Te

ac
he
r’s Book

Michael Downie • David Gray • Juan Manuel Jiménez

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 Contents Introduction 4–9

Scope & sequence 10 – 11

Yearly planner 12 – 13

Units Overview Unit 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Unit 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Overview Unit 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Unit 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Overview Unit 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Unit 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Overview Unit 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Unit 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Overview Unit 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Unit 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Overview Unit 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Unit 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Overview Unit 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Unit 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Overview Unit 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Unit 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Overview Unit 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Unit 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Activity Book with answers

Contents

Unit 1 . . . . . . . . . . . . . . . 216 – 220

2 Unit 2. . . . . . . . . . . . . . . . 221 – 225

Unit 3. . . . . . . . . . . . . . . . 226 – 230

Unit 4. . . . . . . . . . . . . . . . 231 – 235

Unit 5. . . . . . . . . . . . . . . . 236 – 240

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 Basic Competences 14 – 15

Time for a game 16

Associated reading 17

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 – 19
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 – 39

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 – 41
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 – 61

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 – 63
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 – 83

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 – 85
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 – 105

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 – 107
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 – 127

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 – 129
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130 – 149

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150 – 151
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152 – 171

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172 – 173
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174 – 193

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194 – 195
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196 – 215

Contents
Unit 6. . . . . . . . . . . . . . . . 241 – 245

Unit 7. . . . . . . . . . . . . . . . 246 – 250 3

Unit 8. . . . . . . . . . . . . . . . 251 – 255

Unit 9. . . . . . . . . . . . . . . . 256 – 260

My spelling practice . . . . 261 – 263

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 Introduction
Lighthouse approach
is a six-level series for primary learners. It also gives students many opportunities
combines a structural grammar-based programme to understand and use the language for themselves
with a functional syllabus to promote communicative and at their own pace. It promotes interaction through
language use in reading, speaking, listening and pair and group work allowing students to build their
writing. independence by helping and learning from each
other. It establishes the right kind of environment for all
introduces and practises the main grammar types of students to enjoy learning English.
and vocabulary items, taking into consideration
learners’ individual needs. Language
presentation
Student’s Book opens with a
model sentence
consists of 9 units with 10 pages each and then is clearly
is clearly organized and consistent
Stickers explained on two
pages.
includes a pictionary for all new vocabulary provide I’m taller than you!
dynamic 1 Listen and

Why are you

follow.

I’ve got a
1.44

interaction
sad, Jake?
problem.

Unit opener with textbook

John’s taller
than me.
Harry’s stronger
Don’t worry! You’re
than me.
nicer than all of

activities.
them!

1 English!
I love Ebglis
presents new words
2 Read and stick
the names of the school
subjects. Lucy’s faster
Thanks,
the table. I like solving problem
1 Decode and complete s. I Iove doing experim
than me.
Tina!
ents.
Math Art
Science Maths I like doing exercise

in such a way that

Maths PE is easy! .
English Science is fun! Complete the sentenc
Drama P.E.
PE is great! es.
History Spanish
Geography Music 1. Harry is stronge Mary is taller than
r than Jake. Judy.
2. Lucy is faster My dog is bigger
than Jake. than yours.

students discover
She is nicer than
3. John is taller you.
than Jake. Ellie is prettier than 3 Listen and colou r the activity for each d
Mollie.
ay. 2.18
History 2 Listen and
English chant. 1.45 Complete the table.

Unit 5
Spanish
Maths It’s so sad

their meaning
Adjective y
PE
Drama 46
I’m taller! I’m faster!
I’m stronger than dirty
Comparative
Monda Tuesd
a
you! dirtier pping play
English I’m older and wiser, g sho ing

y
History And cleverer than easy easier goin ten
you! havin
ing
studaths g

nis
You know, you know

independently.
Spanish fat

me
lesso pian

sunday
it’s true! fatter

t ho
Maths The only problem M ns
is,

Wednesday
small

o homework

visiting friends
We don’t likePE

Staying a

footbaing
smaller

ll
You’re nicer than

doing Maths
Science acting me! Boo! Hoo!

Play
wise wiser
PE
in plays. Drama I enjoy learning
about
Art I hate playing the

play games
video
recorder.

going
Music
is boring! the past. History
hav party

ing
English

ing
359718 _ 0044-0053.indd
46
Music is difficult going to

r the
to t
! a

saTur
is interesting! th e b e a c h

n
he
e

go
Maths
Complete the ttin put

den
Geography infinitiv e forms
of the phrases.
03/05/11 19:04
st c ha c o m

ti

y
day
making pizza
English rs

da
Spanish s o l v e p ro
b l e m s d o ex e r c Thu
do e x p e rim
e n t s p l a y the
i s e Friday
1.1 l e a r n about r e c o r d
Listen and check. er
Unit 1

the p a s t
a c t in p la y
1.2 Listen and repeat. s Check your answ
Listen and repeat. What’s your 1.3
ers with a friend
4 It’s Thursday. .
favourite day Number the sentenc

Chant
es in the dialogu Is he going shoppin
Unit 1

at school? e. g
on Monday?
Because
Why? Why? 3
I’ve got Music.
Because I’ve got PE. 4 5
Because It’s Tuesday. Is she studying Maths
I’ve got Music.
2 What’s your favouri Yes, she is. No,
tomorrow?
te day at school? she isn’t.
1

Unit 8
Now make up similar
04/05/11 8:44
Are you playing
football this weeken

practises the
dialogues with Yes, I am. d?
359718 _ 0004-0013.indd
4 a friend. Yes, he is. No, I’m not.
77
Ask a friend ab
359718 _ 0004-0013.indd
out his / her
5
plans for this w
eekend.

new structure
04/05/11 8:44

provides useful
359718 _ 0074-0083.indd
77

Time to practise! and the

04/05/11 11:13

everyday English
grammar
expressions
gives students rule.
related to the
theme of the unit. the opportunity to shows examples of
review the new the new grammar
structure and structures along with
vocabulary. 1a
Listen to your friend
and write the missing
Pair work
a task for students.
rules.
1
2

Time to practise!
Introduction

ith Can or Could. Enter your password

1 Complete w before
you use a computer
. Delete files after
you save
Can you swim? three? 4 them on your memory
when you were
stick.
Could you swim 6
?
Can you speak French
5

French last year?

Time to write
Pair work
Could you speak
ter?
Can you use a compu five?
ter when you were
Could you use a compu Collect all your
belongings pictures.
1 Number the
Answers will vary before you leave.
5
Student’s 2a 3
Student’s own Listen to your friend

is introduced in
and circle the differenc
own drawings es.
drawings
Pair work

the series as a
1.36 4 2
and draw.
re questions 2 Sing a song.

Time to write
Write two mo
Chorus: 112
er in pairs. ions!
Ask and answ We are the champ

special feature so
ions!
We are the champ today!
ic champions
We’re the Olymp
Can you swim? high before,
We couldn’t jump

4
a race.
We couldn’t win
very fast. 1

that students can

We couldn’t swim place!
s in last
Unit 4

We were alway
Chorus hing.
No, I can’t. can do everyt
38
But today we
game!
We can win the

helps students
highest score,

communicate with
1.36
We can get the Sing a song.

Olympic flame!
And carry the
Chorus: e story.
Chorus . ions! Complete th jumped won
nces We are the champ ran was celebr
ating
Unit 4

ffere ions! was chasing

e di We are the champ today! started was
running
le th ic champions to bark.

each other more develop

11:16
04/05/11

d ci
rc We’re the Olymp a dog
started
an
high before, in a race when very
frie
nd
We couldn’t jump Jim was running tenth ran 39
359718 _ 0034-0043.in
dd 38
2bListen to your We couldn’t win
a race.
very fast. It was chasing him! Jim was scared
! He
he was celebrating
,
We couldn’t swim won the race. When
s in last place! s dog!

effectively. their writing

We were alway fast and Lucky, his friend'
Chorus jumped up on him. It was
can do everyt
hing. the dog
But today we
game!
We can win the
1.37
heck.
highest score, Listen and c
We can get the

skills through
Olympic flame!
And carry the 04/05/11
11:16

Chorus
abel
e: Is 2003 dd 39
Nam ber,
359718 _ 0034-0043.in
e: em
Plac Sept

manageable,
k

e: an
Dat e th
wor

y:
ta egor Mor illion
e: Ri s Cat age: m
Pair

Nam Texa Dam

£2
e:
Plac
e: y: 4
plet
e. Dat 117
egor

step-by-step tasks.
com Cat age: e: ida
and Nam Flor 2005
Dam er,
3bAsk your frie
nd e:
Plac Octob
e:
Dat y:
li a egor
e: Li sian Cat age:
Nam Loui Dam
e:
Plac
e: y: 1
Dat
egor
Cat age:
Dam

nd.
frie
your est?
with rong tive?
ns st struc ?
estio the ost de cent
e qu e was the m ost re
thes ican as em
wer hurr ane w as th
Ans hich rric ew
1. W hu ic an
hich hurr
2. W hich
3. W

304989 _ 0001-0017.indd 4 21/06/11 15:54

 The lighthouse The lighthouse
keepers’ story

keepers’ story Before you read

Circle the correc

Who was Steve

a) a naturalist
t

Irwin?
option.

b) an actor
c) a doctor

1.18
the story.
first part of
1 Listen to the ts had

contains texts appropriate to

little, his paren
1 s 2 When he was lia. It was called the
was a famou
a zoo in Austra
The lighthouse keep Steve Irwin list.
Australian natura s! Reptile and
Fauna Park.
Queensland and helped his parents
ers’ story
He loved wild
animal
Steve lived there s. He gave food to the
with the2animal
Listen care of them.
to the second

students’ age, interests and

took
animals and part of the story.
5 1.19

When he grew up, He died in 2006,

he dedicated his 6 when
time to working
with him. People all over a stingray attacked
made a TV program animals. He Now, there is a the world were
sad.
Crocodile Hunter." me called "The special day
him on 15th Novemb to remember

language level. They are introduces students

of those reptiles He wasn't afraid er.
at all! He loved
them!

when he
4 He started hunting crocodiles to do it.

presented by the to information

him howtaught
was nine! His dad
him
3 dad gave
six, Steve's day.
When he was snake for his birth
an enormous four metres long!
It was

keepers, Joe and Sally. The 7

His little daughte
about other cultures

Unit 2
r Bindi wants
to be like her dad 8
and
people how importan teach She's got her own

texts are fully developed through a series of

t
to preserve wildlife. it is TV programme called
"Bindi the Jungle
20 Girl" and a music
group called "The
Crocmen."

through Before and motivating texts and

a friend.
discuss with
Now read and 03/05/11
19:02

Now read and

discuss with
a friend.

After you read activities.

indd 20
0014-0023.
359718 _
After you read
Read and draw
what’s missin
g.

sections.

Unit 2
Student’s own 21
drawing

359718 _ 0014-0023.i
ndd 21

03/05/11
19:02 Read and talk
about the differ
between the ences
pictures.

rated words.
ify the illust They used to
Read and class Art was very
important to paint their bodies
for ceremonies.
the Aborig e Australia
to populatines. People from

Pictionary
The first people
It was arrived there
a part
They
ines. different tribes
were the Aborigofyears
theirago,
0 lives
5 Illness es probably 40,00and not had different
other people.
only for
trali long before any decora
Aus
”
“the first.
patterns. Each
“Aborigine” means tion.
a The Aborigines
call
Koori.
pattern had a
special meanin
themselves the g.
Listen and point
to the pictures. 2.12

provides audio Aborigines

could
The Abo
used to walk
only carr
a lot, so
they
ts with
y a few objec ts were:
most impor
tant objec
1
The Aboriginal men used to
hunt kangaroos ,
The wave stopped.
2

and visual support

rigin The
them. al
hunt kang
men used to
aroos snakes and emus .
erangs 3
boom ,
snakes ,
Women used to collect fruit
spearsand emus

to help students to
. The sea was angry
Women
used to and a
and seeds .
colle bowls honey
big wave came.
wooden ct fruit
, Gunya and
honey his wife
s the top of ran
seedsstone
and grind
and 4 a mountain. to
.
d Everyday objects
Other foo
actively review
One day
boomerangs
Animals , Gunya 5

Unit 7
fish was
Everyday objec fruit spears ing with his wife.out
72 kangaroos ts honey wooden bowls
6

the new words in

snakes seeds grindstones

Unit 7
emus They heated rocks and
threw them into the wave. 73

each unit.
10:44
04/05/11

Read and match

Pictionary

. They caught a
359718 _
0064-0073.
indd 72 wonderful fish.
359718 _ 0064-0073.in
dd 73
102

04/05/11
10:44

Activity Book
provides grammar and vocabulary reinforcement
the first eight pages of each unit shadow the material covered in the Student’s Book
the last two pages offer self-evaluation tasks and a project to be done with family
My project
Check what
My project

gives family
book.
Make an English phrase

you know!
Fold twelve white
.
It’s your English letter-size pages in two.
playing the recorder. Make a cover for
of a letter-size
1. .

members an
It’s phrase book out
doing experiments. piece of card.
2. .
It’s
solving problems.
3. .
It’s
acting in plays.
4. .

opportunity to get
It’s
doing exercise.
5.

is a part of the Time to check page. Label the pages with

involved in students’
It helps students to evaluate their
Label and colour it. the letters of the alphabet.

Write useful phrases

s into
Stick the phrase book.
learning in an
progress at the end of each unit.
phrase
on pieces of paper. your English

enjoyable way.
There is no writing involved, so it is
quick and easy and allows teachers Put the phrase book together.
Ask an adult to help
two holes and thread
you punch
a piece of
string through them.

to identify students who need help. Unit 1 I love English!

13

31/05/11 8:47

Students evaluate themselves by

13
359755 _ 0004-0013.indd

Introduction
completing the faces: Time to practis
e!

My spelling
1 Read the
inform ation and write
what they
say.
Last year

practice
✓
Mary ✗ This year
climb trees ✓
John swim ✗
play the guita speak Frenc
r play the piano h speak Japanese
Gary use a DVD playe
run fast r use a digita
Me skip l camera
ride a bike
ride a horse

includes activities to
Last year, I
couldn’t swim
but I could climb , Last year, I
trees! couldn’t play
This year, I the piano
can’t speak but I could play ,
Japanese, the guitar
Time to check but I can speak This year, I !

review a selection of words

French. can’t use a digital
but I can can camera ,
use a DVD player
1 Complete .
the table. Last year, I couldn
’t skip,

from the unit. In solving

but I could run
fast!

Light on
This year, I can’t

5
Mary ride a horse,
be was / were but I can ride
a bike.
irregular

them, students reinforce

eat ate Complete
irregular the inform John
ation abou
go t you.
went Draw and Student’s own
irregular

Grammar Booklet
have
write abou
t yourself. answers
had Gary
irregular

the written form of the

stay stayed
regular
take took
irregular Student’s own
jump jumped
drawings
regular

shows excersises of vocabulary from

2 Read and
comp lete the ques
tions.
1. Where 38
did George Champions Unit
2. go? He went to
4
Who did he go with? the forest.

the new grammar each unit.

3. What His friend. 359755 _
0034-0043
did they do? .indd
38

4. When They went

did they go? hiking.
Last Saturday
. 30/05/11
17:52

structures along with

Check wha
t you know
!
Model answ
er
15 holiday
words

a task for students.

regular and
irregular
verbs in the
past
ask about past
activities talk about
past activities
using last /
ago

22 An amazing holiday
Unit 2

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.indd
22

30/05/11
17:48

304989 _ 0001-0017.indd 5 21/06/11 15:55

 Introduction
Teacher’s Book PRIMARY

1 Stick the
4
picture
Champions
s and read.

is colourful and easy to use

includes Student’s Book pages with answers Tea
ch
e
shows reduced pages from the Activity Book with answers

r’s
Could you swim tise!

