Contents

Syllabus 2

Introduction
• What is Your Quest? 10
• The main aims of Your Quest 5 10
• The course components of Your Quest 5 11
• The aspects of the course 12
• Organization and key competences 13
• Methodology 15
M
ac
• Classroom management
management 17
• Involving parents and carers
parents and carers 17
• Evaluation m Sa 17
ill m
Activity bank
a TV! p 21
Starter Unit: Welcome to Quest n
18

Pu le31
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Unit 1: Focus on Food

is93 y
Unit 2: Technology Time

Unit 3: Active Life

he
Unit 4: Cinema File 123
r s
Unit 5: Ocean Animals 153
S.
Unit 6: Things People Do

Unit 7: Our World

183

213
A.
Unit 8: Holiday Fun! 241

Everyday English 271

Christmas 289

Easter 293

May Day 297

Answer Keys: Grammar Builder 301

Syllabus
Unit Learning objectives Key language Recycled language
• Greeting people and saying goodbye (C1 C5) Vocabulary • Colours
Starter – • Identifying the Quest TV presenters (C1 C3) • a bike, a mobile, a school bag, a • Numbers
Welcome to • Reviewing vocabulary from Your Quest 4 (C1 C7 C8) jacket, an MP3 player, a gorilla, a scarf, a • Days of the week
• Reading personal descriptions (C1) notebook, a laptop, a racket • Months of the year
Quest TV! • Using personal descriptions to talk about friends (C1 C5 C8) • Canada, the USA, the UK, Spain, India, • Personal descriptions
Australia
• Listening to, understanding and singing a song (C1 C6 C7 • Hello! Goodbye!
C8)
Structures • I’m (Jack).
• Asking and answering about things you have and haven’t • I’ve got (a mobile). • I’m (ten) years old.
got (C1 C5 C7)
• He’s got (black hair). • I like (computers).
• Writing short descriptions of yourself and others (C1 C5 C6 • Have you got (an MP3
C7 C8) • She’s got (brown eyes). player)? Yes, I have. / No, I
• Where are you from? I’m from (the UK). haven’t.
• Have you got (a bike)? Yes, I have. / No, • I’ve got (a mobile).
I haven't.
• Identifying the names of fruit and vegetables and writing Vocabulary • chicken, burger, salad, ice
1 Focus on them correctly in context (C1 C3 C7 C8) • grapes, peppers, peaches, onions, olives, cream, cake, fish, chips,
Food • Listening to, understanding and singing a song (C1 C6 C7 pears, mushrooms, peas, green beans, turkey, sandwich, sausage,
C8) sweetcorn pizza, rice, chocolate
• Reading and listening to a story about food (C1 C3 C6 C7 • put, stir, peel, wash, cut (into slices) • lunch
C8) • on vines, a cactus, an evergreen tree,
• Showing understanding of the story by answering questions leaves, seeds, healthy
and writing a story review (C1 C6 C7 C8) • half a kilo, a kilo
• Identifying parts of the language structure and showing
understanding by creating sentences and questions (C7 C8) Structures

M
• Listening to, reading and acting out a dialogue using • He/She loves/likes (peas).
language in context (C1 C5 C7 C8)
context
• He/She doesn’t like/hates (mushrooms).
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• Identifying
Identifying recipe instructions (C1 C3 C8)
recipe
• Does he/she like (pizza)? Yes, he/she
• Reading,
Reading, listening and writing about fascinating fruits (C1
listening and does. / No, he/she doesn’t.
C3 C4 C7 C8)C8)

m Sa
• Using the internet to find out specific information about fruit
(C3 C4 C7 C8)
internet to find

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• Understanding and extracting information from a letter
and extracting information from

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about foods someone likes and dislikes (C1 C4 C7 C8)
likes and dislikes (C1 C4 C7
• Learning to classify vocabulary in preparation for writing (C1
vocabulary in preparation for writing
C3 C7 C8)
• Writing your own letter about foods your friend likes and

Pu le
about foods your friend likes and
dislikes (C1 C5 C6 C7 C8)
• Reviewing and reflecting on the unit (C1 C3 C6 C7 C8)
unit (C1 C3 C6 C7 C8)
• Practising everyday English through listening to and acting

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listening to and acting
out a dialogue about buying fruit in the market (C1 C2 C3 C5
market (C1 C2 C3 C5
C6 C7 C8)
• Identifying technology words and phrases and writing them • I (write emails).
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and writing them Vocabulary
2 Technology correctly in context (C1 C3 C5 C7 C8) log in to a computer, log out of a computer, • I don’t (play computer

he••
Time • Listening to, understanding and singing a song (C1 C6 C7
(C1 C6 C7 play computer games, write emails, use a games).
C8) webcam, take photos, send text messages, • Do you (send text
• Reading and listening to a story about a robot (C1 C3 C6 C6 listen to an MP3 player, surf the internet, messages)? Yes, I do. / No,

•• r
C7 C8) read a web page I don’t.

s
• Showing understanding of the story by answering questions never, sometimes, often, always
and writing a story review (C1 C6 C7 C8) humanoid robot, factory, dangerous work,

S.
• Identifying parts of the language structure and showing repetitive work, hear sounds, turn on lights
understanding by creating sentences and questions (C7 C8)
• Listening to, reading and acting out a dialogue using Structures

A.
language in context (C1 C5 C7 C8) • He/She (logs on to a computer).
• Identifying adverbs of frequency (C1 C3 C8) • He/She doesn’t (write emails).
• Reading, extracting information and writing an authentic • Does he/she (play computer games)? Yes,
text type (C1 C3 C4 C6 C7 C8) he/she does. / No, he/she doesn’t.
• Reading, listening and writing about robots (C1 C3 C4 C7
C8)
• Using the internet to find out specific information about a
robot (C3 C4 C7 C8)
• Learning to classify vocabulary in preparation for writing (C1
C3 C7 C8)
• Writing your own description of an invented robot (C1 C5
C6 C7 C8)
• Reviewing and reflecting on the unit (C1 C3 C6 C7 C8)
• Practising everyday English through listening to and acting
out a dialogue about computer games (C1 C2 C3 C5 C6 C7
C8)

2
 Receptive language Pronunciation Socio-cultural aspects Cross-curricular content
• TV show, presenter • Interest in a new English Book
• Who’s this? (C6 C7)
• It’s time for… • Pleasure in talking about
• Open your Pupil’s Book at page… friends in English (C1 C5 C8)
• Listen and check • Positive attitude towards own
ability to participate in class
• Let’s check our answers. activities (C8)
• Everybody finish now. • Willingness to review and
• Send a message reflect on own learning (C7)

• meet, London, friends, recipe, sauce, toast, • /ʌ/ sound as in onion • Understanding the importance Natural Science: Fascinating
microwave, bowl and mushroom of fruit in our diet (C3 C8) fruit
• duck • Showing interest in the
• energy, vitamin, asthma, sore throat properties of fruit and vegetables
• I know! (C3 C8)
• Of course! • Learning about culture and
customs in the English-speaking
• Surprise world (C5 C6 C7 C8)
• I’m/We’re hungry! • Using Everyday English to act
• It’s ready! out buying fruit in the market (C1
• What/Who can you see?
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C2 C3 C5 C6 C7 C8)
• Where are they?

