:
act, arrive, born, build, catch, clean, dance, dream, drive,
feed, find, fly, get up, help, invent, listen, lose, make,
meet, move, perform, play, practise, read, receive, sell,
sing, travel, visit, wait, win, work
Other words:
chest, chore, clock, face, feather, horoscope, job, late,
mistake, mystery, penguin, plan, post, prediction, shawl,
someone, something, star sign, street, surprise, timetable,
visitor, wall
Functional language: What are you going to be when Multiple intelligence: Kinesthetic intelligence (page 99)
you grow up?
Telling the time: What time is it? It’s twenty past ten.
Teaching tip • Choose a song or poem and read it out loud. Ask
students to take a line from the text and adapt it by
Correcting poor reading pronunciation changing one or more words. Students read their lines
In order to read out loud fluently, students not only out loud, reproducing the intonation in the original
need to articulate individual words correctly, but they line.
also need to reproduce the intonation and stress
patterns of the English language. English is a stress- • Choose a phrase or “chunk” of language (for
timed language. This means that in a phrase, certain example, What are you going to do?). Ask students
words and syllables will have a greater stress. to clap out the rhythm of the phrase. Students repeat
Key words within the sentence are also stressed. the phrase as they clap.
Students have been exposed to the English stress • Dictate a phrase to the class. Ask students to highlight
pattern through the many songs and rhymes in Print. the short and long syllables. Students read the phrase
However, when reading out loud, students often find out loud.
it difficult to apply correct intonation and they revert to
separating and giving equal weight to each syllable. Before asking students to read out loud, give them time
Try the following activities to help make students aware to prepare the passage. They underline the words and
of the natural rhythm of spoken English: syllables they wish to stress within each phrase and
reflect on the intonation they wish to give each phrase.
Unit 6 Superstars 87
Student’s Book Page 64 On Tuesday, she is going to meet her fans.
On Wednesday, she is going to do a TV interview.
On Thursday, she is going to sing in a concert.
Grammar: Future with going to: I am going to have On Friday, she is going to have a party.
a party. He/She is going to meet a friend. Complete the sentences.
Vocabulary: Sing, meet, have, fly, do, concert, plan, Students complete the sentences.
singer, fan, party, interview, famous. Ask students to read the sentences out loud.
Materials: Cutout 1. Students check their work.
Controlled practice
Warm-up
2 Make a crazy schedule.
Vocabulary review: Days of the week Read the first line of the instructions. Students complete
Say: Monday, Tuesday, beep, Thursday, beep, beep, and cut out the cards in Cutout 1.
Sunday. Read the second line of the instructions and divide the
Encourage students to substitute the beeps with the class into groups.
corresponding days of the week. Students take turns turning over a card, gluing it into
Write: Today on the board and ask: What day is it today? the book and formulating a sentence.
Choose a volunteer to write the day of the week under S1: On Wednesday, I’m going to meet a famous actor.
the heading on the board. Students write about their crazy week in their notebooks.
To the left of Today, write: Yesterday and ask: What
day was it yesterday?
Choose a different volunteer to write the day of the Optional activity
week under the heading on the board. True or false?
To the right of Today, write: Tomorrow and ask: What In their notebooks, students write three true sentences
day is it tomorrow? and four false sentences about activities they are going
Choose another volunteer to write the answer. to do next week.
Divide the class into pairs. Students take turns reading
Grammar presentation their sentences out loud and guessing if the sentences
are true or false.
Poster 6
Display Poster 6.
Say: What day is it today? Students respond: It’s Wrap-up
(Monday). Memory game
Ask: What day is it tomorrow? Students respond: It’s
(Tuesday). Draw students’ attention to the Look at grammar! box.
Hold up the Ballet shoes poster cutout and say: Read the text out loud.
Tomorrow, Sally is going to dance. Students repeat Divide the class into pairs.
after you. Attach the cutout onto the poster next to Students look at their classmate’s crazy timetable for a
Sally. few seconds.
Continue in the same manner with the rest of the Students close their books.
Object poster cutouts and characters: do magic tricks, Each student must remember one thing about his/her
sing, play the violin, play the guitar and read poems. classmate’s week and one corresponding thing about his/
Name two characters from the poster, for example: her own week.
Steve and Tom. Individual students say the S1: On Monday, I’m going to buy a car and (María) is
corresponding sentence: Tomorrow, Steve and Tom are going to fly to France.
going to (sing). Activity Book
1 Listen and write the days of the week. 38 Page 64, activities 1 and 2.
Point to the illustration of the singer in activity 1. Read Key
1 1. Tom; 2. Lily is; 3. Bob is going; 4. Liz is going to
the text out loud. 2 1. meet his fans, sing in a concert; 2. to buy a new guitar,
Ask: What are Roxy’s plans for next week? What is she to have a party
going to do next week?
Play Track 38. Students write the day of the week
above the corresponding illustration.
Play Track 38 again. Students check their work.
Track 38
Roxy is a famous singer. These are her plans for next week:
On Monday, Roxy is going to fly to London.
88 Unit 6 Superstars
Student’s Book Page 65 Listen and sing the song.
Divide the class into two groups and assign four “going
Grammar: Future with going to (Yes/no questions): to” lines of the song to each group. Students think of
Are you going to watch TV? Yes, I am./No, I’m not. Is mimes for each line.
she going to read a book? Yes, she is./No, she isn’t. Play Track 39 again. Students sing along and do the
mimes for their lines.
Functional language: What are you going to be
when you grow up?
Vocabulary: Travel, work, have, be, clean, sell, drive, Optional activity
build, do, watch, play, wash, visit, read, face, outer Let’s rhyme!
space, shopping centre, superstar, street, fruit, meat, On the board, write: street, wall, three and car.
car, wall, dish, free, famous. Divide the class into pairs.
Ask students to write as many rhyming words as
possible for each word on the board.
Warm-up Ask students to read their lists out loud.
Write the rhyming words on the board.
I believe you!
Make true/false statements about what you are going
to do on Saturday. The false sentences should be 2 Tick (3) or cross (7) the chart about yourself.
fairly obvious, for example:
T: On Saturday, I’m going to sail across the Pacific. Say: Think about today, after school. What are you
Ss: I don’t believe you!/I believe you. going to do?
On the board, write: Yes, I am. / No, I’m not.
Grammar presentation Suggest possible after-school activities to individual
students: Chantal, are you going to watch TV?
Poster 6 Students reply.
Display Poster 6. Students look at activity 2 and complete the chart.
Attach the Object poster cutouts to the poster next
to the characters. Ask a classmate and complete the chart.
Ask questions about the characters and the things they Divide the class into pairs.
are going to do: Students ask and answer questions and complete the
T: Are Steve and Tom going to play the guitar tomorrow? second column of the chart.
Ss: No, they aren’t. Finally, students write sentences about what they are
T: What are they going to do? and aren’t going to do after school.
Ss: They’re going to do magic tricks.
Continue asking questions about the rest of the Wrap-up
characters.
Forming questions
1 Listen and number the pictures. 39 Poster 6
Read the text beneath the pictures. Students point Attach Poster 6 to the board. Attach the Object poster
to the corresponding pictures. cutouts next to different characters on the poster.
Play Track 39. Students number the pictures. Place the Word poster cutouts on a table.
Students compare their answers in pairs. Invite a student to come to the table, ask a yes/no
Play Track 39 again. Students check their answers. question with the Word poster cutouts and attach the
Track 39 cutouts to the board, for example: Is Mark going to
Roxy’s song read poems?
What are you going to be, Then ask another volunteer to answer the question,
When you are thirty-three? take the corresponding Word poster cutouts and attach
Are you going to work in a shopping centre? them beneath the question.
Are you going to build a great big wall?
Repeat with other students.
Are you going to clean the city’s streets?
Are you going to sell fruit and meat?
What are you going to be? Activity Book
When I’m thirty-three,
I’m going to be happy and free!
I’m going to travel to outer space.
I’m going to have a famous face.
I’m going to drive a great big car.
I’m going to be a superstar.
That’s what I’m going to be.
Critical thinking: Arriving late
Grammar: Future with going to (yes/no questions): Ask: Have you ever arrived late for an important
Is Rita going to forget about the contest? Yes, she is./ appointment? Ask students how they would have solved
No, she isn’t. Rita’s problem. Elicit and discuss different ideas: call the
teacher, take a taxi, get Rita’s dad to call Miss Rodgers,
Vocabulary: Catch, wait, arrive, dance, talent
etc.
contest, ballet, jazz, modern dance, announcement,
dancer, strict, closed, late.
Moral and civic education

Warm-up
If a student arrived late to this class, ask: Why were you
Poster 6 late today?
Write the title of the story on the board: The talent Ask: Why is it important to arrive on time?
contest. Ask students to speculate about what happens when
Display Poster 6. Explain that the children are at a talent someone arrives late to class: the class activity is
contest. interrupted, the teacher has to explain the activity again,
Distribute the Object poster cutouts to different etc.
students. Explain that people who always arrive late are being
Ask questions about the characters in the poster: What inconsiderate to their fellow students and to their
is he/she going to do in the talent contest? Is he/she teacher.
going to play the violin?
Ask a student to provide the answer and attach the
corresponding poster cutout next to the child or pair Controlled practice
of children. 1 Read and predict the answers.
Repeat with the other children in the poster. Ask students: What’s going to happen next?
Read the first question out loud. Ask individual students
Developing reading their opinion.
Story: The talent contest, part 1 40 Ask students to raise their hand if their answer is Yes.
Students look at the pictures of the story in their books. Count the hands and write the number on the board.
Point to the first picture and ask: What are they doing? Repeat with No.
Where are they? Continue with the other questions.
Point to the second picture and ask: What is she going Tell the students to choose one or more possible
to do? outcomes and write them in their notebooks.
Let students make predictions about the story.
Play Track 40. Wrap-up
Pause the recording after each paragraph to ask What’s going to happen next?
students general comprehension questions: Tell students to shut their books.
Where does Rita go on Saturday mornings? Ask them to think about what is going to happen
What’s her teacher’s name? at the talent contest. Give some examples:
How many dancers is Miss Rodgers going to choose Rita is going to win.
for the talent contest? Rita isn’t going to be in the talent contest.
When is she going to choose the dancers? Miss Rodgers’ students are going to win.
What time is the class? Rita is going to win second prize.
What happened to the car on Saturday morning? Tell the students to choose one or more possible
When did the bus arrive? outcomes, write them in their notebooks and make
Did Rita go to her class? Why not? drawings for the sentences.
Track 40
The talent contest, part 1 Activity Book
(See Student’s Book, page 66.) Page 66, activity 1.
Students silently read the story in their books. Key
1 1. go to her dance class; 2. run to the bus stop; 3. to be
Ask students to underline all the sentences with going
to. late for her class; 4. open the door; 5. going to dance in the
special class; 6. going to cry
Volunteers read the story out loud. Help them with
difficult words.
Student’s Book Page 67 Connecting to students’ experiences
Ask students the following questions:
Grammar: Sequencing adverbs: First, Rita had lunch Have you ever entered a contest? What kind of contest
with her granny. did you enter? Did you win anything? What did you
Vocabulary: First, then, next, after that, finally, jazz, win? How did it feel to win? What did you do to win? If
music, solo dance, spin, jump, chest, silk, shawl, fan, you didn’t win, how did you feel? What could you do to
feather, costume, ballet shoes, results, stage, winner, win next time?
invent, practise, announce.
1 Read and number the sentences in order.
Students number the sentences.
Warm-up Volunteers read the sentences out loud in order.
Review
Write the following key words on the board (choose
Point to the word box and read the words out loud.
an area of the board that you will not have to rub out):
Ask for students to come to the board and write the
dancing, Rita, Saturday morning, special class, talent
words in a sequential list.
contest, six dancers, problem, car, start, late, door,
closed.
Ask students to summarise the story orally using the
key words on the board. Let one student summarise a Optional activity
short section and then another student summarise the What’s going to happen next?
next section, and so on. Ask students to guess what is going to happen to Rita
after the talent contest. Give some options:
Developing reading She is going to go to a special dance school.
Story: The talent contest, part 2 41 She is going to study with her granny.
She is going to be a famous dancer.
Play Track 41.
She is going to win a lot of money.
Pause the transcript after each paragraph and ask
Encourage students to formulate their own options.
comprehension questions:
Write all the ideas on the board.
Who did Rita see on Sunday?
The students vote for their favourite idea.
Who is going to teach Rita?
Was granny a singer when she was young?
What did Rita and her granny invent? Wrap-up
What was in the chest?
What did Rita wear? Write a story review.
What was Rita’s number? Write the following headings on the board:
Who won the solo dance contest? Title:
Track 41 Main characters:
The talent contest, part 2 Plot:
(See Student’s Book, page 67.) Explain that Plot means what happened to the main
character in the story.
Developing reading Collect the story reviews and keep them in a file as a
class record.
Ask volunteers to take turns reading out loud. Answer Key
Help them with the difficult words. ( After that, 4 ; Finally, 5; Next, 2; First, 1; Then, 3
Tell students to close their books.
Write key words for the first paragraph on the board: Activity Book
granny, dancer, teacher, invented, dance. Page 67, activities 1–3.
Choose a volunteer to summarise the first paragraph Key
2 2. Saturday; 3. car; 4. dancer; 5. dance; 6. costume;
using the key words.
Repeat with the second paragraph (key words: 7. nervous; 8. solo
3 From top to bottom: 4, 2, 3, 5
costume, shawl, chest) and the last paragraph (key
words: nervous, danced, clapped, winner).
Student’s Book Page 68 Answer the questions.
Students write answers to the questions based on
Grammar: Future with going to: You are going to themselves.
help someone. Divide the class into pairs.
Vocabulary: Arrive, lose, help, receive, find, win, Students ask each other the questions from the book
dream, star sign, horoscope, visitor, contest, mistake, and answer them orally.
post, something, someone, strange, surprise.
Materials: Paper strips (1 per student), a bag.
Students complete the sentences with astrological signs.
Preparation: Fortune teller strips: Write a prediction
Ask students to read their sentences out loud and
on each strip, for example: win the lottery, win an
justify their answers.
Olympic medal, be a famous star, etc. Each prediction
should appear on two strips.
Optional activity
Horoscopes
Warm-up
Students continue their horoscope by adding one or two
Game: Hangman related sentences.
Review the months of the year by playing hangman. Help them with ideas by asking leading questions about
On the board, draw a line for each letter of the word the horoscopes: Where are you going to meet the new
December and draw the hangman’s scaffold. friend? What is the visitor going to do? How are you
going to lose your money?
Students write the sentences in their notebooks.
Ask students to read the sentences out loud.
Wrap-up
Game: Fortune teller
Students take turns calling out letters. If the letter is Put the Fortune teller strips in a bag (see Preparation).
part of the word, write it in. If it is not, draw part of the Each student draws a strip from the bag.
body and write the letter on another part of the board. Students walk around the class asking questions to find
Continue until students guess the word or until the their partner: Are you going to (win the lottery)?
hanged man is complete. When partners find each other, they sit down together.
Write the word December on the board.
Continue in the same manner with the rest of the Answer Key
months of the year. ( From left to right: GT, M, M, GT, BT, M, GT, BT, M, BT,
BT, GT
Developing reading
Activity Book
1 Read and classify the horoscopes. Page 68, activities 1 and 2.
Point to the pictures of the different star signs. Say: Key
These are the star signs. 1 2. May; 3. November; 4. August; 5. February;
Point to and read the star signs out loud. 6. December; 7. September; 8. July; 9. June; 10. January;
Ask individual students: What’s your star sign? 11. April; 12. March
Point to the text under each star sign and say: These
are horoscopes. They are predictions for each star sign.
Ask students to find and read the horoscope for their
sign.
Point to and read the key at the top of the activity.
Ask individual students: Is your horoscope a good thing,
a bad thing or a mystery?
Students read and classify the rest of the horoscopes.
Ask volunteers to read some of the horoscopes out
loud. Ask: Is that horoscope a good thing, a bad thing
or a mystery?
Encourage students to discuss any differences of opinion.
S1: I think it’s a good thing because (I like surprises).
Optional activity
Grammar: Future with going to: What time are you Time dictation
going to get up? I’m going to get up at 11:30 am Students draw five analog clocks in their notebooks.
Dictate the following times: 1:55, 9:20, 6:15, 10:10,
Functional language: It’s five past eight. 8:30.
Vocabulary: Get up, go, find, buy, feed, eat, crystal Students draw the hands on the clocks.
ball, park, money, bicycle, penguin, pizza, time, clock, Draw five analog clocks on the board.
crazy; numbers. Ask individual students to come to the board and draw
the hands on the clocks.
Students check their answers.
Warm-up
Review: Telling the time
Controlled practice
Divide the board in half. Draw digital clocks with
different times on the board. 2 Read and underline six activities.
Divide the class into two teams and assign a letter Read the text out loud.
to each student. Students silently read the text and underline six actions.
Call out a letter and a time: Student “K”: It’s eight Ask a volunteer to read the sentence containing the
o’clock. first action out loud.
The students with the corresponding letter from each Continue with the rest of the actions.
team come to the board, find the clock and rub it out.
Continue until all the clocks have been rubbed out. T hink of a time for each action. Draw the
hands on the clocks.
Language presentation Say: Think about your crazy day tomorrow. Think of a
time for each action.
1 Listen and number the clocks. 42
Remind students that the crystal ball says it’s going to
Draw a large analog (circular) clock on the board. be a crazy day.
Draw a time on the clock: 10:05. Say the time out loud: Students draw hands on the clocks.
Look! It’s five past ten.
Students repeat. Ask a classmate.
Give several examples: 8:10, 5:25, 6:45, etc. Divide the class into pairs.
Play Track 42. Students listen and number the clocks. Students ask each other about their crazy day, using
Divide the class into pairs. Students compare their the dialogue in their books as a guide.
answers.
Track 42 Wrap-up
Number 1. It’s quarter to nine. What are you going to do after school?
Number 2. It’s ten to four.
Number 3. It’s twenty past eleven. Make a statement about an activity later in the day:
Number 4. It’s twenty-five to three. I’m going to take a bus home at twenty past three.
Number 5. It’s five past eight. Go around the class asking students to make a
Number 6. It’s ten past two. statement about their after-school plans.
Number 7. It’s quarter past seven. They should include a time in the statement.
Number 8. It’s five to six.
Answer Key
Play What time is it? (From left to right: 5, 2, 8, 7, 4, 1, 3, 6
Read the model dialogue to demonstrate how the 2get up late; to the park; find lots of money; buy a new
game is played. bicycle; feed the penguins; eat lots of pizza
Divide the class into pairs. Students play using the
Activity Book
clocks in their books.
Student’s Book Page 70 2 Match the sentences with the subjects.
Ask a volunteer to read the first phrase out loud.
Grammar: Future with going to: We are going to Ask: What subject are they going to study? Students
read about the Cuban revolution. respond: History.
Vocabulary: Dancer, actor, singer, Music, History, Repeat with the other phrases.
Geography, Maths, Art, P.E., Science, Computer Students match the phrases with the list of subjects on
Science, English, revolution, basketball, song, story, the right.
spin, skeleton, performing arts, read, play, learn,
listen, practise, study. Optional activity
My favourite school subject
Students choose their favourite school subject without
Warm-up telling anyone.
Play am or pm? Then they write sentences about what they are going to
do in that class.
Write am and pm on the board.
They can model their sentences on the sentences in
Under am write before noon (12:00). Under pm write
activity 2, for example: We’re going to study grammar.
after noon (12:00).
We’re going to sing a song in English.
Say an activity, for example: get up. Students say am if
Ask individual students to read their sentences out loud.
they do the activity before noon or pm if they do the
The rest of the class listens and guesses the subject.
activity after noon.
Continue with different activities.
Wrap-up
Vocabulary review
School subjects word search
1 Read the text and circle three professions. Students make a 10 x 10 grid in their notebooks.
Explain that this double page is about children who are Students choose five school subjects and think of five
performing artists or training to be performing artists. words related to those subjects.
Read the introductory text out loud. They write the ten words in the grid and complete it
Students silently read the text and circle three professions. with random letters.
Ask individual students to tell you the professions. Students swap their word searches and find
Write them on the board. the words.
Students check their work.
Answer Key
Listen and write am or pm 43 ( am; pm; am; pm; am; pm; am
Point to the symbols under the photos and say: These

2 English-We are going to listen to a story in English. Music-
We are going to learn a new song. Science-We are going to
are some of the subjects students study at performing study the human skeleton. P.E.-We are going to play
arts schools. basketball. Dance-We are going to practice some spins
Point to the symbols and read the subjects out loud. History-We are going to read about the Cuban revolution.
Read the third paragraph of the introductory text out
loud again. Activity Book
Play Track 43. Students write am or pm Page 70, activities 1–3.
Track 43 Key
2 1. Maths, P.E., Music; 2. Science, Geography, Computer
Good morning children. Welcome to Lincoln Performing Arts
School. Listen carefully to your timetable for today: Science
In the morning, you’re going to have Maths and Science.
Then you’re going to have Music. The last class of the
morning is going to be Dance.
Then at 12:15 pm, you’re to going to have lunch.
In the afternoon after lunch, you’re going to have History.
After that, you’re going to have Art. Finally, you’re going to
have your favourite class— English!
Students check their answers.
S1: Are they going to have music in the morning?
Optional activity
Child stars memory game
Grammar: Past simple review. Students to study the information in the three fact
Vocabulary: Dancer, musician, actress, stage, award, boxes. They close their books. Divide the class into two
film, recording, violin, poetry, place of birth, hockey, groups.
lawyer, film, born, act, perform. Ask team 1 a question based on the information
in the fact file: Who was Billy Elliot’s first teacher? How
Materials: Get students to bring in information
old was Emma when she won her first award?
about child stars from magazines or the Internet.
If team 1 cannot provide the correct answer, let team 2
try to answer the question. Continue asking the teams
questions alternately. Award a point for each question
Warm-up
correctly answered.
Famous child stars
Ask the class if they can think of any famous child stars.
Developing writing
They can name child stars from the past or children
who are famous in the present day. 2 Complete the biography.
If they cannot think of any names, suggest that they Students look through the text and underline any words
think of films starring child actors. they don’t understand. Explain any unfamiliar words.
Make a list of names on the board. Encourage Students complete the text with the words in the box.
students to guess the age of the child when he/she Volunteers read the complete sentences out loud.
became famous.
Leave the list on the board for The Printer’s The Printer’s Project
Project activity. Point to the list of child stars from the Warm-up.
Ask: Who is your favourite star? Students can choose
Developing reading from the list on the board or suggest different stars.
Read the instructions for The Printer’s Project out loud.
1 Look and label the pictures. Students look through magazines and materials about
Read the introductory text. their favourite star and complete the task.
Point to the three photos at the top of the page. Collect the finished work and display it in the
Ask students to describe the people in the photos. S1: classroom.
She’s got dark hair. She is playing the violin.
Ask students to guess the professions and complete the Wrap-up
labels.
Ask questions: Is (Vanessa-Mae) an actress, a musician And the nominees are…
or a dancer? Students respond. Write two headings on the board: Film stars/Music stars.
Students nominate candidates for each category. Make
Listen and write the names in the boxes. 44 a list on the board.
Students silently read the fact boxes. Students vote for their favourite star in each category.
Play Track 44, stopping after each part.
Students complete the fact boxes with the Answer Key
( musician; actress; dancer; Billy Elliot; Emma Watson;
corresponding names. Vanessa-Mae
Play the track as many times as necessary. 2 actress; won; sports; brother; two
Track 44
Vanessa-Mae is a famous violinist. She was born in Singapore. Activity Book
Vanessa-Mae had her first violin class when she was 5 years Page 71, activities 1 and 2.
old. When she was 9 years old, she played for the first time
on stage. When she was 10, she played with the Philharmonic
Orchestra in London. When she was 12 years old, she made
her first professional recording. Vanessa-Mae plays many
different types of music on her violin, such as pop music!
Emma Watson is a famous actress. She was born in Oxford,
England. She was a star in the Harry Potter films. When Emma
was 7 years old, she won her first award, in a poetry contest.
She made her first film when she was 11 years old. Emma’s
favourite sports are hockey and tennis. She has also got two
cats.
Billy Elliot is a famous ballet dancer. He was born in the
North of England. He started dancing at 11 years old. His
first teacher was Mrs Wilkinson. He went to the Royal Ballet
School in London.
Optional activity
Make a new board game.
Functional language: What are you going to be Think of another lexical group: places in a town, places
when you grow up? in a school, action verbs, food.
Vocabulary: Move, forward, back, job, theatre, Write the lexical group on the board.
hospital, shopping centre; professions. Divide the class into pairs and ask them to make their
Materials: Dice, basket, strips of paper, coloured own board game, substituting the text about jobs with
tissue paper, biscuits. text about the chosen lexical group: Name three foods
that start with the letter “m”.
Students should cut out small pieces of paper and place
Warm-up them over the text about the jobs.
Once students have made their board game, they swap
Game: Professions ABC with another pair and play again.
Write the first letter of the alphabet on the board.
Ask students to think of professions starting with the
Wrap-up
letter A.
Continue with the rest of the alphabet. Students will Make a job mind map.
not know words for every letter but should be able to Students choose their favourite job.
find professions for most of them. Students make a mind map. In the middle of the
mind map, they write: My favourite job is…
Vocabulary review Then they write all the words they know related to
1 Play The job game. that job.
Divide the class into pairs and give a dice to each pair. nurse medicine
Students play The job game.
Go around the class monitoring the activity. My favourite job
clinic
is a doctor.
Craft activity
hospital sick
2 Make fortune biscuits.
Write fortune biscuits on the board. Display students’ work around the classroom.
Ask the class if they have ever eaten fortune biscuits
in a Chinese restaurant. Explain that fortune biscuits Activity Book
contain a prediction about the future. Page 72, activities 1 and 2.
Say: Let’s make fortune biscuits. Key
Students look at activity 2. 1 1. going, singer; 2. going, vet; 3. going to be a police
Read the list of materials out loud. Then distribute the officer; 4. going to be a teacher; 5. going to be a doctor;
materials to the students. 6. going to be a dancer
2 going, be
Read the first line of the instructions out loud.
Students write a profession of their choice on the strip
of paper.
Read the rest of the instructions out loud.
Once students have wrapped their fortune biscuits, they
put them in a basket.
Ask your classmates.
Read the question in the model dialogue out loud.
Say to a student: You are a student now. But what
are you going to be when you grow up? Clarify the
meaning of grow up with mime.
Explain that they will find the answer to the question
in the fortune biscuit.
Pass the basket around the class. Each student takes
out a fortune biscuit.
Ask one student as he/she unwraps the fortune biscuit
and looks at the profession written on the strip of paper:
T: What are you going to be when you grow up?
S1: I’m going to be (a doctor).
Now S1 asks S2 the same question. Continue the chain
around the class.
Optional activity
A classroom chores timetable
Grammar: Future with going to (for plans): Who’s Students remain in the same groups they were in for
going to tidy the classroom on Monday? activity 1.
Vocabulary: Tidy, take out, clean, sweep, wash, Assign a name to each group.
pick up, feed, water, classroom, rubbish, blackboard, Display the monthly calendar on the board.
floor, window; chores. Label each week in the month: week 1, week 2, etc.
Ask: Which group is going to do the classroom chores
Materials: Cutout 2. Optional: A monthly calendar.
for (week 1)?
Students choose a group.
Ask a student to come to the board and write the names
Warm-up of the people responsible for keeping the classroom tidy
Who’s going to…? in week 1.
Deliberately drop a book on the floor. Continue with the rest of the month. If the class is large,
Say: Oh, dear! Now ... who’s going to pick up my you may need to use two months so that all the groups
book? are assigned a week.
Ask a student to pick up the book. Once all the assignments have been made, ask students
Repeat with other objects. questions. Point to one of the weeks and ask: Who’s
going to (tidy the classroom) on Monday? Students
Free practice respond.
1 Plan the classroom chores for next week.