Bo
when you wer Time to prac
e six?

ok
Warm-up: ork 5’ what
Poster activity Assign homew questions about
Materials: 20’
their parents Then,
Poster 4 with Students ask were young.
numbers. word cards 2 Listen 15’ do when they their notebooks:
for ordinal and chant. Warm-up:
Our teacher
Have student
s ask they used to es in
Display the three sentenc a bus to school. She
1.34
Refer student for
class into pairs. ns they prepared
15’
poster and s they write use to take
animals are ask
doing: They’re students what the that they could to the title of the chant Divide the
the quiz questiosomething about your My mum didn’t dad used to eat ice
cream after
and
Point to the running a play track 1.34 do at that age: walk, run, elicit activities and answer My
animals and race. Then, tell them use to (study used to walk.
students a elicit
minute to remem their names. Give along in their and get students to listen etc. Then, homework.
were their
age: I didn’t
I used to wear

Unit 4
school.
positions in
the race. Then, ber the animals’ the drawin
books. Ask
them what and follow life when you to live in (Segovia).
Divide the take
g refers to.
Play
part of the chant
English). I
used favourite school
class into two the poster down. the class to
chant along. the CD again and invite uniform). My age
vertical line
dividing the
teams and
draw a mentioned Mime the actions (a blue school be (Geography). Encourto eat ice
and as34they are to use
a word card. board in two. Finally, divide encourage students subject used ns: Did you them as
One membe Hold up the class into to imitate you. 1 toHow you questio ? Tell 2.9 15’
go to the board r of each team them ask did you to be a teacher
and write the should
group mime
while the other two groups. Have one you wantdo? able with. 2 Sing a song. with three
to hear a song the board:
name of the position and cream? Did you feel comfort teacher!
animal: 5 th chants. Then, yourself as s they are going on

Unit 4
or rub out the – elephan the change roles. much about about their Tell student of each verse
answers. Continu t. Do not correct Well done! love to learnI won the race. the first line I was five,
But
of the numbe
rs and display e with the rest Students usually verses. Write baby, And then, when t phrases
a s to sugges
Encourage the poster again. 10’
2 When I was Invite student for the
students to How did you B next Elicit ideas
elephant isn’t correct the Say I can swim write A or now I am older. the first two verses. 2.9.
fi
the most correctfth. The bear is fifth.
mistakes: The
the time of and write it
the sentenc 86on the board. Listen and
repeat. 1 Listen and do? .
2.8 10’ for
with used to accept all answers. Then,
play track
the
answers wins. The team with Elicit 1.30
each phrase I lost theand elicit what y. Next, play
a volunteer e: the present toDon’t race. last verse and they guessed correctl
uel Jiménez to
aloud. Elicit read the first exampl
. Next, invite worry! the illustration as a baby and
s to look at s if s listen and
follow along
• Juan Man when it refers e in the book Tell student he was Ask student have student as students
1 Listen about: How and actions
Davi
•circle the Gray
d correc and speaker was
fi
to: the past,359718 _ 0034-0043.ind
form of can. ve. Explain that could
when the d 34 the boy is talking ers read the
Have volunte necessary. Then, play
phrases CD again t
Mime the differen s sing the song and
Dow nie
option t how he is now. in their books. student
Michael . g as
1.33 Invite another is the past Finally, have
Refer student
10’ second exampl volunteer toStuden explain meaninor B in the boxes. When hear them.
negative: We e aloud. Elicit how to read the ts develop aloud and ts write A .
s to
a boy, his granny.the picture and identify Social and answers with mime the actions
the people:
add n’t at the formula
form the ic langua citizenship track 2.8. Studen them compare their get
class to guess Read the boy’s get a third
student to read end of could. results. ge to talk about competence finish, have aloud and 04/05/11 11:16 68
what question and Remind student Then,Encourage sports results, by recognizing read the phrases
they to cry ork 5’ AB page
track 1.33. Student Granny’s answer get the the
s that the orderlast exampl encour
e. agement.
students to friend. Finally,and practisi
use these expressgivingapraise te sentenc es: He used Assign homew
is. Then, ng the use
To check, read s listen and
circle the correct play
changes in of the words ions when sfor say comple
to good results of homework s write three
the questio
questions.
is Yes, I could Point out studentplaying a or
lot. consola Additional
n aloud and answer or No, I couldn’ that the answer he sings
a lot. Now, games in class to consolefor poor
tion ks, student when they
elicit the answer. volunteers: In their noteboo what they used to do
Could you t. Finally, ask or give about sentences.
TRACK 1.33 . swim when some sentences illustrate the
you were fi TRACK 2.8 WRITE A OR
B NEXT TO Then, they
NARRATOR
: LISTEN AND Complete ve? : LISTEN AND were seven.
BOY: CIRCLE THE
the question NARRATOR . A BABY.
LOOK, GRANNY CORRECT EACH PHRASE WHEN I WAS
! I WON TWO OPTION.
answers. 5’ and CRY A LOT
SWIMMING MEDALS,
BOY:
I USED TO A LOT.
AND SKATEBOA IN NOW. I SING
I DON’T CRY HOURS A
GRANNY:
WELL DONE
!
RDING. Tell student FOR FOUR
s to NIGHT.
answers. Checkcomplete the questio
BOY: TO SLEEP
GRANNY, THEN, I USED HOURS A
COULD YOU
SKATEBOA by asking volunte n and NIGHT. NOW
, I SLEEP TEN , I EAT MEAT
WERE NINE
? RD WHEN them aloud. FOOD. NOW
GRANNY:
NO, I COULDN
YOU ers to read I USED TO
EAT BABY
ICE CREAM
, TOO!
BOY: ’T, BUT I COULD ES. I EAT
NOW, I PLAY
COULD YOU SWIM. AND VEGETABL MY TOES.
GRANNY: SKIP WHEN PLAY WITH
YES, I COULD YOU WERE
NINE? I USED TO .
! BUT I COULDN FOR MY FRIENDS
’T RUN VERY FAST THE GUITAR
. Catch me if
Listen again you can (see
and Now play page 16) 15’
mark (✓ or ask and answer Catch me if you can.

Unit 7
15’
Have student ✗). r in pairs.
Ask and answe
1.33
Students
s
activities. Ask look at the pictures and
10’ Have fun! questions with and read the
can and could. the photos about
them which identify
activities Granny the s to look at are talking
do when she
was nine. Then, Tell student that the children a lot and get
Students mark play track could dialogue. Explainbabies. Then, say sleepuse to sleep
of the activitie the pictures. To check, 1.33 again.
Assign homew when they
were n: Did you 161
s and get the say the names to form a questiosay cry a lot and elicit

Unit 4
class to say ork 5’ a volunteer t
Yes or No. Additional answer. Next, Get a differen
homework AB page 36 a lot? Say an volunteer.
n from another that, divide the class

Objectives
Assign homew Students stick
a the questio ns
ork 5’ were younge picture of themselves answer it. After other questio
Students intervie r into their when they volunteer to students to ask each
w an older about their notebooks. 91 Tell were babies.
notebooks, family membe abilities: I couldn’ They write into pairs. do when they
they write r. In their I was (five). they used to activity 1. When
he/she was about
at school: When his/her abilities when
t (run fast)
when about what the clues from the class about
them to use ers to tell
school, she
could run fast. my mum was at Encourage

lists new vocabulary

ask some volunte
they finish,
their friend.

with phonetic highlight the

transcriptions and target language
a space to write the for each unit.
words and phrases
in your own Teaching tip
language.
!
suggests different
1 I love English
Objectives:
school activi
ties
subjects and favourite day at schoo
l
strategies to create
an effective learning
s of school
• learn name er questions about your
dn’t
• ask and answ d and shoul
e using shoul
• give advic

School subje
cts
/At/
__________
__________
__
__
School activ
act in plays
do exercise
do experimen
ities
/œkt In "pleiz/

ts /du EkÖ"spE
/
Ö®IÖm´
__________
__________
/du "EkÖs´Ösaiz nts/ ____________
__
__

__
environment.
Art /"d®AÖm´/ __ t /l‰Ün ´ÖÆbaUt __________
__________ learn abou
Drama /"INÖglIS/ __ D´ "past/ _____ _______
__________ the past ®IÖ"kOÜÖd´/ __
English /dZiÖ"ÅÖg®´Öfi/ __ der /plei D´ __________
__________ play the recor ´mz/
Geography /"hIÖst´Ö®i/ __ ems /sÅlv "p®ÅÖbl
__________ solve probl
History /mœTs/ _____ __
_____
Maths /"mjuÜÖzIk/ __
__________
Music /pi "iÜ/ __
__________
PE /"saiÖ´nts/ __
__________
Science /"spυnIS/
Spanish

To form questions
adding not.
negative by should.
We form its and
ldn’t and the subject
Should / shou about rules
should to talk all persons. we switch
modal verb

summarizes the
We use the the same for
e. Its form is
to give advic
keepers’ story
The lighthouse

Posters
at school
A mystery

grammar items taught In this sectio

short excha
In this unit,
n, students
nges used
will learn phras
in everyday
students will
learn and
ions about
life.
es and

practise ways
their favou
rite

in the unit; gives easy

answer quest

are used to practise

to ask and
l.
day at schoo favourite day at schoo
l? Teaching tip
• What ’s your Pair and group
work activi
It’s Thursday. learn Engli
sh by ties help stude
Unit 1

using the langu maximizing the time nts to

• Why? got Music.

explanations for each

they spend
Because I’ve welcome changage. These activities

the vocabulary in a
e of pace also offer a
students to
practise witho and the opportunity for
audience.
To make the ut the pressure of a big
18 work, it is a most of pair
and group
good idea
and efficient to develop
strategies for a variety
assigning who of fun

structure.
together. The Poster word

different context from

cards
most comm works
classroom
seating, whichon way is according to English play the recorde
To keep stude is fast but not r Spanish
2solve problem
Drama History
nts wondering much fun. 1 do experim PE Maths
counting off what is comin ents Science do
by
with the same fours or fives and havin g next, try exercise Music Art
s Geogra
phy act in
g students
of pairs, stude number form a group
learn about plays
the past

those seen in the

nts can be . (In
apples or bana the case
EAN: 8431300123441

of numbers.)
Lighthouse
4 © Santillana
Educación
S.L. / Richmond

You can also

Publishing

nas instead
2011

in line from have stude forest skier surfing

shortest to nts stand 2 skiing surfer
whoever is tallest and climbing sailor hiker
next they work with beach climbe
coloured slips to them. Or you can mountains
r sailing
swimming
hide
symbols unde of paper, pieces of pictur different
swimmer
hiking
r es or

Student’s Book. The

There are manythe desks for students
possibilities, to match. toaster CD player
needs of your
class and the depending on the 3 armchair
laptop coffee maker
to preparation carpet
time you can bookcase
. Don’t forge coffee table
t to have fun! contribute bath desk blender
EAN: 8431300123441

section Poster activity,

Lighthouse
4 © Santillana
Educación
S.L. / Richmond
Publishing
2011

Value: Protecting
the environ
ment
Protecting
the environme
the natural nt means appre
world and ciating
decisions to making every
keep it beau day
tiful.

included in each unit,

Make an eco-c
alendar!

suggests various ways

to use the posters in
class.
Unit 2

highlights the Students devel

interaction op Linguistic
in the classr competenc
41

expressions
and note if oom help to e by speak
students are increase speaking in pairs and group
participatin ing time. For s. Using activi
g in English ties
using a simpl assessment, walk aroun that foment real
e tick and cross d the classr
system. oom

presented in the The lighthouse

Introduction

unit. keepers’ story

tells you the title Unit value
of the unit story; can be found in
the picture of the the ; it is a craft
lighthouse keepers activity to make
6 relates to the theme the value more
of the unit. meaningful to
children.

304989 _ 0001-0017.indd 6 21/06/11 15:55

 Activities within the sections indicates the end
of a lesson when
Champions 4 there is more than
War m-up one lesson on a
Warm-up: Find someone who… 15’
20’
Materials: One sheet of white paper per student.
Say I like (football) and (basketball). What do you Divide the class into pairs and invite them to
like? Elicit answers from several volunteers. Then, exchange their homework. Students unscramble
have students write three sports they like on their the words and check their friend’s work. Then,
piece of paper. Next, invite them to stand up, walk draw two faces on the board, one happy and

around the classroom and find people who like
the same sports. They should ask each other: Do
you like (football)? When students finish, get them
to sit down again. They put up their hands if they
found someone who likes the same sports as they
page.
the other sad. Refer students to the dialogues in
the book and read dialogue 1 aloud. Point to the
happy face and make the speakers sound happy.
Explain the meaning of win. Ask students what to
say when someone wins a competition: Well done!

establishes a
do. Encourage them to name the sports. Next, point to the sad face and read dialogue 2
aloud, making the speakers sound very sad. Elicit
the meaning of lose. Ask students what we say
1 Stick the pictures and read. 15’ when someone loses a competition: Don’t worry!
Refer students to the picture and ask them to identify Then, get two pairs of volunteers to read the
dialogues aloud. Encourage them to put the right

nonthreatening
the event: It’s a sports competition. Ask them if there is
a Sports Day at their school and what they do. Then, expression into their voices. Finally, have students
ask them what sport the children in the picture are read the dialogues aloud with their friend.
doing: running. Next, invite volunteers to predict what
the missing objects are. Accept all ideas. After that,
hand out the stickers for activity 1 on page 34 and Wrap-up: Poster activity 20’

atmosphere in the
have students stick them onto the picture according to Materials: Poster 4.

Wrap-up
shape. Ask them if their guesses were correct. Finally, Display the poster. Point to a competition object
tell students to point to each object and read its name and elicit its name: (scoreboard). Continue with
silently. other new words. Then, divide the class into pairs.
One student in each pair turns around so that
Listen and repeat. 1.30
10’

classroom.
Play track 1.30 and have students repeat the words.
Then, divide the class into groups of four. Play the
CD again and get groups to take turns repeating
the words. Finally, draw the objects in the air and
encourage students to say the names.
he/she cannot see the poster. Point to four objects
on the poster and have students who can see you
dictate the names of the objects to their friend.
Then, invite some of the students who wrote the
words to come to the front and write them on the
board. Correct spelling if necessary. Switch roles

personalizes and
and repeat the activity with different objects.
TRACK 1.30
NARRATOR: LISTEN AND REPEAT.
NARRATOR: SCOREBOARD PODIUM
TROPHY RACE OFFICIAL Assign homework 5’
AB page 34 ex. 2
MEDAL FINISH LINE
Additional homework

consolidates the
TRACK
In their notebooks, students stick a picture of
their favourite sports figure. Encourage them to

Transcripts

Unit 4
write some sentences about the person: This is
Assign homework 5’ Fernando Alonso. He’s a racing driver. He’s from
AB page 34 ex. 1 Spain. He’s amazing.
Additional homework

language and
Students stick magazine cutouts of people into
their notebooks and draw a competition scene 87
around them. They should include the new
vocabulary from this page and label the pictures
with scrambled words. At the beginning of the next

are provided for

lesson, they should unscramble a friend’s words.

concepts practised
all the listening in the lesson.
activities except
when text is
present in the
Student’s Book.
Additional homework
suggests a
Teacher’s Book icons homework activity
according to the
Activity Book methodology
followed in
Activity time class.

Craft activity
Icons
allow for quick
identification Teacher’s Resource Book
of time and
components Teaching tip
needed for each
activity. Time for a game

1 Time for a test

Key to phonetic transcripts

Introduction
Consonants: Vowels:
p pink Z treasure iÜ tree ei say
b ball h hello A car ai try
t talk tS chalk OÜ for Oi toy
d doll dZ bridge uÜ flute ´U goat
k cave m man ‰Ü bird aU cow
g give n now œ back 7
I´ near
v vase N song I trick e´ hair
T think w with e wet
ð this r rock U look · divides syllables
s salt l live ø butter ‘ stressed syllable
z zebra j you Å soft
S short ´ mirror

304989 _ 0001-0017.indd 7 21/06/11 15:56

 Introduction
Class CD 1

plete
and com
Listen le.
1.42
the tab e!
D1
cak
Bake a tch.

ClassandCrepeat.
ane 1.43
© Hurric te the and ma
Sa 11 1.23 and wri Listen
ntil 20 4 Listen isons. 1.44 a song. pie! (part 1)
lana ng, 1.2 Sin g
1.45 lucky apple
Educ ishi compar g. pie! (pa
rt 2)
ación, S Publ en eat. son A
1.46 lucky apple
.L. / Richmond 1.1 List en and rep er Sing a rt 1)
1.25 true story (pa rt 2) A under
line
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List 1.26 true story (pa plete 8 List t
1.3 tures. 1.4 rec
CMYK
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the pic 1.27 and com the cor le the

Class CD
mark. Listen le. and circ hear.
en and 1.28 Listen
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and rep plete words rep
1.5 It’s a song. List en and
PRIMA
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2) 1.30 . Listen
1.7 Sur prise! (part the list eat. 1.51 and rep tch.
eat. and rep 1.52
Listen
1.8 Sur en and rep ck. Listen e a party and ma to the
1.31 Listen int
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1.13 song. lions Sing a day! (part 1) 1.56 . plete
Sing a and the 1.34 at a rt 2) scenes
1.14 sword and com says.
1.35 Wh at a day! (pa er. Listen

The teachers are provided with a complete CD

5 The s 7 n
1.1 lion
1.36 Wh en and nu plete
mb 1.5 the alie
(part 1) and the what 1)
a song. stery (part

s
sword 7 List and com

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Listen ies eat. 1.60
A
1.17 and rep plete countr
Listen and rep eat.

audio containing all the songs, listening Class CD 2

girl. 1.18 and com Listen
le the Listen 1.39 and rep le the
and circ 1.19 tex t. . 0 Listen circ
the eat 1.4 and
Listen and rep er Listen picture.
2.28 song. rt 1) Listen mb 1.41
Sing a ing? (pa rt 2) 1.20 and nu correc
t
2.29 happy end Listen nts.
A ing? (pa 1.21
. 2.30 happy end the eve ck.
tch. and che

activities, and stories in each level.

repeat headings. 2.31
A
and ma the nam
es. plete
en and
2.1 List en and stic .
k the
tio n. 2.3 2 Listen and write Class CD 1 1.22
Listen and com
Listen le.
eat
2.2 List en and rep the correc
t op Listen mark. 1.42
2.33 en and be ories the tab e!
List circ le 4 List access
D 1 e a cak .