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• crazy, scary, fun bl co•• p
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Comparing the sounds
Comparing the sounds Understanding the importance Science: Robots
Understanding
• department store, university /əʊ/
əʊ/ as in
/ɒ/, /ɔː/ and /əʊ/ as in
and /əʊ of technology in our lives (C3 C8)
of technology

he •
• helicopter technology, talk and
phone
talk and Showing interest in robots and
Showing
• similar their
their role in society (C3 C5 C8)
role in
• type Lea ning
ning about culture and

r•• s
customs
customs in the English-speaking
• interactive whiteboard world (C5 C6 C7 C8)
world
• Look out for (the tree)! Using Everyday English to act
Using
• Game over!
S.
out playing
out playing a computer game (C1
• It’s your turn! C3
C3 C5 C6 C7 C8)
C5 C6 C7
• How often do you (use a webcam)?

A.
• Let’s research interesting facts

Competence in linguistic communication Mathematical competence Competence in knowledge of and

interaction with the physical world Competence in processing information and use of ICT Competence in social
skills and citizenship Artistic and cultural competence Learning to learn Autonomy and personal initiative

3
Unit Learning objectives Key language Recycled language
• Identifying the names of sports and writing them correctly in Vocabulary • I’m (sailing).
3 Active Life context (C1 C3 C7 C8) • snowboarding, sailing, skiing, kite surfing, • I’m not (playing ice hockey).
• Listening to, understanding and singing a song (C1 C6 C7 ice skating, jet skiing, sledging, snorkelling, • Are you (sledging)? Yes, I am.
C8) playing ice hockey, playing volleyball / No, I’m not.
• Reading and listening to a story about a girl’s adventure at • a hooded jacket, a long sleeved top, a • big, small
sea (C1 C3 C6 C7 C8) swimsuit / swimming trunks, flip-flops, • Colours
• Showing understanding of the story by answering questions sunglasses
• Clothes
and writing a story review (C1 C6 C7 C8) • a helmet, goggles, sun cream, waterproof • Sports
• Identifying parts of the language structure and showing clothes, cool, warm
understanding by creating sentences and questions (C7 C8)
• Listening to, reading and acting out a dialogue using Structures
language in context (C1 C5 C7 C8) • He’s/She’s (sailing). He/She isn’t (skiing).
• Identifying sports clothes and accessories (C1 C3 C8) • Is he/she (skating)? Yes, he/she is. / No,
• Reading, listening and writing about how to stay safe when he/she isn’t.
you’re doing sports (C1 C3 C4 C7 C8) • What are you doing?
• Using the internet to find out specific information about
sports and health (C3 C4 C7 C8)
• Understanding and extracting information about a holiday
from a postcard (C1 C4 C7 C8)
• Learning to classify vocabulary in preparation for writing (C1
C3 C7 C8)
• Writing your own postcard about a holiday (C1 C5 C6 C7
C8)
• Reviewing and reflecting on the unit (C1 C3 C6 C7 C8)
• Practising everyday English through listening to and acting
out a dialogue about buying a ski jacket (C1 C2 C3 C5 C6
C7 C8)
• Identifying adjectives and writing them correctly in context Vocabulary • I’m/You/re/He’s/She’s (poor).

M
4 Cinema File (C1 C3 C7 C8) • rich, poor, confident, shy, funny, serious, • I/You can/can’t (sing/dance).
• Listening to
to understanding and singing a song (C1 C6 C7
understanding attractive, ugly, kind, nasty • Can they (save the world)?
ac
C8) • fly in the sky, climb walls, lift heavy objects, • young, intelligent, strong
• Reading and listening to a story about auditions for a new
and listening see in the dark, see through objects • India, the UK,
• Hollywood, Bombay (Mumbai), special
m
film (C1 C3 C6 C7 C8)
C6 C7 C8)
• What time does it start/
Sa
• Showing understanding of the story by answering questions
understanding of answering effects, dancing, colourful, a musical finish? At (half past eight).
story review (C1
and writing a story review (C1 C6 C7 C8)C8)
• want to …
ill
• Identifying parts of the language structure and showing
the language structure and Structures

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creating sentences (C7 C8)
understanding by creating sentences (C7 C8) • I’m/He’s/She’s (poor)er than (you). • Numbers
• Listening to, reading and acting out a dialogue using
and acting out a dialogue using • I’m/He’s/She’s (funn)ier than (Mr Raman). • Personal descriptions
language in context (C1 C5 C7 C8)
C7 C8) • I’m/He’s/She’s more (serious) than (Mr
• Identifying superhero abilities (C1 C3 C8)

Pu le
abilities (C1 C3 C8) Patel).
• Reading, extracting information and writing an authentic
and writing an authentic
text type (C1 C3 C4 C6 C7 C8)
• Reading, listening and writing about the Hollywood and

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the Hollywood and
Bollywood film industries (C1 C3 C4 C7 C8) C8)
• Using the internet to find out specific information about
information about
Bollywood (C3 C4 C7 C8)

is y
• Understanding and extracting information about a
about a

he
superhero from an email (C1 C4 C7 C8)
• Learning to classify vocabulary in preparation for writing (C1
writing (C1
C3 C7 C8)
• Writing your own email about a superhero (C1 C5 C6 C7
C8)
rs
• Reviewing and reflecting on the unit (C1 C3 C6 C7 C8)
• Practising everyday English through listening to and acting
S.
out a dialogue about going to the cinema (C1 C2 C3 C5 C6
C7 C8)

5 Ocean
Animals
• Identifying the names of ocean animals and writing them
correctly in context (C1 C3 C7 C8)
• Listening to, understanding and singing a song (C1 C6 C7
C8)
Vocabulary
A.
• a turtle, a sha k, a whale, a swordfish, a
seagull, a sea horse, a jellyfish, a penguin, a
pelican, an octopus
• There’s a (seagull).
• There isn’t a (whale).
• Is there a (seagull)? Yes,
there is. / No, there isn’t.
• Reading and listening to a story about the Great Barrier • the coast, ocean, coral reef, seaweed, • A (shark) has got (gills).
Reef (C1 C3 C6 C7 C8) rainforest • It can/can’t (fly).
• Showing understanding of the story by answering questions • gills, scales, teeth, cartilage, fish, mammals • seal, dolphin
and writing a story review (C1 C6 C7 C8)
• Identifying parts of the language structure and showing

Structures
• fish, meat
understanding by creating sentences and questions (C7 C8) • There are some (turtles). • beach, lake, river
• Listening to, reading and acting out a dialogue using • There aren’t any (sharks).
language in context (C1 C5 C7 C8) • Are there any (sharks)? Yes, there are. /
• Identifying landscape features (C1 C3 C7 C8) No, there aren’t.
• Reading, extracting information and writing an authentic
text type (C1 C3 C4 C6 C7 C8)
• Reading, listening and writing about sharks (C1 C3 C4 C7
C8)
• Using the internet to find out specific information about
sharks (C3 C4 C7 C8)
• Understanding and extracting information about nature in
Australia from a letter (C1 C3 C4 C7 C8)
• Learning to classify vocabulary in preparation for writing (C1
C3 C7 C8)
• Writing your own letter about the landscape and animals
where you live (C1 C3 C5 C6 C7 C8)
• Reviewing and reflecting on the unit (C1 C3 C6 C7 C8)
• Practising everyday English through listening to and acting
out a dialogue about a boat trip (C1 C3 C5 C6 C7 C8)

4
 Receptive language Pronunciation Socio-cultural aspects Cross-curricular content
• around the world, journey, trip, sail, boat, Comparing the sounds • Understanding the importance P.E.: Be safe when you're
world, problems, safe /s/ as in flip-flops and /z/ of safety when practising doing sports
• sun, snow, storm as in goggles adventure sports (C3 C8)
• two months/weeks later • Showing interest in adventure
• distress signal, communication sports (C3 C8)
• race, competition • Learning about culture and
customs in the English-speaking
• worried, dangerous, important world
• reflects, protects, shade • Using Everyday English to act
• medium, large out buying a ski jacket (C1 C2 C3
C5 C6 C7 C8)

