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Contents
CD track list 4

Acknowledgements 5

Introduction 6

Teaching units
Unit 1 Friendship 11
Unit 2 Education 13
Unit 3 Journeys 15
Unit 4 Work 17
Unit 5 Being free 20
Unit 6 The Future 22
Unit 7 A dream of flying 24
Unit 8 The Weather 26
Unit 9 Cities 29
Unit 10 Finding your place 32

Rubrics
Journal writing 34
Writing an autobiography 35
Oral presentations 36
Letter writing 37
Leaflets and posters 38
Newspaper articles 39
Diary entries 40
Essay writing 41

Student book answers 42

Workbook answers 53
 CD track list
1 ‘Friends’ by Elizabeth Jennings

2 ‘Billy McBone’ by Allan Ahlberg

3 ‘My Early Days’ from My Early Days by Nelson Mandela

4 Extract from Around the World in Eighty Days by Jules Verne

5 ‘Finding Our Way in the Dark’ from A Lady’s Life in the Rocky
Mountains by Isabella Bird

6 ‘Sky High the Air Traffic Controller’ by Leo Benedictus

7 ‘Secret Country’ by Adrian Mitchell

8 ‘Nuthanger Farm’ from Watership Down by Richard Adams

9 ‘I, Too, sing America’ by Langston Hughes

10 ‘My Return’ from The Time Machine by H. G. Wells

11 ‘A Superior Robot’ from Reason by Isaac Asimov

12 ‘Playing Icarus’ by Marin Sorescu

13 ‘Flying into Alicante’ from Southern Mail by Antione de

Saint-Exupery

14 ‘Flying into the Storm’ from Southern Mail by Antione de

Saint-Exupery

15 ‘A Frozen World’ from Letters from Tsengel, Mongolia 1998 by

Louisa Waugh

16 ‘Traffic Jam in New Delhi’ from The White Tiger by Aravind Adiga

17 ‘Black and White’ from Istanbul: Memories of a City by Orhan Pamuk

4
 1 Friendship
Reading Texts
Opening quotation – a Russian
proverb
Ancient Greek philosophy – from
‘The Nicomachean Ethics’ by
Aristotle
Poetry – about friendship
Online profiles – of e-pals from
around the world
Literature – ‘Telling Rowdy’ by
Sherman Alexie
Literature – from The Lion, the Witch
and the Wardrobe by C. S. Lewis
An Interview – with Georgie Henley
and James McAvoy

Students will:
Discuss in pairs or small groups Write to an e-pal
and report back to the class Create a dialogue between two
Write journal entries people

Before beginning the unit Writing an account

Ask the students to think for a moment about friendship
and their friends. Offer a number of questions to guide
their thinking – how important are their friends? Why?
What would life be like without friends?
What do our friends mean to us?
A ‘Quick Write’ about Friends
A Quick Write is a piece of writing on a set topic with a
time limit. It is similar to brain storming and encourages
the students to just write. Tell them not to let their pen
leave the paper, if they run out of ideas they should write
that they have no more ideas, they don’t know what to
write etc. The aim is for the students just to write without
any of the usual limitations. They should not worry about
grammar or spelling but just concentrate on getting their
ideas down on paper. After a set period of time, no more
than 5 minutes, ask them to count their words. Let them
share how many words they have written. Then, if they
are happy to do so, they should share their writing with a
partner. The emphasis is on the act of getting their ideas
down on paper – it is not a grammar or spelling exercise,
and should help to overcome some students fear of
committing their ideas to paper.
When the students begin the assignment in the Student
book they should first make an outline, using the ideas
suggested in the book. They should then write their
first draft, re-read it and improve on their writing before
sharing it with the teacher for further suggestions and
also letting their peers edit and offer suggestions.
Reading text: ‘About Friends’
Remind students that a poem does not have to rhyme.
Read and enjoy the poem together. Ask the students how
they could compare the way the poet has structured his
ideas with the way the previous text was structured.
Writing and illustrating poems
Give the students the beginning of the poem ‘The good
thing about friends is….’
Let them write and illustrate their own poems. Remind
them that a good poem takes careful construction,
editing, writing and re-writing. They should first brain
storm ideas and then use the best ideas for their first
draft which they will share with their peers, or with you
before going on to write a final version.

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COPY RIGHT OU P. PHOTO COPYING PROHIBIT E D
 Reading text: ‘Friends’
What do the students think of this poem? Is this the
way they feel about friendship? Gather their ideas and
discuss as a class.
Additional writing assignment
Either ask the students to write a comparison of the two
poems, explaining how they feel each is effective and
why, or let them write a personal reflection about one
of the poems. Which means more to them and why?
Remind them to make a plan of their writing before
they begin and to construct their own texts carefully.
Reading text: Web page e-pals
Ask the students what they think about friendships
online? Would they like to have an online e-pal? If so
why, or why not?
Analyzing text
Ask the students to choose one e-pal text to analyze. Ask
them to examine the kind of information that has been
given and why they think the student has chosen that
information. How effective do the students consider
their chosen e-pal’s information to be? What do they
think is relevant in the text and what do they think is
missing? Have the students share their thoughts before
they write their own e-pal texts.
Reading text: ‘Telling Rowdy’
Begin by telling the student’s that the following text
takes place on an Indian reservation in North America.
Establish any previous knowledge that students may
have about Native American Indians, and collect any
relevant information. Find Washington State on a map
and ask any students who have prepared a presentation
on North America to present it now.
First read the text to the students, and then ask them
to re-read the extract individually. The language
and punctuation in the text may be quite different to
previous extracts the students have read, so parts of the
extract may need explaining.
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COP Y RIGH T OUP. PHOTOCOPYING PROHIBITED
Writing a dialogue
‘Telling Rowdy’ is mostly made up of dialogue between
two people. After reading and understanding the text,
ask the students to use it as a template to write their
own conversation. They may find it helpful to look at
the punctuation used throughout the extract, and apply
it to their own writing.
Reading text: The Lion, the Witch and the
Wardrobe
Before reading the text, ask the students if any of them
have ever read the book. If they have, collect any relevant
information and share it with the rest of the class. Explain
to the students that the story takes place in a fictional
world called Narnia, which the character Lucy has found
through a magical door at the back of her wardrobe. In
this excerpt, Lucy has only just found her way into Narnia,
and is meeting Mr. Tumnus for the first time. As the
extract is quite long, it would benefit the student’s to read
it to them as they follow the text in their Student book. If
necessary, student’s can re-read the text individually after
the initial reading.
Reading text: Interview
Explain to the students that the book was made into
a film, and that the following interview is between
Georgie Henley, who played Lucy, and James McAvoy,
who played Mr. Tumnus. Whilst shooting the film,
the two actors became good friends, just like their
characters. First read the interview to the students,
then ask them to re-read it individually, establishing
any language they may not understand.
Additional activity
After reading both pieces on The Lion, the Witch and
the Wardrobe, ask the students to think of an unusual
or unlikely friendship they may have. The Student
book has some suggested questions to get them started.
When they have finished, ask if any students would like
to share their writing with the class.