Class C
2.3 en and 2.3 to tch
used hold job Hurric
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and ma
2.4 List in the future 2.35 We it 1: House ld jobs 1.23 and wri Listen
2.5 Life en and che
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2.36 Un it 1: House buildings repeat
. 1.24 Sing a
2.6 List a song. rt 1) 7 Un n compar g. 1.45 lucky apple rt 2)
e! (pa 2.3 Ro ma en and eat. son A pie! (pa
g
2.7 Sin am come
tru rt 2) Unit 2: man soc
iety 1.1 List en and rep er Sing a rt 1) 1.46 lucky apple
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A dre e Un 1.2 List en and numb A 1.47 and un tion.
2.8
dream
com 2.3 9 tur
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2.9 A
k. ssian. 1.3 List pictures. 1.48 rect op le the
and stic rds in Ru 2.40 Un it 3: Adjec rk. 1.27
A
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Un ties ents en and 1.28
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2.11 and stic eat. 2.42 Un it 4: Party atio ntil 20 and wo rds
Listen tries/N lana ng, 1.5 It’s a song. Listen ple and rep k.
2.12 and rep ck. 2.43
Un
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2.13
Listen Unit 5: Publ 1.6 Sin prise! (part Listen 1.50 and stic eat.
and che eat. 2.44 5: Kitc
hen ación, S
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2.14
Listen 5 Unit Crime sce
ne 1.7 Sur prise! (part the list eat. 1.51 and rep tch.
and rep tch. and rep Listen
2.4
lt.com eat.
rk
2.15
List en it 6: tive wo 1.8 Sur en and rep ck. Listen e a party 1.52 and ma to the
and ma ction tures. 2.46
Un
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8 Listen g. 1) Un it e 1.11 and List en nt, inn er the
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son ion (pa
rt 2.49 8: Scienc Listen 1.33 ions. Innoce numb
2.19 frosty invent ion (part 2) 2.5 0 Unit Verbs
8:
Class CD 2 1.12 trip to Rome
3 A g. s
quest
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1.55
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A
2.20 frosty invent Unit e 1.1 son the lion Sing day! (part 1.5 . plete
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2.21
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2.52 Phrasa sw en

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1.3 at a day mber. List n
2.22
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s
mb son
2.23 and nu eat. ord
1.37
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2.27 1.18 and com Listen
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and circ 1.19 t. List en
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Listen © and rep er Listen picture.
D 2 2.28 song. rt 1) Sa 11 Listen mb 1.41

Class C
Sing a ing? (pa rt 2) ntil 20 1.20 and nu correc
t
2.29 happy end lana ng, Listen nts.
A ing? (pa Educ ishi 1.21
. 2.30 happy end
tch. ación, S Publ the eve ck.
repeat dings. A es. .L. / Richmond and che
en and stick the hea 2.31 en and ma te the nam Listen
2.1 List n. 2.32
List
and wri 1.22
en and eat. t optio
2.2 List en and rep the correc 3 Listen and mark.
2.3 List en and circ
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2.34
Listen
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CMYK
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2.5 Life en and che 2.36 Un it 1: House buildings
ho
2.6 List a song. rt 1) 2.37
Un n
Roma society
g true! (pa rt 2) Unit 2:
2.7 Sin am come 2.38
n
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dre true! (pa Unit 2:
2.8 A come 2.39 tural
dream k. ssian. it 3: Na tives
2.9 A and stic in Ru 2.4 0 Un
Ad jec
Listen words Unit 3:
2.10 to the k. 2.41 ties ents
Listen it 4: Par arrangem nalities
2.11 and stic eat. 2.42 Un it 4: Party atio
Listen tries/N
2.12 and rep ck. 2.43
Un
Coun actions
Listen Unit 5:
2.13 and che eat. 2.44 Kitchen ne
Listen Unit 5: sce
2.14 and rep tch. 2.45 Crime
lt.com
rk
Listen Unit 6: tive wo
2.15 en and ma ction es. 2.46 6: Detec onde
List
2.16 chemical rea the pic
tur
2.47
Un it ran t
richm
2.17
A
and nu
mber Unit 7:
Restau www.
Listen 2.48 Menu
2.18 song. ion (part 1) Unit 7: e
Sing a 2.49 Scienc
2.19 frosty invent ion (part 2) Unit 8:
2.50 Verbs
A
2.20 frosty invent Unit 8: e
A k. 2.51 it 9: Theatr verbs
2.21 and stic eat. Un l
Listen 2.52 Phrasa
2.22 and rep er. Unit 9:
Listen mb 2.53
2.23 and nu eat.
Listen
2.24 and rep rk.
Listen
2.25 and ma
2.26
Listen
fright!
Class CD 2
Stage
2.27

©
Sa 11
ntil 20
lana ng,
Educ ishi
ación, S Publ
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CMYK
fourth
sixth d
first boar
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word cards to use as labels. h p

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Both provide support for introducing the topic,
and themes within each topic.
The Teacher’s Book includes ideas of when to
use the poster in order to present and revise
vocabulary.
PRIMAR
Y

PRIMA
RY

DVD The
DVD has
two sec
tions:
Introduction

An anima
ted versio
vocabu n of Ped
lar y stu ro’s Pro
died in
A “Real this level. ject, an entert
aining sto

The DVD has two sections:

Kids” sec ry design
subtitles. tion wit ed to rec
This sec h childr ycle
Baking, tion has en in aut
Free tim eight diff hentic situ
e, Guess atio
the anima erent topics: Pen ns to watch wit
The Lig l, Pla nets, Sum Frie nds h or wit
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304989 _ 0001-0017.indd 8 21/06/11 15:56

 Teacher’s Resource Book PRIM
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The Teacher’s Resource Book is a spiral book

that contains a wealth of photocopiable
worksheets divided into sections:
Teacher’s
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Additional reading also found in the
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students review new
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language from previous
interests of students in this
units.
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304989 _ 0001-0017.indd 9 21/06/11 15:56

 Unit Light on reading

Should / shouldn’t: You

School subjects: Art, Drama, English, Geography, should arrive on time!
History, Maths, Music, PE, Science, Spanish She shouldn’t chew A mystery at school
School activities: act in plays, do exercise, do gum at school.
experiments, learn about the past, play the
1 recorder, solve problems

I love
English! Japan
What’s your favourite day at school? It’s Thursday.
Why? Because I’ve got music.

Past simple (regular

Holiday: beach, climber, climbing, forest, hiker, and irregular verbs):
The crocodile
hiking, mountains, sailing, sailor, skier, skiing, I went to an island. I
2 surfer, surfing, swimmer, swimming surfed the waves.
last / ago: When
hunter

An amazing did you go to the

holiday mountains?
Where did you go on holiday? I went to the Last summer. When did Australia
beach. What did you do? I went surfing. you go to the beach?
Two months ago.

Past continuous:
Household items: armchair, bath, bookcase, Yesterday at school, I
was writing. I wasn’t Secret identity
carpet, coffee table, desk
Electrical appliances: blender, CD player, dancing. They were

3 coffee maker, laptop, toaster drinking. They weren’t

listening. What were
you doing? I was
Superheroes Egypt
Scope and sequence

cooking. Was your mum

Oh, no! What a mess! What a disaster! It’s really shopping? Yes, she was.
messy here! Were your brothers
sleeping? No, they
weren’t.

Could / couldn’t: I
Competition: finish line, medal, podium, could swim when I
race official, scoreboard, track, trophy was five. I couldn’t Grandad, my coach
10 Ordinal numbers: first, second, third, fourth, fifth, skateboard when I

4 sixth, seventh, eighth, ninth, tenth was seven. Could you

sing when you were
Champions young? Yes,
Greece
I could. No, I couldn’t.
How did you do? I won the race. Well done! Interrupted past: He
I lost the race. Don’t worry. was jumping when he
fell. They were talking
when I called.

304989 _ 0001-0017.indd 10 21/06/11 15:56

 Unit Light on reading
Comparatives (short
Illnesses: fever, headache, sore throat, stomach adjectives):
ache, toothache Mary is taller than Judy. The magic ointment
5 Remedies: bandage, compress, herbal tea,
medicine, ointment, pill, plaster
My dog is bigger than
yours. She is nicer than
In you. Is your brother older
good shape than your sister? Yes, he
is. No, he isn’t. Are they Brazil
What’s the matter? I’ve got a headache. My foot shorter than you? Yes,
hurts. I’ve got a cut on my finger. they are. No, they aren’t.
Superlatives (short
Computer parts: cable, keyboard, memory stick, adjectives):
mouse, mouse pad, screen, speaker, webcam It’s the newest robot! A book of records
6
Computer world: chat online, download music, They’re the funniest
play computer games, send e-mails, sign in, surf people! good – better –
the internet, upload photos the best, bad – worse –
R U OK?
the worst
India

TLK 2 U L8R, DO U WNT 2 PLY COMPTR GMZ?,

HOW R U?, 2NITE, 2MORO, C U
Used to: They used to
Handicrafts: basket, blanket, hammock, necklace, play a game called
picture, pot, sculpture tlachtli. They didn’t Grandad’s story

7 Artisans: jeweller, painter, potter, sculptor, weaver use to call it ulama.

Did they use to play
Our history games? Yes, they did.
No, they didn’t. Australia
You’re kidding! That’s amazing! Wow! You’re
joking! That’s fantastic! Incredible!

Present continuous
Land features: bridge, cave, field, hill, swamp, (future meaning): I’m
tunnel, volcano, waterfall going to the beach on Rescued
Prepositions of place: across, around, down, into, Tuesday. She’s studying
8 out of, over, through, up History tomorrow. Is
she studying Maths
Volcano tomorrow? Yes, she is. Italy
No, she isn’t. Are you
Why don’t we go that way? Let’s go to the waterfall!

Scope and sequence

playing football this
What about going to the hills? OK, let’s go! Great weekend? Yes, I am.
idea! All right, let’s go! I don’t think that’s a good No, I’m not.
idea. No, I don’t think so. Sorry, I can’t.
Be going to: First, she’s
Travel: bus, bus driver, passenger, rucksack, going to get up. Then,
suitcase, ticket, ticket counter she’s going to brush
9 Large numbers: one hundred, two hundred and
fifty, five hundred, seven hundred and twenty-
her teeth. Next, she’s
going to get dressed.
The fantastic
balloon trip!
11
A trip to five, eight hundred, one thousand Finally, she’s going to
South America have breakfast. Are
you going to ride your
bike? Yes, I am. No, I’m Peru
One ticket to Buenos Aires, please. Single or not. Is she going to do
return? Return, please. That’s £120. Here you are. exercise? Yes, she is.
No, she isn’t.

304989 _ 0001-0017.indd 11 21/06/11 15:56

 1 MONTH
I love Engli
English!
WEEKS
sh!

Student’s Book pp. 4-13

Pictionary pp. 94-95
Pair work pp. 112 and 116
Class CD Tracks 1.1-1.8

Teacher’s Book
Overview pp. 18-19
Suggestions for activities pp. 20-39

2
Activity Book with answers pp. 216-220
An amazing holiday Teacher’s Resource Book
WEEKS Unit 1 Value - Being honest
MONTH
Test 1
pp. 14-23
Student’s Book
pp. 96-97 Poster 1 with word cards
Pictionary
pp. 112 and 117
Pair work
Tracks 1.9-1.17
Class CD
1
2011

3
Publishing
S.L. / Richmond
Educación
4 © Santillana
1 Lighthouse

Teacher’s Book
EAN: 843130012344

pp. 40-41
Overview
pp. 42-61
Suggestions for activities Superheroes
pp. 221-225
Activity book with answers
Teacher’s Resource Book MONTH WEEKS
Unit 2 Value - Protecting the environm
ent
Test 2 Student’s Book
pp. 24-33
Celebrations: Halloween Pictionary
pp. 98-99
Poster 2 with word cards Pair work
pp. 113 and 117
Class CD
Tracks 1.18-1.28
Teacher’s Book
2
Publishing
2011

Overview
pp. 62-63
S.L. / Richmond

4
Educación
4 © Santillana
441 Lighthouse
EAN: 8431300123

Suggestions for activities

pp. 64-83
Activity Book with answers
Champions pp. 226-230
Teacher’s Resource Book
MONTH Unit 3 Value - Showing kindness
Yearly planner

WEEKS
Test 3
Student’s Book pp. 34-43
Pictionary
Poster 3 with word cards £15

pp. 100-101
Pair work pp. 113 and 118
£76

£51

Class CD
£100

Tracks 1.29-1.37
£40
£98

Teacher’s Book
£102

12 Overview pp. 84-85

£1
7

3
£8
7

Suggestions for activities

4

2011
£6

/ Richmond Publishing
Educación S.L.
£31

© Santillana
Lighthouse 4
EAN: 8431300123441

pp. 86-105
Activity Book with answers pp. 231-235
Teacher’s Resource Book
Unit 4 Value - Taking good risks
Test 4
Celebrations: Christmas
Poster 4 with word cards
4
EAN: 8431300123
441 Lighthouse
4 © Santillana
Educación
S.L. / Richmond
Publishing
2011

304989 _ 0001-0017.indd 12 21/06/11 15:56

 5 MONTH
In good shape
WEEKS
Student’s Book pp. 44-53
Pictionary
Pair work
Class CD
Teacher’s Book
pp. 102-103
pp. 114 and 118
Tracks 1.38-1.49 6 MONTH
R U OK?
WEEKS
Overview pp. 106-107
Student’s Book
Suggestions for activities pp. 108-127
pp. 54-63
Activity Book with answers pp. 236-240
Pictionary
Pair work pp. 104-105
Teacher’s Resource Book Class CD pp. 114 and 119
Unit 5 Value - Preventing illness and injury Teacher’s Book Tracks 1.50-1.60
Test 5
Overview
Poster 5 with word cards Suggestions for ac pp. 128-129
tivities
Activity Book with pp. 130-149
answers
pp. 241-245
Teacher’s Resource Bo
ok

7
5 Unit 6 Value - Doing
your best
2011
/ Richmond Publishing
Educación S.L.
© Santillana
Lighthouse 4
EAN: 8431300123441

Test 6
Our histor y Celebrations: Valen
tine’s Da
WEEKS y
MONTH Poster 6 with word
cards
pp. 64-73
Student’s Book pp. 106-107
Pictionary pp. 115 and 119 6
Pair work Tracks 2,1-2,11
Class CD
EAN: 8431300123441
Lighthouse 4 ©
Santillana Educación
S.L. / Richmond
Publishing 2011

Teacher’s Book
Overview
Suggestions for activities

rs
pp. 150-151
pp. 152-171
pp. 246-250
8 MONTH
Volcano
WEEKS
Activity Book with answe
pp. 74-83
Teacher’s Resource Book Student’s Book
Unit 7 Value - Celebrating
your culture pp. 108-109
Pictionary pp. 115 and 120
Test 7 Pair work Tracks 2.12-2.22
Poster 7 with word cards Class CD
Teacher’s Book pp. 172-173
7
Overview pp. 174-193
Suggestions for activities

9
Publishing 2011
Educación S.L. / Richmond
Lighthouse 4 © Santillana
EAN: 8431300123441

rs pp. 251-255
A trip to South America Activity Book with answe
Teacher’s Resource Book
MONTH s for the future

Yearly planner
WEEKS
Unit 8 Value - Having dream
Student’s Book pp. 84-93 Test 8
Pictionary pp. 110-111 Celebrations: Easter
Pair work pp. 116 and 120
Poster 8 with word cards
Class CD Tracks 2.23-2.32

Teacher’s Book
Overview pp. 194-195 8 EAN: 8431300123441
Lighthouse 4
© Santillana
Educación S.L.
/ Richmond Publishing
2011

13
Suggestions for activities pp. 196-215
Activity Book with answers pp. 256-260
Teacher’s Resource Book
Unit 9 Value - Being proud of where you’re from
Test 9
Celebrations: Mother’s Day
Poster 9 with word cards
9 EAN: 8431300123441
Lighthouse 4 © Santillana
Educación S.L. / Richmond
Publishing 2011

304989 _ 0001-0017.indd 13 21/06/11 15:57

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classroom tasks and daily use

• Putting their newly-acquired knowledge into practice
in order to write correctly
• Reading and understanding basic texts without the
assistance of the teacher
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Units
Basic
Competences
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304989 _ 0001-0017.indd 14 21/06/11 15:57

 Mathematical competence
As well as all the purely mathematical exercises that children are asked to complete, there are other activities that
contribute to the development of skills that are characteristic of this competence. These include temporal story
sequencing and the ordering of picture frames. Literacy also plays a part in the development of Mathematical
competence through work on the pronunciation of numbers.

Knowledge and interaction with the physical world

A series of informative texts related to the physical world are included in literacy skills work. These provide
children with an opportunity to improve their knowledge of the natural world and the influence and relationships
that human beings have with the space within which they live.

Processing information and digital competence

Work in this area leads to the development of skills that help with the search for, selection of and understanding
of information. Activities related to imagery and the analysis of simple questions all contribute to the development
of this competence from the early stages of the course. Along with these topics of a general nature, there are
also activities in this cycle that involve working directly with the computer.

Interpersonal and civic competence

Given that language is the basis of communication, literacy skills have an important part to play in the
development of this competence, which is comprised of the skills necessary for co-existence. Learning
to communicate with others and understanding what they are trying to convey is essential for children’s
development as social beings. Also, language can provide children with opportunities to come into contact with
forms of reality that are different from their own. This in turn can help eliminate any notions of stereotyping or
prejudice.

Cultural and artistic competence

Literacy also plays an important part in the development of this competence through reading texts and
drama-based activities. Also, exercises that involve interpreting the images that accompany the texts allow for
the development of skills that are associated with this competence. In the Teacher’s Book, there are ideas
for activities based on the linguistic aspect of the course that lead to the creation of works of art.

Basic Competences
Competence in ‘learning to learn’
The correct use of language is a basic learning tool. Reading facilitates access to knowledge, and writing
activities provide children with an opportunity to re-formulate the language and assimilate it. Questions involving
the need to improve reading and understanding, as well as the correct expression of knowledge, contribute to
the development of this competence. On the other hand, activities that focus on concentration, memory or the
construction of meaning also help to contribute to the development of learning.

15
Autonomy and personal initiative
Activities and exercises in the area of literacy are designed in such a way that they can be carried out individually.
In all units, children are given opportunities to demonstrate their communicative skills with the linguistic
knowledge that they have acquired up until this point. Activities that encourage children to empathise with others
or to choose between a number of options also help with the development of this competence.