Developing reading
Write: Classroom chores on the board.
Explain that chores are the small jobs that need to be 2 Match the jokes with the pictures.
done every day to keep things neat and tidy. Ask students to describe the pictures.
Students cut out the Classroom chore chart in Cutout 2. Point to a picture and ask: What can you see here?
Read the list of chores out loud and clarify any Students silently read the jokes and match them with
unknown words. the pictures.
Divide the class into groups of five. Point to the first picture and ask: What’s the joke for
Explain that there are five chores and five students in this picture?
each group. Ask a student to read the corresponding joke out loud.
Students should divide up the chores so that each Continue with the other jokes.
member of the group does a different chore every day.
Direct the activity by going around the groups and Wrap-up
asking: Who’s going to (take out the rubbish) on (Friday)?
Students ask each other questions and complete the My chores at home
Classroom chore chart. Ask students to think of a chore to do at home for
Ask each group about their chores. every day of the week.
Students make a list of their chores.
Write about your classroom chores. Ask individual students to read their lists out loud: On
Students complete the text with the chores they Monday, I’m going to ...
have been assigned for each day.
Individual students read their sentences out loud. Activity Book
Key
1 Top to bottom: C, H, H, C, B, B, B H, H
2 Make and play a language game.
Grammar: Future with going to. Review of past Students cut out and separate the cards in Cutout 3.
simple and present continuous. Divide the class into pairs.
Vocabulary: Last (year), right now, at the moment, Read the instructions to the class.
tomorrow, next (month), now, yesterday. Pairs take turns making sentences. They write their
Materials: Cutout 3. sentences in their notebooks.
Students read their sentences out loud.
Wrap-up
Warm-up
A time line Chain sentences
Draw a horizontal line on the board.
Write some time expressions on the board: at the
Say: This is a timeline. Make a mark in the middle. Say:
moment, last week, next month, etc.
This is today. Ask: What day is it today?
Choose one of the time expressions and say it out loud:
Ask questions to contrast time expressions: What day is
last week.
it tomorrow? What day was it yesterday?
The next student in line repeats the first word(s) and
Repeat using months and years: What month is it now?
adds the next word(s) to the sentence:
What month is it next month? What month was it last
S1: Last week my friend David...
month?
Another student continues the sentence and so on.
When the sentence ends, start a new sentence.
Grammar review
1 ead the sentences and underline the time
R Answer Key
( Underline: 2. right now, PC; 3. At the moment, PC; 4. last
expressions. month, PA; 5. Tomorrow, FU; 6. Next month, FU; 7. Now, PC;
Ask a student to read the first sentence out loud. 8. Yesterday, PA; 9. next week, FU
Point to the time expression and read it out loud. Circle: 1. No, he isn’t; 2. No, he didn’t; 3. Yes, he did; 4. Yes,
he is; Yes, he did
Ask another student to read the second sentence out
loud. Say: Underline the time expression. Activity Book
Ask a student to read the time expression out loud. Page 74, activities 1 and 2.
Continue with the rest of the sentences.
Key
Classify the sentences. 1 ‘re going to win, next month, FU; ‘re doing, now, PC;
went, last weekend, PA; Tomorrow, ‘re going to make, FU;

Read the key out loud. Last month, visited, PA
Students classify the sentences using the key. 2 Past: We saw a film at the cinema./She went to the
Ask students about their classification: Sentence 1 is the beach./I bought a new T-shirt./They walked to school./He ate
past. And sentence 2? Why? at a French restaurant. Present continuous: I’m studying
English./She’s walking up a mountain./He’s practising the
violin. We’re writing a letter./They’re playing cards. Future:
Optional activity We’re going to feed the cat./He’s going to make a kite./I’m
Game: Verb tense jump! going to see my granny./They’re going to win the cup./She’s
Divide the class into three teams. going to travel to Japan.
Assign a tense to each team: present continuous, past
simple, future with going to.
Say a sentence using one of the tenses: I read a book
last night.
The group with the corresponding tense jumps up and
says the tense of the sentence: Past simple!
Continue in the same manner with different sentences.
Award a point for each correct answer.
Circle the correct options.

Read the first question out loud.
Students circle the correct answer.
Choose a student to answer the first question.
Continue with the rest of the questions.
Write the following skeleton text on the board.

Grammar: Review of future with going to.
In unit I learned about .
Functional language: What time is it?
I know how to describe plans:
Vocabulary: Key vocabulary from the unit. Tomorrow .
I know how to tell the time:
It’s .
Warm-up I liked / didn’t like this unit because:
What time is it? .
Hold out your arms and say: I’m a clock. These are the Students copy and complete the text.
hands of the clock.
Hold both arms straight up and ask: What time is it? Answer Key
Complete: 1. to; 2. to eat; 3. going to drink; 4. going to buy
Supply the answer if necessary: It’s twelve o’clock.
a; 5. She’s going to, a book; 6. He’s going to, the shop
Show different times with your arms. Write: going to see the dentist; Tuesday, going to write a
Slowly make the movements more precise. Students letter; Thursday, is going to practise the flute; Saturday, she is
respond: It’s quarter past three. going to go to the dance class; Saturday, she is going to visit
Divide the class into pairs. her granny
Students make the time with their arms and ask: What
time is it? Activity Book
Review Key
1 Music, Science, Geography, English, Art, Dance, Maths,
The Printer’s Quiz History

2 Positive: ‘re; ‘s; ‘s; ‘s; ‘re; ‘re; Negative: I’m; You; isn’t; isn’t
Look and complete the sentences.
going; isn’t, to; aren’t, to; They, going to; Question: to; Are,
Point to the first picture and ask: What’s he going to do? going; Is, going; she, to; going; Are, to; Are, going; Short
Continue with the other pictures. Students complete answers: am; you, you; he, No; is, isn’t; it, isn’t; Yes, we; they
each sentence.
Ask a classmate.
Grammar module: Future with going to
Divide the class into pairs. Students ask each other
about the times on the clocks in the pictures. We use going to to talk about plans and predictions
with evidence.
Look and write about Rita’s
Positive Negative
activities for next week.
Students complete the sentences. I am going to sleep. I’m not going to sleep.
Volunteers read the sentences out loud. You are going to sleep. You aren’t going to sleep.
He is going to sleep. He isn’t going to sleep.
She is going to sleep. She isn’t going to sleep.
Optional activity It is going to sleep. It isn’t going to sleep.
We are going to sleep. We aren’t going to sleep.
Multiple intelligence: Kinesthetic intelligence You are going to sleep. You aren’t going to sleep.
Poster 6 They are going to sleep. They aren’t going to sleep.
Display the poster. Attach the Object poster cutouts next
to each character on the poster. Question form Short answers
Attach the Word poster cutouts to the board. Am I going to sleep? Yes, I am./No, I’m not.
Using a Word poster cutout, start a sentence about the Are you going to sleep? Yes, you are./No, you’re not.
poster, for example: Sally. Is he going to sleep? Yes, he is./No, he isn’t.
Ask a student to do the next Word poster cutout. Is she going to sleep? Yes, she is./No, she isn’t.
Continue until the sentence is complete: Sally is going to Is it going to sleep? Yes, it is./No, it isn’t.
dance. Are we going to sleep? Yes, we are./No, we aren’t.
Are you going to sleep? Yes, you are./No, you aren’t.
Below the first sentence, place a different main verb: Are they going to sleep? Yes, they are./No, they aren’t.
play the guitar.
Invite students to come to the board and adapt the first
sentence to incorporate the new main verb: Sally isn’t
going to play the guitar.
Place a different word below the second sentence:
aren’t. Students adapt it again.
Continue varying the sentence.
Use question forms as well.
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Language arts: Monthly timetable Music: Name that tune!
Materials: Coloured card (1 letter-sized piece per Materials: CD with different type of music, CD player,
student), paper (3 letter-sized pieces per student), two bells.
stapler.
Directions:
Directions: Ask students to bring CDs of their favourite groups
Students put the three pieces of paper on top of the and singers to class.
piece of card and fold the papers in half. Staple along Stand behind the desk and put the CD player in front
the line of the fold to make a book. of you and the bell in front of the CD player.
Students decorate the cover of their monthly timetable. Divide the class into two teams.
Draw the following model for the pages on the board: Ask a student from each team to come to the desk.
Play a song from a CD.
Monday Friday The first student to ring the bell says the name of the
song and/or singer/group.
Tuesday Saturday The first student to name it correctly wins a point for
his/her group.
Wednesday Sunday Project: Class talent contest
Materials: A cassette or CD player, pieces of material,
Thursday hats and other objects that could be used for costumes,
award certificates.
Directions:
Student copy the model into their timetables, repeating Explain to the class that they are going to have a talent
five times to ensure they include all the days of the contest. They are going to perform a song in English.
month. Marks will be given for singing, dancing and costumes.
Students write in the dates and their plans for the Students get into groups of three or four. Tell the
month. Encourage them to illustrate each entry. groups to choose a name for themselves.
Each group chooses a song in English.
They can choose a song from Print or they can choose
a pop song. If students choose a pop song, help them
find the lyrics for the song on the Internet.
Students should memorise the lyrics of their song and
work out a dance routine to perform as they sing. Shyer
students can join in with percussion if they don’t want
to dance.
Set a date for the talent contest.
Encourage students to dress up for the performance.
On the day of the performance, give a score sheet to
each student. Copy the outline below onto each score
sheet.
Group name Song Dance Costume

Students award marks from 1 to 10 for each category.
At the end of the contest, collect the score sheets and
add up the points. Award certificates for each different
category.

Go !
in g wn
to to
Vocabulary Grammar
Places: Prepositions:
aquarium, bus stop, church, cinema, fire station, flat, It’s opposite the petrol station.
flower shop, gym, hospital, pet shop, petrol station, police Past continuous:
station, postbox, restaurant, shopping centre, street, They were listening.
supermarket, swimming pool, toy shop, traffic light, She was talking to a boy.
underground, zebra crossing Was the headteacher shouting at the students?
Physical descriptions: Yes, he was./No, he wasn’t.
bald, beard, curly, double chin, eyebrows, fat, long, Were you walking the dog at four o’clock?
moustache, old, short, straight, tall, thin, wavy, young Yes, I was./No, I wasn’t.
Crime words: At quarter past five, I was eating chips.
address, alibi, arrest, clue, crime, date, detective, What were you doing at four o’clock?
footprint, gold necklace, jewelry, location, police, robber,
robbery, statement, steal, suspect, time, vandal, victim
Prepositions:
around, behind, between, in front of, next to, on,
opposite, on the corner of
Verbs:
arrive, begin, carry, check, cross, follow, give, help, leave,
make, paint, skate, stand, stop, sweep, swim, take, turn,
wait for, watch
Other words:
American, bath, Belgian, cards, comics, English, famous,
fiction, floor, glasses, graffiti, guitar, hall, headteacher,
left, letter, mobile, phone, pipe, popular, right, wall
Functional Grammar: Giving directions; Telling the time; Multiple Intelligence: Visual/spatial intelligence
Physical descriptions (page 103)
Teaching tip Ask questions about the details in the picture.

For example, for the first picture on page 78, ask:
Stimulating memory What colour is the headteacher’s hair? Is there a girl
Memory plays an extremely important role in language with blonde hair in the picture? How many children
learning. Some students will inevitably have better in the picture have got red hair? Are the girls wearing
memory skills than others, but you can help stimulate trousers or skirts? Are the children wearing school
your students’ memories. Try the following activities: uniforms?
• Remembering sequences: Give students lists of things • Organising information: Organising and ordering
to remember, like times, places, adjectives, etc. information improves memory. Imagine, for example,
Students should try to memorise and reproduce the how difficult it would be to remember a random
lists in order. For example: These are the shops on list of 46 letters. On the other hand, it would not
Church Street: toy shop, shoe shop, bookshop, pet be difficult to memorise the first sentence in this
shop, flower shop and the supermarket. paragraph (consisting of 46 letters).
Recite the list several times. Help students connect and organise the information
Students listen and then reproduce the list orally or in they learn in class. By organising and adding meaning
written form. to material prior to learning it, students will learn
• Remembering details in a picture: Choose a picture it better and recall it more easily. For example,
from the unit which has got a reasonable amount of organising material on paper, such as making an
detail. outline or mind map, can facilitate this process.
Students look carefully at the picture for a minute and
close their books.
Unit 7 Going to town! 101
Student’s Book Page 76 Track 45
This is a map of my town. Can you find the following places?
1. Find the swimming pool. It’s on Gold Road. It’s behind
Grammar: Prepositions: behind, between, opposite, Lincoln School. It’s opposite Dolly’s Supermarket.
2. Find the park. It’s on Corn Road. It’s between Pine Street
in front of, on the corner of, on, next to: It’s opposite and Garden Street.
the petrol station. 3. Find the shoe shop. It’s on Maple Road. It’s between Pine
Vocabulary: Swimming pool, aquarium, chemist, Street and Garden Street. It’s in front of the pet shop.
library, shoe shop, pet shop, toy shop, supermarket, 4. Find the aquarium. It’s on Maple Road between Garden
hospital, gym, restaurant, street, postbox, fire station, Street and Lake Street.
5. Find the bus station. It’s on Maple Road opposite the petrol
traffic light, bus stop, petrol station, police station, station.
bus station, train station, church, zebra crossing,
underground. Read and write T (True) or F (False).
Materials: Cutout 1, Slips of paper (1 per student). Students read the sentences and write T or F.
Preparation: Shop slips: On seven separate slips of They check their answers in pairs.
paper, write: pet shop, toy shop, bookshop, chemist,
flower shop, shoe shop, supermarket. On other slips Free practice
of paper write things you buy at the shops: plants, Play The map game.
flowers, soil, medicine, ointment, thermometer, cat,
Students cut out the pictures in Cutout 1. Name the
hamster, dog food, book, comic, notebook, dictionary,
pictures. Students hold up the corresponding cutouts.
doll, ball, computer game, shoes, sandals, boots, eggs,
bread, etc.
Student a places his/her cutouts on the map wherever
he/she likes. Student b asks questions to locate the
cutouts.
Warm-up Students glue the cutouts into place where they like to
Let’s go shopping! make their own maps.
Distribute the Shop slips (see Preparation).
The seven students holding the Shop Slips read the Optional activity
names of the shops out loud and stand around the Moral and civic education
edges of the classroom. Teach students the following rhyme:
The rest of the students look at the item on their slip Crossing roads day or night,
and decide which shop to go to. Always look left and right.
Students ask the shop keepers: Have you got a (plant)? Use the zebra crossing, cross with care.
The shop keepers answer according to whether or not Do the cars know you’re there?
that item is sold in their shop. Always walk, never run.
Crossing roads isn’t fun.
Vocabulary presentation Follow the rules and learn this rhyme.
Poster 7 Cross in safety all the time!
Display Poster 7. Attach the cutouts to the poster so they Divide the class into groups. Students practise the rhyme,
are opposite, in front of, next to and behind each other. including mime if they want.
Name the places on the poster. Students repeat. Students perform the rhyme for the class.
Write on the board: on, between, behind, in front of,
on the corner of, opposite, next to.
Wrap-up
Make sentences using the prepositions: The
underground is in front of the bookshop. The park is Poster 7: Play Where am I?
opposite the train station. Students repeat. Display Poster 7 with the Object poster cutouts attached.
Ask questions: What is next to the museum? Choose a place. Students ask you questions to find out
Distribute the Word poster cutouts. Students make where you are: Are you in front of the church? Only
a sentence about the poster: The library is between answer: Yes, I am. Or No, I’m not.
the school and the toy shop. Then they place the
preposition in the correct place on the poster. Answer Key
1. T; 2. T; 3. F; 4. F; 5. T; 6. T
Controlled practice Activity Book
1 Listen and number the places. 45 Page 76, activities 1 and 2.
Ask questions about the position of the places: Where Key
1 1. postbox; 2. fire station; 3. bus stop; 4. police station;
is the pet shop?
Play Track 45. Students number the places. 5. underground; 6. church; 7. zebra crossing
2 1. gym; 2. shoe shop; 3. school; 4. pet shop; 6. shopping
centre; 7. toy shop; 8. book shop; 9. library; postbox; bus stop
102 Unit 7 Going to town!

Choose a flat and give directions.
Functional language: Giving directions: Turn left/ Students look at the map and count the number of flats
right on Maple Road. Go down Lake Street. Cross (three).
Green Road. How do I get to (your flat)? They each choose a flat without telling anyone which
Vocabulary: Aquarium, flower shop, restaurant, flat, one it is.
street, right, left, walk, turn, go, in front of, opposite, Say: I’m standing at (the pet shop). How do I get to
on the corner of. your flat? Students draw a route in pencil from the pet
shop to their flat.
Materials: Paper, masking tape.
Ask a volunteer to describe the route.
Then ask students who have chosen a different flat to
describe their route.
Warm-up
Where am I going? S1 chooses a flat.
Poster 7 S2 establishes a starting point and asks for directions:
Display Poster 7 with the Object poster cutouts I’m at the (library). How do I get to your flat?
attached. Label the roads. S1 gives directions.
Establish a starting point, for example: the park. Choose
a place on the map and write it on a piece of paper. Optional activity
Don’t show the paper to the students. Multiple intelligence:
Run your finger along a route. As you go along, Visual/spatial intelligence
students try to guess where you are going: Are you
Some students find directions and maps extremely
going to the (toy shop)?
difficult. This may be because they have difficulty
The student who guesses correctly comes to the board
with left and right and/or they have difficulty with
and takes a turn.
spatial awareness. Do different activities in class to
help students develop an understanding of maps and
Language presentation
directions. These activities should involve a mixture of
Poster 7 positional references (Where is A with respect to B?)
Display Poster 7 with the cutouts attached. and directions (How do I get from A to B?): Where is
Write on the board: turn left, turn right, go down, the pet shop in relation to the shoe shop? The pet shop
cross the street. Explain that we use these expressions is opposite the shoe shop. Where is the pet shop in
to give directions. relation to the gym and the restaurant? How do I get
Establish a starting point, for example: the underground from the pet shop to the petrol station?
and a destination: the school on the map. Talk students
through the route as you move your finger across the
Wrap-up
map.
Give volunteers directions and ask them to trace the Design a town.
route with their fingers. Place students’ tables so they are perpendicular, making
streets. Decide on names for the streets. Make labels
Controlled practice and put them on the floor.
1 Read and draw the routes on the map. Each student chooses a place (shop, church, etc.) and
makes a label for his/her table.
Read the first text out loud.
Divide the class into groups. Give groups directions:
Students trace the route with their fingers.
Stand at the (church). Walk to the (hospital).
Students read the texts in silence and complete the
routes using the corresponding coloured pencil. Answer Key
Blue: the swimming pool; Red: the shopping centre
2 Complete the dialogue. Maple, the aquarium, Lake, Gold, Church
Students silently read the dialogue.
Activity Book
Tell students to look at the map. Ask: Where is the pet
shop? What street are the church and the flower Page 77, activity 1.
shop on? Key
1 Children’s Museum, Tourist Information Centre
Students read the dialogue again and, referring to the
map, complete it.

Student’s Book Page 78 Ask students questions about the second picture: How
many people were standing outside the cinema? Where
were Tony and Carmen standing? What were they
Grammar: Past continuous: They were listening. She doing?
was talking to a boy. Tell students to circle Peter in the picture.
Vocabulary: Hall, headteacher, gym, graffiti, wall,
vandal, paint, sweet, list, suspect, cinema, queue,
Optional activity
jacket, can, listen, paint, talk, check, arrive, give, make,
follow, watch, stop, cross, stand, carry. Reading out loud
Choose four students to read the story out loud in
different voices: the narrator, Carmen, Tony and the
Warm-up headteacher. Remind the narrator that he/she will have
to read the verbs of speech, for example: asked Tony.
Carmen and Tony Help students with any difficult words.
Draw the faces of a girl and a boy on the board.
Introduce them as Carmen and Tony.
Explain to the students that they are going to read 1 Read and circle T (True) or F (False).
a story about these two characters.
Students read the sentences and circle T or F.
Ask students to imagine what Carmen and Tony were
Volunteers read the sentences out loud and say
doing last weekend.
whether they are true or false.
Each student chooses a character and draws a simple
picture of what he/she was doing.
Students come up and display their pictures. Connecting to students’ experiences
Comment on students’ pictures. Supply the past In the story, students read about two children who were
continuous tense: What’s this? Oh, I see, Carmen was painting graffiti on the walls of the school.
watching TV. Ask students to say why this is wrong. Explain that there
Attach the pictures to the board and write the is a big difference between painting a mural and painting
sentences underneath. graffiti. When we paint a mural we all participate in a
Finally, say: This is what Tony and Carmen were doing common activity that is authorised.
last weekend. Now let’s see what they were doing a
few weeks ago.
Wrap-up
Developing reading What’s going to happen next?
Story: Super school detectives, part 1 46 Students close their books.
Students look at the first picture on page 78. Explain Ask them what they think is going to happen next.
that this is a story about a school and some problems Write some suggestions on the board:
they had with graffiti. Ask students to explain what Carmen and Tony are going to catch the vandals.
graffiti is. The vandals are going to paint graffiti in the cinema.
Point to the man and explain that he is the headteacher The headteacher is going to catch the vandals.
of the school. Nobody is going to catch the vandals.
Play Track 46. Students follow along in their books. Each student chooses the outcome they prefer and
copies it into his/her notebook.
Track 46
Super school detectives, part 1 Answer Key
(See Student’s Book page 78.) 1. T; 2. F; 3. T; 4. F; 5. F
Play Track 46 again, pausing the CD after each section. Activity Book
Ask questions:
Section 1: Where were the students listening to the
headteacher? Was the headteacher angry? What did Key
1 1. The students were listening to the headteacher. 2.
someone do in the gym last night? Did anybody answer
Carmen and Tony were talking about the graffiti. 3. Carmen
the headteacher?
and Tony were following Pam. 4. Pam was standing in a
Section 2: What was Carmen’s idea for finding the queue. 5. Pam was talking to Peter. 6. Peter was carrying a
vandals? What was Tony’s idea for checking everyone’s can of red paint.
hands? How many suspects were there on the list? 2 were, were, were, was, was, was, was, was
What did Carmen and Tony do every day after school?

Section 3: What were Tony and Carmen doing on Friday
afternoon? Where did Pam stop? What did Tony and
Carmen do? Who was Pam talking to? What did Peter
have under his jacket?