• director, hero, star Comparing the sounds • Learning about the film industry Social Science: The film

M
• Congratulations! Bad luck! /ɪ/ as in lift and /aɪ/as in the USA and India (C3 C8) industry
• What’s the opposite of (rich)? in fly • Showing interest in the
• What is (Kiera) like?
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differences between the film
industry in two cultures (C3 C5
• comedy, cartoon C8)

m Sa
• Learning about culture and
customs in the English-speaking

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world (C5 C6 C7 C8)

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• Using Everyday English to act
out going to the cinema (C1 C3
C5 C6 C7 C8)

Pu le
bl cop
is y
he
rs
S.
• rubbish, plastic bag, scissors, snorkelling
• Some sharks give birth to…
• If you’re lucky
•
Comparing the long and
short sounds /ɪ / as in
fish and /iː / as in beach A.
Learning about different types
Learning about different
of sharks (C3 C8)
(C3 C8)
• Showing interest in sharks, their
interest in sharks,
Natural Science: Sharks

• Be careful! (C3 C8)

and ccharacteristics
haracteristics
environment and characteristics
• Relax! • Learning about culture and
• Let’s explore/save/clean up… customs in the English-speaking
world (C5 C6 C7 C8)
• Using Everyday English to act
out being on a boat trip (C1 C3
C5 C6 C7 C8)

Competence in linguistic communication Mathematical competence Competence in knowledge of and

interaction with the physical world Competence in processing information and use of ICT Competence in social
skills and citizenship Artistic and cultural competence Learning to learn Autonomy and personal initiative

5
Unit Learning objectives Key language Recycled language
• Identifying different jobs and writing them correctly in Vocabulary • I’m/He’s/She’s (a teacher).
6 Things context (C1 C3 C5 C7 C8) • a writer, an artist, a builder, a teacher, • I’m not/He isn’t/ She isn’t
People Do • Listening to, understanding and singing a song (C1 C6 C7 a housewife, an architect, a waitress, a (happy).
C8) hairdresser, a taxi driver, a businessperson • paint, write, help, cut,
• Reading and listening to a story about Helen Keller (C1 C3 • at the shops, at a family lunch, at a understand
C5 C6 C7 C8) football match, at home, at a birthday party • ill, happy, similar, different,
• Showing understanding of the story by answering questions • deaf, blind, Braille, sign language, dots, short, long, big, small
and writing a story review (C1 C6 C7 C8) a gesture • Saturday, Sunday, weekend,
• Identifying parts of the language structure and showing morning, evening, night
understanding by creating sentences (C7 C8) Structures • always, often
• Listening to, reading and acting out a dialogue using • I/She/He was (a teacher). • Food and drink
language in context (C1 C5 C7 C8) • I/He/She wasn’t (happy). • Parts of the body
• Identifying leisure activities (C1 C3 C7 C8) • What was your favourite (subject)?
• Reading, extracting information and writing an authentic
text type (C1 C3 C4 C6 C7 C8)
• Reading, listening and writing about Braille and British Sign
Language (C1 C3 C4 C7 C8)
• Using the internet to find out how to sign your name (C3 C4
C7 C8)
• Understanding and extracting information about weekend
activities from a diary entry (C1 C3 C4 C7 C8)
• Learning to classify vocabulary in preparation for writing (C1
C3 C7 C8)
• Writing your own diary entry about your weekend (C1 C3
C5 C6 C7 C8)
• Reviewing and reflecting on the unit (C1 C3 C6 C7 C8)
• Practising everyday English through listening to and acting
out a dialogue about ordering a snack in a café (C1 C3 C5

M
C6 C7 C8)
• Identifying verbs and writing them correctly in context (C1
verbs Vocabulary • In the morning/afternoon,

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7 Our World C3 C7 C8)
C8) • talk, shout, walk, jump, hug, kiss, work, evening
• Listening
Listening to, understanding and singing a song (C1 C6 C7
to, understanding help, live, visit • The family
C8) • watch a film, play the guitar, tidy (my) • The continents
C8)
m
listening to a
Sa
• Reading and listening to a story about a lion (C1 C3 C6 C7 room, look after (my) brother/sister, walk the
dog
• Days of the week
• Colours
ill
• Showing understanding of the story by answering questions
understanding of the story by answering • pollution, breathe, pick up (v), aluminium, • Wild animals

an mp
and writing a story review (C1 C6 C7 C8)
review (C1 C6 C7 C8) glass, endangered (adj)
• Identifying parts of the language structure and showing
language structure and showing
understanding by creating sentences and asking questions
sentences and asking questions Structures
(C7 C8) • I/He/She (visited) Kenya.

Pu le
• Listening to, reading and acting out a dialogue using
out a dialogue using • Did you/he/she (walk)? Yes, I/he/she did. /
language in context (C1 C5 C7 C8) No, I/he/she didn’t.
• Identifying after school activities (C1 C3 C7 C8)

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C3 C7 C8)
• Reading, extracting information and writing an authentic
writing an authentic
text type (C1 C3 C4 C6 C7 C8)
• Reading, listening and writing about how to look after the
look after the

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environment (C1 C2 C3 C4 C5 C7 C8)
• Using the internet to find out about recycling (C3 C4 C5 C7
C4 C5 C7

he
C8)
• Understanding and extracting information about yesterday’s
yesterday’s
activities from an email (C1 C3 C4 C7 C8)

C3 C7 C8)
rs
• Learning to classify vocabulary in preparation for writing (C1
• Writing your own email about your friend’s day yesterday
(C1

S.
(C1 C3 C5 C6 C7 C8)
• Reviewing and reflecting on the unit (C1 C3 C6 C7 C8)

A.
• Practising everyday English through listening to and acting
out a dialogue about recycling rubbish (C1 C3 C5 C6 C7 C8)

6
 Receptive language Pronunciation Socio-cultural aspects Cross-curricular content
• deaf, blind, angry Comparing the sounds • Learning about different jobs Social Science:
• degree, member, code /æ / as in Zac and /ɑː / people do (C3 C5 C8) Communication
• universal as in Mark • Showing interest in different
• Would you like something to (eat)? forms of communication (C3
C5 C8)
• Enjoy your meal! • Learning about culture and
• scientist, singer, astronaut, waitress, customs in the English-speaking
inventor world (C5 C6 C7 C8)
• special, amazing, important • Using Everyday English to act
out ordering a snack in a café (C1
C3 C5 C6 C7 C8)

M
• department store, London, lion, Kenya, Comparing the sounds • Interest in learning about our Social Science: Looking after

ac
churchyard /ed/ as in played /d/, as planet (C3 C5 C8) our world
• planet, habitat, bin, rubbish, endangered in visited /ɪd/ and /t/ as • Showing interest in learning
• exotic, extinct, plastic in watched about recycling (C3 C5 C8)
• What can I (recycle)?
• Can you guess the word? m Sa
• Learning about culture and
customs in the English-speaking

ill
world (C5 C6 C7 C8)

an mp
• Using Everyday English to act
out recycling rubbish (C1 C3 C5
C6 C7 C8)

Pu le
bl cop
is y
he
rs
S.
A.