304989 _ 0001-0017.indd 15 21/06/11 15:57

 Level 4
Catch me if you can
Materials: Five sheets of paper rolled up into a ball.
Divide the class into five groups and give each group
a ball. Tell the class what they are going to say every
time they get the ball. Then, one student in each
group says the sentence you indicate and throws the
ball to another member of his/her group. This student
says his/her sentence and throws the ball to another
student. Students continue until all the members of
each group have participated.
Invisible drawings
Draw a word or sentence in the air. Students guess
what it is. Divide the class into five groups. Students
take turns drawing words or sentences in the air and
guessing what they are.
Lip reading
Mouth a word or sentence to the class. Students try
to guess the word or sentence. Then, divide the class
into five groups. Students take turns mouthing words
or sentences to the members of their group and
guessing what they are.
Pass the baton
Materials: One paper baton (a sheet of coloured paper,
rolled up and fastened with sticky tape) per team.
Divide the class into five teams. Put the teams in
circles. Then, turn to one team and say a word.
Students each say one letter and pass the baton to
the next player, until the team has spelled the word.
If a team member says an incorrect letter, the word
Time for a game
goes to the next team to complete. The team that
correctly spells the most words wins.
Pass the parcel
Materials: Pieces of paper with one task on each,
wrapped in an old newspaper to create the “parcel”;
CD player, music CD.
16
Play music and get students to pass the parcel. When
the music stops, the student who holds the parcel
unwraps it and chooses a piece of paper.
He/She should read the task that is on the paper and
complete it. If it is done correctly, he/she stays in the
game. The last student in the game wins.
304989 _ 0001-0017.indd 16
Running dictation
Materials: One sheet of paper with a text written on
it, per team.
Divide the class into four teams and place the texts
around the classroom. Texts should be at equal
distances from the corresponding teams. When the
game begins, a volunteer from each team goes to the
text and reads the first part silently. Then, he/she goes
back to the team and dictates as much as he/she can
remember. The other team members must write the
text as it is dictated. The student can return to the text
as many times as needed until the whole text is copied.
The first team to copy the text correctly wins.
Snail race
Materials: Three large cardboard snails, tape.
Draw three racetracks going from left to right on
the board. Place three 7s evenly spaced along the
racetrack. Then, place the snails at the Starting line.
Divide the class into three teams and assign each
team a snail. Next, say a vocabulary word and
invite students from one team to spell it. If they do it
correctly, they can move the team’s snail to the first 7.
Continue with other teams and vocabulary items. If a
team spells a word incorrectly, they move their snail
back to the starting line. The first team to finish the
race wins.
Variation: Instead of spelling words, you can ask
teams to make sentences with them.
Spot the difference
Have students read a text you assign in their books.
Then, they close their books. Read the text aloud,
changing some of the words. Students have to put up
their hands when they hear a word that is different
from the original text.
Truth or dare
Divide the class into groups of five or six. Ask the
students to help you choose a fun action for them to
do (dancing, miming, etc.). Invite the class to stand
up and do the action together. Then, ask one group
a question related to the unit. They either answer
the question or do the fun action. Continue until all
students have participated.
21/06/11 15:57
 112828
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9/3/09
20:05:
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Starters Resources
The Starters Resources are a boxed set containing two CDs:

Associated reading
YLE Practice: Movers CD-ROM Primary Flashcard Bank
The YLE Practice Movers CD-ROM, which The Primary Flashcard Bank, which contains
has three complete tests that can help over 200 interactive flashcards to print,
prepare students for the Young Learners project and play with in your class.
Exams (Movers level)

Interactive YLE Flashcard

Practice: Movers Bank 17

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304989 _ 0001-0017.indd 17 21/06/11 15:57

 1 I love English!
Objectives:
• learn names of school subjects and school activities
• ask and answer questions about your favourite day at school
• give advice using should and shouldn’t

School subjects School activities

Art /At/ ____________
Drama /"d®AÖm´/ ____________
English /"INÖglIS/ ____________
Geography /dZiÖ"ÅÖg®´Öfi/ ____________
History /"hIÖst´Ö®i/ ____________
Maths /mœTs/ ____________
Music /"mjuÜÖzIk/ ____________
PE /pi "iÜ/ ____________
Science /"saiÖ´nts/ ____________
Spanish /"spυnIS/ ____________
act in plays /œkt In "pleiz/ ____________
do exercise /du "EkÖs´Ösaiz / ____________
do experiments /du EkÖ"spEÖ®IÖm´nts/ ____________
learn about /l‰Ün ´ÖÆbaUt
the past D´ "past/ ____________
play the recorder /plei D´ ®IÖ"kOÜÖd´/ ____________
solve problems /sÅlv "p®ÅÖbl´mz/ ____________

Should / shouldn’t
We use the modal verb should to talk about rules and We form its negative by adding not. To form questions
to give advice. Its form is the same for all persons. we switch the subject and should.

The lighthouse keepers’ story

In this section, students will learn phrases and A mystery at school
short exchanges used in everyday life.
In this unit, students will learn and practise ways
to ask and answer questions about their favourite
day at school.
• What’s your favourite day at school?
It’s Thursday.
Unit 1

• Why?
Because I’ve got Music.

18

304989 _ 0018-0039.indd 18 21/06/11 15:54

 Teaching tip
Always pick different students to answer your
questions. Some students are extroverts and put up
their hands very quickly. Others are shy and will take
time to put up their hands. Wait until all students have
put up their hands before choosing. If you notice that
some students do not participate, ask them by name to
contribute. Give them help and encouragement to do
so. If you do not, they will contribute less and less as
time goes by.
1
EAN: 8431300123441 Lighthouse 4 © Santillana Educación S.L. / Richmond Publishing 2011

Poster word cards

Value: Being honest
English play the recorder Spanish History PE Maths
Being honest means that you do not deceive
Drama do experiments Science do exercise Music Art
other people or yourself. 1
solve problems Geography act in plays
Make honesty stars. learn about the past

forest skier surfing skiing surfer sailor hiker

2 climbing beach climber sailing swimming
mountains swimmer hiking

toaster CD player armchair coffee maker

3 laptop carpet bookcase coffee table blender
bath desk EAN: 8431300123441 Lighthouse 4 © Santillana Educación S.L. / Richmond Publishing 2011

Unit 1

19

Students develop Social and citizenship competence by participating in speaking activities as a whole
group. This type of short interaction helps students to feel included and overcome shyness when
speaking.

304989 _ 0018-0039.indd 19 21/06/11 15:54

 1 I love English!
Ebglish!
1 Decode and complete the table.

English Maths PE Science Art

Geography Music History Spanish Drama

English History
Maths Spanish

PE Drama
History English

Maths Spanish
Science PE
Art PE
English Music

Geography Maths
Spanish English
Unit 1

Listen and check. 1.1

Listen and repeat. 1.2

4 What’s your
favourite day It’s Thursday.
at school?
Unit 1

Why? Because
I’ve got Music.
20

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Students develop Mathematical competence by decoding and completing a timetable. An important

numeracy skill is to be able to create and interpret simple charts and graphs.

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 I love English!
track 1.2
1
Warm-up: A name game 10’ narrator: listen and repeat.

Make a ball out of a piece of paper. Say Hi, my narrator: english geography

name’s (Miss Ana) and I like (apples). Throw the maths music
pe history
ball to a student. He/She says your information,
science spanish
adding his/her own: Her name’s (Miss Ana) and art drama
she likes (apples). My name’s (Miguel) and I like
(football). Continue with five more students.
Finally, say a thing that a student likes: (football)
and elicit the student’s name from the rest of the Assign homework 5’
AB page 4 ex. 1
class: (Miguel). Additional homework
In their notebooks, students write and illustrate their
own timetable in English.
1 Decode and complete the table. 15’

Ask students to identify the picture: a school timetable.

Refer students to the symbols above it. Say the names
of the subjects. Students point to each. Then, tell them
to identify the subjects on the timetable for Monday
morning: English and Maths. Write them on the board.
Then, divide the class into pairs and invite them to
complete their table.
Listen and check. 1.1
10’
Play track 1.1 and have students check their answers.
Draw a copy of the school timetable on the board. Ask
students to write the subjects for each day from memory.
Then, play the CD again and check the answers.
track 1.1
narrator: listen and check.
boy: i’ve got english and maths on monday mornings.
i’ve got history and spanish on
monday afternoons.
i’ve got pe and history on tuesday mornings.
i’ve got drama and english on
tuesday afternoons.
i’ve got maths and science on
wednesday mornings.
i’ve got spanish and pe
on wednesday afternoons.
i’ve got art and english on thursday mornings.
i’ve got pe and music on thursday afternoons.
i’ve got geography and spanish
on friday mornings.
i’ve got maths and english on friday afternoons.
Listen and repeat. 1.2
5’
20’
Have students look at the photo. Ask who the
people are and what they might be talking
about: a mother and her son, school. Then, say
the first letter of a word: M. Students find the
word that starts with that letter in the dialogue:
Music. Help students to understand the meaning
of the text from the familiar words. Next, model
the dialogue, using different voices for each
character. Divide the class into pairs. Students act
out the dialogue. Invite volunteers to perform for
the whole class. Finally, get the class to vote on
the best performance.
Wrap-up: Poster activity 20’
Materials: Poster 1.
Display the poster, point to a book and elicit the
school subject. Continue with the other subjects.
Then, divide the class into pairs. One student
in each pair closes his/her eyes. Point to four
subjects in the poster and have students whose
eyes are open dictate the names of the subjects
Unit 1
to a friend. Finally, get a volunteer to read the list
aloud. Switch roles and repeat the activity with
new subjects.

Play track 1.2 and have students repeat the names 21

of the subjects. Then, play the CD again. Put your Assign homework 5’
finger to your lips and indicate that one half of the AB page 4 ex. 2
class should be quiet while the other half says a word. Additional homework
Each half of the class takes turns repeating the words. Students ask their family members what their
Continue until both sides have repeated all the words. favourite day of the week is and why. In their
notebooks, they draw a picture of each person
and write his/her favourite day.

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 2 Read and stick the names of the
school subjects. 10’

Invite students to look at the children’s faces in the
pictures and point to the ones that look happy. Ask
why they are happy: Because they like what they
are doing. Then, encourage students to point to the
children that are not happy and give the reason:
Because they don’t like what they are doing. Next,
hand out the stickers for activity 2 on page 5. Tell
students to look at the first picture. Ask them what
subject goes in the blank space and how they know:
Maths – numbers in the children’s notebooks. Students
stick the word Maths in the blank. Then, have them
stick in the rest of the school subjects. To check, read
the first sentence of one of the pictures aloud. Students
should say the name of the subject.
Complete the infinitive forms of the phrases. 10’
Refer students to the pictures in activity 2. Tell them
to point to the boy in the first picture. Ask students to
find in the text what he likes doing and have them
underline it: solving problems. Then, get them to
do the same for the rest of the pictures. Next, elicit
the answer to the first phrase, pointing out that in
this exercise we will use the infinitive forms: solve
problems. Students write the phrase in the spaces
and continue with the rest of them. To check, assign a
phrase to six volunteers and invite them to write the
answers on the board at the same time.
Listen and repeat. 1.3
5’
Play track 1.3 and get students to repeat the phrases
together. Then, say a phrase and have a volunteer
repeat. Continue with several volunteers.
Number the sentences in
the dialogue. 5’
Ask students to read the dialogue quietly. Elicit
the first sentence: What’s your favourite day at
school? Tell them to write 1 in the space beside
the sentence. Then, do the same for the rest of the
sentences. Finally, read the dialogue aloud with
a volunteer.
Now make up similar dialogues
with a friend. 10’
Divide the class into pairs. Students should prepare
their dialogues, changing the days of the week and
the school subjects. Then, invite one or two pairs to
act out one of their dialogues.
Lip reading (see page 16) 5’
Now play Lip reading. Practise school
subjects and school activities vocabulary.
Have fun!
Assign homework 5’
AB page 5
Additional homework
Pictionary pages 94 and 95. Students identify the
pictures and write the corresponding words or
phrases. Then, they write a sentence for each.
Finally, they listen to the words and phrases in
this unit’s section of the Student’s CD.

track 1.3
narrator: listen and repeat.
narrator: solve problems.
do exercise.
do experiments.
play the recorder.
learn about the past.
act in plays.
Unit 1

22

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 2 Read and stick the names of the school subjects.

I like solving problems. I Iove doing experiments. I like doing exercise.

Math is easy!
Maths Science is fun! PE is great!
P.E.

We don’t like acting I enjoy learning about

in plays. Drama I hate playing the recorder. the past. History
is boring! Music is difficult! is interesting!

Complete the infinitive forms of the phrases.

s o l v e p ro b l e m s d o ex e r c i s e
do e x p e rim e n t s p l a y the r e c o r d er
l e a r n about the p a s t a c t in p la y s
Listen and repeat. 1.3

Unit 1
Number the sentences in the dialogue.
5
Why? 3 Because I’ve got PE. 4

It’s Tuesday. 2 What’s your favourite day at school? 1 Unit 1

Because
ve got Music.
Now make up similar dialogues with a friend.
23

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Students develop competence in Autonomy and personal initiative by learning language to express
opinions about different school subjects in order to create personalized dialogues. This activity not only
works on language skills, but also the importance of being able to clearly express one’s feelings.

304989 _ 0018-0039.indd 23 21/06/11 15:54

 You sho uld read more!
should
1 Read and stick the pictures.

You should… You shouldn't…

1) arrive on time. 5) talk during lessons.
2) put up your hand to ask a question. 6) chew gum.
3) do your homework. 7) throw rubbish on the floor.
4) ask for help in English.
4
3
1 2

6 7

2 Listen and chant. 1.4

You should arrive on time!

Lesson time She shouldn’t chew gum at school.
Unit 1

You shouldn’t be late,

You should sit down and wait Underline the correct option.
To speak to your teacher
6 You should / shouldn’t be late
… in English!
You shouldn’t be shy, for school.
You should always try
Unit 1

To ask and answer You should / shouldn’t do

… in English! your homework.
24

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Students develop Social and citizenship competence by identifying class rules. Learning class rules
and the language for speaking about them is an important part of students learning the rights and
responsibilities they have both in the classroom and the wider world.

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 You should read more!
Warm-up: Poster activity 20’
Materials: Poster 1 with word cards.
Divide the class into four teams and display the
poster. Shuffle the cards and put them face down
on your desk. Invite a volunteer from one team
to take a card and read it silently. If he/she gets
a school subjects card, he/she describes what
you do in that lesson: You learn about the
past. Other team members guess the subject:
History. Then, the student sticks the card to the
corresponding subject on the poster. If the student
gets a school activities card, he/she describes the
corresponding child in the poster for his/her team
to guess. Then, he/she sticks the card next to the
child in the poster. Teams win one point for each
correct guess. Continue with other teams.
1 Read and stick the pictures. 20’
Invite students to identify the picture: It’s a bulletin
board. Read the heading and ask whether they know
any class rules. Elicit examples. Then, refer students
to the thumbs up and thumbs down pictures and
elicit the meaning: good / bad. Have students read
the word should and explain that it indicates what to
do. Point out the thumbs down and say that shouldn’t
indicates what not to do. Then, hand out the stickers
for activity 1 on page 6 and ask which one illustrates
the first rule: the clock. Continue with the other rules
and encourage students to explain their answers.
Then, invite students to put the stickers into the spaces
according to shape. Next, divide the class into pairs.
Ask students to make and illustrate two new rules, one
affirmative and one negative. Volunteers draw their
pictures on the board and the class guesses the rules.
Assign homework 5’
In their notebooks, students illustrate two things
they should do and two things they shouldn’t do
at home.
2 Listen and chant. 1.4
10’
Tell students to read the title and look at the picture.
Ask what rule the picture illustrates: Put up your
hand. Then, play track 1.4 and have students listen
and follow along with the lyrics. Elicit the things you
should and shouldn’t do according to the song. Next,
tell students to close their books. Write the beginning
304989 _ 0018-0039.indd 25
of the chant on the board. Invite volunteers to say
what comes next. Continue until the whole chant is
on the board. Then, divide the class into two groups.
Point to one group and get them to start the chant.
Stop them and have the other group continue.
Do this several times. Rub out words from the chant
until students are chanting from memory.
15’
Have students read the first example and ask
which word is highlighted: should. Then, explain
that should is followed by the infinitive form of
the verb without to. It’s got the same form for all
persons. The negative form is shouldn’t. Then, say
an activity: eat chocolate at school. Tell students to
put their thumbs up or down according to whether
it is a good or bad action. Elicit a sentence with
should or shouldn’t: You shouldn’t eat chocolate
at school. Write the sentence on the board as an
example. Continue with other actions.
Underline the correct option. 10’
Ask students to read the sentences and underline
the correct options in their books. Check by
inviting students to read the correct sentences
aloud. For extra practice, say You shouldn’t arrive
on time. The class corrects you: No. You should
arrive on time. Say You should do your homework.
The class responds: Yes. You should do your
homework. Repeat with more rules.
Wrap-up: Playground rules 10’
Elicit one or two examples of things students
should and shouldn’t do in the playground. Draw
two columns on the board and label them: You
should and You shouldn’t. Invite volunteers to
complete rules in the corresponding columns.
Unit 1
Assign homework 5’
AB page 6
Additional homework
Students choose three of the playground rules
25
and illustrate them in their notebooks. They
can make drawings or cut out pictures from
newspapers or magazines.
21/06/11 15:54

Pass the parcel (see page 16) 10’
Now play Pass the parcel. Get students to
give advice with should and shouldn’t: run in the
lesson – You shouldn’t run in the lesson. Have fun!
3 Complete with should and shouldn’t.
Tell students to point to the picture and elicit the boy’s
name: Marcos Garza. Ask what he is reading and if
he is happy: He’s reading his report. He isn’t happy.
Ask Why not? Students suggest reasons: Maybe his
marks are bad. Then, elicit the marks Marcos got
in the different subjects. Say He’s good at Spanish.
He’s not so good at History. Illustrate the meaning of
good at by saying what famous people are good at:
Pele is good at football. Next, get students to read the
teacher’s comments and elicit missing words: should
and shouldn’t. Finally, have students complete the
report individually.
Listen and check. 1.5
15’
Play track 1.5. Students listen and check their work.
Then, divide the class into pairs. Assign Student A and
Student B. Student A reads out the affirmative sentences
and Student B reads out the negative sentences.
track 1.5
narrator: listen and check.
narrator: marcos is very good at spanish and english.
he should study more history at home. he
should ask for help in maths. he shouldn’t
arrive late! he shouldn’t leave his homework
at home!
Assign homework 5’
AB page 7 ex. 1
Additional homework
Students choose a TV character and write a report
for him/her in their notebooks.
Unit 1
26
304989 _ 0018-0039.indd 26
Talk about good and bad habits
with a friend. 20’
Mime the action of going to bed and ask What am
I doing? Students guess and imitate you. Whisper
another action to a volunteer: read. He/She should
mime the action for the rest of the class to guess.
15’ Repeat with other volunteers for the following actions:
do homework, watch TV, drink juice, do exercise. Next,
tell students to look at the photo of the boy. Ask what
he is doing: He’s giving advice. Get a volunteer to
read what he says. Then, refer students to the first pair
of pictures and ask the class what the boy is doing
and what time it is: He’s going to bed. It’s 9 o’clock.
It’s 1 o’clock. Elicit He should go to bed at nine o’clock.
Say He shouldn’t go to bed at one o’clock. Get students
to describe the rest of the pictures. Then, divide the
class into pairs and have them talk about what the
children should and shouldn’t do. Finally, invite
volunteers to tell the rest of the class what they think
the people should and shouldn’t do in each picture.
Assign homework 5’
AB page 7 ex. 2
Additional homework
Students make an I want to be poster. They write
what they want to be when they grow up.
Then, they make a list of things they should and
shouldn’t do in order to achieve their goal. Finally,
students illustrate the poster and get their parents
to sign it with them.
21/06/11 15:54
 3 Complete with should and shouldn’t.
School Report
Teacher’s comments:
Name: Marcos Garza
Marcos is very good at Spanish and
Class: 4b
English. He should study more
Spanish A

English A
History at home. He should ask
Maths B for help in Maths. He shouldn’t
PE A/B
arrive late! He shouldn’t leave his
Science A/B
r.
History B/C homework at home!