Critical thinking: Super cool detective
Grammar: Past continuous: He was shouting. Was Divide the class into pairs. Explain that there is a
the headteacher shouting at the students? Yes, he deliberate mistake in the story.
was./No, he wasn’t. Give students clues to find the mistake. Don’t give them
Vocabulary: Headteacher, graffiti, wall, detective, the clues all at once. Only give additional clues if they
adventure, noise, office, vandal, T-shirt, excellent, need them:
angry, cool, super, shout, catch, hide, cheer, smile. Which day did Carmen and Tony follow Pam?
What happened the next day?
Which day was the next day?
Warm-up Have you got school on that day?
The mistake is that the next day was Saturday and
Story summary 46 usually there isn’t any school on Saturdays.
Write the following key words on the board:
students–hall–headteacher
last night–somebody–gym Controlled practice
paint–graffiti–wall–he said 1 ead and match the questions with the
R
Carmen–Tony–talking answers.
idea–find–vandals–check–hands–paint
200 students–how? Read the first question out loud. Tell students to answer
Carmen–Tony–sweets–students–check–hands the question without looking at the answers on the
list–nine–suspects right-hand side of the page.
follow–suspects Continue with the rest of the questions.
Friday–Carmen–Tony–follow–Pam–downtown Students read the questions again and match them
Pam–cinema–in queue–talk–boy with the answers.
Peter–suspect–jacket–paint
Ask volunteers to summarise the first part of the story Wrap-up
orally using the key words on the board. Let each Write a story review.
student summarise a short section and then ask a Write the following on the board:
different student to continue. Story review:
Play Track 46. Students follow the first part of the story Title:
on page 78. Main characters:
Plot:
Developing reading What is going to happen next:
Story: Super school detectives, part 2 47 Explain that a plot means what happened to the main
Students look at the first picture on page 79. Point to characters in the story.
Pam and Peter. Ask: What were they doing? Point to Tell students they have got to imagine what happens
Carmen, Tony and the headteacher and ask: What were after the end of the story in their books.
they doing? Give them options: Carmen and Tony are going to form
Play Track 47. Students listen and follow along in their a detective club.
books. Pam and Peter are going to wash all the walls.
Students complete their story reviews.
Track 47 Collect the reviews and keep them in a file as a class
Super school detectives, part 2
record.
Play Track 47 again, pause the CD at the end of the
Answer Key
1. Yes, he was. 2. No, they weren’t. 3. No, they weren’t.
first section (after “Stop!” shouted the headteacher.) 4. No, she wasn’t. 5. Yes, they were.
Ask students the following questions: Was the
headteacher angry? Why? Did Carmen and Tony tell Activity Book
the headteacher about their adventures? What did the Page 79, activities 1 and 2.
headteacher say? Where did they hide? What did they
Key
hear? Did they catch Pam and Peter? 1 2. weren’t hiding, were hiding; 3. They weren’t talking
Play the last part of Track 47. Ask the following about the football game. They were talking about the graffiti.
questions: What were the students talking about? What 4. Carmen wasn’t jumping up and down. Tony was jumping
did the headteacher say? What was Carmen doing? up and down.
2 8, 4, 5, 6, 2, 3, 7
What was Tony doing? What did the headteacher give
Carmen and Tony?

Student’s Book Page 80 Divide the class into pairs. Students take turns taking
the roles of the policeman and the suspect. Each time
they change roles they should try to answer more
Grammar: Past continuous: At quarter past five, I questions correctly.
was eating some chips. What were you doing at four
o’clock? Critical thinking: Maths with clocks
Functional language: Telling the time: It’s four Dictate the following critical thinking problems. Students
o’clock. It’s half past six. draw digital clocks with the corresponding times:
Vocabulary: Crime, date, time, suspect, address, fifteen minutes before three o’clock
statement, experiment, queue, disappear, finish, travel, thirty minutes after quarter past six
eat, leave, go, stand, arrive, begin, watch, wait for. forty-five minutes before half past seven
thirty minutes before eleven o’clock
fifteen minutes after half past eight
Warm-up forty-five minutes after quarter past twelve
Time dictation
Students draw ten digital clocks in their notebooks. Wrap-up
Call out ten times. Students fill in the clocks.
Use a mixture of o’clock, quarter past, half past and Sentence chain
quarter to. Ask a student at random: What were you doing at half
Students say the times to check the activity. past seven yesterday evening?
The student answers and continues the chain by asking
Developing reading another student about a different time.
Anyone who asks or answers incorrectly or repeats an
1 Read and write the times. action is out and the chain starts again. The last five
Write on the board: crime, suspect, statement. Tell students left in are the winners.
students that when there is a crime, the police interview
all the suspects. The suspects give a statement. The
Answer Key
statement says what they were doing at the time of From left to right: 5:15, 4:00, 4:45, 7:30, 8:45, 6:30
the crime. Activity Book
Read the first part of the statement as far as the address. Page 80, activities 1 and 2.
Ask the following questions: What was the crime?
What day did it happen? What time did it happen? Key
1 From left to right: 3:30, 6:45, 8:45, 11:30
Who is the suspect? Where does she live? 2 was buying, was standing, was watching, was putting,
Read the main body of the statement. Ask: What is the was walking
first and last time mentioned? How many other times
are mentioned?
Students underline the times in the text.
Ask a few questions about Caroline’s activities on the
afternoon of the crime: What was she doing at four
o’clock? What was she doing at half past four? What
was she doing at the time of the crime? Do you think
Caroline stole the TV?
Ask about the pictures at the bottom of the page:
T: What was Caroline doing?
Ss: She was eating some chips.
T: What time was she eating the chips?
Ss: At quarter past five.
Students write the times on the digital clocks.
Free practice
Role-play: Suspect.
Students try to memorise the times and activities in the
pictures.
Ask a student to come to the front of the class and
demonstrate the role-play. Explain that you are the
policeman and he/she is Caroline Hart.
Ask questions: What were you doing at four o’clock?
When the student makes more than two mistakes,
change roles.
Ask a classmate about his/her activities.
Grammar: Past continuous: Were you walking the Demonstrate the activity with a student. Ask: Maria,
dog at four o’clock? Yes, I was./No, I wasn’t. were you making a mobile at half past four?
Functional language: Telling the time: half past S1: Yes, I was./No, I wasn’t.
four, quarter past five, quarter to seven, eight o’clock. Divide the class into pairs.
Students take turns asking each other about their
Vocabulary: Walk, watch, listen, play, ride, do, talk,
imaginary activities.
help, take, wash, eat, read, write, sing, make, skate,
swim, sweep, dance, letter, comic, bath, floor, mobile,
card, phone, guitar. Optional activity
Materials: Slips of paper (1 per student). What were you really doing?
Preparation: Paper slips: Write all the actions from Draw the following chart on the board:
activity 1 on slips of paper: washing the dog, etc. Add
more actions if necessary so there is one action per Time Action (me) Action/Classmate’s name
student. 4:00
4:30
Warm-up 5:15
6:45
Play: What was I doing?
Distribute the Paper slips (see Preparation). 8:00
Choose a student to come to the front of the class. 8:45
He/She asks: What was I doing at five o’clock 9:00
yesterday? and mimes the action on his/her slip.
The rest of the class tries to guess: Were you eating Students copy and complete the chart with the actions
a banana? they were performing at the times. Help them with any
unknown language.
Controlled practice Students walk around the classroom with their charts.
They ask different classmates questions to complete the
1 Listen and follow the route. 48 second part of the chart. They write the action and their
Ask a volunteer to read out the times. classmate’s name for each time.
Tell students they are going to hear a phone Students report the information on their charts: At
conversation between Sally and David. quarter past five, I was doing my homework. Julian was
Play Track 48. Students follow along in their books. reading a comic.
Track 48
Hi, David.
Oh hi, Sally. You didn’t call me yesterday afternoon. Wrap-up
Oh yes, I did. Every time I called your mum said you were
busy. I called you at four o’clock. Game: Last night at eight o’clock.
Ah, yes. At four o’clock, I was walking the dog. Tell students to write down one action from the page
And then I called again at half past four, but nobody that they were doing last night at eight o’clock (it
answered the phone. hasn’t got to be true).
Oh, sorry! At half past four, I was watching TV. Students stand up.
Then I called again at quarter past five.
But I was riding my bike around the park at quarter past five.
Ask: Were you walking the dog last night at eight
Yes, I know, your mum told me. Then I called again at quarter o’clock?
to seven, but the phone was busy. All the students that have written down this action sit
Yes, that’s right. I was talking to my dad on the phone at down.
quarter to seven. Repeat with other questions.
So finally, I called at eight o’clock, and your mum said you The last student(s) left standing is the winner.
were having a shower. So I just gave up!
Activity Book
Play Track 48 again. Students draw a line from activity
to activity. Page 81, activities 1 and 2.
Check answers: What was David doing at four o’clock? Key
1 1. Yes, he was. 2. No, they weren’t. 3. No, she wasn’t.
2 Colour a route. 4. Yes, they were. 5. Yes, he was. 6. No, she wasn’t.
Tell students that they are now going to colour in the
things they were doing yesterday. Explain that these
options are not true but they should imagine they were
doing one of the options in each line and colour it in.
Students colour in their options.
Student’s Book Page 82 Students read the texts and match them to the pictures.
Functional language: Physical descriptions: She’s Optional activity

very pretty. He’s got big eyebrows. He always wears Draw the following chart on the board:
a hat.
Vocabulary: Popular, famous, English, Belgian, Find in the text Words
American, old, young, straight, wavy, curly, tall, three nationality
thin, fat, bald, detective, fiction, moustache, beard, words
eyebrow, double chin, pipe, jumper, hat, smoke. three colour words
Materials: Large piece of paper, coloured marker for hair
pens. three adjectives for
hair
Warm-up three colour words
for eyes
Play Who am I describing?
a word for no hair
Describe a student to the rest of the class without
saying who he/she is. Focus on hair and eye colour,
colour of clothes and eventually where the person is a word for hair on
sitting: in front of Ana, behind Enrique. the top lip
Students identify who you are describing. a word for
Repeat with different students. beautiful
Vocabulary presentation Students copy and complete the chart.

Ask various students to say their words out loud.
Attach a large piece of paper to the board. Draw
several heads.
Use coloured marker pens to draw different features Controlled practice
and name them as you draw: long hair, wavy hair, red
hair, big eyes, green eyes, a small nose, a small chin, a 2 se the code to complete the police
U
moustache, etc. description.
Write the phrases around the pictures. Students look at the code. Draw some of the pictures
Volunteers come up, read a phrase and match it to the on the board and ask: What does this mean?
correct picture. Students write the complete description using the code.
Note: Make sure you include all the key vocabulary for Choose a student to read the description out loud.
the lesson. See Activity Book page 82, activity 1 as a
guide. Draw the suspect.
Students draw a picture of the suspect following the
Controlled practice description.
Game: Who is it?
Wrap-up
Students open their books on page 82.
Read the introductory text out loud. Ask students Another coded message
if they can think of any famous detectives. Students use the same code to make up a description
Divide the class into two teams. A student from one of one of the people in the pictures.
team says a sentence about one of the photos. The Divide the class into pairs.
members of the other team say who it is: Students swap descriptions with a partner who draws
Team a: She’s got long red hair. the person and writes the full description.
Team b: Nancy Drew.
Give teams one point for every correct description Answer Key
From top to bottom: Miss Marple; Hercule Poirot; Nancy
or identification. Drew; Sherlock Holmes
tall, fat, woman with brown, curly hair, big eyebrows,
Reading practice green eyes, a long nose, and big ears.
1 Read and match the pictures with the texts. Activity Book
Read the first text out loud. Page 82, activities 1 and 2.
Tell students to find the words that describe the
detective’s hair. Then ask them to do the same for the
eyes and eyebrows.
Ask them to point to the detective being described.

Student’s Book Page 83 T: Yes, he has.
Students cover up all the men without a moustache.
S4: Has he got a beard?
Functional language: Physical descriptions: Is it a T: No, he hasn’t.
woman? Has she got blonde hair? S5: Is it suspect number 11?
Vocabulary: Straight, curly, wavy, long, short, double T: Yes, it is.
chin, moustache, beard, bald, glasses, pipe, suspect. Students play the game in groups.
Materials: Slips of paper (1 per student), paper.
Craft activity
Preparation: Name slips: Write students’ names on
separate slips of paper. The Printer’s Project
Read the instructions out loud.
Divide the class into groups of five.
Warm-up Each group member cuts a piece of paper into four
squares. They draw two suspects from activity 1 on
Name slips two of the squares and write the matching descriptions
Distribute the Name slips (see Preparation). Make sure on the other two squares. Make sure they all choose
students do not get their own names. different suspects.
On a separate piece of paper, students draw and Students place the pictures face down on one side of
describe the person whose name is on their slip. Then the table and the descriptions on another.
they swap descriptions with other members of the class. Students play Concentration. They take turns taking a
Students read the description out loud and say who picture and a description. If they match, they keep the
they think it is. The student who wrote the description squares. If not, they replace them in exactly the same
confirms or denies this. position.
The student with the most pairs at the end of the game
Controlled practice is the winner.
1 L isten and say the numbers of the
suspects. 49 Optional activity
Students look at the suspects. Ask them to find the Play Hunt the suspect.
following and say the numbers: Three bald men. One Collect all the drawings and descriptions from The
man with a moustache but no beard. Two men with Printer’s Project.
beards and moustaches. Three women with glasses. Give a description to each student.
Four women with short hair. Two men with pipes. Place the drawings around the classroom.
Play Track 49. Stop the track after each description Students read their description and walk around the
and let students say the number corresponding to each room looking for the matching drawing.
suspect. Once they’ve got a matching drawing, they show
Track 49 it to you.
This suspect is a man. He is fat. He is bald and has got big, If it is a correct match, they sit down. If not, they look
brown eyebrows. He has got brown eyes. He has got a big, again.
fat nose. He has got small ears. He has got a double chin.
Which number is he? [suspect 4]
This suspect is a woman. She is thin. She has got short, Wrap-up
straight blonde hair. She has got small, blue eyes and small
ears. She is wearing glasses. Which number is she? [suspect 9] Is it suspect number 9?
This suspect is a man. He is thin. He has got short, curly black Students use the code on page 82 to write a
hair. He has got small, black eyebrows and brown eyes. He
has got a big, long nose. He has got a big, black moustache.
description of a suspect in activity 1, page 83.
Which number is he? [suspect 11] Divide the class into pairs.
Students exchange coded descriptions.
Free practice They try to identify the suspect and ask their partners:
Is it suspect number (9)?
Play Guess the face.
Activity Book
Students tear up a piece of paper into fifteen small bits.
Demonstrate the game with the class: Page 83, activities 1–3.
T: I’ve got a suspect. Key
S1: Is it a man? 1 hair: brown, short, straight, red, long, grey, black, blonde,
T: Yes, it is. wavy, curly; eyebrows: brown, big, red, long, grey, small,
Students cover up all the women. black, blonde; eyes: brown, big, blue, small, black, green;
nose: big, long, small; mouth: big, small; chin: big, small,
S2: Has he got glasses? double
T: No, he hasn’t. 2 long–short, big–small, small–big, small–big, big–small,
Students cover up all the men with glasses. small–double, a moustache–glasses

S3: Has he got a moustache?
Student’s Book Page 84 Yeah. And there was also a bit of red jumper.
Was anything broken?
Yes. A window was broken with a baseball bat. And, oh, I
Grammar: Past continuous: Wh questions: What was almost forgot. I also found some dog hair.
he doing? Where were they playing? Hmmm… a baseball bat and some dog hair, very interesting.
Vocabulary: Suspect, gold necklace, jewelry, crime, Divide the class into pairs. Students cut out and look at
clue, location, footprint, baseball bat, shopping centre, Cutout 2B. They ask their partner questions to complete
broken. the sentences.
Materials: Cutout 2, large paper bag, 6 circles of Work with the whole class. Help students compare the
white paper, hole punch, wool or string. Optional: answers on Cutout 2B with the information on the
Magazine pictures of groups of people doing different Police report on page 84. Discuss who is the most likely
things. suspect.
Preparation: Medals: Write Super Cool Detective on 2 Look at the answers and write the questions.
six paper circles. Punch a hole at the top and thread Explain that this picture was taken in the shopping
some wool or string through it. centre an hour after the robbery at the jewelry shop
yesterday. Students complete the questions.
Warm-up re you a good witness? Close your book

A
and describe the scene to a classmate.
Play Interpret the clues.
In pairs, students take turns closing their books and
Ask each student to give you something which can be
describing the scene.
identified easily as theirs. Put all the objects in a paper
S1: There’s a white dog.
bag. Explain that these are the clues.
S2: (With book open) True!
Explain that yesterday there was a robbery at the bank.
There were six clues left at the bank.
Extract six objects from the bag. Hold up an object and Optional activity
ask: Do you know who this belongs to? The owner Pictures
should say nothing. Students ask each other questions Divide the class into groups. Give each group a
to try to discover the owner: Do you know who this magazine picture.
belongs to? Is it your (pencil), Robert? If students are Give students one minute to memorise what everyone is
asked directly, they must answer honestly. doing in the picture. Collect the pictures.
Once the six owners are identified, ask them to stand Students write down what everyone was doing.
at the front of the class with their objects. Explain that Hand the pictures back to the groups. Students check
they are the suspects. Each suspect must think of an their lists to see who remembered best.
excuse why he/she left the clue at the bank. The class
votes on who they think is guilty.
Wrap-up
Controlled practice Super cool detective medals
1 Play Alibi. 50 Students close their books. Ask students questions
about the picture in activity 2 on page 84. Students
Students keep their books closed.
write down the answers. The six students with the most
Students cut out Cutout 2A. Explain that the questions
correct answers win the Super cool detective medals
refer to yesterday at four o’clock. Students choose
(see Preparation).
answers and circle them. Explain that yesterday there
was a robbery at the jewelry shop. Answer Key
Play Track 50. Students listen and complete the Police shopping centre; four o’clock; some boots; sandwich; red
report. jumper; baseball bat; dog
1. was the old man; 2. were the girls; 3. were the children
Track 50 playing; 4. were the birds eating; 5. was the old lady wearing
So, you’re the owner of the jewelry shop that was robbed.
Yes, that’s right. Activity Book
What disappeared? Page 84, activity 1.
A gold necklace.
Where is your jewelry shop? Key
1 Dave–watching TV; Anna–sleeping; James–at the cinema;
In the shopping centre.
At what time did the crime occur? Sally–dancing; Bill–at an Italian restaurant; Emma–at a French
Four o’clock. restaurant
Did you find any clues? 1. watching TV; 2. She was eating at a French restaurant.
Well, there were some footprints of some boots. 3. No, he wasn’t. 4. James was watching a film. 5. Sally was
Anything else? dancing. 6. No, she wasn’t.
There was a piece of sandwich at the scene.
Really?

Optional activity
Punctuation dictation
Reading focus: Extracting information from a text. Dictate the following text to students:
Punctuation: quotation marks. “Are you the owner of the jewelry shop?” asked the
Vocabulary: Police, suspect, connection, robbery, policeman.
museum, window, guard, chair, painting, sandwich, “Yes, I am,” answered Harry.
film, night, crime, place, time, victim, clue, alibi, feed, “What disappeared?” asked the policeman.
draw, examine, eat, occur, climb, hit, tie, steal, find, “A gold necklace,” said Harry.
watch, remember, shout, ask, say, explain, arrest, “Where is your jewelry shop?” asked the policeman.
answer, valuable. “It’s in the shopping centre,” explained Harry.
“Did you find any clues?” asked the policeman.
“Yes, there were some footprints and a sandwich,”
Warm-up replied Harry.
Do not dictate any punctuation marks (full stops,
Recognising quotation marks commas, question marks or quotation marks).
Students look at the story on pages 78 and 79 of Students write the text. Then they write in the quotation
their books. marks, question marks, commas and full stops.
Write the following sentence on the board: Write the full text on the board with all the punctuation.
“Last night someone went into the gym and painted Students correct their work.
graffiti on the walls,” he said.
Draw a circle around the quotation marks. Explain that
these marks show what someone actually says. Wrap-up
Students look through the story and underline all the
Writing practice
sentences with quotation marks.
Underline the word said. Explain that we can use Students look at the chart in activity 1. They cover the
different words like asked or shouted, depending on text above it with a sheet of paper.
the context and on how the character is speaking. Students use the information in the chart to write a
Students look through the story again and circle these short text.
three words. Volunteers read their texts out loud. Explain that these
texts will not all be the same because they will all
Developing reading contain their own ideas and style.
1 Read the text and complete the chart. Answer Key

Horton Museum, 11:45 pm, Bob Banana and Steve
Students look at the chart under the text. Explain that Snapper, John Dasher, a banana, watching a film at home
all the information they need for filling in the chart is in
the text. Activity Book
Go over the headings in the chart with students. Page 85, activities 1 and 2.
Then they look through the text and underline the Key
information they need to complete the chart. 1 three, robbery, City Bank, Sal Sneak, Greg Grabb, Harry
Students complete the chart with the information they Horrid, 10:15 am, Thursday, suspects, Hope Hollow, hat, Sal
have underlined. Sneak, Greg Grabb, Harry Horrid, were shopping
2 1. feeding; 2. was; 3. drawing; 4. sandwich
Check answers: What kind of crime was it? Where did
it happen? What time did it happen?
Read the dialogue and complete the tasks.
Explain that a policeman interviewed Bob Banana, one
of the suspects.
Get volunteers to read the sentences out loud.
Read the instructions at the bottom of the page.
Students underline what Bob Banana said in red.
Then they underline the policeman’s sentences in blue.
Finally, students write in the quotation marks.
Students swap books and correct each other’s work.

Memory chart
Grammar: Past continuous: What was Tony doing at Display the Memory chart (see Preparation) and elicit the
9:30? He was playing football. Was Tony eating lunch names of the objects.
at 3:15? No, he wasn’t. Give students one minute to look at the objects and try
Vocabulary: Play, eat, sweep, watch, do. to memorise them.
Turn the chart over and cover one of the pictures with a
Materials: Cutout 3. Optional: Pictures of a football, piece of paper.
a brush, a sandwich, a TV, a pencil, a notebook a bed, Display the Memory chart again. The first student to say
a bicycle, a car, a hamburger, a bed, a toothbrush. what is missing is the winner.
Preparation: Optional: Memory chart: Attach Play several times.
pictures to a large piece of paper.
3 Play Noughts and Crosses.

Warm-up
Students cut out the clocks, the picture cards and the
Grammar practice board in Cutout 3. Explain that the picture cards and
Draw the following table on the board: clocks go on the board.
Divide the class into pairs: X and O.
Started Action Finished Read and explain the instructions. Demonstrate the
5:30 watering the plants 6:15 game with a student.
Students place the clocks on the board as they please.
6:30 cooking supper 7:00
Then they place the picture cards on top of the times,
7:15 eating supper 7:30 in any order.
7:45 washing the dishes 8:15 Students take turns guessing when their partner was
doing the activities:
Explain that yesterday after school you were very busy. S1: Were you sleeping at 4:00?
Say: At 5:30, I started watering the plants. I finished S2: No! Were you brushing your teeth at 8:00?
watering the plants at 6:15. S1: Yes!
Point to the starting time and the finishing time and ask When students guess correctly, they pick up the
students how much time there is between the two (45 cards and mark the square with an O or an X. The
minutes). first student to get three squares in a row (vertically,
Say: So at 5:45 I was watering the plants. horizontally or diagonally) wins the game.
Repeat with the remaining actions.
Wrap-up
Controlled practice Last Saturday morning
1 L ook at the timeline and answer the Students draw three pictures of themselves doing
questions. different things last Saturday morning. Using activity 1
Students look at the photos. Explain that the times in as a model, they write the following starting and finishing
the pictures show the starting and finishing times of times in the pictures: 9:00, 11:00; 11:30, 1:00; 1:30,
Tony’s activities. 3:00.
Read the question out loud. Divide the class into pairs. Students ask each other
Ask questions about Tony’s activities: When did Tony questions about what they were doing at certain times:
start playing football? When did he finish eating lunch? S1: What were you doing at 9:30?
Students answer the questions in their books. S2: I was eating breakfast.
Then ask students to read the questions and their Answer Key
answers out loud to the rest of the class. 1. playing football. 2. He was sweeping his room. 3. No,
he wasn’t. 4. Yes, he was. 5. He was doing his homework.
2 Read and circle the correct options. At 4:00; At 4:30; At 4:30; At 6:00
Students read the texts in the purple boxes. Ask: What
Activity Book
time was Amanda playing computer games? So did
Amanda start playing computer games before or after Page 86, activities 1–3.
4:15? Did she stop playing before or after 4:15? Key
Read the first question. Students look at the possible 1 Left to right: a) 7:00. c) 11:30. b) 8:15. a) 5:15.
2 Yes. No. No. Yes.

times and circle the one they think is logical.
3 1. was, am; 2. was, is; 3. were, are
Students complete the activity individually.
Check answers with the whole class.