Competence in linguistic communication Mathematical competence Competence in knowledge of and

interaction with the physical world Competence in processing information and use of ICT Competence in social
skills and citizenship Artistic and cultural competence Learning to learn Autonomy and personal initiative

7
Unit Learning objectives Key language Recycled language
• Identifying places to visit on holiday and writing them Vocabulary • What can we do?
8 Holiday Fun! correctly in context (C1 C3 C6 C7 C8) • supermarket, hotel, aquarium, museum, • What time…?
• Listening to, understanding and singing a song (C1 C6 C7 internet café, bookshop, tourist office, zoo, • I love / She loves (food).
C8) funfair, theatre • visit, see, come, walk, do,
• Reading and listening to a story about a holiday in New • double-decker bus, taxi, high speed train, go, send, stay, have, use, help,
York (C1 C3 C6 C7 C8) ferry, the underground arrive
• Showing understanding of the story by answering questions • GPS receiver, satellite, space, batteries,
and writing a story review (C1 C6 C7 C8) radio signal, collar
• Identifying parts of the language structure and showing
understanding by creating sentences (C7 C8) Structures
• Listening to, reading and acting out a dialogue using • He/She wants to (go to the zoo).
language in context (C1 C5 C7 C8) • He/She doesn’t want to (visit a museum).
• Identifying different forms of transport (C1 C3 C7 C8) • Does he/she want to (walk)? Yes he/she
• Reading, extracting information and writing an authentic does. / No, he/she doesn’t.
text type (C1 C3 C4 C5 C6 C7 C8) • I don’t want to (visit a museum).
• Reading, listening and writing about Global Positioning • Do you want to (visit a museum)?
System (GPS) (C1 C3 C4 C7 C8) • Yes, I do. / No, I don’t.
• Using the internet to find out about GPS satellites (C3 C4
C7 C8)
• Understanding and extracting information about a holiday in
London from a postcard (C1 C3 C4 C7 C8)
• Learning to classify vocabulary in preparation for writing (C1
C3 C7 C8)
• Writing your own postcard about a holiday (C1 C3 C5 C6
C7 C8)
• Reviewing and reflecting on the unit (C1 C3 C6 C7 C8)
• Practising everyday English through listening to and acting
out a dialogue about buying a train ticket (C1 C2 C3 C5 C6

M
C7 C8)
• Identifying Christmas words and writing them correctly (C1
Christmas Vocabulary • mince pies, present, stocking,

ac
Christmas C3 C6 C7 C8)
C8) • carols, candles, lights, paper hats, star, tree, snowman
• Listening
Listening to, understanding and singing a Christmas song
to, understanding decorations, crackers, snowball fight
(C1 C6 C7 C8)
C8) • Christmas Eve, Christmas Day, Boxing
m
understanding
page (C1 C3 C4 C6 C7 C8)
C6 C7 C8)
Sa
• Listening to, understanding and explaining a Christmas web
explaining Day

ill
an mp •
• Identifying Easter words and w
and w iting them correctly (C1 C3
iting them correctly Vocabulary • sweets, chocolate, Easter,
Easter C6 C7 C8) hard-boiled eggs, Easter bunny, a garden, village, spring
• Listening to, understanding and explaining an Easter web • little, big

Pu le
and explaining an Easter web wooden spoon, chocolate eggs, paint
page (C1 C3 C4 C6 C7 C8)
• Listening to and reading about Easter t
Easter t aditions (C1 C4 C6
aditions (C1 C4 C6

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C7 C8)

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he••
• Identifying May Day words and writing them correctly (C1
(C1 Vocabulary • funfair, park, summer

•• r
May Day C3 C6 C7 C8) pole ribbons, sticks, rides, shopping, • dance, stand, hit, go

s
• Listening to, understanding and explaining a May Day web sales shopping, celebrate
page (C1 C3 C4 C6 C7 C8) May Day • I like to (buy clothes)

S.
• Listening to and reading a May Day poem (C1 C6 C7 C8) • I love (the rides)
• the first (day)

A.
• tall
• Colours

8
 Receptive language
• limousine, follow, circle, study, last, travel
• solar, public
• destination, journey, navigation, ambulance
driver
• What number bus do you need?
• How do you go to school?
• What does GPS stand for?
• Can I help you?
• address, fish, shark, giraffe
Pronunciation Socio-cultural aspects Cross-curricular content
Comparing the short a • Interest in learning about places I.C.T.: Global Positioning
sound /æ / as in taxi and to visit on holiday and transport System
the long a sound /eɪ / as in the UK (C3 C5 C8)
in train • Showing interest in learning
about Global Positioning
Systems (C3 C5 C8)
• Learning about culture and
customs in the English-speaking
world (C5 C6 C7 C8)
• Using Everyday English to act
out buying a train ticket (C1 C2
C3 C5 C6 C7 C8)

• We light candles
M • Pleasure in celebrating

ac
• How is your Christmas similar or different? Christmas in English (C3 C5 C8)
• He was made of snow • Awareness of the traditions of
• hang up Christmas in other countries (C5

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C6 C7 C8)
• There must have been some magic
• he came to life
ill m
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• egg painting, egg hunt, egg rolling • Pleasure in celebrating Easter
• welcome, celebrate, weigh, break, think in English (C3 C5 C8)
• as fast as possible •

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Awareness of the traditions of
• It’s really funny! Easter in other countries (C5 C6
C7 C8)

bl cop
is y
• Morris dancing, Maypole dancing he •• Pleasure in celebrating Easter
Pleasure

r•• s
• local in
in English (C3 C5 C8)
English
• especially Awareness of the traditions of
Awareness
• bank holiday Easter in other countries (C5 C6
Easter in

S.
C7 C8)
C7 C8)
• It’s time for us to say • Pleasure in celebrating May
Pleasure in
• What’s your favourite (May Day activity)? Day
Day in English (C3 C5 C8)
in English (C3
• Awareness
A.
Awareness of the traditions of
of the
(C5 C6 C7
May Day (C5 C6 C7 C8)

Competence in linguistic communication Mathematical competence Competence in knowledge of and

interaction with the physical world Competence in processing information and use of ICT Competence in social
skills and citizenship Artistic and cultural competence Learning to learn Autonomy and personal initiative

9
Introduction Communication strategies: to identify
and understand linguistic structures and
1 What is Your Quest? lexical aspects of English and use them to
Your Quest is a story and topic-based course communicate effectively.
for primary school pupils who have little or Eliciting meaning through context: to develop
no previous knowledge of English and which strategies to understand structures or lexis not
accompanies pupils over a period of six school seen before, but which can be understood from
years. The aim of the course is to allow pupils the context and clues given.
to maximize their learning potential by working
through eight topic-based units that motivate 2 The main aims of Your Quest 5
and interest them, and which are presented in a The objectives of this cycle have been written
way that allows easy transfer to their own world. in accordance with the requirements of the
Its aim is to develop their competence in using Council of Europe. There is a strong focus in
English in a series of ‘building blocks’ and to this cycle on the development of reading and
provide solid foundations in language skills for writing skills and bringing English closer to their
future learning. real-life experiences. Speaking and listening
continue to be of key importance, as well as the
The main aims of Your Quest maintenance of a positive attitude to learning a
Listening: to participate in and understand foreign language and respect for classmates.