Listen and check. 1.5

Talk about good and bad habits with a friend.

1 4

2 5

at school.

Unit 1
tion.

t be late You shouldn’t do

7
3
your homework
in bed!
t do Unit 1

27

359718 _ 0004-0013.indd 7 04/05/11 8:44

Students develop competence in Learning to learn by identifying good and bad study habits and then
talking about them with a friend. Learning to identify and put into practice positive study habits integrates
learning to learn skills in the English classroom.

304989 _ 0018-0039.indd 27 21/06/11 15:54

 Time to practise!
1 Read and number the pictures. You should read
more. Reading is fun.
2 What are you looking for? 4

Something interesting to read. You’re right. It looks interesting.

1 Hi! What are you doing? 3 I don’t like reading. It’s boring.

I’m studying for my geography I love reading. Look! This is a science

test. It’s tomorrow. book. It’s about Australian animals.

Now make up a similar dialogue with a friend. A B

Turn
Turn to t
page o
2 Sing a song. 1.6 page 112. 116.

I love reading in my books,

About the adventures of kings and crooks.
Unit 1

Some are happy, some are sad,

But the stories are never bad
8 In this wonderful world of my books!
Every time a story ends,
I give the book to my friends.
Unit 1

There shouldn’t be books on the shelves,

We should read them for ourselves
Pair work
In this wonderful world of my books!
28

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Students develop Linguistic competence by reading and numbering the correct sequence of the pictures.
Reading is an important skill that provides for full development of literacy because it consolidates
language and helps to access new information.

304989 _ 0018-0039.indd 28 21/06/11 15:55

 Time to practise!
Warm-up: Making words 10’
Write LIBRARY on the board. Ask students to say
words that begin with the letters of LIBRARY. Write
their words on the board: learn, ice cream, big,
etc. Elicit what they can find in a library: books.
Explain that when you go to a library, you can
read the books, but later you return them. Ask:
Do you go to a library? Where is it? What are your
favourite books?
1 Read and number the pictures. 15’
Invite students to tell you what they can see in the
pictures and how the boy and girl are feeling: happy,
sad, bored, etc. Ask them where they are: In a library.
Have students read the dialogue silently and number
the pictures. To check, give a clue for each picture:
There is a kangaroo. Elicit the number: 4. Then, get
two volunteers to read the dialogue in order.
Now make up a similar dialogue
with a friend. 15’
Tell students to underline these words in the dialogue:
Geography, science, Australian animals. Ask them
to suggest alternatives for the words they have
underlined: I’m studying for my English test. This is
a history book. Then, divide the class into pairs and
have students write a similar dialogue, changing
the underlined words. Invite some pairs to read their
dialogue aloud. Encourage students to be as dramatic
as possible when they act out their dialogues.
Assign homework 5’
AB page 8 ex. 1
Additional homework
In their notebooks, students make and illustrate
a list of the things they read.
304989 _ 0018-0039.indd 29
2 Sing a song. 1.6
10’
Ask students if they like reading. If they do, encourage
them to say what kind of books they like. Then, tell
them they are going to hear a song about a person
who likes reading. Play track 1.6. Students listen and
follow along in their books. Explain crooks (an informal
word for criminals) and shelves (the plural of shelf –
a long narrow piece of wood we keep books on).
Play the CD again and have students sing along.
When they are confident, have the girls sing the first
verse and the boys the second verse. Switch roles
and repeat.
Pair work 20’
Write What have you got on Monday morning?
on the board. Elicit the answer: We’ve got (Music).
Write the answer on the board. Then, divide the
class into pairs. Assign Student A and Student B.
Student A looks at page 112 and Student B looks
at page 116. Explain that they’ve got different
timetables, but they are in the same class for
four subjects. Point to the question and answer
on the board. Tell students that they should ask
each other questions about their timetables
to find the four subjects that they’ve got at the
same time. While students complete the task,
walk around the classroom and help as
necessary. When most pairs have finished,
elicit the four subjects: English on Tuesday
mornings, Spanish on Wednesday
afternoons, Geography on Thursday
mornings, and Music on Friday mornings.
Assign homework 5’
AB page 8 ex. 2
Additional homework
On a small piece of paper, students make a list of
three books they would include in a class library.
Collect all the titles and make a list. Display the
list on the bulletin board and ask students to put
their initials beside a book when they read it. Unit 1
29
21/06/11 15:55
 Time to write
1 Mark (3 or 7) what you write. 5’
Tell students to point to the pictures and say what they
are. Ask what is similar about them: They are types
of writing. Then, encourage students to say other things
they write in everyday life. Elicit as many examples
as possible: homework, notes to their friends, lists of
presents, etc. Next, write e-mails on the board and
draw a box next to it. Say I write e-mails and put a 3
in the box. Then, write recipes on the board, say I don’t
write recipes and put a 7 in the box. Point out the boxes
in activity 1 on page 9. Tell students to mark the boxes
in the first row according to what they write.
Ask a friend and mark (3 or 7). 10’
Draw another box on the board beside e-mails and
label it My friend. Ask a student: Do you write e-mails?
If he/she says yes, put a 3 in the My friend box. If the
student says no, mark the box with a 7. Then, divide
the class into pairs. Have students ask and answer
questions in pairs and mark the boxes accordingly.
Ask two or three volunteers: Does your friend write
(recipes)? Students should answer according to
their information.
Write about you and your friend. 5’
Tell students they are going to write a paragraph
with the information they marked in the boxes.
Read the first sentence aloud and complete it: …
(cards). Write cards on the board. Put a 3 beside it.
Continue reading and complete the second sentence:
invitations. Write invitations on the board. Put a 7
beside it. Next, ask students what comes next: My
friend writes postcards. Draw a stick figure on the
board and label it My friend. Write postcards on the
board and put a 3 beside it. Model My friend doesn’t
write recipes. Write recipes on the board. Put a 7
beside it. Then, have students write their paragraph.
When they finish, invite some volunteers to read their
paragraph aloud.
Unit 1
30
304989 _ 0018-0039.indd 30
2 Read about a portfolio. 5’
Ask students to look at the picture and tell you who
the box belongs to: Angie. Explain that Angie keeps
all the writing she does in English in this box. It is
called a portfolio. Have students read the text silently.
Then, ask them questions about portfolios: What can
you use to make your portfolio? What do you write on
your portfolio? Where do you keep it? What do you do
every week? Finally, tell students they are going
to keep a portfolio this year.
Complete sentences about
your portfolio. 10’
Read the beginning of the first sentence aloud and
gesture for students to help you complete it: I should
make a portfolio. Divide the class into pairs and get
students to complete the sentences about portfolios.
Explain that they will find all the answers in the text.
Check by having volunteers read the sentences aloud.
Bulletin board idea 10’
Materials: One sheet of paper per group,
drawing pins.
Divide the class into six groups and hand out
the paper. Have each group write the name of
a text type on the paper and illustrate it with a
symbol. Put the names randomly on the bulletin
board. Encourage students to find examples of
each of the text types and stick them next to the
corresponding heading.
Assign homework 5’
AB page 9
Additional homework
On a sheet of white paper, students make an
index page for their portfolio. The index should
have two columns, one for the title of each piece
of writing and the other for the date they did it.
Students put the index page into their portfolio
and complete it every time they do a piece
of writing.
21/06/11 15:55
 Time to write
1 Mark (3 or 7) what you write. Answers will vary
e-mails postcards invitations recipes messages cards

Me Me Me Me Me Me
My My My My My My
friend friend friend friend friend friend
Ask a friend and mark (3 or 7). Write about you and your friend.
Answers will vary
Do you write e-mails? I write e-mails and .
Yes, I do.
I don't write . My friend
writes .
My friend doesn't
.

2 Read about a portfolio.

It's important to have a pla
ce where
you keep all your writing.
A portfolio is
a good place for that. Yo
u can use a
folder or a box to make it.
You label it
with your name and keep
it at school.
Don't leave it at home! Th
en, every week,
add your new piece of wr
iting to your
portfolio. That way you ca

Unit 1
n see yourself
getting better.

9
Complete sentences about your portfolio.
I should make a portfolio . I shouldn’t leave it at home .
I should label it with my name . I should add new pieces of writing . Unit 1
I should keep it at school . I should see myself getting better .
31

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Students develop competence in Learning to learn by learning about portfolios and their ability to
mark progress. Students who are able to see their own progress are likely to feel more motivated in the
classroom while developing organizational skills that are key for learning languages.

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 The lighthouse keepers’ story
Before you read
Discuss the questions with a friend.
Do things sometimes disappear in your school?
Why do you think this happens?

1 Listen to the first part of the story. 1.7

The first lesson is Maths. They love Maths,

1 but today Felicity has got a problem.
Felicity and Tom go to a small school. 2
They arrive, leave their school bags in
I can’t find my ruler!
front of their classroom, and go to play
in the playground. Then, they collect their
things.

You should have all your

stationery, Felicity.

3
9
Poor Sandy! S
big troub

4
At break, more things
go missing.
I’m sorry, Miss Jones. I can’t find
I had it this morning... my pencil!
Unit 1

5
Somebody is taking things Suddenly Felicity
from their school bags has an idea
10
and lunch boxes!
The children are sad.
I can’t find And my ham
Unit 1

my banana! sandwich is missing!

Now read the story in groups.

32

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Students develop competence in Processing digital information in the classroom by accessing information
through listening to and reading a recorded story text. Listening while reading helps to consolidate
semantic, phonological and graphological connections between aspects of language.

304989 _ 0018-0039.indd 32 21/06/11 15:55

 The lighthouse keepers’ story
Before you read 10’ Now read the story in groups. 15’
Discuss the questions with a friend. Invite five volunteers to perform the story and assign
Ask students if they always bring the roles of the narrator, Felicity, Tom, Pete and the
everything they need to school: Do you always teacher. Then, get the students to read the story aloud.
bring your homework to school? A ruler? Correct pronunciation as necessary and encourage
A rubber? If not, ask them why not: Because they them to put plenty of expression into their voices. Next,
forget them at home. Then, ask them what things divide the class into groups of five and tell students to
sometimes disappear at school and why: books, practise the story. When they finish, encourage them
pencils, food. Because people lose them, because to switch roles and do it again. Finally, ask a couple
other students borrow them and don’t return of groups to perform the story in front of the class.
them, etc. Explain that it is important not to bring
valuable things to school and that they should
label their belongings. Also remind them that Assign homework 5’
AB page 10
it is important to respect other people’s things. Additional homework
In their notebooks, students draw a picture of their
school bag with some of the objects they bring to
1 Listen to the first part of the story. 1.7
15’
school. Tell them to label the objects.
Tell students to look at the first illustration. Ask where
the children are and what they are doing: At school,
playing football. Encourage them to say what else
they can see in the picture: school bags, a ball, the
school door, etc. Then, tell students to look at the rest
of the pictures. Ask What’s the problem at school
today? How do the children feel? Elicit some ideas
and accept all answers. Then, play track 1.7. Students
listen and follow along with the story in their books.
When they finish listening, elicit the problem and how
the children feel: Things have disappeared, so they’re
sad. Ask them what objects are missing: a ruler, a
pencil, a banana, a ham sandwich. Finally, ask them
where they think the things are and what Felicity’s
idea might be. When they have given some ideas, tell
students they will find out what happened in the next
lesson.

Unit 1

33

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 2 Listen to the second part
of the story. 1.8
10’
Ask students what happened in the first part of
the story. Tell them to look at the pictures and ask
them what Felicity’s idea was: to hide and take
pictures. Elicit the reason: to find out why things are
disappearing. Then, play track 1.8. Students listen and
follow along with the story in their books. Ask them
who took the things: Sandy, the headteacher’s dog.
Now read the story in groups. 10’
Divide the class into four groups and have students in
each group take the roles of the narrator, Felicity, Tom
and Mr. Black. Students take turns reading and acting
out the story in their group. Have some groups act out
the story for the rest of the class.
After you read 10’
Circle True or False.
Tell students to read the first
sentence. Ask whether it is true or false: True.
Divide the class into pairs. Students discuss the
rest of the sentences and circle the correct answer.
Check by reading the sentences aloud and having
students put their hands up if the answer is True
and touch their noses if the answer is False.
Unit 1
34
304989 _ 0018-0039.indd 34
Value: Being honest
Make honesty stars. 15’
Materials: One photocopy of craft template 1a and
1b per student, crayons, scissors, card, glue, glitter,
string.
Hand out the templates. Invite a volunteer
to read the sentence on the stars. With the
class, discuss what it means: Even if you get
in trouble, it’s always better to tell the truth.
Ask students for examples of situations where
they can decide whether or not to be honest.
Have students colour and cut out the stars.
They should stick them onto card. Then, they
cut them out again. Remind them to write their
name on the back of each star. Invite them to
decorate their stars with glitter. Next, show them
how to make a hole in each with the point of
a pencil and have students thread pieces of
string through them. Ask students about ways
they have been honest. Students who can
give an example can hang one of their stars
in the classroom. Collect the remaining stars.
Throughout the next month, take a few minutes
at the beginning of some lessons to ask again,
and give students their stars to hang.
Assign homework 5’
AB page 11
Additional homework
In their notebooks, students invent the story from
Sandy’s perspective. Tell them to draw pictures
to illustrate her story.
21/06/11 15:55
y 6
2 Listen to the second part of the story. 1.8
Let’s wait here for
the thief to come.
The next day, Felicity and
Tom leave their things in the
usual place, but they don't
go to play. They hide behind
the bushes. They've got a
camera to take photos of
the thief.

Look! It’s Mr. Black, the headteacher! Look! It’s Sandy! Sandy’s the thief!
Is he the thief? Take a photo!
8
7

We should show the

photos to Mr. Black.

9 You shouldn’t open

e's in the school bags!
Poor Sandy! Sh
big trouble! Bad dog!

Now read the story in groups.

After you read

Circle True or False.

Unit 1
1. There is a mystery at school. True False
2. Children are leaving their stationery at home. True False 11
3. The headteacher is taking the things from
the children’s school bags. True False
4. Sandy is a student at school. True False Unit 1

5. The headteacher isn’t happy with Sandy. True False

35

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Students develop Linguistic competence by reading and numbering the correct sequence of the pictures.
Reading is an important skill that provides for full development of literacy because it consolidates
language and helps to access new information.

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 Read about school in Japan.

s in April and
In Japan, the school year begin
r. Japanese
ends in March of the next yea
nday to Friday.
children go to school from Mo
Social studies,
They study Maths, Japanese,
Science, PE and Music.

All children have got randoseru. They’re special

school bags, red for girls and black for boys.
Children usually decorate them with stickers.
They’ve also got a fudebako. It’s a metal pencil
case for pencils, rubbers and pens.

ldren write
They wear soft shoes called uwabaki. Chi
shoes. They
their name across an elastic strap on the
They eat it
eat lunch at school. It’s called kyuushoku.
ing fact is
together in the classroom. A very interest
ms
Find the Japanese that in Japan, children clean their classroo
words and label after school!
the pictures.
Unit 1

12
Unit 1

randoseru uwabaki
kyuuskoku
36

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Students develop competence in Knowledge and interaction with the physical world by identifying
information about Japan. This lesson provides recognition activities to build literacy and geographical
knowledge such as identifying the country on a world map and matching facts to pictures.