Student’s Book Page 87 I know how to describe people. For example:
My mother:
My father:
Grammar: Past continuous; telling the time; My best friend:
prepositions; directions. My teacher:
Vocabulary: Key vocabulary from the unit. I know how to say what I was doing at a specific time.
For example:
Yesterday at I was .
Warm-up At ______ I .
At ______ I .
Line up! I liked/didn’t like this unit because
Choose six students to come up and stand in a line .
sideways to the rest of the class. Students copy and complete the text.
Ask the class the following questions: Who is standing
behind (María)? Who is standing in front of (John)? Answer Key
Answer: 1. Number 2; 2. Number 4; 3. Number 5; 4.
Who is standing between (Ana) and (Daniel)? Who is Number 1. Complete: talking to a blonde woman. At quarter
standing next to (name the first or last student in the to twelve, he was waiting at the bus stop. At twelve o’clock,
line up)? he was going to town.
Review Activity Book

Key
Look at the picture and answer the 1 1. postbox; 3. traffic lights; 4. zebra crossing; 5. bus stop;
questions. 6. police station; 7. petrol station; 8. church; 9. fire station;

Describe a man. Students identify him: 10. restaurant
2 Positive: were walking, was walking, was walking, was
T: The man with long red hair and a moustache.
walking, were walking, were walking, were walking;
Ss: Number 3. Negative: weren’t walking, wasn’t walking, wasn’t walking;
Students answer the questions. wasn’t walking, weren’t walking, weren’t walking, weren’t
walking;
Read the police notes and complete Question: Were, walking; was, walking; was, walking; was
the report. walking; were, walking; were, walking; were walking
Read the first part of the report and point out that
the information comes from the chart. Students read Grammar module: Past continuous
the information in the chart and complete the report.
In this unit, the past continuous is used to talk about
Volunteers read their reports out loud. Write the full
actions that were in process at a specific time in the past.
sentences on the board.
The past continuous is formed with the past form of the
Play Where am I? verb to be and the main verb + –ing:
Read the model dialogue out loud. Positive Negative
Write on the board: next to, between, opposite,
behind. Give students other examples using different I was hiding. I wasn’t hiding.
prepositions: You were hiding. You weren’t hiding.
T: I’m standing next to the gym. Where am I? He was hiding. He wasn’t hiding.
She was hiding. She wasn’t hiding.
Ss: At the library.
It was hiding. It wasn’t hiding.
Students practise the dialogue in pairs, replacing the We were hiding. We weren’t hiding.
places and prepositions. You were hiding. You weren’t hiding.
They were hiding. They weren’t hiding.
Optional activity
Make a crime report.
Students look at the chart on page 85, activity 1. In Was I hiding? Yes, I was./No, I wasn’t.
groups, they copy the table and fill it in with their own Were you hiding? Yes, you were./No, you weren’t.
ideas. Was he hiding? Yes, he was./No, he wasn’t.
Groups swap tables and write a crime report using the Was she hiding? Yes, she was./No, she wasn’t.
information in the table. Was it hiding? Yes, it was./No, it wasn’t.
Were we hiding? Yes, we were./No, we weren’t.
Were you hiding? Yes, you were./No, you weren’t.
Wrap-up Were they hiding? Yes, they were./No, they weren’t.
Unit review
In unit I learned about .
es
ti
vi
ti
ac
Cr ar
oss ic ul
-curr
Art: Class mural Game: Shoe detective

Materials: Large sheet of continuous paper, poster Materials: Paper.
paints, large paintbrushes, pencils. Directions:
Directions: Students outline their shoe on a piece of paper.
Attach the continuous paper to one of the classroom Collect the papers and assign a number to each paper,
walls. Plan a mural with students. writing the number down on a list with the student’s
Divide the class into groups and ask each group to name.
think of a theme for the mural: our town, peace and Redistribute the shoe outlines, being careful not to give
friendship, etc. a student his/her own outline.
Assign each group a section of the paper to draw on. Give students three minutes to work out whose shoe
Explain that they can also write some words if they outline they’ve got. They should walk around the room
wish. Tell them to check the words with you first. trying to measure everyone’s shoe, while others are
First, groups talk about their ideas for their section of trying to measure theirs!
the mural. Project: Class album.
Then they outline the figures or words in pencil.
Materials: Students’ photos, paper, stapler.
Provide paint and paintbrushes.
Students make the mural. Preparation: Make a cover for the book with paper.
Discuss why this is an acceptable activity in contrast Write Our album on the cover.
with graffiti: They had permission to do it. They all
Directions:
worked together. They all agreed on the theme.
Invite students to come up and display their photos. Ask
Optional: Students can paint their mural on a real wall
the class about the photos: Where’s (Jimmy)? What’s
inside or outside the school.
(he) doing? Write students’ responses on the board.
Game: Who am I? Give each student a piece of paper. Divide the class
Materials: Index cards, masking tape. into pairs.
Students glue their photographs onto the paper and
Preparation: Make an index card for each student with write a description of themselves below it.
the name of a famous person. Use names of film stars, Collect students’ work. Staple the pages inside the cover.
sports stars, music stars or very famous characters. Invite students to come up and describe their album
Directions: pages: I’m in the living room. I’m watching TV.
Attach the cards to each student’s back with tape.
Students take turns asking their classmates questions
regarding the person on their card. Questions can only
have yes/no answers: Am I a man? Am I a football
player? Am I tall? Do I live in Spain? The first student to
guess his/her character wins the game.

In
ventio n s
Vocabulary Grammar
Inventions: Past simple (When/What/How long ago):

aeroplane, automobile, battery, car, electric motor, electric What did Edison invent?
train, flying machine, gadget, glider, hot-air balloon, When did Volta invent the battery? In 1794.
lightbulb, liquid paper, microwave oven, mobile phone, How long ago did Volta invent the battery? 211 years
paper clip, photo, sledge, stapler, tape, telephone, ago.
vending machine, Zeppelin, zip before/after:
Materials: The Zeppelin flew 100 years after the first hot-air balloon.
glass, metal, paper, plastic, rubber, wood He drew the model before he made the machine.
Verbs: Past continuous:
choose, clap, clean, connect, cut, design, do, draw, It was eating.
examine, fish, float, fly, go, have, invent, keep, land, look, Was Joseph watching the birds one day?
make, play, point, put, ride, see, smile, talk, travel, turn What were the men in the balloon doing?
on, want, wave, wear, wipe Past simple v past continuous:
Adjectives: I saw a cow. It was eating.
dangerous, dry, historic, warm Sequencing adverbs (first, next, after that, then,
Other words: finally):
air, balloon, basket, change, drink, electricity, expedition, First, the brothers made a small silk balloon.
experiment, fire, flight, invention, inventor, model, Then they made a bigger balloon and basket.
mythology, science fiction, silk, sky, smoke, stove Finally, they made their famous hot-air balloon.
Functional language: What’s it made of? It’s made Multiple intelligence: Mathematical intelligence (page
of wood. What’s it for? It’s for cleaning your nose. How 124), Kinesthetic intelligence (page 125)
does it work? Here’s your change.
Teaching tip
Preparing for written work
Free written work can be challenging if students paragraphs, etc.
are not fully prepared for the task. When writing Ask leading questions related to the written task
in a foreign language, students may be so focused to help students focus on content. For example,
on using the correct language that they neglect the if students are going to write a story summary,
content. To avoid this problem, students need to take ask questions such as: Where and when does
time to reflect on what they are going to write before the story happen? Who are the main characters?
starting the task. What happens at the beginning of the story? What
Initiate a writing activity by asking students to think happens after that?
about the type of text they are going to produce: an Get students to make a note of the questions and
advertisement, a letter, a diary, a description, a story their answers. Brainstorm vocabulary for the different
summary, etc. paragraphs or sections of the text. Using the notes
Bring models of the text type to class. There are and vocabulary, students make a brief outline. Check
many models of different text types in Print. Carefully the outline before students start writing.
analyse the structure of the model text, highlighting
diverse aspects such as layout, titles, number of
115
Unit 8 Inventions 115

Student’s Book Page 88 one. Pairs ask each other questions to complete the
chart:
S1: When did (Volta invent the battery)?
Grammar: Past simple (When/What/How long ago): S2: In (1794).
What did Volta invent? When did Volta invent the
battery? In 1794. How long ago did Volta invent the
battery? 211 years ago.
Vocabulary: Invent, electric train, telephone, Check your answers with a classmate.
lightbulb, electric motor, battery, aeroplane, zip, Ask: When did Alessandro Volta invent the battery?
microwave oven, paper clip, tape, liquid paper, stapler. Ss: In 1794. Write the date on the board.
Materials: Cutout 1. Write the current year on the board above the date
of the invention. Point to the year and say: It’s (2008)
now. Subtract the current year from the year of the
Warm-up invention (1794). Say: He invented the battery (214)
years ago.
Inventions v discoveries Read the model dialogue out loud. Students repeat
Write the following inventions and discoveries on the after you.
board: electricity, car, wheel, fire, antibiotics, radio. Divide the class into pairs. Students continue asking
Draw two columns and write the following headings: about the other inventions.
Inventions/Discoveries.
Students copy the columns into their notebooks and Optional activity
classify the words. Poster 8
Explain that discoveries refer to things that already
existed in nature but were unknown to humans Display the poster and point to the bottom half. Say:
(antibiotics, fire, electricity) and inventions refer to This is a timeline. Point to the right-hand end of the line.
things that didn’t exist before (car, wheel, radio). Say: This is now. Complete the year on the poster. Point
to the left-hand end of the line. Say This is 15 years ago.
Complete the year on the poster.
Vocabulary presentation Hand the Word poster cutouts to a student.
1 Listen and number. 51 Ask: When did you (learn to read)? S1: When I was
(five). Help the student place the cutout correctly on the
Read the introductory text out loud.
timeline. Count the years and say: You learned to read
Point to the people and say: These are famous
(three) years ago. Repeat with another poster cutout.
inventors. Read the names out loud.
Continue with the rest of the cutouts. Students can
Point to the inventions. Students repeat the words out
write their own sentences on the blank cutouts (learned
loud.
to ride a bike, moved house, etc.).
Ask: What did Alessandro Volta invent? Students make
guesses. Play Track 51. Students listen and match the
inventions with the inventor.
Wrap-up
Track 51
1. Alessandro Volta invented the battery. Which invention is the most important?
2. Joseph Henry invented the first electric motor. Write the following sentences on the board:
3. Alexander Bell invented the telephone. The most important invention is…
4. Thomas Edison invented the lightbulb.
The most interesting invention is…
5. William Siemens invented the first electric train.
The most boring invention is…
Play Name the invention. Students complete the sentences in their notebooks.
Write the names of the inventors on the board and Answer Key
tell students to close their books. In pairs, students ask 2
battery in 1794, electric train in 1879, electric motor in
each other questions about the inventors following the 1830, telephone in 1876, lightbulb in 1879, aeroplane in
model in the book. 1902
Activity Book
Controlled practice Page 88, activity 1.
2 Ask a classmate and complete the chart. Key
1 1. Nicolas Conte. 1795. 2. Gideon Sundback. 1913.
Point to the empty column in the chart. Ask: When did
3. Bette Graham. 1950. 4. Richard Drew. 1930. 5. Percy
Alessandro Volta invent the battery? Suggest a possible Spencer. 1946.
answer: In 1790? Write the answer on the board and
underline the preposition.
Divide the class into pairs. Students cut out the
information cards in Cutout 1 and each partner selects
116 Unit 8 Inventions

Student’s Book Page 89 2 Listen and complete the song with before
or after. 52
Grammar: Past simple (before/after): The Zeppelin Tell students to read the times in the lyrics of the song
flew 100 years after the first hot-air balloon. out loud.
Vocabulary: Year, flying machine, hot-air balloon, Play Track 52. Students listen to the song and complete
key, dream, glider, Zeppelin, aeroplane, transatlantic the text.
flight, invent, fly, draw, design, make, dive, fall, break. Track 52
Materials: Optional: A large, soft ball. Christopher’s dream
(See Student’s Book, page 89, activity 2.)
Play Track 52 again. Students check their answers.
Warm-up Ask questions about the song: Did Christopher make
Before or after? the machine after 3:15?
Poster 8 Listen and sing the song.
Display the poster. Point to the timeline in the top half Divide the class into six groups. Assign a line with a
of the poster. Say: This timeline shows two weeks. time to each group.
Display the Picture poster cutouts. Say: Here are some Play Track 52 again. The whole class sings the first and
things that Katie and Rob did in these two weeks. last lines of the song and each group stands up and
Hold up the Picture poster cutouts one by one and elicit sings its line.
the verbs: What did Katie do? Ss: She talked on the Note: Explain to the class that this song contains
phone. another way of telling the time. Get students to draw
Hand two Picture poster cutouts to a student and ask clock faces for each of these times.
him/her to position them on the timeline. Construct
sentences using before and after: Katie talked on the Wrap-up
phone before Rob flew his aeroplane. Rob flew his
aeroplane after Katie talked on the phone. What’s on TV?
Students repeat the sentences. Write a TV schedule on the board:
Repeat with different Picture poster cutouts. Volunteers
construct the sentences with before and after. Time Show
4:00 PM
Controlled practice 5:00 PM
6:00 PM Lizzie McGuire
1 Read and underline before and after. 7:00 PM
Read the title of the activity. Point to the pictures on 8:00 PM
the right-hand side and name them: This is a flying
machine, hot-air balloon, etc. Students repeat after you. Students copy the schedule into their notebooks and
Students read the text and underline before and after. complete it with other programmes.
Divide the class into pairs. Students talk about their
Number the timeline. schedules, for example:
Say: Let’s make a timeline for flying machines. S1: Love Hurts is before Lizzie McGuire.
Students read the texts again and complete the timeline S2: Ape Kingdom is after Lizzie McGuire.
with the corresponding numbers.
Ask students questions about the timeline: Was the
Answer Key
1 before; after; after; after; before; before
(glider) invented before the (Zeppelin)?
Activity Book
Optional activity Page 89, activities 1 and 2.
Verb review catch Key
1 1. before; 2. after; 3. after; 4. after; 5. before; 6. before
Students stand up. Call out a present tense verb and 2
1. English. 2. Art. 3. Maths. 4. Reading.
throw the ball to a student.
S1 catches the ball and says the corresponding past
tense form of the verb. S1 says another verb and throws
the ball to another student. (Note: The verbs do not
necessarily have to be from the unit.)
Continue until all students have participated.

1 Read and match the questions with the
Grammar: Past simple and past continuous (yes/no answers.
questions): Was Joseph watching the birds one day? Ask a question based on the story using the past
Did the brothers make the balloons out of wood? simple: Did the third basket have four sections? Write:
Vocabulary: Watch, live, put, make, float, have, Yes, it did/No, it didn’t on the board.
talk, travel, do, fly, balloon, bag, basket, fire, silk, air, Repeat with a question using the past continuous: Were
smoke, stove, experiment. people laughing at the brothers? Write: Yes, they were/
Materials: Illustrations of hot-air balloons. No, they weren’t on the board.
Draw students’ attention to the different auxiliary verbs.
Students match the questions with the short answers in
Wram-up activity 1.
Volunteers read the questions out loud and supply
Word associations the answers.
Say: Hot, red, yellow, stove, candle, cook, burn. What is it?
Students name the word that is associated to the list of Wrap-up
words: Fire.
Continue with the following lists: What’s going to happen next?
Balloon: Round, red, blue, green, yellow, birthday party, Students close their books.
clown, floats. Ask them what they think is going to happen next.
Sky: Blue, clouds, birds, planes, air. Write some suggestions on the board:
Hot-air balloon: Fire, balloon, sky, high, fly, float, people. The brothers are going to do more experiments with
Explain that the story in this unit is about the first the balloon.
hot-air balloon. The brothers are going to fly in the balloon.
Some animals are going to fly in the balloon.
Developing reading The balloon is going to burn.
The balloon is going to land in Paris.
Story: The first hot-air balloon, part 1 53 The balloon is going to cross the Atlantic Ocean.
Point to the first illustration. Ask students to describe Each student chooses the outcome he/she prefers and
what they can see. Repeat with the other illustrations. copies it into his/her notebook.
Students make predictions about the story.
Play Track 53. Pause the recording after each paragraph
Answer Key
1 Underline in red: were, lived, put, went, floated, was, did,
to ask students general comprehension questions: made, made, floated, made, was, made, floated, made, was,
Where did the Montgolfier brothers live? had, was, flew;
What were they? Underline in blue: was watching, was flying, were talking, was
What happened to the small bag? asking
Why did it float? Match: 1. No, he wasn’t. 2. No, they didn’t. 3. Yes, they did.
What did they use to make the first balloon? 4. Yes, it did. 5. Yes, they were.
What did they put under the second balloon? Activity Book
Where did they make the fire?
How many sections did the third balloon have? How far
did it fly? Key
1 France is a country in Europe. An experiment is a scientific
Were people amazed by the invention? Why?
test. Scientists do experiments. Silk is a very expensive
Track 53 material. 10,000 metres is 10 kilometres. A fire produces
The first hot-air balloon, part 1 smoke.
(See Student’s Book, page 90.) 2
From left to right : 2, 1, 4, 3
Tell students to underline the past simple verbs in red
and the past continuous verbs in blue.
Choose volunteers to read out loud. Help them with
difficult words.
Optional activity
True or false?
Make true/false statements about the story using the
past simple and the past continuous: Joseph and Jacques
lived in France. True or false?
Let students volunteer to make true/false statements.

1 Read and underline the answers in the
Grammar: Past simple and past continuous text.
(questions): What were the men in the balloon doing? Students silently read the questions. They find the
Where did it land? answers and underline them in the text.
Vocabulary: Sheep, cockerel, duck, experiment,
basket, sky, flight, volunteer, do, put, fly, examine, Ask a classmate the questions.
make, float, want, point, smile, wave, travel, land, Divide the class into pairs. Pairs ask and answer the
dangerous, historic. questions.
Materials: Paper (1 piece per student). Volunteers come to the board and write the answers.
Make sure they use the correct verb tense.
Wrap-up Optional activity

Story review A letter to granny
Write the following key words on the board (choose Tell students to imagine they were in Paris on November
an area of the board that you will not have to rub out): 21st, 1783. Say: Imagine you were in Paris. What were
scientists, experiment, stove, smoke, bag, hot air, float, you doing? Where were you? What did you see? What
silk balloon, fly, basket, fire, 10,000 metres. were the people doing? How did you feel?
Choose volunteers to summarise the story orally using Students write a letter to their granny describing what
the key words on the board. they saw and how they felt. They can draw a picture to
illustrate what they saw.
Developing reading
Story: The first hot-air balloon, part 2 54 Wrap-up
Play Track 54. Pause the CD after each paragraph and Write a story review.
ask comprehension questions:
Which animals flew in the balloon? Write the following on the board:
How long were they flying for? Story review
Did the animals have any problems? Title:
Why was the father worried? Main characters:
Did the brothers fly in the balloon? Plot:
When did the balloon make its first flight with people? Hand out paper. Students complete the story review.
What city did it fly over? Collect the story reviews and keep them as a class
How far did it fly? record.
What were the people in Paris doing? Note: Optional: Ask students to bring in photographs of
What were the people in the balloon doing? their last holiday to the next class.
Track 54 Answer Key
The first hot-air balloon, part 2 1 1. November 21st, 1783; 2. People were walking in
(See Student’s Book, page 91.) the streets and sitting in cafes; 3. They were smiling and
waving at the people; 4. The hot-air balloon travelled for 12
kilometres; 5. the balloon landed outside Paris
Volunteers take turns reading out loud. Help them with
the difficult words. Activity Book
Tell students to close their books. Page 91, activities 1 and 2.
Write the following list on the board: cockerel, sheep,
duck, experiment, fly, eight minutes, vet, examine, fine. Key
2
put, made, floated, were flying, saw, landed, examined
Ask a volunteer to summarise the first paragraph using
the key words.
Repeat with the second paragraph: father, worried,
dangerous, didn’t fly, volunteers.
Third paragraph: historic, Paris, walking, floating,
smiling, waving, fly 12 kilometres, land, outside Paris.

Optional activity
My last holiday
Grammar: Past simple v past continuous: First, I saw Write the following on the board:
a cow. It was eating grass. Sequencing adverbs (first, I went to…
next, after that, then, finally): Finally, I saw a family. I saw…
Vocabulary: Have, see, fly, look, wave, ride, eat, fish, He/She was…
clap, garden. They were…
Materials: Optional: Students’ photographs of their Display some pictures of your last holiday and say On
last holiday. my last holiday, I went to (Cancun). I saw people in the
swimming pool. They were swimming.
Students look at photographs of their last holiday (if
Warm-up students haven’t got any photos, they can draw a
picture) and write about where they went and what they
Find someone who… saw.
Write the following sentences on the board: Students come to the front of the class and read their
Find someone who… text as they display their pictures.
watched a film yesterday.
ate chicken for dinner yesterday.
was watching TV yesterday at 5:00. Free practice
was doing homework yesterday at 7:00.
Students copy the sentences into their notebooks.
2 Draw a view from a hot-air balloon and
Explain that students have to stand up, walk around complete the description.
the class and ask questions to find out who did those Tell students to imagine the view from a hot-air balloon
activities the day before: over their city or town.
S1: Did you watch a film yesterday? Students draw a picture of the view.
S2. No, I didn’t. Were you watching TV yesterday at 5:00? Ask students to describe their pictures:
S1: I saw a river. Children were swimming in the river.
Grammar practice
Students complete the description of their drawing.
1 Listen and number the pictures. 55 Wrap-up

Explain that the pictures are photos taken from a
hot-air balloon. Story telling with pictures
Play Track 55. Students number the illustrations. Divide the class into groups of five.
Ask questions about the order of the illustrations in the Explain that each group is going to write a five-
past simple and the past continuous: What did you see sentence story using sequencing verbs: First, I went to a
first? What were the people doing? flower shop. Next, I bought some flowers. After that, I
went home. Then I gave them to my mum. Finally, she
Track 55 put them in a vase.
I had a wonderful trip in a hot-air balloon. First, I flew over
the city. I saw lots of people. They were looking up and Each student in the group draws a picture for one of
waving at me. Then I saw a park. Some children were riding the sentences.
bicycles. After that, I flew over some fields, and I saw a cow. Groups swap their pictures and put them in order. Each
It was eating grass. Next, I saw a man sitting next to a river. group comes to the front and tells the story using the
He was fishing. Then I saw some birds. They were flying under sequencing words.
the balloon! Finally, I saw a house and a family in the garden. The group who wrote the story says if the story is
The family was looking up and clapping.
correct or not.
Number the pictures in a different order. Tell Answer Key
a classmate. 1 From left to right: 5, 2, 4, 1, 3, 6
Tell students to imagine they went on a hot-air balloon
ride. Students number the illustrations in a different Activity Book
order. Page 92, activities 1 and 2.
Divide the class into pairs. Students describe their ride Key
to each other using the sequencing words in the box. 1 2. eating; 3. was flying; 4. were sitting; 5. was taking;
They should produce two sentences for every picture, 6. were having
one in the past simple and the other in the past
continuous.

My flying monster
Reading skill: Extracting information from a text. On a piece of paper, students draw a monster. On the
Vocabulary: Rocket, flying machine, monster, fact, back of their paper, students copy the following:
inventor, explanation, mythology, wing, space, moon, Colour:
expedition, travelling, space, aeroplanes, science Wings: Yes No
fiction, India, secret. Hair: Yes No
Number of legs: _______
Materials: Different illustrated storybooks for Number of arms: ______
children. Eats: ______________
Lives: ______________
Can: _______________
Warm-up
Can’t: ______________
What’s the book about? Students complete the outline with the corresponding
Divide the class into two teams. information about their monster.
Explain to students that they have got to guess what Divide the class into pairs. Students take turns describing
the story is about just by looking at the cover. their monsters to each other.
Hold up a storybook. Display students’ pictures around the classroom.
The first student to raise his/her hand says what the
story is about. If he/she is right, award the team a point.
The team with the most points after all the storybooks Connecting with students’ experiences
have been displayed wins.
Talk to students about whether they like to read. Ask
students questions to find out about their reading habits:
Developing reading Do you like to read? Why? Why not? Have you ever read
1 Match the books with the texts. a book? What kind of books do you like to read? Does
your mum or dad read stories to you before you go to
Ask questions about the front covers in the activity: bed? Which book do you like her/him to read? Why?
Look at the first book. What’s the author’s name?
What’s the title?
Ask students to speculate about the contents of each
Wrap-up
book from the front cover: What do you think this book
is about? Classifying words
Point to the blocks of text under the illustrations. Divide the board into three columns and write the
Say: These are the back covers. Students silently read following headings: Nouns/Verbs/Adjectives.
the back covers and match them with the front covers. Student copy the columns into their notebooks. Then
Ask a volunteer to read the first back cover out loud. they look for all the nouns, verbs and adjectives in
Ask: Which book is it? Ss: The big book of flying activity 1 in their books and write them under the
machines. correct heading.
Continue with the other back covers. Various students read their lists out loud and write them
Complete the chart. on the board.
Students check their work.
Students read and complete the chart.
Read the first line of the chart out loud. Students Answer Key
1 Chart: Rocket to Mars, The big book of flying machines,
respond with the name of the book. Tell students to
write it in the chart. Then on a separate piece of paper Flying monsters, The big book of flying machines, Flying
monsters, Rocket to Mars
they list the key words they found on the corresponding
back cover that helped them to reach their conclusion, Activity Book
for example: moon, Mars, space city, expedition. Page 93, activities 1 and 2.
Repeat the procedure for the rest of the chart.

Student’s Book Page 94 Continue with the other objects in the chart.
Students complete the sentences under the chart.
Functional language: What’s it made of? It’s made
of glass and wood. Optional activity
Vocabulary: Glass, metal, rubber, plastic, wood, Game: What’s it made of?
paper, transparent, flexible, water-resistant, durable, Blindfold a volunteer. Hand him/her an object.
hard, shiny. Ask: What’s it made of? The student says what the
Materials: Optional: Blindfold, various objects made object is made of by touching the object.
of different materials such as plastic, metal, glass, Continue in the same manner with different materials
paper, rubber (pencil, stapler, etc.). and objects.
Wrap-up
Warm-up
Mind maps
Copy the following mind maps on the board: Environmental education
Our natural resources
stapler Talk to the class about natural resources. Explain that all
paper
the materials are made from natural resources. We need
glass to be careful how we use these natural resources.
metal
Explain that some resources are renewable. Ask: How
plastic can we get more wood? Ss: We can plant more trees.
rubber Point out that some resources are not renewable. Plastic
is a derivative of petroleum. There is a limited supply of
Tell students to think of different objects that are made oil, and eventually there will not be anymore.
of paper, plastic, glass, rubber and metal. Discuss ways of saving natural resources. Make a list on
Individual students come to the board and write their the board:
answers. We can recycle paper.
We can reuse plastic bags.
We can take the bus.
Vocabulary presentation We can recharge batteries.
1 Listen and circle the correct options. 56
Tell students that they are going to learn more about Note: Ask students to bring different everyday gadgets
types of materials. from home to the next lesson.
Point to the photos in activity 1. Ask What’s this? Answer Key
Explain that they are going to find out what these 2
1. metal, plastic, rubber; 2. plastic, paper; 3. glass, wood;
different objects are made of. 4. metal, plastic
Play Track 56. Students listen and circle the correct
options. Activity Book
Track 56
It’s hard. It’s transparent. It can be different shapes. It’s glass. Key
It comes from trees. It’s hard. It burns. It’s wood. 1 From left to right: It’s a rubber. It’s a mirror. It’s a pencil
It comes from trees. It’s very thin. You can cut it with scissors. sharpener. They’re scissors. It’s a ruler. It’s a toothbrush.
It’s paper.
It’s flexible. It comes from trees. It’s water-resistant. It’s rubber.
It can be many colours. It can be different shapes. It’s very
durable. It’s plastic.
It comes from mines. It’s very strong. It’s shiny. It’s metal.
Play Track 56 again. Students check their answers.
Point to each object and ask What’s this made of?
Students respond.
2 Tick (✓) the chart and complete the
sentences.
Tell students to think of all the different materials in an
ordinary bicycle.
Students tick the chart.
Ask: What’s a bicycle made of? Ss: Metal, plastic and
rubber.