M
messages through a variety of auditory forms
dialogues
(songs, stories, raps, dialogues and real world Listening: to participate in and understand
Your Quest
situations). Your
ac
Quest also aims to develop
also aims English from songs, raps, stories, CLIL topics

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strategies which will
techniques and strategies which will enable and everyday situations.
they hear.
pupils to respond to what they hear.
ill
Speaking: to learn to communicate in English,

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Speaking: to ask and respond in the correct
in the correct using linguistic or non-linguistic means.
(role plays, group
manner in a variety of situations (role plays, group Writing: to produce short written texts of

Pu le
turn-taking and
work); to observe the norms of turn-taking and various
various genres. In each case, the pupils are
customs of speaking (please, thank you). you). personalizing
personalizing the text, using a model as a guide

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Writing: to produce and learn about different
different for layout
for layout and content.
texts which have a transferable value from their their Reading:
Reading: to understand and respond to
to
own world (blogs, emails, posters, web pages,
is y information at
information at both sentence and paragraph

he
magazines, brochures, recipes); to evaluate and level, using visual
level, using visual clues as a strategy to further
reflect on their writing at the end of each unit. understanding
understanding and answering questions or
Reading: to understand different texts related
to their interests; to develop techniques and rs True
True oo False sentences. Pupils are required
False
understand
to understand and respond to information
strategies to respond to English texts.
S.presented in authentic
presented in authentic style texts.
Learning to learn and reflect: to develop
strategies and techniques in each cycle through
which they are able to show their autonomy
A.
Learning to learn and reflect:
reflect: to give an
their own learning
opinion on their own learning by employing a
strategy.
basic evaluation strategy.
as learners and are able to evaluate their own Language comparison: to learn about the
learning. differences between English and their own
Different cultures: to learn about different language.
cultural aspects of the language as a means CLIL: to learn about other school subjects
of communicating with people from different through the medium of English so their
backgrounds and cultures; to develop respect development in the foreign language is more
for different cultures. natural and integrated.
CLIL: to learn and apply aspects of other school Teamwork: to respect classmates and work in
subjects to their language learning, and to pairs or groups with a positive attitude.
appreciate the benefits of CLIL. Pronunciation: to reproduce words, songs,
Pronunciation: to identify and understand raps and chants with the appropriate rhythm
sound and phoneme rhythm and intonation and intonation.
in songs, questions, chants and dialogues; to
discriminate between different sounds and show
an awareness of English pronunciation.

10
 Introduction

3 The course components of Your Quest 5 Competences key

Competence in linguistic communication
Pupil’s Book
Mathematical competence
This consists of 72 full-colour pages containing
Competence in knowledge of and interaction
eight units of work that introduce pupils to
with the physical world
different topics, a starter unit and three festivals
(Christmas, Easter and May Day). Competence in processing information and
use of ICT
Each unit consists of eight lessons, including
a story and five pages of activities. In Competence in social skills and citizenship
addition there is a Language Guide and an Artistic and cultural competence
Everyday English page for each unit. There is Learning to learn
pronunciation work with the Funky Phonics Autonomy and personal initiative
activity and a CLIL-based fact page.
After the Introduction, the material is organized by
Activity Book unit and set out in a format which is easy to use.
This consists of 104 pages of activities for all Each unit of the Teacher’s Notes includes:
the units, which are fully integrated with the
Pupil’s Book. The Activity Book reinforces • Unit overview: This page outlines the main
language and vocabulary from the Pupil’s objectives of the unit. It focuses on learning

M
develop
Book and aims to develop listening, reading objectives, key vocabulary and structures,
pronunciation, and socio-cultural aspects.
ac
There are
and writing skills. There are Progress Check
Grammar Practice
lessons, extra Grammar Practice pages, a Your • Teacher’s Notes: These provide the teacher

m Sa
each unit and Grammar
Dictionary page for each unit and a Grammar with a guide to each lesson. Here you will find
reproductions of the corresponding Pupil’s
ill
further grammar practice
Builder section with further grammar practice

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that pupils can
for each Pupil's Book unit so that pupils can Book and Activity Book pages. The teaching
learnt.
consolidate what they have learnt. notes outline the main objectives of the lesson
and materials required, and a short lesson plan

Pu le
Interactive Activities CD-ROM (At-a-glance lesson plan). The teaching notes
(At-a-glance plan

co
the
An interactive resource packaged with the give
give suggestions on how to begin and end

eachb
focusing on
Activity Book containing activities focusing on each lesson.
each lesson. They also include instructions on

unit. The CD-ROM provides pupils with extra lis py

the song, vocabulary and grammar from each conducting
conducting the lesson, and they give practical
suggestions
suggestions (Tips) as well as further ideas to
practice delivered in an attractive way. The he expand or adapt
expand or adapt activities (Options). In addition,

r
CD-ROM enables pupils to have further practice there are suggested
there are suggested activities for pupils who
at home in a way that is fun and attractively
s find English
find English difficult or for those who need

S.
presented. extra challenge
an extra challenge (Differentiated learning)
extra activities
and extra activities at the end of each lesson
Class CDs
All the stories, songs, pronunciation chants and
(Extra
A.
Extra activities). The teaching notes include
activities).
activities).
of all the
audioscripts of all the material on the CDs. At
other listening activities in Your Quest 5 are each u unit
nit
the end of each unit there is also an audioscript
on the Class CD. Every main unit song has a of the corresponding unit on the DVD.
karaoke version, which can be used when the
pupils are familiar with the lyrics, for recycling
and follow up activities. (The recordings of the
Entry level test, the Unit Tests, the Term Tests
and the End-of-year Test are found in the Tests
and Photocopiable Resources pack.)

Teacher’s Notes
The Teacher’s Notes provides all the information
and guidance for teaching Your Quest 5. The
syllabus at the beginning of the Teacher’s
Notes is detailed and gives the teacher a
clear overview of how the book and each unit
is structured. The syllabus is mapped to the
following eight key competences:

11
Introduction

Tests and Photocopiable Resources pack provide a clear and entertaining context for
This CD-ROM accompanies the teacher’s file the target language of each unit, as well as
and provides all the additional worksheets that a providing a clear link to the CLIL topic, which
teacher may wish to use. The sections are: the pupils will be formally introduced to later in
each unit. The varied contexts and storylines:
1 Classroom practice worksheets: extension
and reinforcement • provide ample opportunity to consolidate the
target language of each unit, with repetition and
2 Phonics worksheets
building on course language as a whole.
3 Grammar worksheets
• create opportunities for pupils to relate the
4 Macmillan Children’s Readers worksheets stories to their own experiences and knowledge
5 Tests: Entry level Test, Unit Tests, Term Tests, of the world around them.
End-of-year Test • motivate pupils to speculate about real world
6 Assessment: Teacher’s assessment of content and the unit CLIL focus. The visual
Unit’s 1-8, individual pupil and class context of the stories is important in order to
7 Letters to parents/carers: a letter introducing help understanding and provide clear clues for
the course, and then one letter per unit including the pupils to associate what they hear with what
the main song lyrics. These are in Word so can they see. The images and language aim to:
be personalized for each pupil • stimulate the imagination of young learners.

M
8 DVD worksheets • expose them to useful, everyday language in a
clear context.
Website
ac • stimulate curiosity with the introduction of the

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which accompanies
There is a pupil website which accompanies CLIL theme as part of each storyline.
Your Quest and provides lots of activities to
lots of activities to

ill
• promote autonomous discovery by exposing

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and develop what
enable the pupils to practise and develop what
pupils to real life people and events, and
key vocabulary
they’ve learned in class. All the key vocabulary
encourage them to find out more about similar
and structures from Your Quest are included in
included in

Pu le4.3 Selection and treatment of language

stories.
be used
this valuable extra resource, which can be used
in the classroom or at home.

b In coQuest 5 pupils are provided with many

Your
In Your
The DVD includes live action material to support li
the p
DVD

sand
opportunities
opportunities to experience and experiment
the Pupil’s Book. The DVD has two basic
h
with
y
language
with the language in a variety of activities

e
contexts. From
and contexts. From the first level, they are
sections: a sketch for each unit and a CLIL
section for each unit. The DVD adds another
process, r
encouraged to
encouraged to take an active role in the learning
s the
through
process, through enquiring, reflecting, and

S
dimension to the course, using the language
manipulating
manipulating the language, thus developing

the six levels. .