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 Warm-up: Let’s talk about Japan 10’
Materials: A map of the world, pictures of words
in Japanese.
Display the map and ask a volunteer to come to the
front and point to Japan. Ask students what continent
Japan is in: Asia. Encourage them to say the names
of places in Japan: Tokyo, Mount Fuji. Encourage
students to say other things they associate with
Japan: karate, sushi, karaoke, etc. Then, pass
around some pictures of words in Japanese.
Ask students if they can read them. Explain that
the Japanese language has got its own alphabet.
Read about school in Japan. 15’
Ask students to look at the pictures in the book and
have them predict what they will read about: school
in Japan. Ask them how they think Japanese schools
might be similar to or different from their school.
Then, tell them to read the first text and elicit the
things that are the same. Have them underline them
in green. Then, elicit what is different and get them
to underline those in red. Divide the class into pairs.
Tell students to read the other texts and underline the
things that are the same and different. When they
finish, check by inviting volunteers to comment on
the similarities and differences.
Find the Japanese words 10’
and label the pictures.
Invite students to look at the pictures. Ask what the
children are doing: having lunch, wearing school
bags, wearing special shoes. Tell students to find
Japanese words in the texts and label the pictures.
Check by pointing to the pictures and having the
class say the Japanese word. Finally, ask which
Japanese word is in the texts, but not in the pictures:
fudebako. Tell students to draw a fudebako in their
notebook.
304989 _ 0018-0039.indd 37
It can also be written using special symbols
called kanji. Some kanji look like the object they
represent. Draw these kanji on the
board and ask students to guess what they are:
mountain, river, tree. Elicit the number of letters
in the English alphabet: 26. Explain that primary
school students in Japan have to learn 1006 kanji!
In high school, they learn another 939! Children
learn kanji by copying them over and over again
until they have memorized them. Invite students
to comment on what they can see in the pictures
you brought.
AB page 12 15’
Check what you know!
Materials: One sheet of white paper per team.
Divide the class into teams of four. They race to
write the school subjects vocabulary items on the
paper. The first team to finish wins. Play again
with school activities vocabulary items. Divide
the class into pairs and have students discuss the
school subjects and school activities using like,
love, don’t like, hate and enjoy. Invite volunteers
to share their preferences with the class. Then,
ask students to give examples of school rules
using should and shouldn’t. Finally, ask the class
to complete the faces according to how they feel
about what they know.
Unit 1
37
21/06/11 15:55
 Look and guess what the boy is saying. 10’
Invite students to look at the first picture and ask what
he is saying in English: hello. In pairs, encourage
students to talk about what the boy is saying in the
other pictures. To check, imitate the boy’s gestures
and get students to say the word in English.
Complete the table. 5’
Say arigato and tell students to point to the Japanese
characters for arigato in the dictionary. Then, have
them point to /arigato/ and explain that the middle
column shows the pronunciation of the Japanese
words. Next, get students to compare the Japanese
characters for arigato with the characters in the
previous activity to find the meaning: thank you.
Students write thank you in their dictionary. After
that, have them continue with the rest of the words.
Check by writing the Japanese words and asking
volunteers for the meanings in English: hai – yes.
1.9
Listen and repeat. 10’
Play track 1.9 and have students repeat the words.
Next, wave to a student and say konnichiwa and
encourage him/her to return the greeting. Invite
students to say a word in Japanese. Then, put students
in groups of three and have them take turns saying
the words and miming.
Assign homework 5’
AB page 13
My project
Make an English phrase book.
Materials: One sheet of card, 12 sheets of white
paper, a hole punch, string.
Refer students to My project and tell them the
main materials for the craft. Point out the icons
and explain the additional materials that they
need. Then, go through each step with them.
Finally, remind them that they can do their project
with the help of their family.
A friendly reminder
1 It is advisable to create a stress-free and
supportive environment for taking a test.
Before students are assessed, they should review the
unit vocabulary with My spelling practice on page 94
and the Time to check section on page 12 in the Activity
Book. During the evaluation:
• read the instructions for the first activity with students
• read the example and clarify doubts
• ask a volunteer for another example
• assign time to complete the exercise
• read the instructions for the next activity, etc.
Remember that testing is just another tool to help
us evaluate students’ language development.

track 1.9
narrator: listen and repeat.
arigato.
hai.
iie.
konnichiwa.
sayonara.

Now write in Japanese. 10’

Have students say what is happening in each

of the pictures: She’s saying hello. He’s giving
her something. She’s waving goodbye. Elicit the
Japanese word that corresponds to each picture.
Then, have students write the Japanese characters
for the words in their book. Have students compare
answers with a friend to check.
Unit 1

Invisible drawings (see page 16) 10’

Now play Invisible drawings. Practise
38 school subjects and school activities vocabulary.
Have fun!

304989 _ 0018-0039.indd 38 21/06/11 15:55

 Look and guess what the boy is saying.

Complete the table.

Japanese - English dictionary
Characters Meaning in English
/arigatou/ Thank you
/hai/ Yes
/iie/ No
/konnichiwa/ Hello
/sayonara/ Goodbye
1.9
Listen and repeat.

Now write in Japanese.

Unit 1
13

Unit 1

39

359718 _ 0004-0013.indd 13 04/05/11 8:45

Students develop Artistic and cultural competence by playing Invisible drawings to practise school
subjects and school activities vocabulary. Being able to mime and sketch simple pictures to communicate
ideas is an important part of strategic competence in communication.

304989 _ 0018-0039.indd 39 21/06/11 15:55

 2 An amazing holiday
Objectives:
• learn holiday vocabulary
• ask and answer questions about holidays
• talk about past events with regular and irregular verbs
• talk about past events with last and ago

Holiday
beach /biÜtS/ ____________
climber /"klaiÖm´/ ____________
climbing /"klaiÖmIN/ ____________
forest /"fÅÖ®Ist/ ____________
hiker /"haIÖk´/ ____________
hiking /"haIÖkIN/ ____________
mountains /"maUnÖtInz/ ____________
sailing /"seiÖlIN/ ____________
sailor /"seiÖl´/ ____________
skier /"skiÜÖ´/ ____________
skiing /"skiÜÖIN/ ____________
surfer /"s‰ÜÖf´/ ____________
surfing /"s䆅fIN/ ____________
swimmer /"swIÖm´/ ____________
swimming /"swIÖmIN/ ____________

Past simple (regular and irregular verbs) Last / ago

In this unit, we use regular and irregular verbs to We use last and ago to talk about when in the past an
talk about holidays and past events. To form the event took place. We use them following this pattern:
past simple of regular verbs, we add –d or –ed to last + fixed point in time (last week) / general time
the infinitive form of the verb. With irregular verbs, period + ago (three days ago).
the form changes completely. We use did (not) to
form questions and negatives for both regular and
irregular verbs in the past simple. In this unit, we also
review the expression There was / There were which
is used to talk about existence in the past.

The lighthouse keepers’ story

The crocodile hunter
Unit 2

In this section, students will learn phrases and

short exchanges used in everyday life.
In this unit, students will learn and practise how to
ask and answer questions about where they went
40 on holiday and what they did there.
• Where did you go on holiday?
I went to the beach.
• What did you do?
I went surfing.

304989 _ 0040-0061.indd 40 21/06/11 16:21

 Teaching tip
Pair and group work activities help students to
learn English by maximizing the time they spend
using the language. These activities also offer a
welcome change of pace and the opportunity for
students to practise without the pressure of a big
audience. To make the most of pair and group Poster word cards
work, it is a good idea to develop a variety of fun Spanish History
English play the recorder PE Maths
and efficient strategies for assigning who works
2solve problems
Drama do experiments Science do exercise Music Art
together. The most common way is according to 1
classroom seating, which is fast but not much fun. Geography act in plays
To keep students wondering what is coming next, try learn about the past
EAN: 8431300123441 Lighthouse 4 © Santillana Educación S.L. / Richmond Publishing 2011

counting off by fours or fives and having students

with the same number form a group. (In the case forest skier surfing skiing surfer sailor hiker
of pairs, students can be apples or bananas instead 2 climbing beach climber sailing swimming
of numbers.) You can also have students stand
mountains swimmer hiking
in line from shortest to tallest and they work with
whoever is next to them. Or you can hide different
coloured slips of paper, pieces of pictures or toaster CD player armchair coffee maker
symbols under the desks for students to match. 3 laptop carpet bookcase coffee table blender
There are many possibilities, depending on the bath desk EAN: 8431300123441 Lighthouse 4 © Santillana Educación S.L. / Richmond Publishing 2011

needs of your class and the time you can contribute

to preparation. Don’t forget to have fun!

Value: Protecting the environment

Protecting the environment means appreciating
the natural world and making everyday
decisions to keep it beautiful.

Make an eco-calendar!

Unit 2

41

Students develop Linguistic competence by speaking in pairs and groups. Using activities that foment real
interaction in the classroom help to increase speaking time. For assessment, walk around the classroom
and note if students are participating in English using a simple tick and cross system.

304989 _ 0040-0061.indd 41 21/06/11 16:21

 2 An amazing holiday
1
1 Stick the pictures and read.

1
Unit 2

14
Where did you
go on holiday? I went to the beach.
Unit 2

Listen and number. 1.10

What did you do?
Listen and repeat. 1.11 I went surfing.
42

359718 _ 0014-0023.indd 14 03/05/11 19:02

Students develop competence in Learning to learn by doing a peer evaluation activity where they create
their own wordsearches to test another classmate on the new vocabulary regarding holidays. Learning in
pairs and receiving peer feedback can provide a more stimulating learning environment.

304989 _ 0040-0061.indd 42 21/06/11 16:21

 An amazing holiday
Warm-up: Holiday web 15’
Materials: Magazine cutouts of holiday items:
suncream, hat, sunglasses, etc.
Write holiday in the centre of the board and draw
a circle around it. Pass the magazine cutouts
around the class and elicit words related to summer
holidays. Write them on the board on lines that
come out of the circle. Ask students what they like
about summer holidays and why.
1 Stick the pictures and read. 15’
Refer students to the first picture and read the title. Get
them to describe what they can see: the sea, a palm
tree. Then, mime a person playing football and ask if
it is one of the missing actions. Encourage students to
mime different possibilities. Do the same for the other
pictures. Next, hand out the stickers for activity 1 on
page 14 and have students stick them into the spaces.
Finally, tell students to read the new words.
Listen and number. 1.10
10’
Tell students that they are going to hear descriptions of
the three pictures and that they should number them.
Then, play track 1.10. Students write the numbers in the
boxes. Finally, check with the whole class, saying at
the beach. Students say number 3. Do the same for the
other two locations.
track 1.10
narrator: listen and number.
narrator: number one.
boy 1: the children are in the forest. there’s a
hiker looking at a swimmer. the swimmer is
swimming in a big river.
narrator: number two.
girl: the children are in the mountains. it’s snowing.
there’s a girl skier and a boy climber.
narrator: number three.
boy 2: the children are at the beach. the weather
is beautiful. there’s a surfer at the beach.
he’s waving hello. and there’s a sailor
in a boat.
Listen and repeat. 1.11
5’
Play track 1.11. Students repeat the words. Then,
divide the class into two groups. Play the CD again.
The groups take turns repeating the words.
track 1.11
narrator: listen and repeat.
narrator: beach mountains forest
sailor skier hiker
surfer climber swimmer
304989 _ 0040-0061.indd 43
2
Assign homework 5’
AB page 14 ex. 1
Additional homework
Students find pictures of people on holiday and
stick them into their notebooks. They label the
pictures according to where the people are.
20’
Read the dialogue aloud, pretending to be two
different people. Students follow along with the
dialogue in their book. Ask them what words they
recognize. Elicit what the dialogue is about: Where
somebody went on holiday and what he/she did.
Then, explain that we use the verb to go + to +
place to talk about where people go: I went to the
beach. When we talk about activities, we use to go
+ the activity with –ing: I went surfing. Next, read
the dialogue aloud with a volunteer. Divide the
class into pairs and tell them to practise reading
the dialogue with different tones of voice (angry,
happy, sad, etc). Invite some students to perform
the dialogue for the class.
Wrap-up: Poster activity 20’
Materials: Poster 2.
Display the poster and elicit what the two main
characters are doing: They’re putting up photos
on a bulletin board. Invite a volunteer to read the
heading: Holiday time. Then, point to the different
scenes and ask where the people are: at the beach,
in the mountains, in the forest. Next, say some
true / false sentences about the scenes: The surfer
is chasing the shark. Students say true or false.
If they are false, volunteers should correct them.
Next, divide the class into groups of six and assign
a scene to each. They write two true and two false
Unit 2
sentences. When they finish, they read them aloud
and other students correct the false sentences.
43
Assign homework 5’
AB page 14 ex. 2
Additional homework
Students choose six of the new words to make
a wordsearch with ten letters across and ten
letters down. They hide the new words vertically,
horizontally and diagonally. They bring it to the
next lesson and share it with a friend at the start
of the lesson.
21/06/11 16:21
 2 Colour and read. 5’

Invite students to look at the symbols and say what

they represent: Things people do on holiday. Then,
have students colour the symbols and read the words Listen and complete. 1.14
5’

silently. Point out that all the words end in –ing. Tell students to read the phrases silently and think
Finally, say a number and invite students to say what about what the missing words are. Then, play
the person is doing: track 1.14 and have them complete the dialogue.
T: Number 4. Play the CD again for students to check. Finally,
SS: He’s hiking. have a pair of volunteers read the dialogue aloud.

Listen and repeat. 1.12

5’ track 1.14
narrator: listen and complete.
Play track 1.12. Students repeat the words. Then,
girl: where did you go on holiday?
encourage volunteers to say an action for the class boy: i went to the mountains.
to mime. girl: what did you do?
boy: i went climbing.
1.12
track
narrator: listen and repeat.
narrator: surfing hiking Make up a new dialogue with
climbing sailing
a friend. 5’
swimming skiing
Divide the class into pairs. Students make up
their own dialogue, changing the places and the
Listen and mark (3 or 7). 1.13
10’ actions. When they finish, get volunteers to act out
Tell students that they are going to hear three children one dialogue for the rest of the class.
saying what they did and didn’t do on holiday. Read
the names of the children aloud. Then, play track 1.13.
Students put a 3 for the action each child did and a 7 Pass the baton (see page 16) 5’
for the action he/she didn’t do. Make a 3 and a 7 on
Now play Pass the baton. Practise holiday
the board. Say each name, point to the marks and
vocabulary. Have fun!
elicit the corresponding actions:
T: Judy. (point to a 3).
SS: Skiing.
T: (point to a 7). Assign homework 5’
SS: Climbing.
AB page 15
Additional homework
Pictionary pages 96 and 97. Students identify the
track 1.13 pictures and write the corresponding words or
narrator: listen and mark.
phrases. Then, they write a sentence for each.
pete: hi, i’m pete. i went swimming on holiday.
i love swimming. i didn’t go surfing. it’s
Finally, they listen to the words and phrases in
scary! this unit’s section of the Student’s CD.
ingrid: my name’s ingrid. i went hiking with my
parents. we went sailing, too.
judy: i’m judy. i went skiing. i loved it! i didn’t
go climbing because it’s dangerous.

Talk about the children with a friend.

Unit 2

10’

Read the example with a volunteer. Elicit that the

children are talking about the answers from the
previous activity. Then, divide the class into pairs and
44 have students ask and answer questions about the
children. Finally, invite volunteers to say which child
they would go on holiday with and why.

304989 _ 0040-0061.indd 44 21/06/11 16:21

 2 Colour and read.

1 2 3

surfing swimming
climbing
4 5 6

hiking sailing skiing

Listen and repeat. 1.12

Listen and mark (3or 7). 1.13

swimming climbing sailing surfing hiking skiing

Pete
Ingrid
Judy

Talk about the children with

Listen and complete. 1.14
a friend.
What did Pete do?
Where did you go on holiday ?

Unit 2
What did you do?
15
I went to the mountains .
nt to the beach.
I went climbing . Unit 2

went surfing. Make up a new dialogue with a friend. He went swimming.

45

359718 _ 0014-0023.indd 15 03/05/11 19:02

Students develop Linguistic competence by listening to information about holidays to informally meet
the Past Simple structure for the first time. In order to consolidate knowledge, students create a guided
dialogue using the Past Simple.

304989 _ 0040-0061.indd 45 21/06/11 16:21

 We went to the mountains
1 Read and circle the correct pictures.

renez@home.com
ricky2@hmail.com
Hi, Rene!
Last weekend, my parents and I went to the mountains. We took a plane.
We stayed in a small hotel. It was snowy so we went skiing on Saturday and Sunday!
We ate fish from a nearby river. It was delicious!
What did you do?
Ricky
P.S. I’m attaching some pictures.

Find and underline answers in

the e-mail.

1. Who wrote the e-mail?

2. Where did he go last weekend? I went to an island.
3. How did he get there? I surfed the waves.
4. What did he do?
5. Who went with him? Write the verbs in the correct column.

2 Listen and chant. stayed ate went jumped surfed was

Unit 2

1.15

An island
16 I went to an island Regular verbs Irregular verbs
In the middle of the sea. stayed ate
I saw a blue dolphin,
Unit 2

It jumped up wild and free! jumped went

I took a quick picture, surfed was
It stopped and smiled at me!
46

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Students develop Mathematical competence by using numbers to label underlined answers in an e-mail.
Using numbers to organize information in texts is an important way of accessing information more quickly
and easily, thus aiding study skills.