Student’s Book Page 95 comfortable and convenient!
It’s a hat, no… it’s an umbrella! The new ULTIMATE
UMBRELLA is for keeping dry in the rain. With the Ultimate
Functional language: What’s it for? It’s for cleaning Umbrella, you have always got two free hands! It’s for
your nose. wearing on your head!
Vocabulary: Clean, play, keep, wear, wipe, hygienic,
dry, warm, invention, sledge, umbrella. Optional activity
Materials: Everyday gadgets that students bring from Critical thinking
home: tin opener, garlic press, screwdriver, remote Divide the class into two teams. Choose a gadget or an
control, etc. everyday item brought to class by students.
Describe the item: It’s black. It’s got buttons. It’s for
changing channels on the TV. What is it?
Warm-up Each team takes turns guessing the item described: It’s a
remote control. Continue with other items.
Name the object. Teams score a point for each correct answer.
Ask individual students to come up and show their The team with the most points at the end of the game
gadgets. The rest of the class identifies what the objects wins.
are. Provide vocabulary when necessary:
T: Is it a TV remote control?
Ss: Yes, it is. Developing writing
T: What’s it made of?
Ss: (Rubber and metal). The Printer’s Project
Write any new vocabulary on the board. Divide the class into pairs.
Developing listening Pairs think of an invention. If necessary prompt students
by asking them to think of gadgets that would help
1 Match the pictures with the names. their everyday life in the classroom, the playground, the
Say: Today we’re going to talk about crazy inventions. park, at home, etc.
Ask students to try to describe the pictures. Provide Help students think of adjectives to describe their
vocabulary if necessary. inventions by asking: Is it useful? Is it fast? Is it crazy?
Read the slogans with the names of the inventions Students should use adjectives in the slogan.
out loud. Students make an advertisement for their invention.
Students match the slogans to the pictures. Collect the advertisements and display them around the
Ask: What are these? Students respond: Sledge classroom.
Trousers. Continue with the other pictures.
Wrap-up
Tick (✓) the chart.
Pick up some scissors. Ask: What are these for? and What’s it for?
answer the question yourself: They’re for cutting paper. Dictate the following words: pencil, cup, table, cooker,
Repeat with a board rubber: It’s for cleaning the board. shoes, ball and book.
Point to the Sledge Trousers. Ask: What are they for? Students write them in their notebooks. Then they write
Look confused. Let students suggest answers. what each item is for: Pencil: It’s for writing.
Continue with the Ultimate Umbrella and the Nose
Wipe. Activity Book
Students look at the options and tick the chart. Page 95, activities 1 and 2.
Point again to the Sledge Trousers. Ask: What are Key
they for? Ask a volunteer to read one of the possible 1 carry, nose, wear, hands
answers out loud. Continue until all the phrases have

been read.
Say: Let’s listen to some radio advertisements for these
inventions.
Play Track 57. Students check their answers.
Track 57
Don’t carry your sledge. Wear it! The amazing SLEDGE
TROUSERS have got a sledge on the seat. They are perfect for
playing in the snow and for keeping warm.
When you have got a cold, don’t clean your nose with your
shirt! The hygienic NOSE WIPE is for cleaning your nose. It’s
made of plastic and paper. It’s for wearing on your wrist. Very

Student’s Book Page 96 2 Listen and complete the dialogue. 58
Play Track 58. Students listen and follow the dialogue
Functional language: How does it work? Here’s in their books.
your change. Track 58
Vocabulary: Vending machine, change, slot, drink, (See Student’s Book, page 96, activity 2.)
put, choose, want; numbers.
Play Track 58 again, stopping after each section.
Materials: Cutout 2, shoebox (1 per student), Students fill in the gaps.
Plasticine.
Role-play with a classmate.
Warm-up Students take turns playing the role of the vending
machine and the customer.
Game: Food A, B, C Encourage the student who is the vending machine
Divide the class into pairs. to use a robotic voice.
Write the letter “A” on the board. Volunteers perform for the rest of the class.
Ask students to write down all the foods they can think
of starting with that letter. Wrap-up
Continue with the rest of the alphabet.
Ask students to read out their lists of words. Hangman
Note: Students will probably not know words for the On the board, draw a line for each letter of the word
following letters: q, u, x, y and z. vending machine and draw the hangman’s scaffold.
Students take turns calling out letters. If the letter is
Craft activity part of the word, write it in. If it is not, draw part of the
body and write the letter on another part of the board.
1 Make a vending machine.
Continue until students guess the word or until the
Make sure that all the students understand the meaning hanged man is complete.
of vending machine. Ask: What can you buy from a Tell students to call out words related to vending
vending machine? machines and make a mind map on the board: money,
Distribute materials. cans, drinks, coins, chocolate, etc.
Students cut out the vending machine cover and the Answer Key
coins in Cutout 2.
2 money, drink, cherry fizzy, fizzy drink, Thank
Students assemble the vending machine and use the Activity Book
Plasticine to make the drinks cans.
Help students cut out the slots in the shoebox.
Key
2 work, Put; Choose; cheese
Optional activity
Multiple intelligence: Mathematical intelligence:
Problem solving
Students write down the names of their three types of
drinks and the three prices: Apple drink €10, etc.
Ask students to count their money: They’ve all got €95.
Ask: How many friends can you buy a drink for?
Students work out how many classmates they can buy a
drink for according to their own price list.
They should calculate first with the cheapest drink, then
with the next most expensive and finally, with the most
expensive.
Students report back: S1: I can buy nine friends an apple
drink. I can...

Comparing old and new inventions
Grammar: Past simple (before/after): He drew the Talk about how basic inventions have changed and
model before he cut the pieces. improved over the years. Say: Think of a modern car. It’s
Vocabulary: Gadget, telephone, wall, mobile phone, very different from the first car.
photo, automobile, battery, thinking cap, inventor, Display the magazine cutouts or pictures from the
model, piece, draw, make, put, turn on, cut, connect. Internet on the board. Point and say: This is a modern
car. This is an old car.
Materials: Optional: Magazine cutouts or pictures
from the Internet of the following: old and new cars,
1. The new car is _______ than the old car.
old and new aeroplanes, old and new telephones, old
2. The new car is ____________________ .
and new TVs, etc.
3. The old car is ______________________ .
Warm-up Continue with other cutouts or pictures.
Rhyming families
Divide the class into pairs. Wrap-up
Write the word stay on the board.
Students write all the words they can think of that
Multiple intelligence: Kinesthetic intelligence
rhyme with stay. Do a series of three distinct movements, for example:
Ask pairs how many words they’ve got on their lists. stand up, write on the board and sit down.
Invite the pair with the longest list to read their words Separate the movements deliberately. Describe your
out loud. movements: I stood up before I wrote on the board. I
Repeat with same, wall, white, hour and pen. sat down after I wrote on the board.
Tell students to think of three distinct actions.
Developing listening
Student A carries out the actions and then student B
1 Listen and circle the correct options. 59 describes them: You opened your notebook before you
Explain that the poem is about basic inventions and picked up the pen.
how they have changed over time. Students take turns doing a series of actions and
Students silently read the poem. describing the movements.
Play Track 59. Students listen and circle the correct Answer Key
options. 1 day, name, small, night, an hour, ten past ten
2
1. before; 2. after; 3. before; 4. before
Track 59
The best inventions Activity Book
(See Student’s Book, page 97.)
2 Complete the sentences with before or Key
after. 1 A–new; G–old, D–new; H–old; J–old; E–new; C–new;
Point to the man in the lab coat. Say: He’s an inventor, I–new; F–old; B–old
but he’s not a very good inventor. 1. after; 2. after; 3. before; 4. after; 5. before
Ask students to describe what they can see in each
picture. Provide vocabulary where necessary.
Ask: Why isn’t he a good inventor?
Students complete the sentences below the pictures.
Ask questions to check the answers: Did he draw the
plan before he cut the pieces? Ss: Yes, he did.
Volunteers read the sentences out loud.

2 Make and play a language game.
Grammar: Past simple (ago/before/after): Did you Point to the two diaries. Say: This is what you did last
go swimming before you saw the doctor? He played week and this is what your friend did.
football one week ago. Students cut out the cards in Cutout 3.
Vocabulary: Go, play, make, see, paint, theatre, Read the first line of instructions.
beach, doctor, cake, bedroom, party, yesterday, Students glue the cards onto the first diary in any order
tomorrow; days of the week. they choose.
Materials: Cutout 3. Read the second line of instructions and divide the class
into pairs.
Tell pairs that they should not look at each other’s
Warm-up diaries.
Students ask each other questions following the model
Play What’s the day? in the book and position the cards on the second diary.
Divide the class into two teams. Students check their answers by comparing their diaries.
A member from each team comes to the front of the
class. Wrap-up
Divide the board into two sections.
Explain that you are going to ask a question and What did you do yesterday?
students have got to write the correct day of the week Ask students to think of two activities they did
on the board. Give some examples: Today is (Tuesday). yesterday. Then tell them to sequence the activities
What day is it tomorrow? using before or after.
Today is Friday. What’s the day after tomorrow? Walk around the class checking students’ sentences: I
Today is Monday. What was the day before yesterday? ate dinner before I did my homework.
Award teams a point for every correct answer. The team Activity Book
with the most correct answers at the end of the game
wins.
Key
1 3. January
Grammar review
1 Complete the tasks.
Point to the calendar and say: This is the month of
June. Let’s imagine today is Wednesday, June the 15th.
Students mark the date with an X.
Students silently read the text in the first block and
colour in the squares on the calendar.
Ask: What colour is June the 16th? Students respond:
Red. Continue to check the rest of the answers.
Say: Now let’s imagine today is Wednesday, June the
29th. Students mark the date with an X.
Students read the text in the second block and write in
the squares.
Ask: When did Al go to the doctor? Students respond:
On June the 27th. Continue to check the rest of the
answers.
Optional activity
Draw and say
Draw the following items separated by arrows on the
board: sandwich�TV�book.
Say: First, I ate a sandwich. Then I watched TV. Finally, I
read a book.
Say: before. Ask students to make sentences using
before: You ate a sandwich before you watched TV.
Repeat with after.
Continue in the same manner with different sets of
drawings: bath�ham and eggs�school; bike�radio�bed;
school�hot dog�ball; etc.

Unit review
Grammar: Review of past simple and past Write the following skeleton text on the board:
continuous. In unit I learned about .
Vocabulary: Key vocabulary from the unit. I know how to sequence events:
Materials: A small ball. Yesterday I before I .
Yesterday I after I .
I know how to talk about a time in the past:
Warm-up He lived 200 years .
I know how to talk about materials:
Game: Guess the object A is made of .
Point to different objects in the class and ask: What’s I liked/didn’t like this unit because .
this made of? Invite a volunteer to make a list of the .
materials on the board. Students copy and complete the text.
Say: Now guess the object. It’s in the classroom.
Students ask yes/no questions to guess the object:
Answer Key
1 Answer: 1. Yes, he was. 2. No, he wasn’t. 3. No, he
S1: Is it made of glass? T: Yes, it is. wasn’t. 4. Yes, he was. 5. No, he didn’t. 6. Yes, he did.
S2: Is it made of metal? T: Yes, it is. Circle: 1. after; 2. before; 3. before; 4. after
S3: Is it a window? T: Yes, it is!
Activity Book
Review Page 99, activities 1–3.
Key
The Printer’s Quiz 1 From left to right: battery, motor, lightbulb, telephone,
Look at the pictures and answer hot-air balloon, TV, stapler, vending machine
2 1. metal; 2. plastic; 3. rubber; 4. paper; 5. glass
the questions. 3 Past continuous: was; were; walking; weren’t walking;
Students look at the pictures in the first activity. walking; Were, walking; Past simple: saw; didn’t; see; see; Did
Students describe the pictures.
Point to the clocks and ask: What time is it?
Students read and answer the questions. Grammar module: Past simple v past continuous
Pairs of students read the questions out loud and We use the past simple to talk about an action at a given
answer them. moment in the past:
He invented the battery in 1794.
Optional activity
We use ago to talk about a length of time starting from
True or false? the present:
Write on the board the following scrambled sentences: He invented the battery 200 years ago.
1. before I school. breakfast ate I came to
2. homework I my after I did watched TV. We use the past continuous to talk about an action that
3. I before had a bath got I dressed. was in process at a given time or moment in the past:
4. my brushed teeth I I had lunch after. He was cooking dinner at 7 o’clock. (The action started
5. read I a book I went before to bed. before 7 o’clock and finished after 7 o’clock.)
Students unscramble the sentences and write T They were sitting in a cafe when the balloon landed.
if the sentence is true for them and F if the sentence is (The action started before the balloon landed and
false for them. finished after the balloon landed.)
Circle the correct options.

Students read the sentences in the second activity and
circle the correct options.
Volunteers read the sentences out loud.
Play Guess the person.
Students look at the third activity.
Point to each picture and read the name and the dates
out loud: This is (Mary Brown). She was born in (1676)
and she died in (1745).
Students choose one of the characters.
Students ask each other questions following the model
dialogue in the book to guess each other’s character.
es
ti
i
vi
t
ac
r
Cr la
oss-cur ricu
Science: Make a telephone.

Materials: Per pair of students: 2 clean soup cans,
2 paper clips, hammer, nail, kite string 1
(2-3 metres).
Directions:
2
Make sure the cans are empty and washed.
Check that there are no rough edges around the edges
of the cans. (File them down if necessary.)
Help students poke a hole in the middle of the bottom 3
of each can using a hammer and a nail.
Tie a paper clip to one end of the string and make a
knot. Then thread the string through the hole on the 4
inside of one can.
Pull the string through until the paper clip touches the
bottom of the can. 5 Hold centre and
Thread the string through the outside of the hole in the fold wings outward.
second can.
Tie another paper clip to the other end of the string
and secure it with a knot. Once all students have made their paper planes, have
Gently pull on the string until the second paper clip a competition to see which plane flies the furthest.
rests against the bottom of the inside of the second
can. Project: History of inventions
Hold the string tight so that it doesn’t touch anything. Materials: Magazines, books, information from the
In pairs, students play telephone. S1 holds one can to Internet.
his/her mouth while S2 holds the other can to his/her Directions:
ear. When S1 speaks into the can, the sound waves Discuss the most significant inventions with the class.
travel down the string to the other can, allowing S2 to Make a list on the board. Possible answers: cars,
hear his/her voice. aeroplanes, trains, computers, cameras, sound systems
(stereos, CD players), TV, etc.
Divide the class into small groups. Each one chooses an
invention.
Students research their invention using the Internet,
magazines or books.
Students cut out magazine pictures or copy drawings
of the invention at various stages in its history. They
can also look for information and/or pictures of the
inventor(s).
Students write short descriptions of the invention: who
invented it, when it was invented and what it is used for.
Game: Paper plane contest Groups present their information in front of the class.
Materials: A4 letter-sized paper (1 sheet per student).
Directions:
Give students the following instructions:
1. Fold the paper in half along the longer side.
2. Then fold the short edge of one side down to the
first fold. Do the same on the other side.
3. Next, fold a long triangular flap down to the original
fold. Repeat on the other side.
4. Repeat step 3 again for both sides.
5. Hold the centre firmly and open the wings outward.

In
f i n i t e s pa c e
Vocabulary Grammar
Planets: Questions:
Earth, Jupiter, Mars, Mercury, moon, Neptune, planet, What is the diameter of Earth?
Saturn, solar system, sun, Uranus, Venus How long is a day on Mercury?
Measurements: Which is the coldest planet?
day, diameter, distance, hour, length, light year, Who was the first man on the moon?
temperature, year Comparative and superlative adjectives:
Large numbers: Mercury is hotter than Neptune.
hundred, thousand, ten thousand, hundred thousand, Jupiter is the biggest planet.
million Present simple:
Space: He lives far away.
alien, asteroid, astronaut, comet, constellation, galaxy, Past simple (regular and irregular):
meteorite, orbit, outer space, rocket, spaceship, space They looked for signals from outer space.
shuttle, space station, star Mission Control sent the instructions.
Adjectives: Yuri Gagarin was the first man in space.
boring, bright, cold, dark (blue), exciting, far, flashing, Future (going to):
friendly, hot, light (blue), long, near, short, small, strange The aliens are going to attack Earth.
Prepositions:
around (round), behind, between, in the middle of, next to
Verbs:
arrive, attack, break down, build, check, decode, defend,
explore, find, happen, learn, look, orbit, receive, send,
spin, travel, wait for
Other words:
anagram, character, control room, ending, future, help,
joke, message, noise, past, present, rock, science fiction,
signal, solid, specialist, summary, team, trap, war; signs of
the zodiac
Functional language: Looks like: Orion looks like a Multiple intelligence: Mathematical intelligence
hunter. (page 131)
Teaching tip
Revising grammar to the use of verb forms: Why are we using “did”?
Revision is an essential part of the language learning Why do we say “What did you do last night?” and not
process. You should not expect your students to master “What are you going to do last night?” When working
a grammatical point the first time they encounter it. with comparatives and superlatives, contrast the two
Structures need to be recycled many times before forms: Why do we say “Jupiter is bigger than Earth”
students are able to produce them spontaneously. instead of “Jupiter is biggest than Earth”? When we
In this unit, students will revise the main language use “bigger,” how many objects are we comparing?
elements that they have learned during the school When we use “biggest,” how many objects are we
year. To make this revision more effective, it is critical comparing?
for students to understand why something is correct or Help students explain the mechanisms of language
incorrect so that they start grasping the main concepts and give coherent reasons. Students will become more
rather than simply memorising individual examples. accurate in their use of language if they have got a
When you are working with the grammar concepts, clear understanding of why something is right or wrong
take time to stop and ask students why they are using and if they are able to explain it.
certain forms. For example, draw students’ attention
Unit 9 Infinite space 129

Student’s Book Page 100 capital letter.
Check answers: Juan, which is the first planet?
Grammar: Prepositions (between, next to, in the
middle of, behind): Which planet is between the sun Free practice
and Venus? 2 Play The memory game.
Vocabulary: Mercury, Venus, Earth, Mars, Jupiter, Poster 9
Saturn, Uranus, Neptune, sun, moon, solar system, Display Poster 9. Ask: Which planet is between Saturn
planet, comet, spin. and Mars? Write the question on the board. Students
raise their hands and answer.
Then ask: Which planet is next to Mercury? Students
Warm-up answer.
Play Change places. Explain that we use next to for the planets at either end
and between for the other planets.
Students stand in two parallel lines and face the front
Students look at the poster for a few minutes. Leave
of the classroom.
the questions on the board but remove the poster.
Give instructions for students to change lines: The
Students take turns testing their partner’s memory. S1
person standing between (Angela) and (Pablo) change
works with his/her book open to form the questions and
places with the person standing between (Javier) and
check the answers. S2 works with his/her book closed.
(Gloria).
Continue giving instructions using between, in front of,
behind, next to (only for the students on the ends of Critical thinking
the lines). Encourage students to offer information about the solar
system and the planets.
Vocabulary presentation Divide the class into groups. Each group thinks of two
things to tell the rest of the class about the solar system.
Poster 9 They can be simple observations (The sun is very hot) or
Display Poster 9. Say: This is the solar system. Explain more complex observations (Only Earth has got life).
that the sun is in the middle of the solar system and the Ask each group to think of three questions about the
planets orbit around it. solar system they would like to know the answers to.
Explain that there is a fixed order for the planets. Place Then ask if anyone can answer the questions. If not,
the Earth poster cutout on the third orbiting line. Say: make a note of the questions and encourage students to
This is our planet, Earth. find the answers as they work through the unit.
Ask: Which planet is nearest to the sun? Place the
Mercury cutout on this line.
Ask: Which planet is between Mercury and the Earth?
Wrap-up
Place the Venus cutout on the second orbiting line.
Continue with the remaining planets. Use between and Placing the planets
next to in your questions. Poster 9
Write the planet names around the edge of the poster. Display Poster 9. Write the names of the planets in
Get volunteers to come to the board and match the random order around the poster.
planet names with the planets. Distribute the Planet poster cutouts to eight students.
Ask them to come to the board and place the planets
Controlled practice next to their names. They will have to look carefully at
1 Listen and sing the song. 60
the characteristics of each planet in their books and
compare with the cutouts.
Play Track 60. Students listen and follow along in their Then ask these same students to place the planets in
books. the correct order on the poster.
Track 60 Check answers using prepositions: Mars is between the
The planet song Earth and Jupiter. Is that right?
Activity Book
Divide the class into eight groups. Assign a planet to
each group.
Play Track 60 again. All students sing the first two lines Key
1 Sun, Moon, Earth, Uranus; Saturn, Mercury, Venus, Jupiter,
and the last line. Each group sings the lines for its planet.
Neptune, Mars
Label the solar system. 2
From left to right: between, next to, behind, in the middle of
Students label the planets in activity 1.
Remind them that planet names are written with a
130 Unit 9 Infinite space

Student’s Book Page 101 Play Track 61. Students listen and circle the number
they hear in each planet.
Grammar: Wh questions: What is the diameter of Track 61
Earth? How long is a day on Mercury? Comparative 1. Seven thousand
2. Twenty-five thousand
adjectives: Mercury is hotter than Neptune. 3. One million
Vocabulary: Hundred, thousand, million, day, hour, 4. Twenty-four thousand
diameter, temperature, length, distance, sun, moon, 5. Three million four hundred thousand
average; planets, adjectives. 6. Three thousand
7. Six thousand five hundred
Materials: Cutout 1. 8. Five million six hundred thousand
Warm-up
Mathematical intelligence
Planet questions Practise the following activities with students:
Poster 9 1. Say a number: two thousand six hundred and twenty-
Display Poster 9. five. Students say the number that comes before and
Distribute the Planet poster cutouts. Students place the then the number that comes after.
cutouts on the poster in the correct order. The rest 2. Students say a number sequence: Count in tens from
of the class corrects and guides them. 90 to 300. Then they count backwards from 300 to 90.
Next to the poster, write: bigger, smaller, nearer to,
further from. 2 Ask a classmate and complete the
Ask questions about the planets: Is Neptune bigger Planet chart.
than Earth? Is Venus nearer to the sun than Mercury?
Each student writes a question using one of the Students cut out the charts in Cutouts 1A and 1B.
comparative adjectives. Divide the class into pairs: A and B. Students sit back to
The first student in the front row asks his/her question back so they can’t see each other’s charts.
to the student in the next chair. That student asks the Students ask each other questions and complete their
next student, and so on. charts.
3 Make a planet quiz.
Vocabulary presentation Students use the information in their Planet charts
Write the following table on the board: to complete the sentences. Explain that some of the
sentences should be false.
4 four Solve a classmate’s quiz.
54 fifty-four Students swap quizzes with a classmate.
154 one hundred and fifty-four They read the sentences and circle T or F without
looking at their Planet charts.
2,154 two thousand one hundred and fifty-four Students check their answers with their Planet charts.
52,154 fifty-two thousand one hundred and Wrap-up

fifty-four
Do a number dictation.
652,154 six hundred and fifty-two thousand, one
hundred and fifty-four Dictate a series of numbers starting from single digits
and finishing with millions.
1,652,154 one million six hundred and fifty-two Students write the numbers.
thousand, one hundred and fifty-four Finally, write the numbers on the board.
Encourage students to discover when we use the word Activity Book

and (after the word hundred). Page 101, activities 1 and 2.
Point out that we use a comma to separate the
Key
thousands and millions. 1 one hundred-100; one hundred and twenty-120; two
Point to the numbers at random and say them. hundred and thirty-seven-237; six hundred and fifteen-615;
Students repeat after you. one thousand-1,000; two thousand five hundred-2,500;
twenty-five thousand-25,000; three million-3,000,000
2
1. shorter; 2. longer; 3. further; 4. colder; 5. bigger; 6. more
Controlled practice
1 Listen and circle the correct options. 61
Call out some of the numbers in the planets.
Students say the number of the star they are under.