taught in an authentic UK context. There are
competence
increasing competence and confidence through
worksheets to accompany the DVD which
can be found in the Tests and Photocopiable A.
Your Quest 5 provides pupils with a careful
provides
Resources pack.
vocabulary
balance of vocabulary and structures, which is
4 The aspects of the course practised and consolidated in a carefully staged
and integrated manner. The language of the
4.1 The Quest 5 characters course has been selected with the following
In Your Quest 5, the pupils are introduced criteria in mind:
to the four main course characters: Jack, • level of frequency
Kiera, Sophie and Dan. The characters are • communicative purpose and usefulness
the same age as pupils in your class and are outside the classroom setting
the presenters of Quest TV, a show for kids • natural choice for recycling and reinforcing
presented by kids. Quest TV is a magazine- previously learned language
style programme with songs, stories, interesting
facts, interviews, quizzes and lots of audience • support for the learning process through its
participation. utility as a classroom management resource
• support for the understanding of cross-
4.2 The Your Quest stories curricular themes.
Half of the stories in Your Quest 5 are based
on real characters and events. All the stories

12
 Introduction

4.4 The teaching programme an entertaining way. At first, the pupils listen
Your Quest 5 is designed to accommodate to the story whilst looking at the story in their
different teaching situations. There is extensive Pupil's Book. The pupils then listen again and
supplementary material, including photocopiable follow the story in their Pupil’s Book. Afterwards,
worksheets, DVD activities, project ideas, a the teacher asks comprehension questions
digital reproduction of the course books and an to establish understanding of the storyline.
interactive website. The proposed programme for The pupils then complete two activities in the
the core material in Your Quest 5 is: Activity Book based on the story. The first
reinforces understanding of the sequence and
• First term: Starter Unit, Units 1, 2 and 3,
events of the story, while the second allows for
Festival (Christmas)
further related language practice. The pupils
• Second term: Units 4, 5 and 6, Festival (Easter) end the lesson by writing a guided review of
• Third term: Units 7 and 8, Festival (May Day) the story, giving their own opinion on what they
liked about it.
5 Organization and key competences
Lesson 3 This lesson introduces pupils
Each unit is introduced with a unit overview to to the target grammar structure, first by
provide teachers with a map of the contents looking at the grammar tables and doing an
and direction of the unit. This resource assists investigation of the grammar by answering
teachers in their planning for the unit as a whole, the concept questions. The language in the

M
as well as providing a quick comparison tool, Grammar Quest tables is taken from the story
pre-teaching
which can aid in the pre-teaching and recycling
ac
to establish context. Pupils then listen to a
lesson starts
of language. Each lesson starts with an At-a- dialogue featuring the course characters and

m
glance lesson plan, which provides the teacher
which provides
Sa
read along in their Pupil's Books. Pupils act
the content each
with a quick overview of the content of each out the dialogue to familiarize themselves with
ill
an mp
needed.
lesson and the materials needed. the language in context. Further activities in
In Your Quest 5, there is coverage of all the key
coverage of all the key the Activity Book provide practice of the target
unit overview, the
competences set down. In the unit overview, the structure. Extra grammar practice can be found

Pu le
each learning
key competences are listed for each learning in
in the Activity Book, in the Grammar Practice

co
easily see
objective, so that the teacher can easily see pages
pages and in the Grammar Builder.
which competences are being worked on.

5.1 The organization of the Pupil's Book

on.
b lis py
4
Lesson 4 This lesson begins with the
presentation
presentation of the second lexical set. Pupils

he
then read an
then read an authentic style text which
The Pupil’s Book contains a starter unit, eight also presents
also presents the vocabulary in context.

rs
main units, and three Festival lessons. The eight Pupils answer
Pupils answer comprehension questions
main units follow the same general structure: and consolidate
and consolidate what they have learned by

S.
Lesson 1 The theme for the unit is introduced, completing a
completing a writing activity based on a similar
along with a new lexical set. A simple game is type in the Activity
text type in the Activity Book. The pupils end
played to help the pupils remember the new
words, they listen to Word Quest 1 and repeat phoneme-rich A.
by focusing
the lesson by focusing on phonics, with a
chant
phoneme-rich chant to draw pupils’ attention to,
the words to help them with the pronunciation. practice
and give them practice of the target sound. In
The vocabulary is reinforced and more active the Activity Book they are asked to sort words
recognition is encouraged as pupils match and distinguish between the sounds they have
word cards to flashcards. They then play a word been introduced to in the Pupil’s Book.
game, Quest Memory Game, which encourages Lesson 5 This lesson introduces a cross-
interactive practice of the new vocabulary using curricular theme. Pupils look at the pictures
simple question and answer dialogues. The in Lesson 5 and answer questions from the
pupils then listen to the song, which presents teacher to elicit information on the topic. The
the new vocabulary through simple grammatical pupils then listen, with their books open, so
structures. The context of the song clearly they can read the texts at the same time. In the
establishes the communicative purpose of the Pupil’s Book they answer questions designed
language. Further activities in the Activity Book to pull out specific information from the texts.
provide written practice of the vocabulary set. They then answer True or False questions to
Lesson 2 Here pupils are introduced to the consolidate their understanding.
main unit story. The aim of the story is to Lesson 6 This lesson touches on customs
reinforce the new language in context and touch and culture from English-speaking countries
on the cross-curricular content of the unit in around the world. Pupils answer multiple choice

13
Introduction

questions in the Culture Quiz. The lesson aims and motivate the pupils and promote the
to expand their understanding of other customs development of communicative confidence in a
and cultures and encourages comparison with carefully staged and integrated manner.
their own culture. In the second half of the The combination of main activities is dependent
lesson pupils prepare for the final writing task on the goal for each lesson. Pupils are also
by reading the Star Writer text and doing the encouraged to work in smaller groups and pairs
follow-up activities in the Activity Book. to optimize opportunities of experimenting
Lesson 7 This lesson focuses on the final with the language. The Activity Book is later
cumulative writing task. Pupils plan their Star used to give pupils a further opportunity to
Writer piece by completing various planning work more independently, reflecting on the
activities in the Activity Book. Finally, pupils language as they complete activities in the
write their written piece in their Activity Books. book. This period of the lesson also gives the
Lesson 8 This lesson reviews the unit with the teacher a chance to move around the class and
Language Guide in the Pupil's Book. This gives assess pupils’ progress on an individual level,
a clear reference point for all the vocabulary and providing support where necessary. There are
grammar structures covered in the unit. Pupils ideas provided for supporting pupils who need
then complete the Progress Check in their more help and also for those who finish quickly
Activitiy Books. Pupils focus and reflect on what and need a further challenge (Differentiated
they have learned in the unit by completing learning).

M Check
this review. The Progress Check is divided
5.3 The organization of the Activity Book
ac
Vocabulary Grammar, Listening,
into sections: Vocabulary Grammar,
Reading and Speaking. The Activity Book contains 104 pages of

m Sa
Everyday English This is a one-page section
a one-page section activities aimed at promoting reading and
writing in English. The activities support the
ill
English. This section
focusing on everyday English. This section

an mp
unit or at any
can be done at the end of each unit or at any language that the pupils have practised aurally
presented
time during the course. Pupils are presented and orally in the Pupil’s Book. There are nine

Pu le
structured
with a listening activity that provides structured pages
pages of activities per unit of work, a page for
listening practice. They then complete a each
each of the festivals and a Your Dictionary page

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speaking activity using a visual based on the the for every
for every unit, where pupils write examples of
Cambridge Young Learner’s Exam. Finally, the main vocabulary
the main vocabulary from the unit and complete

is y
pupils are given a further opportunity to listen the Concept
the Concept Map. There is also an extra
Grammar Practice
Grammar Practice per unit for pupils to get extra
he
to everyday English and practise a dialogue
focusing on key functional language. practice of the main
practice of the main language points, as well

rs
a Grammar
as a Grammar Builder section at the end which
5.2 The organization of the lesson includes extended
includes extended grammar tables to cover all