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 We went to the mountains
Warm-up: Poster activity 15’
Materials: Poster 2 with word cards.
Divide the class into four teams. Put the word
cards face up on a desk. Have one student from
each team come to the front. Next, point to an
action on the poster. The first of the four students
to find the corresponding word card wins a
point for his/her team. Continue with new team
members until all of the cards have been used.
The team with the most points at the end wins.
1 Read and circle the correct pictures. 15’
Have students look at the text and elicit what kind of
text it is: an e-mail. Ask questions about e-mails: Do
you write e-mails? Who do you write to? What do you
write about? Elicit descriptions of the different pictures:
He’s riding a bike, skiing, cooking a sausage, eating a
fish. Then, have students read the e-mail individually
and circle the pictures they think Ricky could attach.
When they finish, tell them to compare their answers
with a friend. Check by asking them to say what
picture they chose. They should explain their answers:
Ricky went skiing. The boy in the picture is skiing.
Elicit additional information for each picture: Where
did he go skiing? In the mountains. Did he go by boat?
No, he went by plane. etc.
Find and underline answers in the
e-mail. 10’
Divide the class into pairs. Students read the questions
and find the answers in the text together. Then, they
underline them in pencil. Finally, read a question
aloud and have a volunteer read the part of the e-mail
that contains the answer.
Assign homework 5’
Tell students to collect the e-mail addresses of five
friends and write them in their notebooks.
304989 _ 0040-0061.indd 47
2 Listen and chant. 1.15
15’
Materials: Poster paper, crayons.
Ask students what the animal in the picture is:
a dolphin. Mime see, jump, take a picture, and smile
and elicit the actions. As students answer, get them
to point to the corresponding words in the text. Then,
play track 1.15 and have them listen to the chant and
follow along in their books. Next, divide the class
into groups of three and hand out the materials. Tell
students to draw a picture of the things in the chant.
When they finish, play the CD again and have them
chant along, pointing to the objects in their picture.
10’
Tell students to look at the examples. Pretend to
read them aloud, but change the information:
I went to the mountains. I played football.
Encourage students to correct you: I went to an
island. I surfed the waves. Then, ask students what
tense the verbs are in: the past simple. Write surf
– surfed on the board and elicit how we usually
form the past simple: We add -ed to the verb.
Explain that many verbs in English are irregular
in the past simple. Their forms change completely.
Write went on the board and elicit the infinitive:
the verb to go. Ask students if they can think of two
or three other examples: was, had, ate.
Write the verbs in the correct
column. 10’
Do the first example with the class. Write both the
infinitive and the past simple forms: stay – stayed.
Next, divide the class into pairs. Have students
work together to complete each column. Then,
invite volunteers to read and spell the verbs.
Running dictation (see page 16) 10’ Unit 2
Now play Running dictation with the
e-mail that Ricky wrote to Rene. Have fun!
47
Assign homework 5’
AB page 16
Additional homework
In their notebooks, students choose two parts of
Ricky’s e-mail and illustrate them: We took a plane.
We stayed in a small hotel.
21/06/11 16:21
 Warm-up: Birthdays 15’
Materials: Letter-size cards with the names of the
months written in crayon.
Hold up the card for January and invite students
who were born in that month to put up their
hands. Continue for the rest of the months.
Tell students to remember the months of their
classmates’ birthdays. Stick the cards on the
board. Get volunteers to write the name of one
classmate under the month of his/her birthday.
Students should not write their own name. After
all of the names are on the board, check as a
class. Students should confirm as correct the
information on the board.
3 Read and point to the days. 10’
Refer students to the first two calendar pages and
read the months. Ask when the girl is speaking:
21st October. Then, have students read what the girl
says. Elicit the activities and tell students to point
to each on the calendar pages. Finish by asking
students about things that happened to the girl last
week, two weeks ago and three months ago.
Listen and match. 1.16
15’
Have students look at the boy’s calendar pages
and identify the events: his birthday, camp, exams.
Ask when the boy is speaking: 10th March. Invite a
volunteer to read the questions aloud. Then, play
track 1.16. Students listen and match the questions
and answers. To check, read the answers aloud and
get students to say the activity.
track 1.16
narrator: listen and match.
mark:
hi, i’m mark. look at my calendar! my
birthday was last week. i’m 11 now!
last month, i had exams. i didn’t do very
well in art. i don’t like painting.
and two months ago, in january, i went
to a camp in the mountains. it was fun!
Assign homework 5’
Unit 2
AB page 17 ex. 1
Additional homework
Students make the name of their birth month out of
modelling clay and stick it on a piece of cardboard.
48 They decorate it and hang it in their room.
304989 _ 0040-0061.indd 48
10
Invite two volunteers to read the example
sentences. Point out the highlighted words.
Explain that there is more than one way to answer
a question about a time in the past. Then, draw
two columns on the board: last and ago. Tell
students to find and circle all the expressions with
ago and last on this page. When they finish, invite
volunteers to write them in the corresponding
column on the board. Elicit the patterns: last + time
expression; time expression + ago.
Complete with last or ago. 10’
Divide the class into pairs and ask students to
complete the sentences. Volunteers read them
out to check. Finally, ask some questions about
real events: When did we start school? When was
your last birthday? Students should reply using
ago or last.
Pair work 15’
Tell students they are going to ask questions about
some people’s holidays. Write Dan, France, last
month. Cover France and elicit how to ask where
Dan went: Where did Dan go on holiday? Do the
same for last month. Then, divide the class into
pairs. Assign student A and student B. Student
A looks at page 112 and student B looks at page
117. They should ask and answer questions to
complete the Holiday table. When they finish,
have them check their work together by looking
at each other’s information.
Assign homework 5’
AB page 17 ex. 2
Additional homework
Students make a poster about what they did
last weekend. Have them draw pictures or use
photographs, or include everyday objects such
as film tickets or bus tickets. They should call their
poster Last weekend, and label each of the things
they include.
21/06/11 16:21
 3 Read and point to the days.

Hi! Today is 21st October.

I went to a party last week.
Two weeks ago, I went
to Orlando, Florida. And
three months ago I stayed
with my granny for a
week. I love her!!!

Listen and match. 1.16

Hi! Today is
10th March.

1. When was his birthday? Two months ago.

2. When did he go to camp? Last month.
3. When did he have exams? Last week.

Pair
wo
r

k
ct column. When did you go to the mountains? Last summer.
When did you go to the beach? Two months ago.

Unit 2
Complete with last or ago.
A
I went hiking in the forest last Turn to
lar verbs page 112.
17
Monday.
We went sailing a week ago .
Jeff didn’t have school a month ago . B Unit 2
Turn to
Pete didn’t stay in a hotel last weekend. page 117.
49

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Students develop Linguistic competence by listening to information about past events using the Past
Simple, and reviewing calendars while learning words like last and ago. Students make a poster using
these structures to talk about their weekends.

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 Time to practise!
1 Look and circle True or False.

What animals were

there in the zoo?

1. There were some lions. True False

2. There was a snake and three spiders. True False
3. There weren’t any giraffes. True False
4. There was a shark, but there wasn’t a dolphin. True False

Read and number the answers.

1. Where did the girl go? 4. Was there a panda?

2. What did she see? 5. Were there any giraffes?
3. Were there any spiders? 6. Was there a shark?

Yes, there were. 3 She saw lots of animals. 2 Yes, there was. 6

No, there wasn’t. 4 No, there weren’t. 5 She went to the zoo. 1
Unit 2

2 Sing a song. 1.17

18
Chorus: I went to the park, I went to the beach,
Where did you go? I played until dark. I ate a big peach.
Unit 2

I looked high and low. I went to the park I went to the beach
Where did you go without you! without you!
without me?
Chorus Chorus
50

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Students develop Linguistic competence by listening to an audio recording to access information about a
trip to the zoo. This text revises the Past Simple and vocabulary about animals. Students do a true / false
activity to test comprehension as well as a numbering activity.

304989 _ 0040-0061.indd 50 21/06/11 16:22

 Time to practise!

Warm-up: Animals 10’ 2 Sing a song. 1.17
20’

Write gdo, act, loralig, tabrbi and ortpra on the
board. Then, divide the class into pairs. Students
unscramble the names of the animals: dog, cat,
gorilla, rabbit, parrot. To practise, encourage
students to take turns reading the names of the
animals and spelling them.
1 Look and circle True or False. 10’
Tell students to look at the illustration and say where
the girl is: She’s at the zoo. Elicit the names of the
animals that are in the zoo today: spiders, a snake,
a shark, a dolphin. Do the same for the animals that
are not there today: a panda, a giraffe, lions. Have
students read the sentences and circle True or False
according to the pictures. Next, tell them to compare
answers with a friend. Check by asking a volunteer
to read the sentences aloud and say if they are true
or false.
Note: Write pairs of rhyming words on three different
pieces of paper: beach, peach, go, low, dark, park.
Divide the class into three groups and give each a
piece of paper. Check that they understand what
their words mean. After that, play track 1.17. Students
should put up their hands when they hear their
words. Play the song two or three times, and then get
groups to exchange their words. Play the song again
and have them follow along in their books. Finally,
divide the class into boys and girls and have them
sing the song. Girls sing the verses and boys the
chorus, then switch roles.
Assign homework 5’
In their notebooks, students copy one of the
verses of the song and illustrate it.

Read and number the answers. 20’

Read the first question aloud and have students

find the answer: She went to the zoo. They should
write 1 beside the answer. Continue with the second
question. Next, invite a volunteer to read the third
question and get students to answer according to
the pictures: No. Write No, there wasn’t and
No, there weren’t on the board. Elicit the correct
option: No, there wasn’t. Ask why it is the answer:
Panda is singular and wasn’t is singular. Do the
same with the fourth question. Then, have students
continue with the rest of the questions. Check by
asking students the questions and encouraging them
to explain their answers. Finally, point out that in
questions, there and the verb to be change places.

Assign homework 5’
AB page 18
Additional homework
Students find magazine cutouts of the animals
missing from the zoo in activity 1. They stick them
Unit 2
into their notebooks.

51

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 Time to write
1 Circle one option for each question.
Tell students they are going to write about an
imaginary holiday in the past. Refer them to the
questions in the spiders. Explain that the questions
can help students to include details in their text. For
each question there are several possible answers on
the leaves. Write example choices on the board: last
month, beach, surfers, go swimming, cool. Then, have
students circle one answer from each spider to create
their own holiday story.
Write a paragraph with your ideas. 10’
Students write paragraphs individually, using the
options they chose in the previous activity. Walk
around the classroom and help as needed. Encourage
students to add details: Last month, I went to the
beach. It was sunny every day. There were some
surfers. I went swimming in the sea. It was cool!
Now compare your paragraphs in pairs.
Divide the class into pairs. Have students read their
friend’s paragraph. Tell them to check that their
friend has answered all the questions in the previous
activity. After that, tell them to check that capital letters
and full stops are used correctly. Finally, have some
students read their paragraphs aloud for the rest of
the class.
Unit 2
52
304989 _ 0040-0061.indd 52
10’ Bulletin board idea 15’
Materials: Paper, crayons, drawing pins.
Divide the class into five groups and assign a
category to each: time, place, people, activity,
conclusion. Hand out the paper and the crayons.
Each group chooses one of the options from the
spider in activity 1 that matches their category
and writes a sentence on their piece of paper.
They should illustrate their sentence. Then, have
students pin their group’s sentence on the bulletin
board. Help them to put all the sentences in order.
Finally, ask some volunteers to read the whole
story aloud.
Assign homework 5’
AB page 19
Additional homework
In their notebooks, students write a paragraph
10’ about a holiday that one of their family members
took. The holiday can be imaginary. Encourage
them to illustrate their paragraph.
21/06/11 16:22
 Time to write
1 Circle one option for each question. Answers will vary

last beach
month
TIME
a week ago PLACE
When did id
ntain
s Where d
you go? mou you go?
forest
surfers
last yesterday
year PEOPLE zoo
skiers climbers
Who was there?
inte
rue False go animals hikers rest
ing
rue False hiking

rue False
ACTIVITY CONCLUSION
rue False children cool How was it?
What did
take
you do?
pictures go
swimming g
inatin
boring fasc
go surfing
es? go climbing

Write a paragraph with your ideas. Answers will vary

ere was.
, I went

Unit 2
he zoo.

19

Unit 2
Now compare your paragraphs in pairs.

53

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Students develop competence in Autonomy and personal initiative by using English to talk about a family
holiday. Personalization of texts help students to become more autonomous in communication. This activity
helps to foment initiative in communication.

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 The lighthouse keepers’ story
Before you read
Circle the correct option.

Who was Steve Irwin?

a) a naturalist b) an actor c) a doctor

1 Listen to the first part of the story. 1.18

1
Steve Irwin was a famous
2 When he was little, his parents had
Australian naturalist.
a zoo in Australia. It was called the
He loved wild animals!
Queensland Reptile and Fauna Park.
Steve lived there and helped his parents
with the animals. He gave food to the
animals and took care of them.

4
3 He started hunting crocodiles when he
e him was nine! His dad taught him how to do it.
When he was six, Steve's dad gav
his birt hda y.
an enormous snake for
It was four met res lon g!
Unit 2

20
Unit 2

Now read and discuss with a friend.

54

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Students develop competence in Processing digital information in the classroom by accessing information
through listening to and reading a recorded story text. Listening to a text while reading it helps to
consolidate semantic, phonological and graphological connections of language.

304989 _ 0040-0061.indd 54 21/06/11 16:22

 The lighthouse keepers’ story
Before you read 5’ Now read and discuss with a friend. 15’
Circle the correct option. Tell students to read the story again in silence.
Write Steve Irwin on the board. Ask Then, divide the class into pairs and invite them
students what they know about him: He had a TV to discuss whether they would like to own a zoo.
programme about crocodiles. He loved animals. Encourage them to explain why. Finish by asking
He was from Australia. Then, refer students to the volunteers about their friend’s answer.
question in the book and elicit the answer: He was
a naturalist.
Assign homework 5’
AB page 20
Additional homework
1 Listen to the first part Students think of a famous person from their
of the story. 1.18
20’ country and write about the person in their
Tell students to look at the illustrations and say who notebooks: Maradona was a famous football
they think the little boy is: It’s Steve Irwin when he player. He played football when he was three!
was young. Then, invite them to identify all the
animals. Encourage students to say if they have
ever seen those animals and where. Then, students
close their books and close their eyes. Play track 1.18
and have them imagine the story. Next, play the CD
again and get the class to listen and follow along with
the story in the book. Ask some questions to check
their understanding: Why is Steve giving grass to a
kangaroo? He lived in a zoo and helped his parents.
Why has the snake got a birthday hat? Steve’s dad
gave him a snake for his birthday. Why is Steve sitting
on a crocodile? He started hunting crocodiles when he
was nine.

Unit 2

55

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 2 Listen to the second part
of the story. 1.19
10’
Before students open their books, write Steve Irwin on
the board and draw a circle around it. Ask students
what they remember about him and invite volunteers
to come to the board and write key words around the
circle: liked animals, had a pet snake, had a crocodile,
etc. Then, have the class open their books and look at
the pictures in the second part of the story. Encourage
students to explain how the scenes relate to the words
on the board: He had a pet snake. There’s a picture
of a snake. Next, play track 1.19. Students listen and
follow along in their books. Ask some questions to
check students’ understanding: Why is Steve holding
a crocodile? Because he made a TV programme
called The Crocodile Hunter. What happened to him
in 2006? A stingray attacked him and he died. Who is
the girl? His daughter. What does she want to do?
She wants to work with animals.
Now read and discuss with a friend. 10’
Students read the whole story silently. Then, divide
the class into pairs. Write the following question on the
board: Why was Steve Irwin working with dangerous
animals? Have students discuss the question and
encourage them to refer back to the story. Next, get
some volunteers to share and explain their answers.
Point out that Steve worked with those animals
because he wanted the world to know more about
them. He wanted people to respect and protect them.
After you read 10’
Read and draw what’s missing.
Have students look at the picture
and read the label. Elicit who the boy is and what
he’s doing: Steve Irwin. He’s opening his birthday
present. Ask what Steve got when he was six:
a snake. Tell students to draw the snake in the box
and colour it. When they finish, get them to compare
their drawings with those of other students.
Unit 2
56
304989 _ 0040-0061.indd 56
Value: Protecting the environment
Make an eco-calendar! 15’
Materials: One photocopy of craft template 2a and
2b per student, crayons, scissors, clear sticky tape,
glue.
Ask the class: What is the environment? How can
people protect it? Elicit answers: The environment
is the nature that surrounds us. To protect it, people
shouldn’t use lots of water. They shouldn’t throw
rubbish in the street. etc. Hand out the templates.
Invite volunteers to read the facts and advice to
the class. Give help with meaning if necessary.
Have students colour and cut out the calendar,
the pictures and fact cards. Help them to fill in
the name of the months and the dates correctly.
Then, tell students to complete their calendar with
the fact and advice cards and decorations. Give
students time at the end to show each other their
calendars. Encourage them to display them at
home and help their family members to protect the
environment, too!
Assign homework 5’
AB page 21
Additional homework
In their notebooks, students illustrate and label their
favourite birthday present.
21/06/11 16:22
 2 Listen to the second part of the story. 1.19

He died in 2006, when a stingray attacked

5 6 him. People all over the world were sad.
When he grew up, he dedicated his
Now, there is a special day to remember
time to working with animals. He
him on 15th November.
made a TV programme called "The
Crocodile Hunter." He wasn't afraid
of those reptiles at all! He loved them!

7
8
His little daughter Bindi wants
to be like her dad and teach She's got her own TV programme called
people how important it is "Bindi the Jungle Girl" and a music
to preserve wildlife. group called "The Crocmen."

Now read and discuss with a friend.

After you read

Read and draw what’s missing.

Unit 2
21

Student’s own drawing

Unit 2

57

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Students develop Social and citizenship competence by creating an eco-calendar and discussing how
the environment can be protected. Tasks done in English that emphasize the importance of solidarity
regarding environmental issues give this subject a heightened importance.

304989 _ 0040-0061.indd 57 21/06/11 16:22

 Read and complete the information.