Student’s Book Page 102 the rest of the class to close their books.
Divide up the text among the four students who read
the story to the rest of the class.
Grammar: Past simple (regular and irregular): They
looked for signals. They went to the cafeteria.
Grammar practice
Vocabulary: Team, signal, outer space, light,
cafeteria, control room, noise, boring, strange, 1 Read and underline the past tense of the
flashing, receive, arrive, look, exclaim, wait for, following verbs.
happen, send. Students read through the story and underline the past
Materials: Paper. forms of the verbs in the list.
Preparation: Verb sheets: Make a photocopy of Classify the verbs into regular and irregular in
page 102. Use liquid paper to eliminate the following your notebook.
verbs: were, worked, look for, was, happened, arrived,
Write the verb look on the board. Elicit the past form of
checked, saw, said, walked, went, opened, exclaimed,
the verb: looked. Write the “ed” in a different colour.
called, received, waited for, sent. Make photocopies (1
Write the verb see on the board. Elicit the past form of
per student).
the verb: saw. Write the past form in a different colour.
Draw a chart with two columns on the board. Label
Warm-up them: Regular and Irregular.
Write: look for–looked for in the regular column and
I’m an astronaut. see–saw in the irregular column.
Tell students to imagine that they are astronauts. Write Students copy the chart into their notebooks and
the following questions on the board: Where did you complete it with the verbs from the story.
go yesterday? How did you travel? What did you see?
Who did you talk to? What did you find? What did
you eat? Optional activity
Students answer the questions by composing a short Complete the story.
paragraph. Encourage them to use their imagination. Students close their books but look at the chart in their
Invite volunteers to read their texts out loud. Correct notebooks from the previous activity.
the past tense of the verbs. Distribute the Verb sheets (see Preparation).
Students complete the story with verbs from their charts.
Developing reading Then they check their work against the text on page
102.
Story: The SOC45 Team, part 1 62
Explain that this is a story about a Space Observation
Centre. Write the names of the characters on the board: Wrap-up
Bob, Stacy and Alison. Describe the characters: Bob’s a
man. He has got short, black hair. Alison’s a woman. She What’s going to happen next?
has got straight blonde hair. Stacy’s a woman. She has Students close their books.
got curly red hair. Students label the characters in the Ask them to think about what is going to happen next.
first picture. Write the following on the board: Write a few suggestions on the board:
outer day The SOC45 Team is going to travel to outer space.
intelligent space Stacy is going to answer the signal.
normal light Bob is going to speak to some aliens.
strange life Students choose one or more possible outcomes and
Play Track 62. Students listen with their books closed. write them in their notebooks.
Track 62 Answer Key
The SOC45 Team, part 1 1 worked, looked for, happened, arrived, checked, was,
(See Student’s Book, page 102.) walked, went, opened, called, received, waited for, sent
Volunteers come to the board and match the adjectives Activity Book
with the nouns. Play Track 62. Students check Page 102, activities 1 and 2.
the words.
Play Track 62 again. Students follow along in their Key
1 on Pandora, one of Saturn’s moons. We have got
books. Ask comprehension questions:
problems. Please send help now!
Was the work of the SOC45 Team exciting? What did 2
drank, checked the computer, gave, saw a light, returned,
Stacy see before lunch? Where did the team go for received, called, Mission
lunch? Was Stacy’s computer playing music? What was
it doing? Did Stacy call her mother? Who did she call?
Invite four students to the front of the classroom. Tell
132 Unit 9 Infinite space

Student’s Book Page 103 Note: The words are an anagram of Attack Earth.
Ask students to look back at the predictions they made
about the story in the previous lesson and see if they
Grammar: Future (going to): The aliens are going to were right.
attack Earth.
Vocabulary: Team, signal, message, meteorite Optional activity
shower, specialist, space shuttle, joke, trap, alien, SOS,
anagram, send, decode, check, break down, strange, Anagrams
worried, friendly, intergalactic. Students choose a word from the story, for example:
computer, cafeteria, meteorite, intergalactic.
Materials: Small paper squares (3cm x 3cm) They rearrange the letters of the word to make an
(11 squares per student). anagram. Then they cut out small paper squares and
write a letter on each one.
In pairs, students solve each other’s anagrams.
Warm-up
Story summary 62 1 Read and predict. Use the key.
Write the following key words on the board: SOC45 Read the question: What’s going to happen next?
Team–worked–Space Observation Centre–looked for– Students look at the key in the green box.
signals–outer space–boring work–nothing exciting–one Explain that I think so means I think this is true. Maybe
day–Stacy–checked–computer–no signals–normal day– means I’m not sure and I don’t think so means I think
before lunch–flashing light–SOC45 lunch–after lunch–all this is false.
control lights flashing–Mission Control–sent instructions Explain that there is no correct choice. It is a matter of
Ask volunteers to summarise the first part of the story opinion.
orally using the key words on the board. Let one Students read the sentences and write their opinions
student summarise a short section and then ask a using the key.
different student to continue.
Play Track 62. Students follow the first part of the story
on page 102. Wrap-up
Write a story review.
Controlled practice Write the following on the board:
Story: The SOC45 Team, part 2 63
Story review
Title:
Play Track 63. Students follow along in their books. Main characters:
Track 63 Plot:
The SOC45 Team, part 2 What is going to happen next:
(See Student’s Book, page 103.) Students complete their story reviews.
Write: SOS on the board. Explain that we use these Collect the reviews and keep them as a class record.
letters to send a message asking for help. The letters
Activity Book
stand for save our souls.
Write: meteorite shower on the board. Ask students Page 103, activities 1 and 2.
what a meteorite shower is. Help them deduce the Key
1 From left to right, top to bottom: Alison is going to sit
meaning.
Write the words: Catkat Thera on the board. Ask: Is it a down. Stacy received a signal. Team SOC45 is going to have
strange language? Where is it from? What does it mean? lunch. The space shuttle is going to arrive on PANDORA302.
2
1. before; 2. after; 3. after; 4. after; 5. before
Ask the following questions: Was Alison happy about
the message? Was she worried? What did she think?
What did Mission Control do? What did Alison say?
Explain to students that an anagram is a word in which
all the letters are mixed up.
Ask: What do you think is going to happen now? Write
students’ suggestions on the board.
Developing reading
Give each student 11 paper squares (see Materials).
Students write the letters of Catkat Thera, each on a
separate square. Then they place the letters of each
word in a circle and work out the anagram. Give them
clues as necessary: The first letter of the first word is A.
The first letter of the second word is E.

Ask students questions about their choice: Which
ending do you prefer? Do you believe in life in outer
Reading focus: Story summaries and endings. space? Do you like happy endings? Do you like jokes?
Vocabulary: Science fiction, summary, ending, Students circle their reasons.
message, past, characters, travel, space shuttle, Viking,
signal, outer space, rocket, battle, space station, alien,
Peace education
trap, help, attack, defend, colonise, exciting, strange,
worried. Several of the activities students have done in the
last two lessons are deliberately open activities, that
Materials: Students’ story reviews from the last class. is, there are no right answers. This is to encourage
students to develop and discuss their own opinions.
Encourage students to think for themselves, not just
Warm-up copy their friends. This also teaches them to respect
Fact or fiction? their classmates’ opinions. When students are giving
their opinions, encourage them to give reasons: I think…
Write the words fact and fiction on the board. Explain
because…. They may find this difficult because they
that a factual story is about real events or people,
haven’t got enough language. In that case, help them
for example, a biography or a history book. Fiction is
give their explanations.
something that is not real.
Say the titles of various children’s books and ask
students to say whether they are fact or fiction: Harry
Potter, Charlotte’s Web, etc. Wrap-up
Write: science fiction on the board. Explain that this is
Make a story web.
a type of story. The story on pages 102–103 is science
fiction. Draw a story web on the board. Draw a central square.
Ask students to help you define science fiction. Give Write the word: Title. Draw five more squares coming
them the following clues: future, not realistic, fantasy. out from the central square. Write the following in each
Explain that science fiction isn’t always about space of the squares: Who? Where? When? What happens
travel or aliens. first? What happens in the end?
Developing reading Who? Where? When?

1 Read and tick (✓) the correct summary for
the story on pages 102 and 103. Title
Explain that a summary is a short version of a story,
giving only the most important information.
What happens first? What happens in the end?
Read the first text out loud. Students follow in their
books.
Tell students that there are some details in the text that Tell students they can use this web to plan a story.
are the same as the story on pages 102–103. Students Divide the class into small groups. Each group copies
underline the details (science fiction, message, two girls, the story web and answers the questions with its own
space shuttle). ideas for writing a science fiction story.
Read the second text out loud. Students follow in Ask a representative from each group to explain their
their books. story web to the rest of the class.
Students underline the details in this text which are the
same as in the story. Answer Key
1 Science fiction, characters, aliens, signal, space shuttle
Ask: Which of these texts is a summary of the story on
pages 102 and 103? Activity Book
Students tick the correct summary. Page 104, activities 1 and 2.
Find the phrases in the summary that mean… Key
1 signal, space shuttle, computer, rocket, control room, alien,
Read the first line in the chart.
Students find the answer in the text and say it out loud. space station, Mission Control
2
From left to right, top to bottom: 2, 1, 1, 2, 2, 1, 2, 1
Repeat with the other lines in the chart.
Finally, students write the words in the chart.
2 Choose an ending for the story and circle
your reasons.
Students silently read the two possible endings and
choose the one they like best.

2 Make the solar system.
Grammar: Superlative adjectives: Jupiter is the Distribute materials.
biggest planet. Read and explain the instructions.
Vocabulary: Small, big, hot, cold, long, short, far, Divide the class into groups of eight. If this is not
near, diameter, distance, temperature, length, day, possible, some students can make more than one planet.
year, average; the planets. Groups make their solar systems.
Materials: Paper, (black) card, paint. Optional: Index Display the solar systems on the classroom walls.
cards (1 per student).
Optional activity
Make planet index cards.
Warm-up Write the following on the board:
Planet line-up ___________ has got a diameter of _______ km. It is
____________ million km from the sun. The average
Poster 9
temperature is ______o C. A day on __________ lasts for
Display Poster 9. _______ hours. A year on ____________ last for _______
Distribute the Planet poster cutouts and tell students to days.
place the planets on the correct orbiting lines. Tell the Students complete the text on an index card for the
rest of the class to check the order on page 100 of planet they drew in the previous activity.
their books. Students who drew the sun should copy out the
Ask the following questions: Which is the biggest following text:
planet? Which is the smallest planet? Which planet is The sun is not a planet. It is a star. It has got a diameter
furthest from the sun? Which planet is nearest to the of 1,392,000 km. The sun’s temperature is 5,500° C. The
sun? sun gives light and heat to all the planets in the solar
system. The sun is getting bigger all the time.
Controlled practice Place the index cards around the planets on the wall
1 Look and complete the sentences. display.
Explain that the chart shows real figures for these
planets in our solar system. Wrap-up
Ask questions about the chart: How big is Mercury?
How far is Venus from the sun? How hot is Earth? How The planet song 60
long is a day on Mars? How long is a year on Jupiter? Tell students to stand by their solar systems.
Ask students if they know what factor makes a day and Play Track 60. Students all sing the first two and last
a year a particular length. Explain that the length of the lines. Each student sings the line of the planet they drew.
day depends on how long the planet takes to make one
full turn on its axis. The length of the year depends on Activity Book
how long it takes the planet to orbit the sun. Page 105, activities 1 and 2.
Ask students if they notice any pattern in the length Key
of the year. The further the planet is from the sun the 2 1. Jupiter; 2. Mercury; 3. Mercury; 4. Neptune; 5. Venus;
longer the year. This is because the orbits get bigger. 6. Neptune; 7. Mercury; 8. Mercury
Students complete the sentences with information from
the chart. Leave the poster on the board so they can
also use this as a reference.
Volunteers read their sentences out loud.
Play Track 64. Students listen and correct their work.
Track 64
1. Jupiter is the biggest planet, and Mercury is the smallest.
2. Venus is the hottest planet, and Neptune is the coldest.
3. Mercury has got the longest day, and Jupiter has got the
shortest day.
4. Neptune has got the longest year, and Mercury has got the
shortest year.
5. Neptune is the furthest planet from the sun, and Mercury
is the nearest planet to the sun.

It orbits a sun. Earth is a planet.
What’s a moon?
Functional language: Looks like: Orion looks like It orbits a planet. Some planets have got a lot of moons, but
a hunter. Earth has only got one.
What’s a constellation?
Vocabulary: Galaxy, solar system, star, planet, moon, It’s a group of stars. The stars form pictures in the sky.
constellation, comet, tail, asteroid, orbit, sun, Orion, What’s a comet?
hunter, belt, sword, shield, club, bright. It’s a small bright ball of fire with a long tail. Comets can orbit
a sun like a planet.
Materials: Paper. What’s an asteroid?
Preparation: Space sheets (1 per student): Photocopy It’s a small object made of rocks and metal.
activity 1. Cover the words on the left-hand side so
they do not appear in the copy.
Developing reading
Warm-up 2 Read and circle T (True) or F (False).
Play Guess the object. Read the title and text out loud. Students follow along
Say the following descriptions. Students try to guess in their books.
what the objects are and write them down: Ask students to call out the words they don’t
It’s an object made of paper. It has got lots of words in understand. Write them on the board.
it, a title and an author. (a book) Ask if anyone else can explain the meanings. Clarify
It’s in this room. It has got a sharpener, pencils, a meanings yourself if necessary.
rubber and other objects inside. (a pencil case) Tell students to number the following objects in the
It has got legs but it can’t walk. We sit on it. (a chair) picture of Orion: 1–belt; 2–sword; 3–shield; 4–club.
It’s big. It’s on the wall. We write on it. (the board) Students complete the activity individually.
There are (two) in this room. It’s big and transparent.
We can see through it. (a window) Optional activity
Critical thinking: Our universe
Vocabulary presentation Challenge students to solve simple problems that require
Poster 9 basic logic and simple observations.
Display Poster 9 with the cutouts attached. Divide the class into groups. Write the following
On the board, write: galaxy, solar system, star, planet, problems on the board. Students discuss and solve the
moon, constellation, comet, asteroid. problems:
Students say which of these objects appear on the 1. Why can’t we see the stars very well in a city? Because
poster (solar system, asteroid, planet, star–the sun). there is too much light in a city.
Go over the other words: 2. Why is it easier to see the stars than the planets?
Galaxy: It’s a collection of solar systems. Our solar Because the stars are suns and have got their own light.
system is in a galaxy called the Milky Way. 3. Which planets can you see without a telescope? Why?
Moon: Moons orbit the planets. Lots of planets have Venus and Mars, because they are nearest to the Earth.
got moons. 4. Where do the stars go during the daytime? They don’t
Constellation: It’s a group of stars. go anywhere. We can’t see them because of the light
Comet: It’s a bright object with a long tail. from the sun.

1 Listen and match the words with the Which word?
definitions. 65 Distribute the Space sheets (see Preparation).
Divide the class into pairs. Students draw lines in pencil Students write the missing words.
from words to the definitions they know. Answer Key
Play Track 65. Students complete the activity. 2 1. T; 2. F; 3. F; 4. T
Track 65
Teacher, what’s a galaxy? Activity Book
It’s a collection of solar systems. Our galaxy is the Milky Way. Page 106, activities 1 and 2.
What’s a solar system?
It’s a sun and everything orbiting around it, including planets, Key
1 1. asteroid; 2. constellation; 3. galaxy; 4. solar system;
moons and asteroids.
What’s a star? 5. comet; 6. planet; 7. sun; 8. moon
2 2, 3, 1
It’s a sun. It’s at the centre of a solar system. So our sun is a
star.
What’s a planet?

Student’s Book Page 107 Ss: Laika was the first dog in space.
T: What happened next?
Grammar: Review of past simple: Yuri Gagarin was

the first man in space. Review of future (going to): A Optional activity
man is going to walk on Mars. Dates
Functional language: Looks like: It looks like a dog. Ask students if they were surprised by any of the events
in activity 1. Ask if they know which planet Venera 7
Vocabulary: Space, space station, chimpanzee,
landed on. (Venus)
moon, planet, spaceship, life, star, light year,
Write the following dates all over the board in random
constellation, spend, find, land, explore, build.
order: November 1957, January 1961, April 1961, June
Materials: Slips of paper, black card, white or yellow 1963, July 1969, December 1970, April 1971.
paper, chalk, tape. Students write the dates by the events.
Preparation: Action slips (1 per student): Write each
of the following phrases on two different slips of
paper: travel to Mars, land on a comet, visit the Moon, Free practice
discover a new planet, find a new galaxy, explore the 2 Complete the chart (✓) or (✗) and ask
asteroids, live on Mars, work on a space station, meet a classmate.
an alien, explore outer space, walk on Venus, send a
message into space, spend my holidays on Jupiter, fly a Ask students: What do you think is going to happen
space shuttle, work in Mission Control. in the future? Do you think a man is going to walk on
Mars?
Students read the sentences and tick or cross according
to their opinions.
Warm-up
In pairs, students ask each other the questions and give
Action slips their opinions.
Distribute the Action slips (see Preparation).
Explain that in the future, everyone in the class is going Craft activity
to be a famous astronaut.
Students stand up and ask their classmates questions The Printer’s Project
to find their partners: Read and explain the instructions out loud.
S1: What are you going to do? Distribute materials.
S2: I’m going to (travel to Mars). Students cut out tiny dots or star shapes from white
paper and glue them onto black card. They join the
dots using white chalk to form the shape they want.
Controlled practice
Attach the constellations to the ceiling of the classroom
1 Listen and number. 66 so that they form a continuous patch of “sky”.
Read the sentences out loud. Students use the model in the speech bubble to write
Students follow along in their books. a short text about their constellation.
Explain that these are the most important first events Tell students to lie on the floor with their texts.
in space exploration. Ask students which of these Students point to and describe their constellations
events they think happened first. to the rest of the class.
Play Track 66. Students listen and number the sentences
in the correct order. Wrap-up
Track 66 Do a class quiz.
On November the 3rd, 1957, Laika was the first dog in space.
Divide the class into two teams.
On January the 31st, 1961, Ham was the first chimpanzee in
space. Use the definitions on page 106 and the space
On April the 12th, 1961, Yuri Gagarin was the first man in observation facts on page 107 to ask questions: What
space. do we call a collection of solar systems? Who was the
On June the 16th, 1963, Valentina Tereshkova was the first first man to walk on the moon?
woman in space. If a team answers correctly, it wins two points.
On July the 20th, 1969, Neil Armstrong was the first man on The team with the most points at the end of the game
the moon.
On December the 15th, 1970, Venera 7 was the first spaceship
is the winner.
to land on another planet. Answer Key
On April the 19th, 1971, Salyut 1 was the first space station 1 3, 2, 1, 7, 4, 5, 6
to orbit Earth.
Activity Book
Check answers: Page 107, activities 1 and 2.
T: What happened first? Key
1 The French Land on Jupiter

Student’s Book Page 108 Draw a picture of Kevin.
Students read the poem and draw a picture according
Grammar: Review of present simple: He lives far to the description in the poem.
away.
Vocabulary: Alien, planet, bubble, strange, friendly, Peace education
kind, live, sleep, move, eat, drink, play, learn, feel, Write the word moral on the board. Remind students
think; large numbers, parts of the body. of the work they did in units 4 and 5 on identifying the
Materials: Slips of paper (6 per student). moral in stories. Ask them to think about the moral of
the poem Kevin the alien.
Draw a chart with two columns on the board. Label the
Warm-up columns Same and Different.
Students look at the poem and help you complete the
Play a board game. chart.
Divide the board into two halves.
Divide the class into two teams. Same Different
Write the numbers from Student’s Book page 108, arms, legs, fingers, toes, blue
activity 1 on both sides of the board. mouth, body, eyes, nose; lives on planet Hubble
Each team forms a single-file line in front of the board. sleeps, moves, eats, drinks, lives in a bubble
Call out a number. The first student in line from each plays, learns, feels, thinks
team runs to the board, rubs out that number and then
runs to the end of his/her line.
The first student to do this correctly wins a point for
his/her team.
The team with the most points at the end of the Explain that people are similar to and different from each
game wins. other in many ways. The world would be a very boring
place if we were all exactly the same!
Controlled practice
1 Play The number game. Wrap-up
Ask a few students at random to say the numbers Numbers!
according to the coordinates: (Martha), what number is Students look at the number chart in activity 1.
D3? S1: Ninety-nine. Distribute slips of paper.
In pairs, students take turns saying different coordinates Students choose one number from each column and
while their partners to cross out the corresponding write out the corresponding number word on a slip
numbers. Students say the corresponding number out of paper.
loud before they cross it out. Divide the class into pairs.
The first student to cross out four numbers in a row Partners swap slips of paper. They cover the numbers
(vertically, horizontally or diagonally) is the winner. with the correct number words.
2 Listen and complete the poem. 67 Answer Key
Write the following words on the board: you, nose,
2 blue, toes, bubble, thinks, Hello, too
Hubble, drinks, know, you, blue, toes, bubble, thinks, Activity Book
Hello, too.
Volunteers come to the board and match the pairs of Page 108, activities 1 and 2.
words that rhyme. (Note: “you-you” is not valid.) Key
1 2. 325; 3. 2,400,000; 4. 8,200; 5. 673; 6. 42,000; 2.
Rub out the words from the board.
Students look at the poem in activity 2. three hundred and twenty-five; 3. two million four hundred
thousand; 4. eight thousand two hundred; 5. six hundred and
Play Track 67. Students listen and follow in their
seventy-three; 6. forty-two thousand
Student’s Books.
Students complete the poem with the words from
the box. Tell them to think about the rhyme and the
meaning.
Track 67
Kevin the alien
Ask volunteers to read the poem out loud.

Student’s Book Page 109 wrong, he/she misses a turn.
The first player to reach Finish wins.
Grammar: Review of Wh questions: Which is the Zodiac survey
coldest planet? Who was the fist man on the moon?
Remind students that the signs of the zodiac are also
What colour is Neptune? How many planets are made
the names of constellations.
of gas? Future (going to): You’re going to open the
Tell students to look at the signs of the zodiac and
box.
the dates on the game board and find out which sign
Vocabulary: Gas, solid, planet, solar system, rock, they are.
mineral, light (blue), dark (blue), god, sky, land, beauty, Write the twelve signs on the board. Say: Raise your
love, war, king, agriculture, travel, underworld, Roman, hand if you are an Aries. Write the number of students
Greek; the planets, signs of the zodiac, colours. under the sign.
Materials: Coins, game counters (1 per student), Continue with the other signs.
magazines. Ask students which signs are the most common and the
Preparation: Cut out magazine pictures of objects least common in their class.
that demonstrate the following colours: light blue,
blue, dark blue, light green, green, dark green, light Optional activity
yellow, yellow, dark yellow, light brown, brown, dark
brown. Critical thinking: Colours in nature
Write the following colours on the board: light blue,
blue, dark blue, light green, green, dark green, light
yellow, yellow, dark yellow, light brown, brown, dark
Warm-up
brown.
So many colours! Divide students into small groups.
Write the following colours on the board: light blue, Tell groups to think of one object in nature for each of
blue, dark blue, light green, green, dark green, light the colours. For example, light green: bud or new leaf;
yellow, yellow, dark yellow, light brown, brown, dark light blue: sky; light yellow: baby chick; dark yellow: egg
brown. yolk, etc.
Hold up magazine pictures (see Preparation) and ask
individual students to identify the colours. Clarify the
difference between light and dark colours. Wrap-up
Point to various objects around the classroom and ask Spelling competition
volunteers to identify their colours.
Divide the class into two teams. Each team stands
in a line.
Developing reading
Start with team 1. Say a word from this unit (the name
1 Read the text and complete the chart. of a planet, constellation, galaxy, solar system, asteroid,
Read the text out loud. Students follow in their books comet, etc.). Each student in the team says one letter
and underline any words they don’t understand. down the line until they have spelled the word. If the
Tell students to call out the words they have underlined spelling is correct, the team wins one point. If not, team
and write them on the board. Ask other members of 2 gets a chance to spell the word for a bonus point.
the class if they can help. Repeat the procedure with team 2.
Ask questions about the text: Is Mars solid or gas? Is Continue with other words. The team with the most
Neptune light blue or orange? points at the end of the game is the winner.
Students read the text again in silence and complete
Activity Book
the chart.
Ask questions about the chart: Which planets are solid? Page 109, activities 1 and 2.
Which planets are made of gas? Key
2 2. Earth; 3. Venus; 4. Neptune; 5: Mars; 6.Saturn;
7. Mercury; 8. Jupiter
Free practice
2 Play The zodiac game.
Distribute coins and game counters.
Students place their counters on Start. Explain the rules
of the game: Players take turns spinning a coin and
moving their counters on the game board (heads = one
space; tails = two spaces).
When a player lands on a square, he/she answers the
corresponding question. If he/she gets the answer

Student’s Book Page 110 going to eat pizza tomorrow.
Then S1 takes a clue card and writes a sentence below
the corresponding time expression on the board.
Grammar: Contrasting present, past and future. Continue until you or S1 completes three squares
Short answers. in a row.
Vocabulary: Planet, space, spaceship, astronaut, solar Students play the game in pairs.
system, moon, sun, explore, travel, orbit; planets, time The first student to complete three squares in a
expressions. row shouts: Stop! Check that the verbs are correct.
Materials: Cutout 2. Award one point for every correct verb on the winner’s
game board.
When all pairs have stopped playing, the student with
Warm-up the most points is the winner.
Yesterday, every day, tomorrow

Optional activity
On the board, write: yesterday, every day, tomorrow,
Game: Let’s ask questions!
past, present, future.
Divide the class into two teams.
Ask volunteers to come to the board and match the
Place the clue cards from Cutout 2 face down on
time expressions with the verb tenses.
a table in front of the class. On the board, write: present,
Point to yesterday–past. Tell students to write a
past and future.
sentence in their notebooks starting with the word
Ask a student from team 1 to come to the front and
yesterday.
select a card. Ask a student from team 2 to call out one
Do the same for the other time expressions.
of the tenses.
Ask volunteers to read their sentences out loud. Correct
The student from team 1 turns over a clue card and asks
any mistakes in the tenses.
a question in the tense indicated by the student from
team 2.
Grammar practice If the question is correct, team 1 wins one point.
1 Underline the verbs. Ask another student from team 1 to answer the
question. If the answer is correct, team 1 wins another
Choose volunteers to read the five sentences out loud.
point.
After each sentence, ask the class to say which word is
Repeat the procedure for team 2. Continue until all of
the verb.
the clue cards have been used.
Students underline the verbs in the sentences.
The team with the most points at the end of the game is
Write the five verbs on the board. Students correct
the winner.
their work.
Classify the sentences.
Read the first sentence out loud and ask: Is that Wrap-up
sentence about the past, the present or the future? Play Jump the line.
Students answer orally. Draw a thick chalk line on the floor down the middle of
Students use the key to classify the sentences. the classroom. Write the word Past on one side, Future
2 Read and circle the correct answers. on the other side and Present down the middle line.
Students stand along the middle line.
Students read the questions and circle the
Read out positive, negative and question sentences in
grammatically correct option for each answer.
the three tenses. Students jump from one side of the
Volunteers read the question and the answers out loud.
line to the other or stay on the middle line.
Students correct their work.
Students who jump the wrong way are out.
Finally, students use the key in activity 1 to classify the
The last three students remaining are the winners.
questions into past, present and future.
Answer Key
1 1. are, PR; 2. saw, PA ; 3. travel, PR; 4 was, PA; 5. are
Grammar game
going to explore, FU
3 Play Three in a row. 2 1. Yes, I do; 2. No, she/ he didn’t; 3. Yes, they are; 4. No,
we aren’t; 5. Yes, he did; 6. No, it doesn’t

Students cut out the game board and the pink clue
cards in Cutout 2. Activity Book
Place the clue cards face down on the table. Page 110, activities 1 and 2.
Demonstrate the game with a student in front of
the class. Key
1 sent, travelled, are going to build, walked, is going to land,
Take a card and read what it says: eat pizza (future).
am going to see
Make a sentence and write it in a square below the 2 Past: yesterday, last year, ago, the day before yesterday,
corresponding time expression on the game board: I’m in 1972; Present: right now, at the moment; Future: next
weekend, tomorrow, the day after tomorrow, next week, in
2050
Make a story quiz.
Grammar: Review of verb tenses (past, present and Divide the class into nine teams. Assign a story from the
future), large numbers, comparatives and superlatives. book to each team. Each team writes five questions for
Vocabulary: Key vocabulary from the unit. each story. Walk around checking that the questions are
written correctly.
Students close their books. Start with the team for the
Warm-up unit 1 story. A member of the team reads the questions
out loud one by one. The rest of the class writes the
Sing The planet song. 60 answers. Make a note of the correct answers. Repeat
Poster 9 with the rest of the teams. Each team answers questions
Display Poster 9. Divide the class into eight groups. Give for eight stories, excluding its own. At the end, read
each group a Planet poster cutout. Students identify the correct answers out loud. The team with the most
their planet (They can look at page 100 of their books.). correct answers wins.
Play Track 60. Students sing The planet song as they
follow along on page 100. As each group sings its Answer Key
1 Circle: 1. bigger;2. hotter; 3. smaller; 4. coldest; 5. nearest;
verse, a group member places the corresponding cutout
on the poster. longer
Read and Circle: 687; 500,000; 143,000; 4,200
Write: 1. Did you see the film last week; 2. Are you going to
Review travel to Mars next year; 3. Do you like science fiction stories;
The Printer’s Quiz Are you going to watch TV tomorrow
Circle the correct options. Activity Book
Students read and circle the correct options. Page 111, activities 1 and 2.
Ask volunteers to read the sentences out loud.
Key
1 Science fiction
Read and circle the correct options. 2
Present simple: work, doesn’t, Does, work; Present
Write the numbers from the exercise on the board. continuous: are, working, aren’t, working, they working;
Volunteers read the numbers out loud. Students read Past simple: worked, didn’t work, work, work, Did, work;
the sentences and circle the correct numbers. Past continuous: was, working, working, weren’t working,
working, they working; Future: to work, They, going to, going
Write the questions. Ask a classmate to work, going to work, going to work, Are, to work
and write the answers.
Tell students that they are going to write questions, but Grammar module: Past, present and future tenses
some words are missing. Do the first question as an
example. Present simple Present continuous
T: Look at the words. Is this a question about the past, He/She eats. He/She is eating.
+ They eat. They are eating.
the present or the future?
Ss: The past.
He/She doesn’t eat. He/She isn’t eating
T: So how do I make the question? – They don’t eat. They aren’t eating.
Ss: Did you see a film last year?
Students write the questions. Volunteers read their Does he/she eat? Is he/she eating?
?
questions out loud. Students ask their classmates the Do they eat? Are they eating?
questions and write the answers.
Past simple Past continuous
Wrap-up He/She ate. He/She was eating.