S.
pronouns and
the pronouns and cumulative grammar activities
The lessons in Your Quest 5 have been
cover grammar
which cover grammar from previous units. The

A.
carefully designed to engage the pupils and
each unit
activities for each unit follow the same general
have been planned to ensure that pupils can
structure.
easily follow the different stages throughout
each lesson. Every activity has a clear linguistic
Lesson 1 Pupils write the ten main lexical items
goal and each activity flows naturally to the
within a short chunk of text. Pupils then write
next. Each lesson follows the same general
the key vocabulary items in a sentence which
format.
also serves to recycle grammar.
Opening activities
Lesson 2 Pupils read, gap-fill and match
The opening activities have multiple sentences from the story script to images of the
purposes: to signal the start of the lesson, story, then they order the sentences. Pupils read
to introduce useful language for simple sentences about the story and decide if they are
information exchanges as well as for classroom true or false. Finally, pupils complete a review of
management and to review language from the story, giving their opinion.
previous units.
Lesson 3 Pupils write sentences related to
the grammar from the unit in the affirmative,
Main activities
negative and question form.
Each lesson comprises a variety of main
Lesson 4 Pupils write the second lexical set.
activities, with a balance of pace and skill
They complete an authentic text type using
focus. The activities are designed to engage
words from the second lexical set. Finally, they

14
 Introduction

work on their pronunciation skills by sorting intonation. Pupils are encouraged to develop
words into their sound groups. a good ear for specific English sounds with
Lesson 5 Pupils complete a writing and a the phonics activity. Dialogues, throughout the
listening task related to the CLIL content of the units, provide ample practice of listening to,
unit. understanding and responding to language
in simple, familiar contexts, while the stories
Lesson 6 Pupils do a written activity related
maximize the pupils’ interest in narration and
to the Culture Quiz. Pupils then do activities to
provide a context for more global understanding.
prepare for the final writing activity in Lesson
7. Pupils find out information from the Pupil's Speaking: The oral activities in Your Quest
Book and through a listening transfer it onto 5 are carefully designed and staged to give
a chart. Pupils use the chart to complete a pupils the courage and confidence to express
sample writing piece to become familiar with themselves in English. Pupils are provided with
the language and structures and to get practice models which can easily be mimicked, which
writing at paragraph level. allow for extension and personalization, providing
an opportunity for them to demonstrate their
Lesson 7 Pupils prepare and write the final
understanding. The modern and appealing songs
cumulative writing piece. They do a vocabulary
and chants invite them to practise the language
activity to review the main lexical items from
and supra-segmental features of pronunciation,
the unit. Pupils then plan what they are going to
such as stress and intonation, while Lesson 4
write. Finally, pupils write their piece using the

M
looks more closely at a specific sound to provide
vocabulary
language and vocabulary they have learnt in the

ac
the pupils with more focused pronunciation
unit.
practice.
Lesson 8 Pupils complete six revision activities
complete six
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(Vocabulary, Grammar
organized by skills (Vocabulary, Grammar
Vocabulary: A lexical set is presented in the

ill
first lesson of each unit. The pupils first may
Speaking). The listening
Listening, Reading and Speaking). The listening

an mp
play games with the new words, followed by a
of activity they are
activity is based on the type of activity they are
word chant (recorded on the Class CD) to model
exams.
given in external young learners exams.

Pu le
and aid pronunciation. Pupils then listen to a
6 Methodology song
song including the words in simple grammatical

co
structures.
structures. This is supported by the Quest
6.1 Child-centred learning
Pupils are naturally curious and Your Quest 5 l
b Memory Game

py
Game, to provide individual practice. In

aims to utilize this curiosity to maximize learning. is

Lesson 4,
Lesson 4, the pupils are introduced to a new set

he
of vocabulary
of vocabulary items that are generally related to
They are encouraged and supported on their the first vocabulary
the first vocabulary set in terms of theme. There

rs
quest to investigate the English language and are many opportunities
are many opportunities for pupils to practise and
the world around them. The course content develop key
develop key lexical items in each unit.
generates a fun-filled environment in which
S.
Reading and writing:
writing: There are opportunities
the Pupil’s
in both the Pupil’s Book and Activity Book to
A.
pupils can freely experiment with the language
and communicate their ideas and opinions to the pupils’
develop the pupils’ reading and writing skills.
their peers and their teacher. There is a focus Pupil’s Book
Texts in the Pupil’s Book provide pupils with
on working with language visually; pupils are language
clear models of language to interpret and use
encouraged to use the pictures to arouse as a guide for their own text. This is supported
interest, make predictions and generate ideas. by activities in the Activity Book which scaffold
Different learning styles are catered to with a written tasks leading to freer writing and
variety of tasks and learning is active and child- encouraging pupils to explore the language to
centred. express their own ideas.

6.2 The development of communicative skills 6.3 A focus on meaning

In all six levels of Your Quest communicative The language in Your Quest 5 is presented
competence is the central goal and in an age-appropriate context, enabling
communicative skills are built on in a systematic pupils to make connections with it and the
and integrated way. The main features of Your world around them. Throughout each unit,
Quest 5 are as follows: language is recycled in various lessons, to
Listening: Listening activities are varied with consolidate the pupils’ learning. The topics
multiple aims. In the first lesson, a song provides included are interesting and related to their
a memorable introduction to the language of the world. Communicative activities in Your Quest
unit, promoting a sense of rhythm, stress and 5 promote practising language in a real world

15
Introduction

context, which is therefore easily transferable to pupils to becoming responsible, independent,

contexts outside the classroom. reflective learners, which will help them in later
years. In Your Quest 5 there are a number of
6.4 Cross-curricular content (CLIL) ways in which learning how to learn is integrated
An objective of Your Quest 5 is to link learning into the course:
English with other primary subjects. However, At-a-glance lesson plan: This can be written on
when working in English with topics from another the board so the pupils can see what they will
subject, it is important to have a context to aid achieve in class that day.
understanding and help learning. With this in Lesson organization: Through the clear
mind, in Your Quest 5 the CLIL topic of each unit organization of lessons, pupils feel secure and
is first introduced with colourful photographic confident in the way they approach their learning.
images. This generates interest and allows pupils
Instructions: Through the use of simple
to make predictions about the specific topic. It
instructions in the Pupil’s Book and Activity Book,
also generates other vocabulary in English. Pupils
pupils can understand what is required of them in
listen and follow the CLIL texts in the Pupil's
order to complete tasks.
Book. They then develop their understanding by
answering questions. Fast finishers, Extra grammar practice pages,
Your Dictionary activities: Pupils can use these
6.5 Phonics materials to work independently.