+ They ate. They were eating.
Write the following text on the board:
Student’s Book review He/She didn’t eat. He/She wasn’t eating
– They didn’t eat. They weren’t eating.
In this book, there are stories.
My three favourite stories were , Did he/she eat? Was he/she eating?
and . ? Did they eat? Were they eating?
My least favourite story was .
My favourite unit was unit . Future
In this unit, I learned about . + He/She is going to eat. They are going to eat.
I liked this unit because .
My least favourite unit was unit . – He/She isn’t going to eat. They aren’t going to eat.
In this unit, I learned about .
? Is he/she going to eat? Are they going to eat?
I didn’t like this unit because .
Students copy and complete the text.

es
ti
ti
vi
ac
r
Cr la
oss-cur ricu
Social studies: New planet collage Science: Pop rocket

Materials: Card (1 piece per group), magazines, glue. Materials: Paper (22cm x 28cm), plastic 35mm film
canisters with lids (one per group), tape, effervescent
Directions:
tablets, water, safety glasses (1 pair per student).
Remind students that in this unit they have been
studying the universe and discussing the possibility Directions:
of travelling to other planets and galaxies. Ask students Divide the class into groups. Distribute materials.
to think about our own planet Earth and how we have Demonstrate the activity before students perform the
damaged it over the years. Explain that it is possible experiment in their groups.
that at some time in the future we will be able to Give students the following instructions:
colonise other planets. 1. Roll a piece of paper around a film canister and tape
Discuss with students what human beings should do it in place.
to keep the new planet beautiful and clean. 2. Place the open end of the film canister face down.
Draw a chart on the board and encourage students 3. Cut out a paper circle and make a cone.
to help you write ideas in the chart. 4. Tape the cone to the top of the paper tube to make
a rocket.
We should… We shouldn’t… 5. Put on safety glasses. Fill the canister 1/3 full with
water. Drop in half an effervescent tablet. Quickly put
protect the environment. kill wild animals. the lid on and place your rocket on a “launch pad”.
keep the air clean. pollute the water. 6. Stand back while you wait for the rocket to blast off.
plant a lot of trees. use cars.

recycle rubbish.
Divide the class into small groups and distribute

magazines and card.
Groups look in the magazines for pictures related to the
chart and cut them out. Then they arrange the pictures
(overlapping) on their piece of card to form a collage.
Art: Moon rocks Project: Make a model of the solar system.
Materials: Paper, rocks (1 per student), paint, Materials: Plasticine in different colours (light blue, dark
paintbrushes, feathers, glitter, glue. yellow, light yellow, orange, red and brown), toothpicks,
a sheet of Styrofoam, dark blue paint, index cards.
Directions:
Students paint their rocks black. Then they brush light Directions
coloured paint across the black with a feather, giving a Students work in groups. First, they paint one side of
marbled effect. the sheet of Styrofoam dark blue and let it dry.
Students apply glue and sprinkle on glitter. Students use coloured Plasticine to make the planets
Distribute paper. Students write a museum label for and the sun.
their rock. Write an example on the board: They check the sizes and colours with the information
Description: Moon rock in their Student’s Books.
Found: December 21st, 2001 Students stick toothpicks into the planets and then stick
Material: Gold and precious stones them into the Styrofoam base. They place the sun in
the middle and position the planets according to their
Invite students to describe their rocks to the class: This orbits around the sun.
is a moon rock. I found it on December the 21st, 2001. Tell students to write information about the planets on
It’s made of gold and stones. index cards (size, distance from the sun, etc.) and glue
Display students’ rocks and museum labels around the the index cards around the edge of the base.
classroom. Display the models of the solar system around the
classroom.

Student’s Book Page 112 Christmas words
Materials: Slips of paper (1 per student).
Vocabulary: Christmas Day, Santa, toy, sleigh, Preparation: Christmas slips: Write the following words
reindeer, nativity scene, bell, star, present, angel, on separate slips of paper (make sure there are two
candle, snowflake, holly, snowman, tree, check, load, slips for each word): bell, angel, candle, Santa, reindeer,
call, clap, decorate, carry. sleigh, holly, snowflake, present, tree, card, star, cake,
Materials: Coins, counters. king, chocolate, snowman, nativity scene, stocking,
turkey, decoration, lights.
1 Listen and sing the song. 68 Directions:
Write the following words on the board: Santa, sleigh, Distribute the Christmas slips (see Preparation).
reindeer. Students draw a picture for their word on the opposite
Ask: How does Santa travel? Does he travel by train? side of the slip of paper. If they are not sure what the
Point to the word sleigh and explain that Santa travels word means, they should ask.
on a sleigh. Students stand up and find their partners:
Ask: Has he got any horses? Which animal pull Santa’s S1: What have you got?
sleigh? Point to the word reindeer and explain that S2: I’ve got a (sleigh).
reindeer pull Santa’s sleigh. When students find their partners they sit down.
Play Track 68. Students listen and follow the song in When all students have found their partners, pairs come
their books. to the board and draw a picture representing their word.
Ask students what all these objects have got in common.
Track 68 (They are all things associated with Christmas.)
The Santa song
(See Student’s Book page 112, activity 1.) Save the Christmas slips for the Christmas game (see
below).
Play Track 68 again. Students listen and clap to the
rhythm.
Play Track 68 a third time. Students join in with the
song. Christmas game
Divide the class into two groups. One group sings the Materials: Christmas slips from the Christmas words
first verse and the other group sings the second verse. activity.
Both groups sing the chorus.
Directions:
2 Play The Christmas game. Divide the class into two teams. Distribute the Christmas
Divide the class into groups of four. slips so that each student has got one slip and there is
Distribute the coins and counters. one of each word in every group.
Students take turns flipping the coin (heads = 1 space, Students look carefully at their slip of paper and
tails = 2 spaces), moving the counters and answering remember the object and how to write it. Collect all the
the questions. slips.
The first student to reach the Christmas tree is the winner. Teams stand facing the board.
Divide the board into two halves and write team names
at the top of each half: The reindeers and The snowmen.
Call out a word. Students who had that word run to the
board, write it on their half of the board, and run back
to their team.
The first student who writes the word correctly and runs
back to his/her team wins a point.
The team with the most points at the end of the game
wins.
Activity Book
Key
1 From left to right: bell, snowman, star, reindeer, present,
tree, angel, candle, snowflake, holly

2
From left to right: 3, 5, 1, 6, 2, 4
Festivals Merry Christmas! 143

Student’s Book Page 113 Activity Book
Vocabulary: Christmas, Santa, Advent Calendar,
Key
France, Spain, UK, USA, Italy, computer game, football, 1 France–Le Père Nöel, Spain–Papa Noel, UK–Father
skateboard, rocket. Christmas, USA–Santa Claus, Italy–Babbo Natale
Materials: Coloured pencils, shiny coloured paper, 2 1. computer game; 2. skateboard; 3. football; 4. rocket
glue, ballpoint pens or marker pens.
1 Make an Advent calendar.

Ask students if they have ever had an Advent Calendar.
Explain that this is a tradition in lots of countries.
Children lift the flaps on their Advent Calendars every
day from the 1st to the 25th of December.
Students cut out the Advent Calendar and colour the
pictures.
Next, they cut out 25 squares of shiny paper the size of
the boxes on the Advent Calendar and fold over a small
section at the top the same size as the rectangle on the
top of each box.
Then students write the numbers 1 to 25 on the shiny
paper squares using a ballpoint pen or marker pen.
Students then place the shiny paper squares on top
of the calendar boxes to cover the pictures, gluing
the folded strip to the top part of each box. They can
attach the paper squares to the calendar in any order.
During the month of December, students start each
class by lifting the corresponding flap on their Advent
Calendar. Ask students to name the object in the
picture.
Make a classroom Christmas tree.

Materials: Large sheet of card, card squares (7 cm x 7
cm approx.), green paint, Blue-tak.
Preparation: Christmas tree: Draw a simple Christmas
tree shape on a sheet of card and paint it green.
Directions:
Attach the Christmas tree (see Preparation) to the wall.
Distribute the card squares.
Using the square, students design and colour a Christmas
card.
Write a variety of possible texts for the cards on the
board:
Happy Christmas! Love from ___________
Merry Christmas and a Happy New Year!
From ______
Have a great Christmas! Love, ________
Students write one of the texts on the back of the card.
Students attach their cards to the branches of the tree
using Blue-tak.
Before the Christmas holidays, students take their cards
home to their families.
144 Festivals Merry Christmas!

Student’s Book Page 115 Game: Love me, love me not!
Materials: Dice (1 per pair of students).
Vocabulary: Arrow, Cupid, chocolates, kiss, flower,
card, heart, friend, wing, spin. Directions:
Write the following key on the board:
Materials: Tape, glue.
1, 3, 5 = (he/she loves me)
2, 4, 6 = (he/she loves me not)
Draw a daisy on the board with 6 petals.
1 Listen and sing the song. 69
Explain that many years ago
Play Track 69. Students clap to the rhythm. young people used 1
Track 69 a simple test to see if their
Valentine’s Day song sweethearts loved them. They 6 2
(See Student’s Book page 115, activity 1.) picked a daisy and began to
Play Track 69 again. Students join in with the song and pluck off the petals working
clockwise around the flower. 5 3
clap to the rhythm.
Divide the class into groups of six. Play Track 69 several For each petal they said: He/She 4
times. Students work out a short dance or movement loves me, he/she loves me not
routine to the music. until there were no more petals
Groups perform their dance and song routine for the on the flower. The last petal told them the truth. Ask
rest of the class. students if they believe that plucking daisies can really
Vote on the best performance. tell us if someone loves us or not.
Students copy the daisy into their notebooks.
2 Make a Valentine’s Day streamer. Distribute dice.
Students cut out the streamer template. They cut along Students play in pairs. They take turns throwing the dice
the horizontal line and then along the top and bottom and reading the key on the board. They cross out the
parts of the heart shapes. Make sure they do not cut petals according to the number on the dice.
out the individual hearts and that they don’t cut along The number on the last petal that hasn’t been crossed
the line connecting the hearts. Students tape the two out tells whether their sweetheart loves them or not.
lines of hearts together to make a streamer.
Students glue their streamers together to make one
long class streamer.
Game: How many letters?
Hang the streamer in the classroom.
Students put away their pens and pencils. Divide the
class into small groups.
Valentine’s Day presents Explain that each group starts with a score of 10. Write
Materials: Red paper, slips of paper (1 per student), two the names of the groups on the board and keep the
bags. score.
Ask: How many letters are there in the word Valentine?
Preparation: Write students’ names on individual slips The first group to raise a hand answers. A correct answer
of paper. receives one point. An incorrect answer means the group
Directions: loses a point and the question goes to the next group
On the board, write: February 14th. Tell students to that raises a hand.
think of a present they would like to give to a friend on Continue asking about different words: chocolate, arrow,
Valentine’s day. heart, Cupid, kiss, flowers.
Students cut out a heart shape from red paper and draw The group with the highest score at the end of the game
a picture of their special present on the heart. Then they is the winner.
write the word below the picture.
Put the drawings in a bag and the slips of paper with the
Activity Book
students’ names (see Preparation) in another bag.
Students take turns taking a piece of paper from each Page 114, activities 1 and 2.
bag. They call out the person’s name who comes and Key
receives their present: 1 Picture 1: Cupid has got two wings. There are eight hearts.
S1: (Angela), here is your Valentine’s Day present. It’s a There’s a rabbit. Cupid is sad. Cupid has got straight hair.
(box of chocolates). Picture 2: Cupid has got four wings. There are nine hearts.
S2: Thank you. There’s a cat. Cupid is happy. Cupid has got curly hair.
2 arrow, cupid, heart, friend, kiss, card, flowers, sweets
Festivals Valentine’s Day 145

Make an Easter scene.
Materials: Hard-boiled eggs (1 per student), green
Vocabulary: Spring, Easter, line dance, partner, stand, paper, brown paper shavings or straw, thin felt tip pens.
step, take, turn, do, spin, dance, hop, count, slap,
right, left, knee, hip, kick, hand, band. Directions:
Materials: Paper bags (1 per group), slips of paper Explain that eggs are a symbol of Easter because they
(2 per student), coloured pencils. represent new life. Easter is a time when many animals
are born and plants start their growing season. This is
why it is associated with new life.
1 Do the Easter dance, and sing. 70 Give each student a hard-boiled egg.
Students choose their partners. Partners stand in two Students decorate their eggs using felt tip pens. They
lines facing each other. write their names on their eggs.
Read the following instructions out loud slowly, pausing Place green paper on a table and place small lumps of
after each one to demonstrate: straw or paper shavings on the paper.
Take three steps to the right. Students place their decorated eggs on the table.
Turn around in a full circle and slap your knee.
Then take three steps to the left.
Put your hands on your hips and kick your knees up Easter egg puzzles
twice. Materials: Paper, cardboard, coloured marker pens or
Hold hands with your partner and spin around. pencils.
Students practise the Easter dance several times before
playing the music. Directions:
Play Track 70. Students join in with the dance. Students draw an egg on a sheet of paper. Make sure
all the eggs are the same size.
Track 70
Easter line dance
Students then draw a pattern on their egg and colour it.
(See Student’s Book page 117, activity 1.) Then they glue their egg onto a piece of cardboard.
Tell students to cut out their egg and then cut it into
Play Track 70 again. Students join in with the dance and eight pieces.
the song. Divide the class into groups of five or six students. All
2 Play Musical statues. the students in the group put their pieces together, mix
them up and place them on the table.
Read the instructions out loud. The first group to reconstruct the six eggs is the winner.
Divide the class into small groups. Give each group a
paper bag.
Each member in the group writes two tasks on two
Activity Book
separate slips of paper and puts them in the paper bag.
Play Track 70. Students dance to the Easter dance. Stop Page 115, activity 1.
the music. The last three students to stop moving take
Instructions for hands-on activity
a task from the bag. They carry out the instructions
Distribute materials.
indicated in the tasks.
Students cut out the card and colour the picture.
Show them how to fold along the grey lines so that the
When is Easter Sunday? bunny folds inwards and then stands up slightly when
Ask students if they know when Easter Sunday is this you open the card.
year. Ask them if Easter Sunday is on the same day every Write examples of dedications on the board:
year. Happy Easter! Love from
Explain that Easter Sunday changes according to the full Dear mum and dad,
moon. This is how we work it out: Have a great Easter! From
The first day of spring is March 21st. Find the first full Students write a dedication inside their card.
moon after this date. The first Sunday after the full Students take their cards home to their families.
moon is Easter Sunday.
Calendars usually tell us when there is a full moon.
146 Festivals Easter

Student’s Book Page 118 For my mum
Tell students to think for a minute about all the things
Vocabulary: Bird, plane, dark, pest, cheek, promise, their mums do for them every day.
rescue, kiss, tidy, wash, make, water, take out, go to Write on the board: Every day, my mum…
bed, super, best, scared. Students copy the text and complete it with at least two
Materials: Small ball, newspaper, strips of white sentences.
paper (1 per student), card, coloured pencils, glue, Volunteers read their sentences out loud.
music CD. Optional: white glue, water. Then ask students to think for a minute about what they
do for their mums every day.
Write on the board: Every day, I…
Students copy the text and complete it with a least two
1 Learn the Mother’s Day poem. 71
sentences.
Play Track 71. Students follow the poem in their Ask the students whether they think that their mums do
Student’s Book. more for them or they do more for their mums.
Track 71
Super Mum
Make promise vouchers.
Students look at the poem and underline any words Materials: Index cards (8 per student).
they don’t understand.
Tell students to call out the words they have underlined. Directions:
Write them on the board and clarify the meaning of Write the following sentences on the board:
these words. I promise to tidy my room.
Play Track 71. Students read along. Pay special attention I promise to wash the dishes.
to the rhythm and stress of the poem. I promise to water the plants.
Choose volunteers to read the poem out loud to the I promise to make breakfast.
rest of the class. Students copy the sentences onto index cards (one
sentence per card, two cards for each sentence) and
2 Play Pass the Mother’s Day package. decorate their cards with drawings.
Read and explain the instructions. Students give the promise vouchers to their mothers and
Read the Mother’s Day promises out loud. tell them that they can use the vouchers whenever they
Students choose a promise and write it on a strip of want.
white paper.
Wrap a small ball in one layer of newspaper.
Students take turns coming to the front of the class Activity Book
and wrapping their promises inside another layer of
newspaper. Page 117, activity 1.
Students sit in a circle. Play some music. Instructions for hands-on activity
Stop the music. The student holding the package takes Distribute materials.
off a layer of newspaper and takes out the promise. Tell students they are going to make a present for their
Students take home their promises and show them to mother. They colour in the pictures.
their mothers. Students cut out the napkin rings and glue them onto
card.
Make a Mother’s Day card. They cut out the napkin rings again and glue them
Materials: Card (half a piece per student). along the flaps.
Optional: Students varnish their napkin rings using
Directions: a mixture of two parts white glue to one part water.
Distribute the card. You can also give students paper napkins to put
Students fold the paper and design a card for their Super inside their napkin rings before they give them to their
Mum. mothers.
Write the following text on the board for students to Note: Some students may not have a mother or a
copy onto the cover of their card: regular relationship with their mother. Make sure you
Happy Mother’s Day, Super Mum! know which students are in this situation and talk to
Students copy the poem from activity 1 inside the card, them beforehand. Explain that we will be celebrating
and give it to their mothers. Mother’s Day and they will be making a present to take
home. Suggest that they think of another person to
give their present to, for example, a grandmother, aunt
or a female friend.
Festivals Mother’s Day 147

When do we celebrate...?
Write on the board: New Year’s Day, Valentine’s Day,
Vocabulary: Story, monster, king, rest, Mexico, Easter Sunday, Mother’s Day, Father’s Day, Halloween,
Canada, USA, UK, France, Spain, Australia, invent, die, Christmas Day.
take care of, church, celebrate, bedtime, best, special. In pairs, students try to remember the dates/days for
Materials: Coloured pencils, card, glue. these events. Remind them that some holidays fall on
different days every year.
Ask volunteers to come to the board and write the
answers.
1 Learn the Father’s Day poem. 72
Fill in any missing answers.
Play Track 72. Students follow the poem in their books.
Track 72
I love you, dad
(See Student’s Book page 119, activity 1.) Game: Which country?
Materials: World atlas.
Students look at the poem and underline any words
they don’t understand. Directions
Ask students to call out the words they have Write on the board: Mexico, UK, USA, Canada, France,
underlined. Write them on the board and clarify the Spain, Australia.
meaning of these words. Students choose one of the countries without telling
Play Track 72 again. Students read along. Pay special anyone which one they have chosen.
attention to the rhythm and stress of the poem. Students look in an atlas and find the name of an
Ask volunteers to read the poem out loud to the rest important city in the country they have chosen.
of the class. Volunteers stand up and say: Imagine I live in (Quebec).
2 Read and answer the questions. When do I celebrate Father’s Day?
Students raise their hands to answer.
Tell students that in the middle of the last century there Each correct answer is worth one point.
was a little girl called Sonora Smart who wanted to The student with the highest number of points at the
celebrate Father’s Day. end of the game is the winner.
Students silently read the text.
Read the text out loud. Ask students if there are any
words they do not understand. Write the words on the Answer Key
2 1. The first Sunday in September, 2. The 19th of March, 3.
board and clarify their meanings.
Volunteers take turns reading sentences from the text The third Sunday in June
out loud. Help them with difficult words.
Ask the following questions: Who invented Father’s Day Activity Book
in the USA? Why did Sonora want to celebrate Father’s Page 119, activity 1.
Day? Do people celebrate Father’s Day on the same day
all over the world? Instructions for hands-on activity
Tell students to look at the different days when Father’s Distribute materials.
Day is celebrated. Ask the following questions: When Tell students they are going to make a present for their
do people in Australia celebrate Father’s Day? Where father. They colour and cut out the card holder.
do people celebrate Father’s Day on the third Sunday in Students glue the card holder onto card and cut it out
June? again.
Write the following cities on the board: Sydney, Madrid, Show them how to put glue on the flaps and glue the
London. Ask students if they know where these cities are. front part of the briefcase onto the flaps.
Read the first question out loud. Choose a volunteer to Finally, help them cut an opening on the front to insert
answer orally. the paper belt and close the card holder.
Continue with the other two questions. Note: Some students may not have a father or a regular
Students write the answers in their books. relationship with their father. Make sure you know
which students are in this situation and talk to them
beforehand. Explain that we will be celebrating Father’s
Day and they will be making a present to take home.
Suggest that they think of another person to give their
present to, for example, a grandfather, uncle or a good
male friend.
148 Festivals Father’s Day

1 Read and number the suitcases. (3 points)
1 I’ve got sunglasses, 2 I’ve got a camera, 3 I’ve got sunglasses,

a camera, a swimsuit, trainers, a
sunblock and a sunblock and swimsuit and a
T-shirt. shorts. comic.
2 Complete the table. (4 points)
present past present past
jump jumped dance danced

watch did
have ate
cry saw
take went
3 Complete the postcard with was, were or weren’t. (4 points)
Dear mum and dad,

I’m having a great time at granny’s house. Yesterday there was a circus
in town. We went to see the show. There three lions and there
a lion tamer. The lions very dangerous. There lots of acrobats,
but there any jugglers. There a very funny clown. His name
was Fluffy. There seals and there an elephant.
Love, Jimmy
Unit 1 Fun in the sun! © Ediciones Santillana, S.A., 2009 Photocopiable

4 Follow the maze and complete the sentences. (4 points)
1. Sandy travelled by . She went to . She took .

She went .
2. Jimmy
.
3. Pablo
.
4. Carmen
.
5 Complete the questions. (4 points)
Where How Who When What
1. How did you go for last holiday? I went sailing and canoeing.
2. did you travel? Last week.
3. did you travel with? With my brother and my sister.
4. did you do at summer camp? By train and bus.
5. did you come home? To summer camp.
Match the questions with the answers. (1 point)
© Ediciones Santillana, S.A., 2009 Photocopiable Unit 1 Fun in the sun!

1 Label the picture. (3 points)
2 Look and answer the questions. (4 points)
once twice three times day week month
Fix the fence—one Saturday every month

Water the vegetable garden—every morning
Clean the barn—Wednesdays, Fridays and Sundays
Go to the market—two Saturdays every month
Milk the cows—every morning and every evening
1. How often does Jack clean the barn? He cleans the barn three times a week.
2. How often does he water the vegetable garden?
3. How often does he fix the fence?
4. How often does he go to the market?
5. How often does he milk the cows?
3 Write the number words and the ordinals. (4 points)
1
one
1st
first
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21
Unit 2 On the farm! © Ediciones Santillana, S.A., 2009 Photocopiable

4 Look and complete the sentences. (4 points)
Name: Chatterbox Name: Claws

Date of birth: 19/02/02 Date of birth: 20/06/03
Weight: 450 grams Weight: 700 grams
Price: €150 Price: €300
Notes: Chatterbox is very Notes: Claws can be dangerous.
friendly. He needs a good He needs a home on a farm
home with a young family. with lots of open space.
1. Chatterbox is lighter than Claws. (light)

2. Chatterbox Claws. (old)
3. Claws Chatterbox. (dangerous)
4. Chatterbox Claws. (cheap)
5. Claws Chatterbox. (heavy)
6. is more beautiful than .
7. is friendlier than .
8. is younger than .
9. is more expensive than .
Complete the rules. (3 points)
1. Add “er” to . interesting good

2. Double the consonant and add “er” to .
happy
3. Change the “y” to an “i” and add “er” to . big
4. Write more in front of .
5. and are irregular comparatives. bad old
5 Write the times. (2 points)
6 30 It’s . 11 15
10 00 8 45
© Ediciones Santillana, S.A., 2009 Photocopiable Unit 2 On the farm!