M
In Your Quest 5, pupils’ understanding and
6.8 Managing diversity in the classroom
of pronunciation
usage of key aspects of pronunciation such as
ac
intonation are
rhythm, stress and intonation are incorporated Not all pupils learn in the same way or at the

m
same pace. In Your Quest 5, this difference in
Sa
exposure songs,
in a natural way through exposure to songs,
Lesson 4, there is
stories, raps and chants. In Lesson 4, there is learning is approached in a number of ways:

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‘Funky Phonics’
a specific feature on phonics: ‘Funky Phonics’ Extra activities: In the Closing activities of
where they
Pupils listen and say a fun chant where they each lesson in the teaching notes, an extra
sounds are
are made aware of how particular sounds are activity
activity is included for optional use with groups

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further
correctly pronounced. The activity also further who
who work faster or who have more time.

bl cop
develops an awareness of sound/spelling finishers:
Fast finishers: In some lessons of the teaching
patterns in English which was started in the notes there
notes there are Differentiated learning

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earlier levels of Your Quest. Finally, the pupils activities for
activities for fast finishers. They can be used
complete a sorting activity to demonstrate their
he
when pupils finish
when pupils finish work ahead of others in the
understanding of the featured sounds. The class or for further
class or for further consolidation of work which

rs of socio-cultural aspects
objective is to develop the pupils’ awareness of has been done.
has been done.
a sound, and provide a foundation from which

Simportant
they can learn to speak. 6.9 Integration

6.6 Developing learner autonomy

integration
.
of socio-cultural
The integration of socio-cultural aspects of

isA
learning is an important part of the Your Quest
It is important for pupils to develop strategies
for future learning – a skill which is transferable .he
5 syllabus, and is highlighted in the overview
highlighted
The
T
page for each unit. The main socio-cultural
to all subjects. In Your Quest 5 these are: objective is to nurture interest and positive
• predicting the content of the story attitudes towards a language, people and
• predicting the CLIL topic culture which is different from the pupils’ own.
In the culture section, pupils are able to develop
• preparing for the end writing task by
an understanding of other pupils’ lives while
organizing information and note taking
comparing them to their own.
• recording vocabulary in Your Dictionary and
Another objective is to develop a positive belief
Concept Map
in pupils in their own ability to learn a foreign
• using the Grammar Builder. language. In Your Quest 5, this is achieved
In Your Quest 5 activities in both the Pupil’s through the use of stories and communicative
Book and the Activity Book encourage a degree activities which relate to the pupils’ lives and
of autonomy. Pupils are also encouraged to experiences. This develops a positive attitude
evaluate their progress at the end of each unit. towards learning English.

6.7 Learning how to learn

One of the objectives of Your Quest 5 is to guide

16
 Introduction

7 Classroom management Assessment of the Unit sheet is also provided

to allow teachers to reflect on and assess the
7.1 Classroom organization effectiveness of the material provided.
Your Quest 5 is a course which incorporates
routines in the teaching notes and activities, 9.2 Formal evaluation
which in turn support the teacher in his/her More formal evaluation material is also provided
classes. Each lesson begins and ends with an in the Tests and Photocopiable Resources pack.
opening and closing activity. The teaching notes The Entry level test at the start of the course can
provide concise instructions on how to set up be used to assess the pupils’ level at the start
and monitor the activities. of the academic year. The Unit Tests enable the
teacher to chart the pupils’ progress through the
7.2 Classroom language book. The tests enable the teacher to see how
Teachers are encouraged to use English in the well the pupils have assimilated the material
classroom wherever possible in Your Quest taught that term, and the End-of-year Test
5. Classroom language is introduced in the provides a record of the pupils’ progress at the
opening and closing routines, and in the course end of the academic year.
material. Essential classroom language is
scripted in the teaching notes for the teacher 9.3 Self-evaluation
and pupils to use. However, it is also anticipated Self-evaluation is an important part of the

M
that pupils will use their own language (L1) at learning process in Your Quest 5. This is
provided in both the Progress Check and the
a
during a lesson.
different times during a lesson.

cm
Self-evaluation worksheets in the Tests and

Sa
Photocopiable Resources pack.
8 Involving parents and carers

illLanguagem
For this age group it is important to involve
important to involve

aaimsn toand p
process.
the family in the learning process. Language
reviewed
which is learnt at school can be reviewed and
reinforced at home. Your Quest 5 aims to
P le
is u
learning
involve parents and carers in pupils’ learning
in a number of ways. The Activity Book is
CD- b co
lis py
accompanied by an Interactive Activies CD-
ROM which enables the pupils to listen to
the songs at home and work on the main
vocabulary and grammar. In the teacher’s Tests he
and Photocopiable Resources pack there are
letters for each unit (in Word format so they rs
can be personalized) which can be sent out
S.
A.
to parents and carers so they know what their
children are learning in their English classes and
can feel involved.

9 Evaluation
Evaluation in Your Quest 5 is developed
appropriately at each stage of the course.
The evaluation material is designed to check
achievements in teaching and learning, identify
pupils’ needs and provide the opportunity for
self-assessment.

9.1 Informal evaluation

Record sheets for teacher’s observations and
informal ongoing evaluation are provided in the
teacher’s Tests and Photocopiable Resources
pack. These give the teacher the opportunity
to record and measure the progress of the
individual pupil and the whole class. A Teacher’s

17
Introduction

Activity Bank Banana sentences

• Prepare a set of word cards and place them
These five-minute activities can be used to
on the board. Divide the pupils into two teams
practise or recycle language. To recycle items
and say Let’s play the Banana sentences
from the previous lesson, use an activity after
game. Draw two columns on the board and
the Opening activities. Choose the
write the name of each team at the top. Invite
activities that work best with your class.
a volunteer to come to the front to write the
scores.
Mime and match the flashcard
• Say a sentence to Team 1, for example, I
• Prepare word cards and show them to the (banana) peas. Invite a pupil to guess the
pupils. Encourage them to say the words as you complete sentence, for example, I love peas.
stick them on the board. If they seem unsure, mime the action. Repeat
• Prepare a set of flashcards and shuffle them the process with Team 2. Ask your volunteer
in front of the pupils. Place them face down in a to award points if the sentence is completed
pile on your desk and take the top one. correctly.
• Ask the pupils Which one is this? and mime • Continue the game. Invite volunteers to
the flashcard. Invite a pupil to answer by saying make sentences, either positive or negative
the word. Then invite the pupil to the front to or questions, for the other team to complete.
remove the correct word card from the board Praise the sentences that they make saying

M class.
and show the pair to the class. Say Well done! Very good!

ac
until all
• Continue the activity until all the word cards
from the board.
have been removed from the board.
m
Mime
Sa • Ask the pupils what words they remember
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Story sentence review from the previous lesson (these will be the
to open their
• Open your book and ask pupils to open their vocabulary from the first or second lexical set).
and ask the
books at the story pages, hold it up and ask the Listen
Listen to and praise their answers. Say to the

Pu le
pupils Do you remember the story? pupils
pupils Let's stand up!

bl cop
and
• Say a sentence aloud from the story, and • Explain
• Explain to the pupils that they should mime
the
invite the pupils to say which character says the the words
the words you say. Say the words slowly and

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sentence. then speed up
then speed up as they mime them.

he
• Invite a pupil to read another sentence aloud • Invite different
• Invite different pupils to the front to say the
or ask a question about the story and another words and encourage
words and encourage their classmates to mime.
pupil gives the answer. Continue with other
sentences and questions. rs
Story quiz
• Praise their speaking and say Very good! the S
play the story .
pupils
• Divide the pupils into two teams and say Let´s

Five sentences A..name

quiz
quiz.
quiz. Draw two columns on the
write the
board and write the name of each team at the
• Prepare a set of flashcards and stick them book at
top. Open your book at the story pages, hold it
on the board. Ask the pupils Can you say five up and show it to the pupils.
sentences? • Ask a team to choose a story frame that the
• Ask the pupils to work in groups to think of other team must answer questions about. Point
five sentences using the vocabulary on the to the story frame. Ask them the questions
flashcards. After a minute, invite a volunteer relating to that frame from Lesson 2, or create
to come to the front to say their group’s five some of your own.
sentences. As they say their sentences, they • Invite different pupils to answer, and award
touch the correct flashcard. points for correct answers. If the team cannot
• Praise their speaking saying Very good! answer, invite a pupil from the other team to
Repeat the process with different volunteers answer for a bonus point.
coming to the front. • Continue the quiz with the rest of the story
frames. Praise the pupils’s answers saying Very
good!

18