1 Circle ten verbs in the past tense. (2 points)
Present Past Present Past

B U I L T H A S
M W B N O A M S
A O L R O D E L
D R A N K A T E
E E W E N T S P
Complete the table with verbs from the puzzle. (2 points)
2 Read the answers and write the questions. (4 points)

Victoria is a
What When Who Where How far famous traveller.
Last year she
1. did you go to the forest? I went to the forest in 2002. explored an
enormous forest.
2. did you walk? I walked for 200 kilometres.
3. did you take? I took a tent.
4. did you see? I saw lots of wild animals.
5. did you sleep? I slept in the woods.
6. did you meet? I met a very old man.
7. did he live? He lived by a waterfall.
8. did he build his house? He built his house in 1950.
was were a some
In Victoria’s rucksack,...
1. There pots. 4. There candles.
2. There knife. 5. There soap.
3. There water. 6. There spoon.
Unit 3 The pioneers © Ediciones Santillana, S.A., 2009 Photocopiable

4 Complete and answer the questions. (3 points)
1. there any ?
2. there a ?
3. there any ?
4. there any ?
5. there a ?
6. there any ?
5 Correct the mistakes. (3 points)
The old man in the forest

Tom arrive in the forest in the 1950s. arrived
At first he didn’t had a house and he slept in a tent.
Then he build his house by the waterfall.
It only having one room.
Today, Tom lived in a house with three rooms.
Now he grew food in his vegetable garden.
Tom haven’t got electricity.
6 Circle the correct options and answer the questions. (3 points)
1. Did / Do you go to the park yesterday?

2. Did / Do you see your best friend yesterday?
3. Did / Do you make your bed every morning?
4. Did / Do you wear a uniform to school?
5. Did / Do you go to the beach last August?
6. Did / Do you like apples?
© Ediciones Santillana, S.A., 2009 Photocopiable Unit 3 The pioneers

1 Read and complete the table. (4 points)
All the children can do three things. Meg can ski, but she can’t dive or do a
handstand. Dave can skate, but he can’t do a handstand. Fiona can do a handstand
but she can’t skate. Ken can’t ride a bicycle or skate, but he can do a cartwheel. Meg
and Dave can skate. Three children can ride a bicycle. Three children can dive. Two
children can do a handstand. One child can do a cartwheel. One child can ski.
ski skate ride a bicycle dive do a handstand do a cartwheel
Meg ✓ ✗
Fiona
Ken
Dave
Answer the questions. (3 points) 2 Complete the crossward. (5 points)
1. Can Meg skate? 2 3
7
2. Can Meg do a cartwheel?
3. Can Fiona ride a bicycle? 1
4. Can Ken ski? 8

1 6
5. Can Ken dive? 4
6. Can Dave do a cartwheel?
2 5
9
3 8
7
4
10
5
9
6
10
Unit 4 Champions © Ediciones Santillana, S.A., 2009 Photocopiable

3 Look at Al’s timeline and complete the sentences. (4 points)
1 2 3 4 5 6 7 8 9 10
1. When Al was one, he could walk but he couldn’t .

2. When he was three, he could but he couldn’t .
3. When he was six, he could but he couldn’t .
4 When he was eight, he could but he couldn’t .
5. When he was ten, he could .
4 Read and colour the judo belts. (2 points)
a b c d
The thinnest woman is wearing a brown belt. The strongest woman is wearing
an orange belt. The shortest woman is wearing a blue belt. The most beautiful
woman in the group is wearing a black belt.
Complete the questions. (2 points)
strong tall fat old sad
1. Who’s the strongest woman? The woman wearing the orange belt.
2. Who’s the woman? The woman wearing the black belt.
3. Who’s the woman? The woman wearing the blue belt.
4. Who’s the woman? The woman wearing the brown belt.
5. Who’s the woman? The woman wearing the blue belt.
© Ediciones Santillana, S.A., 2009 Photocopiable Unit 4 Champions

1 Read and match the text with the correct wash bag. (1 point)
There is a toothbrush and

some toothpaste. There is a
comb, some shampoo and
some soap. There aren’t any
nail scissors and there isn’t a
sponge.
Describe the other wash bag. (2 points)
2 Look at the chart and write sentences. (4 points)
Mel
Muddy
Whiffer
1. Mel loves having a shower.

2. Muddy hates his teeth.
3. Whiffer .
4. Muddy .
5. Mel .
6. Muddy .
7. Mel and Whiffer .
8. Muddy and Mel .
9. Muddy and Whiffer .
Unit 5 Healthy and clean © Ediciones Santillana, S.A., 2009 Photocopiable
myself yourself himself herself itself themselves
1. The children hurt in the garden.

2. Skunk hates washing .
3. I cut with a knife.
4. Mel looked at in the mirror.
5. The dog cut on some broken glass.
6. “Mary, don’t burn with that hot dish!”
4 Complete the text with should or shouldn’t. (4 points)
Road safety rules

You should always use the zebra crossing and you wait for the green light.
You cross when the light is red and you run across a busy road.
Before you cross the road, you always look left and right. If you are on a
bicycle, you have a light on your bike and you always wear a helmet. You
take sweets from strangers and you play near a busy road.
5 Match the speech bubbles. (3 points)
I cut myself. You should see the optician.

I feel hot! I’ve got a fever. You should take your temperature.
My tooth hurts. You should get an X-ray.
I can’t see the board. You should put a plaster on it.
I’ve got a rash on my leg. You should visit the dentist.
Ouch! I think I’ve got a broken arm. You should use some ointment.
6 Write the complete forms. (3 points)
1. who’s 3. shouldn’t 5. weren’t

2. don’t 4. they’re 6. doesn’t
© Ediciones Santillana, S.A., 2009 Photocopiable Unit 5 Healthy and clean

1 Look and write the subjects. (3 points)
Exam timetable
Luke’s exams Lucy’s exams
9:30
10:15
12:00
2:05 History
2:50
3:20 History
Complete the questions and write the answers. (3 points)
1. When is Luke going to have his English Exam? At half past nine.
2. When is he his Art exam?
3. When is Lucy her History exam?
4. When she her Geography exam?
5. When her Computer Science exam?
6. When are they their Maths exam?
7. When are their Science exam?
2 Circle the answers. (3 points)
1. Is Luke going to have exams next week? Yes, he does. / Yes, he is.
2. Is Luke going to play football next week? No, he isn’t. / No, he doesn’t.
3. Are Luke and Lucy going to have a party? No, they don’t. / No, they aren’t.
4. Are they going to work hard? Yes, they are. / Yes, they do.
5. Are you going to come to school tomorrow? Yes, I am. / No, I’m not.
6. Are you going to go to China next week? Yes, I am. / No, I’m not.
Unit 6 Superstars © Ediciones Santillana, S.A., 2009 Photocopiable
3 Follow the maze and complete the sentences. (4 points)
To m o
r r o w. . .
1. Jim is going to read a book. He isn’t ride his bicycle.

2. Jim is go shopping.
3. Kim is walk the dog. She isn’t eat a sandwich.
4. Sam his bicycle. He read a book.
5. Pam a sandwich. She walk the dog.
6. Kim and Pam aren’t read a book.
7. Kim and Pam tennis.
8. Kim and Pam shopping.
4 Classify the time expressions. (3 points)
tomorrow Past Present Future next month
yesterday right now
now at the moment next year last year last weekend
5 Write the professions. (4 points)
i s a c r r a
r n o d c r o f
t r t
g o m e
e b a
a m s a r d e c t
i d a
u n s o
i n r
c e t
c n t i
© Ediciones Santillana, S.A., 2009 Photocopiable Unit 6 Superstars

1 Match the pictures with the directions. (2 points)
Turn left. Turn right. Go straight ahead. The shop is on the corner. Cross the road.
2 Read and label the picture. (4 points)
This is the Main Street in Bellville. The cinema is opposite the shopping centre. The toy
shop is between the cinema and the library. The petrol station is next to the cinema and
opposite the church. The police station is between the shopping centre and the flower
shop. The gym is next to the petrol station and the chemist is opposite the gym.
Shopping centre
Library
3 Read the police notes and complete the report. (3 points)
Last night there was a robbery at the Body Factory Gym on Main Street.
Police report
Police notes
Name of suspect: Al Loft
7:15: walk on Main Street At quarter past seven, the suspect was
7:30: wait outside the cinema . At half past seven, he
8:00: talk to a woman with long
hair
8:30: watch a film
Unit 7 Going to town! © Ediciones Santillana, S.A., 2009 Photocopiable

4 Complete the sentences with was or were. (2 points)
Officer: What you doing at 8:00?

Al: I waiting outside the cinema.
Officer: Who were you talking to?
Al: I talking to my girlfriend Kim.
Officer: At 8:30, you climbing through the
window of the gym. You robbing the gym.
Al: No, I !
Officer: So what you doing at 8:30?
Al: I watching a film.
Read the description and circle the suspect. (2 points)
The suspect, Al Loft has got long,

curly black hair. He has got a
big nose. He has got a beard but
hasn’t got a moustache. He is
very tall and thin with big ears.
He sometimes wears glasses.
Choose and describe another suspect. (3 points)
5 Look and answer the questions. (4 points)
1. What was the old man reading?
2. What were Al and Kim doing?
3. What were the boys doing?
4. What was the girl doing?
© Ediciones Santillana, S.A., 2009 Photocopiable Unit 7 Going to town!

1 Look and circle the correct options. (4 points)
1. Eddie stood up before / after he walked to the board.

2. He wrote on the board before / after he stood up.
3. He walked to the board before / after he cleaned the board.
4. He cleaned the board before / after he wrote on the board.
2 Complete the tasks. (3 points)
Today is Tuesday, May 16th. SUN MON TUE WED THU FRI SAT
Colour yesterday yellow. 1 2 3 4 5 6
Colour the day before yesterday red. 7 8 9 10 11 12 13
Colour tomorrow green. 14 15 16 17 18 19 20
Colour the day after tomorrow blue.
21 22 23 24 25 26 27
Colour the Friday before today orange.
Colour the Sunday after tomorrow pink. 28 28 30 31
3 Complete the table and the sentences. (6 points)
plastic glass wood paper metal rubber
window
lightbulb
skateboard
1. The window is made of and .

2. The is made of .
3. The is made of .
Unit 8 Inventions © Ediciones Santillana, S.A., 2009 Photocopiable

4 Describe the trip in the hot-air balloon. (4 points)
river was were riding waving house swimming playing
First I saw a . Some ducks were in

the river and a boy was his bicycle.
Then I saw a . A girl at us and
two boys football.
5 Answer the questions. (3 points)
1. When did Dr Brains go to university? years ago.

2. When did she invent her amazing machine? years ago.
3. When did she win the prize? years ago.
4. When did she write her book? years ago.
5. When did she have a baby? years ago.
6. When did she climb the mountain? years ago.
© Ediciones Santillana, S.A., 2009 Photocopiable Unit 8 Inventions

1 Complete with the correct form of the verbs. (3 points)
1. A long time ago, people carefully the sky at night. (observe)

2. Tomorrow she a film about stars. (see)
3. In 1957, Laika the first animal in space. (be)
4. When I grow up, I an astronaut. (be)
5. Neil Armstrong on the moon for the first time in 1969. (walk)
2 Read and write T (True) or F (False). (3 points)
1. The moon orbits the sun.

2. A constellation is a collection of stars.
3. The sun is a star.
4. A galaxy is a collection of moons.
5. Comets and asteroids are smaller than planets.
Write the names of the planets in our solar system. (1 point)
Mercury
3 Complete the chart. (2 points)
176
one thousand nine hundred
11,000
fifty-six thousand
88,000
two hundred thousand
3,000,000
four million six hundred thousand
Unit 9 Infinite space © Ediciones Santillana, S.A., 2009 Photocopiable

4 Look at the chart and compare the three planets. (3 points)
Diameter Distance from the sun Temperature Length of day Length of year
Venus 12,104 108 m km 464°C 2,802 hours 288 days
Earth 12,756 150 m km 15°C 24 hours 365 days
Mars 6,794 228 m km –65°C 25 hours 687 days
1. is nearer to the sun than Earth.

2. is colder than Earth.
3. is bigger than Venus.
4. has got the shortest day.
5. has got the shortest year.
6. is the furthest from the sun.
Complete the sentences with the correct form of the adjectives. (3 points)
1. Venus is than Earth. (hot)

2. Mars is than Earth. (small)
3. Earth has got the diameter. (big)
Answer the questions. (2 points)
1. How far is the earth from the sun?

2. What is the temperature on Mars?
3. How long is a day on Venus?
4. How long is a year on Mars?
5 Write the past tense of the verbs. (3 points)
see send go
work receive have
believe play travel
© Ediciones Santillana, S.A., 2009 Photocopiable Unit 9 Infinite space

1 2, 1, 3 3. travelled by plane. He went to a mountain. He took
walking boots. He went canoeing. 4. travelled by boat. She
2 Past: watched, had, cried, took; Present: do, eat, see, go went to an island. She took a camera. She went horse-
3 were, was, were, were, weren’t, was, were, was riding.
4 1. bus, a lake, a swimsuit, swimming; 2 travelled by train. 5 1. Where-To summer camp. 2. By train and bus.
He went to the river. He took sunglasses. He went sailing. 3. Who-With my brother and my sister. 4. What-I went
sailing and canoeing. 5. When-Last week.
1 From top to bottom, left to right: fence, barn, farmhouse, 4 2. is older than; 3. is more dangerous than; 4. is
field, farmyard, vegetable garden cheaper than; 5. is heavier than; 6. Chatterbox, Claws;
2 2. He waters the vegetable garden every day. 3. He fixes 7. Chatterbox, Claws; 8. Claws, Chatterbox; 9. Claws,
the fence once a month. 4. He goes to the market twice a Chatterbox
month. 5. He milks the cows twice a day. 1. old; 2. big; 3. happy; 4. interesting; 5. bad, good
3 3, three, 3rd, third; 5, five, 5th, fifth; 11, eleven, 11th,

5 6:30-half past six. 11:15-It’s quarter past eleven. 10:00-It’s
eleventh; 21, twenty-one, 21st, twenty-first ten o’clock. 8:45-It’s quarter to nine.
1 drink, drank; eat, ate; make, made; go, went; have, had; are. 5. Is, spade; No, there isn’t. 6. Are, candles; No, there
build, built; ride, rode; wear, wore; take, took; meet, met aren’t.
2
1. When; 2. How far; 3. What; 4. What; 5. Where; 6. Who; 5 have, built, had, lives, grows, has got
7. Where; 8. When 6 1. Did; 2. Did; 3. Do; 4. Do; 5. Did; 6. Do
3 1. were some; 2. was a; 3. was some; 4. were some;
5. was some; 6. was a
4 1. Are, pots; Yes, there are. 2. is, bucket; Yes, there is.
3. Are, spoons; Yes, there are. 4. Are, forks; yes, there
1 2 1 handstand; 2 basketball; 3 running; 4 tennis; 5 cycling;

Meg ✓ ✓ ✓ ✗ ✗ ✗ 6 swimming; 7 surfing; 8 football; 9 baseball; 10 volleyball
Fiona ✗ ✗ ✓ ✓ ✓ ✗ 3 1 swim; 2. swim, read; 3. read, ride a bike; 4. ride a bike,
Ken ✗ ✗ ✗ ✓ ✓ ✓ do a handstand; 6 do a handstand
Dave ✗ ✓ ✓ ✓ ✗ ✗ 4 a-black; b-brown; c-orange; d-blue
2. tallest; 3. saddest; 4. oldest; 5 fattest
1. Yes, she can. 2. No, she can’t. 3. Yes, she can. 4. No, he
can’t. 5. Yes, he can. 6. No, he can’t.
167
1 There is a hairbrush, a sponge and a toothbrush. There 4 should, shouldn’t, shouldn’t, should, should, should,
is some soap and some toothpaste. There are some nail shouldn’t, shouldn’t
scissors. There isn’t any shampoo. There aren’t any combs. 5 I cut myself–You should put a plaster on it.; I feel hot! I’ve
2
2. brushing. 7. hate cutting their nails. 8. love combing got a fever.–You should take your temperature.; My tooth
their hair. 9 hate washing their hair. hurts.–You should visit the dentist.; I can’t see the board.
–You should see the optician; I’ve got a rash on my leg.
3 1. themselves; 2. himself; 3. myself; 4. herself; 5. itself; –You should use some ointment.; Ouch! I think
6. yourself I’ve got a broken arm.– You should get an X-ray.
6 1. who is; 2. do not; 3. should not; 4. they are; 5. were
not; 6. does not
1 Luke’s exams: 9:30–English; 10:15–Science; 12:00–Maths; 3 1. going to; 2. going to; 3. going to, going to; 4. is going
2:50–Art; 3:20–Geography to ride, isn’t going to; 5. is going to eat, isn’t going to; 6.
Lucy’s exams: 9:30–English; 10:15–Science; 12:00–Maths; going to; 7. are going to play; 8. aren’t going to go
2:05–Geography; 2:50–Computer Science
2. going to have; At ten to three. 3. going to have; At
4 Past: yesterday, last weekend, last year; Present: now, at
twenty past three. 4. is, going to have; At five past two. the moment, right now; Future: tomorrow, next year, next
5. is she going to have; At ten to three. 6. going to have; At month
twelve o’clock. 7. they are going to have; At quarter past ten. 5 From left to right: singer, doctor, acrobat, farmer, musician,
2
1. Yes, he is. 2. No, he isn’t. 3. No, they aren’t. 4. Yes, they dancer, dentist, actor
are.
2
chemist, church, shopping centre, police station, flower 4 were, was, was, were, were, wasn’t, were, was
shop, gym, petrol station, cinema, toy shop, library 5 1. He was reading the newspaper. 2. They were waiting
3 walking on Main Street; was waiting outside the cinema. for the bus. 3. They were playing with a ball. 4. She was
At eight o’clock he was talking to a woman with long hair. listening to the radio.
At half past eight he was watching a film.
1 1. before; 2. after; 3. before; 4. after 3 1. window–glass, wood; 2. lightbulb–glass and metal;

3. skateboard–plastic and rubber
2
Fri 12–orange; Sun 14–red; Mon 15–yellow; Wed 17–green;
Th 18–blue; Sun 21–pink 4 river, swimming, riding, house, was waving, were playing
5 1. 27; 2. 25; 3. 22; 4. 20; 5. 19; 6. 16
1 1. observed; 2. is going to see; 3. was; 4. ‘m going to be; 4 1. Venus; 2. Mars; 3. Earth; 4. Earth; 5. Venus. 6. Mars
5. walked 1. hotter; 2. smaller; 3. biggest
1. 150 km; 2. –65ºC; 3. 2,802 hours; 4. 687 days
2 1. F; 2. T; 3. T; 4. F; 5. T
5 see-saw; send-sent; go-went; work-worked;
Venus, Earth, Mars, Jupiter, Saturn, Neptune, Uranus, receive-received; have-had; believe-believed; play-played;
3 one hundred and seventy-six; 1,900; eleven thousand; 56,000; travel-travelled
eighty-eight thousand; 200,000; three million; 4,600,000
168
English Print 4
Class CD 1 - Time: 55:53
Content Content
1 Track 1 Listen and number the pictures. 20 Track 20 Listen and complete the table.
2 Track 2 Listen and number the places. 21 Track 21 Listen and complete the poem.
3 Track 3 Story: The secret of the painting, part 1 22 Track 22 Listen and tick or cross the chart for Jill.
4 Track 4 Story: The secret of the painting, part 2 23 Track 23 Listen and complete the song: Getting big!
5 Track 5 Listen and sing the song: When the circus came to 24 Track 24 Story: The skateboard kid, part 1
town 25 Track 25 Story: The skateboard kid, part 2
6 Track 6 Listen and number the places. 26 Track 26 Listen and match the children with their favourite
7 Track 7 Listen and check your answers. sports.
8 Track 8 Listen and sing the song: Robin’s farm 27 Track 27 Listen and complete the table.
9 Track 9 Listen and tick the list. 28 Track 28 Listen and act out the chant: The cheerleaders’ chant
10 Track 10 Story: A faithful friend, part 1 29 Track 29 Listen and sing the song: Nice and clean
11 Track 11 Story: A faithful friend, part 2 30 Track 30 Listen and tick the chart.
12 Track 12 Listen and sing the song: The animals on the farm 31 Track 31 Story: The smelly gang, part 1
13 Track 13 Listen and write the times. 32 Track 32 Story: The smelly gang, part 2
14 Track 14 Listen and complete. 33 Track 33 Listen and number the pictures.
15 Track 15 Listen and number the pictures. 34 Track 34 Listen and circle the correct options.
16 Track 16 Listen and join in. 35 Track 35 Listen and label the lines.
17 Track 17 Story: The journey west to Oregon, part 1 36 Track 36 Listen and draw the line for Ella.
18 Track 18 Story: The journey west to Oregon, part 2 37 Track 37 Listen and sing the song: Cuts and burns
19 Track 19 Listen and tick or cross the pictures.
Class CD 2 - Time: 47:46
Content Content
1 Track 38 Listen and write the days of the week. 19 Track 56 Listen and circle the correct options.
2 Track 39 Listen and number the pictures. 20 Track 57 Listen and check your answer.
3 Track 40 Story: The talent contest, part 1 21 Track 58 Listen and complete the dialogue.
4 Track 41 Story: The talent contest, part 2 22 Track 59 Listen and circle the correct options.
5 Track 42 Listen and number the clocks. 23 Track 60 Listen and sing the song: The planet song
6 Track 43 Listen and write AM or PM. 24 Track 61 Listen and circle the correct options.
7 Track 44 Listen and write the names in the boxes. 25 Track 62 Story: The SOC45 Team, part 1
8 Track 45 Listen and number the places. 26 Track 63 Story: The SOC45 Team, part 2
9 Track 46 Story: Super school detectives, part 1 27 Track 64 Listen and check your answers.
10 Track 47 Story: Super school detectives, part 2 28 Track 65 Listen and match the words with the definitions.
11 Track 48 Listen and follow the route. 29 Track 66 Listen and number.
12 Track 49 Listen and say the numbers of the suspects. 30 Track 67 Listen and complete the poem: Kevin the Alien
13 Track 50 Play alibi. 31 Track 68 Listen and sing the song: The Santa song
14 Track 51 Listen and number. 32 Track 69 Listen and sing the song: Valentine’s Day song
15 Track 52 Listen and complete the song with before or after. 33 Track 70 Do the Easter dance and sing: Easter line dance
16 Track 53 Story: The first hot air balloon, part 1 34 Track 71 Learn the Mother’s Day poem.
17 Track 54 Story: The first hot air balloon, part 2 35 Track 72 Learn the Father’s Day poem.
18 Track 55 Listen and number the pictures.
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Susan House Katharine Scott

English Print Teachers Guide 4 PDF

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English Print Teachers Guide 4 PDF

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Print is a d

Susan House Katharine Scott

The Teacher’s Guide includes audio CDs.

Design & Layout

Queda hecho el depósito legal que marca la ley 11.723.

Este libro se terminó de imprimir en el mes de septiembre de 2008,

The communicative approach Learning through literature

Fun in the sun

● Includes songs and hands-on projects. Label the solar

● Includes extra activities for traditional festivals.

additional material to be used in each unit.

● Offers a review section at the end of each unit.

1 Complete 3. Did they mak

Did she live befo these sports and

Includes clear ideas for grammar/vocabulary presentation and practice.

Includes unit overviews— each overview provides a list of the target

grammar, vocabulary and functional language, as well as a teaching tip.

Includes one optional activity per lesson.

you are gradin

Contains ideas for developing students’ critical thinking skills.

● Offers ideas for relating the course material to students’ own

to enrich the course content.

Includes an answer key for the activity book.

Offers ideas for extended activities related to traditional festivals.

Fun in the sun!

vocabulary reinforcement. Moon Sun

Each page in the Activity Book Saturn Uran

corresponds to one page in the L

in class or as homework. next to in the middle

● Contains clear and interactive

● Includes extra activities for the stars. Merc

Find fun cooking activities in

the end of each unit.

beach island tightrope boots eat

Farm animals Farm words cream exciting ugly collect

bee barn egg fast weak feed

Pioneer Objects in spoon Adjectives make Food

vocabulary a house stove excited meet bread

comb safety infection bread pasta have a shower

Performing modern dance Subjects Adjectives dance move

arts music Art closed dream perform

aquarium traffic lights straight jewelry around follow

Inventions hot-air balloon stapler paper cut put

aeroplane lightbulb tape plastic design smile

Planets Measurements ten thousand outer space flashing build

Earth day one hundred rocket friendly check

2 Write the number words. (3 points)

3 Label the pictures. (2 points)

Complete the sentences. (3 points)

1. An elephant jump. 4. A tortoise swim.

sometimes never always usually

1. He watches TV every day. He watches TV.

eat write go drink have swim play buy go

Last Saturday, John went to the beach

Complete the questions. (3 points)

1. did John and his cousin go? To the beach.

© Ediciones Santillana, S.A., 2009 Photocopiable

Travel words: Past simple (regular and irregular verbs):

Unit 1 Fun in the sun! 17

2 lue the sentences under the correct