Australia

crocodile

kangaroo

koala bear

tree frog
What I learned dingo
Unit 2

Name of the country: Australia

Colours of the flag:
22
Name of the national park:
Typical animals:
Unit 2
red, white and blue
Blue Mountains
crocodile, kangaroo,

koala bear, dingo, tree frog

Name of the endangered animal: tree frog
58

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Students develop competence in Knowledge and interaction with the physical world by identifying
information about Australia. This lesson provides recognition activities to build literacy as well as
knowledge about local fauna.

304989 _ 0040-0061.indd 58 21/06/11 16:22

 Warm-up: Let’s talk about Australia 10’
Materials: A map of the world, some photos of
Australian landscapes (rainforests, beaches,
the outback), a photo of Uluru (also known as Ayer’s
Rock), and a photo of the Sydney Opera House.
Display the map and get a volunteer to come to the
front and point to Australia. Explain that Australia is
a very big country. It is more than double the size of
Europe, and it is also a continent. Tell students that
since Australia is in the Southern Hemisphere, the
weather is hot in December, January and February,
Read and complete the information. 15’
Ask students to guess what animals live in Australia.
Accept all answers. Then, get students to open
their books. Invite volunteers to read the names of
the animals aloud and have the rest of the class
point to the pictures. Have the class identify the
endangered animal: tree frog. Then, refer students to
the chart and ask a volunteer to read the title: What I
learned. Divide the class into pairs and ask students
to complete the chart with the information about
Australia that they can find on this page. Then, elicit
the answer for each heading. Invite students to say
what else they know about Australia and its animals.
For example: Crocodiles can be 7 metres long.
They can run 30 km per hour – almost as fast as an
Olympic champion! Kangaroos can jump 10 metres.
(Indicate the length using objects in the classroom.)
304989 _ 0040-0061.indd 59
and cold in June, July and August! Tell students that
the capital is Canberra, but Sydney and Melbourne
are other famous cities. Next, display the pictures of
the landscapes. Explain that the middle of Australia
is very hot and dry. It is called the outback. Get
students to identify the outback in the photos. Do
the same with the other landscapes. Tell students
that Australia has got some famous landmarks like
Uluru and the Sydney Opera House. Pass around
the photos of the landmarks.
AB page 22 20’
Check what you know!
Note: Write holiday words on separate pieces
of paper.
Divide the class into teams of four. Invite a
volunteer from one team to the board and give
him/her a holiday word. The volunteer should
mime or draw a picture on the board for other
students to guess. Set a time limit of 30 seconds.
Continue with a member of another team. As
teams guess the words, write them on the board.
The team that guesses the most words wins. Next,
get the teams to form four lines at the board. Say
a regular or irregular verb in the infinitive. The
first student to correctly write the past simple form
wins a point. Continue with other team members
and other verbs. After that, divide the class into
pairs and have them write a short dialogue about
holidays. Remind them to use last and ago. Invite
two or three pairs to act out their dialogues for the
class. Finally, ask the class to complete the faces
according to how they feel about what they know.
Unit 2
59
21/06/11 16:22
 Read and draw the route. 10’
Ask students to say what they can see in the park:
crocodiles, a koala, a tree frog, a dingo, a kangaroo,
a snake, a river, a forest, mountains. Next, explain
that they are going to read about a person who
visited the park. Get them to point to where the
person starts. Then, divide the class into pairs.
Students should read the diary and mark the route
together. To check, have them compare maps with
another pair. After that, students can colour the picture.
Draw two animals you like. 15’
Invite students to close their eyes and think of two
animals they like. Encourage them to imagine many
details: What colours are the animals? Where are
they? Are they tall? Are they fat? Have they got big
teeth or big ears? Then, have students draw and
colour their animals in their books. When they finish,
tell them to compare their pictures with a friend.
Wrap-up: Animal categories 15’
Divide the class into teams of four. Assign each
team one of these categories: Animals that jump,
Animals that swim, Animals that bite. Tell students
that they’ve got three minutes to write the names
of as many animals in their category as they can.
Encourage students to help each other in their
teams and use a dictionary if necessary. They
should find the names on their own. When time
is up, tell the teams to count their animals. Invite
the team with the highest number to read out
their animals. Give each team one point for each
correct animal. Continue with another category.
At the end, the team with the most points wins.
Unit 2
60
304989 _ 0040-0061.indd 60
Assign homework 10’
AB page 23
My project
Make a picture frame.
Materials: A photo of your last holiday, a tissue box,
modelling clay, washable paint, glitter, sticky tape.
Refer students to My project and tell them the
main materials for the craft. Point out the icons
and explain the additional materials that they
need. Then, go through each step with them.
Finally, remind them that they can do their project
with the help of their family.
A friendly reminder
2 It is advisable to create a stress-free and
supportive environment for taking a test.
Before students are assessed, they should review the
unit vocabulary with My spelling practice on page
94 and the Time to check section on page 22 in the
Activity Book. During the evaluation:
• read the instructions for the first activity with students
• read the example and clarify doubts
• ask a volunteer for another example
• assign time to complete the exercise
• read the instructions for the next activity, etc.
Remember that testing is just another tool to help us
evaluate students’ language development.
21/06/11 16:22
 Read and draw the route.

We went to a national park last Saturday. It was

fantastic! First, we went to the river. There were
lots of crocodiles there. Then, we went into the
forest. We saw tree frogs and some koala bears.
Next, we went up the mountain. There were lots
of dingos and kangaroos. We saw an enormous
snake, too!

Draw two animals you like.

Unit 2
23
Student’s own drawings

Unit 2

61

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Students develop Artistic and cultural competence by drawing the two Australian animals they like best.
Being able to sketch simple pictures to communicate ideas is an important part of strategic competence in
communication.

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 3 Superheroes
Objectives:
• learn names of household items and electrical appliances
• use expressions to react to messy places
• ask and answer questions about the past using the past continuous

Household items Electrical appliances

armchair /"AmÖtSe´/ ____________
bath /"bAT/ ____________
bookcase /"bUkÖkeis/ ____________
carpet /"kAÖpIt/ ____________
coffee table /"kÅÖfi ÆteiÖb´l/ ____________
desk /dEsk/ ____________
blender /"blEnÖd´/ ____________
CD player /si "diÜ ÆpleiÖj´/ ____________
coffee maker /"kÅÖfi ÆmeiÖk´/ ____________
laptop /"lœpÖtÅp/ ____________
toaster /"t´UsÖt´/ ____________

Past continuous
We use the past continuous to talk about ongoing
actions in the past. We form this tense using the verb
to be in its past form and the main verb + ing.
Yes / No questions are made by switching the
subject and the verb to be; Wh- questions are made
by adding a question word to this structure. The
negative form is made by adding not to the verb
to be.

The lighthouse keepers’ story

In this section, students will learn phrases and Secret identity
short exchanges used in everyday life.
In this unit, students will learn and practise short
expressions to react to messy places.
• Oh, no!
• What a mess!
• What a disaster!
• It’s really messy here!
Unit 3

62

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 £15
Teaching tip

£76

£ 51
When students are asked to complete a task,

£100
Poster word cards
whether individually or in pairs or groups, they
English play the recorder Spanish History PE Maths
may need some help. Sometimes you only need

£98
to clarify the instructions with them. At other times, 1
Drama do experiments Science do exercise Music Art

£40
students may be tempted to take shortcuts with solve problems Geography act in plays
an activity and use their own language, or copy learn about the past
each other’s answers. To avoid this, be careful not

£102
to put too much emphasis on finishing the activity surfing
3climbing
forest skier skiing surfer sailor hiker
quickly (unless it is a game with a time limit). Praise £

£17
87
2 beach climber sailing swimming
creativity and detail as well. In addition, try to win

4
£6

1
£3
students’ cooperation through positive actions: mountains swimmer hiking
EAN: 8431300123441 Lighthouse 4 © Santillana Educación S.L. / Richmond Publishing 2011

ask meaningful questions about the topic to get

students involved and make positive comments toaster CD player armchair coffee maker
about their work. In the case of one particular 3 laptop carpet bookcase coffee table blender
student who repeatedly fails to cooperate, the bath desk
problem may be rooted in a lack of confidence
EAN: 8431300123441 Lighthouse 4 © Santillana Educación S.L. / Richmond Publishing 2011

or simply a desire to impress other classmates.

Consider talking to that student individually.
Policing the classroom and enforcing the rules may
work and at times may be necessary, but always
try other options first. Forcing your authority may
only reinforce students’ negative attitudes or
behaviour in the classroom.

Value: Showing kindness

Showing kindness means being sympathetic and
helpful to others.

Design a superhero belt buckle.

Unit 3

63

Students develop Social and citizenship competence by participating in activities in this unit that focus on
kindness and empathy. These values help students to understand one another better, and improve their
relationships and their own self-esteem.

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 3 Superheroes
1 Listen and point to each person. 1.20

n
Simo

e desk
Vinc
bookcase

table
coffee

carp
et
alie
Nat

ba
Mum
th
ie
Moll

Dad
Unit 3

armchair
24
Oh, no!
Unit 3

What a mess! What a disaster!

Listen again and stick. 1.20

It’s really messy here!

Listen and repeat. 1.21

64

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Students develop Linguistic competence by learning vocabulary to talk about the rooms in the house and
formulaic expressions to react to messes in the home. Students practise by creating and then reacting to
each other’s art work of a ‘mess’.

304989 _ 0062-0083.indd 64 21/06/11 17:11


Warm-up: Superheroes 10’
Invite one student to come to the front and stand
with his/her back to the class. With your finger,
trace the word SUPERMAN on the student’s back.
The rest of the class can see the word, but make
sure they do not say it aloud. The student should
guess the word. Encourage the class to help if
necessary, by saying clues: He’s a superhero. He
can fly. He’s strong. Next, elicit the names of other
superheroes from the class. Then, divide the class
into pairs. Tell students to take turns writing the
names of the superheroes on each other’s backs
and guessing who they are.
1 Listen and point to each person. 1.20
10’
Get students to look at the picture and elicit who the
people are: Natalie, Vince, Simon, Mollie, Mum, Dad.
Then, play track 1.20. Students point to the people
as they hear their names. Next, ask them what each
person is doing: Natalie is reading. Vince is standing
on his head. etc.
track 1.20
narrator: listen and point to each person.
narrator: mollie is playing with a ball under the coffee
table. natalie is reading a comic book on the
carpet. vince is standing on his head next to
the bookcase.
dad is sleeping next to the armchair.
simon is listening to music on his desk.
mum is washing the baby in the bath.
Listen again and stick. 1.20
15’
Hand out the stickers for activity 1 on page 24. Have
students identify the household items and compare
them to the shapes in their book. Then, play track
1.20. Students should listen and stick the stickers
in the spaces. Finally, say the word for each of the
household items. Students spell the words.
Listen and repeat. 1.21
5’
Play track 1.21 and get students to repeat the words
for the household items. Then, invite volunteers to say
one of the words for you to mime.
track1.21
narrator: listen and repeat.
narrator: armchair bookcase coffee table
bath carpet desk Additional homework
304989 _ 0062-0083.indd 65
Superheroes 3
Assign homework 5’
AB page 24 ex. 1
Additional homework
Students choose three of the words from this page.
Tell them to stick pasta onto a piece of card to form
the words. They can paint the letters or decorate
them with glitter.
20’
Refer students to the picture and ask them if the
room is tidy: No, it isn’t. Ask several volunteers
about their room: Is your room tidy? Is your room
like this? Do you like it when it’s messy? Then, tell
students to read the phrases. Elicit if they think
the people who are speaking are happy: No, they
aren’t. Shake your head and say What a mess!
Make the intonation very dramatic and encourage
students to repeat in the same tone. Next, get
them to repeat It’s really messy here! and What
a disaster! in the same way. Have students close
their books. Say messy and invite students to say
the complete phrase. Continue with words from
the other phrases. Finally, move your books and
pens around on your desk to make it look messy.
Have students take turns saying and acting out
one of the phrases. Encourage them to be as
dramatic as possible. The rest of the class votes
on the best performance.
Wrap-up: Messy scene exhibits 20’
Materials: One half sheet of white paper per group.
Divide the class into groups of three and have
students create a messy scene on their desk using
everyday objects: books, pencils, shoes, etc. Make
sure students do not include any important or
expensive objects. When they finish, have them
Unit 3
write their names on a half sheet of paper and put
it with their scene. Get students to walk around,
reacting to each other’s messes. Finally, tell
students to tidy up their belongings.
65
Assign homework 5’
AB page 24 ex. 2
Students make a poster of a messy room with
magazine cutouts. They label their poster with
one of the expressions from this lesson.
21/06/11 17:12
 2 Follow and complete. 10’
Invite students to look at the picture and ask Where are
the girls? In the kitchen. What are they doing? They’re
making a chocolate cake. Ask them what they think
their mum will say when she sees the kitchen: It’s really
messy here. Oh, no! etc. Then, tell students to follow the
lines that go from items in the picture to the incomplete
words. Explain that they are the same words that are
in the word box. Finally, have students complete the
words, using the words in the word box as a guide.
Listen and repeat. 1.22
5’
Play track 1.22. Get students to listen and repeat the
words. Then, establish a movement related to each
electrical appliance and practise it with the students.
Play the CD again and encourage the class to do the
movements as they say each word.
track 1.22
narrator: listen and repeat.
narrator: blender.
cd player.
coffee maker.
laptop.
toaster.
Unscramble the phrases. 5’
Make a mess by pretending to drop some books
and pens on the floor, or emptying out your
bag on top of your desk. Say very dramatically:
Oh no! and elicit appropriate phrases from the
class: What a mess! What a disaster! Then, have
students look at the phrases in their books and
unscramble them.
Unit 3
66
304989 _ 0062-0083.indd 66
Listen and repeat. 1.23
10’
Play track 1.23 and have students listen to check
their work. Then, get them to say the phrases
aloud. After that, draw three faces on the board
and number them: an angry face, a surprised face,
and a crying face. Point to one of the faces and say
one of the phrases in that tone of voice. Students
repeat. Continue with the rest of the faces in the
same way. Finally, divide the class into pairs and
have students take turns saying the phrases and
guessing which voice he/she is using.
track 1.23
narrator: listen and repeat.
narrator: it’s messy here!
what a mess!
what a disaster!
Wrap-up: Poster activity 15’
Materials: Poster 3.
Display the poster and ask students what it shows:
It’s a shop. Then, say a price and have them say
the name of the item. After you have done this for
all the items, explain that students should look at
the poster and try to remember the price of each
item. Take the poster down. Divide the class into
groups of four. Say the prices aloud and have
groups write the items. Display the poster again for
the groups to compare their lists.
Assign homework 5’
AB page 25
Additional homework
Pictionary pages 98 and 99. Students identify the
pictures and write the corresponding words or
phrases. Then, they write a sentence for each.
Finally, they listen to the words and phrases in this
unit’s section of the Student’s CD.
21/06/11 17:12
 2 Follow and complete.

blender CD player coffee maker laptop toaster

t o a st e r C D p la y er

b l e n d e r c o f f e e m a k e r l a p t o p

Unit 3
Listen and repeat. 1.22

Unscramble the phrases.

25
messy here! It’s a What mess! disaster! a What
It’s messy here! What a mess! What a disaster!
Unit 3
Listen and repeat. 1.23

67

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Students develop Linguistic competence by checking the answers for formulaic language in a listening
activity and then practising intonation, tone and pitch through saying the phrases either in a sad, angry or
scared tone of voice.

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 What were you doing?
1 Match the notes to the pictures.

Earth.
a school on
I was visiting dying!
s tu d e n ts weren’t stu
The ching!
r wasn’t tea
The teache ing on
nt was talk
One stude
Yesterday at school...
the phone. planes.
s tu d e n ts were flying I was writing. I wasn’t dancing.
Two ping.
n e s tu de nt was slee He was sleeping. He wasn’t
O aming!
r was scre eating.
The teache
They were drinking. They
weren’t listening.
2 Listen and chant.
Unit 3

1.24
Complete the sentences.
Breaktime rap
26 I was drawing on my pad, She was eating a sandwich.
Dan was looking very sad. She wasn’t listening.
You weren’t sitting on the floor,
Unit 3

They were standing at the door.

They were reading their book.
Sue wasn’t playing with the chalk,
We were all waiting for ten o’clock! They weren’t sleeping.
68

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Students develop competence in Learning to learn through active participation in the Light on Grammar
presentation of the Past Continuous. Students have previously done a listening and reading activity to
meet the structure and then do a guided-inductive presentation on its use.

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 What were you doing?
Warm-up: Poster activity 20’
Materials: Poster 3 with word cards.
Divide the class into four teams and have one
volunteer from each team come to the front. Show
one of the word cards to the rest of the class. Then,
have the volunteers take turns pointing to an
object on the poster. Their teammates say if it is
the object on the card. They should not say the
name of the object. When a student points to the
correct one, his/her team says Yes. He/She should
say the name of the object. If it is correct, that team
gets a point. If it is not correct, the next volunteer
can say the name to win a point for his/her team.
If a volunteer says the correct word, he/she should
choose another teammate to replace him/her.
Continue until all the cards have been used.
1 Match the notes to the pictures. 20’
Refer students to the picture and ask what it is: It’s
a newspaper article about an alien invasion. Then,
point to the alien and ask students what the alien
might be writing about the class: The students are
doing bad things. The teacher is not happy. etc. Read
the notes and have students underline sentences that
describe the children and the teacher in the picture.
Then, tell students to draw lines from the sentences
they have underlined to the corresponding people.
When they finish, describe the characters and invite
students to say what they were doing:
T: The boys in green and red shirts.
SS: They were flying planes.
Assign homework 5’
Students find a picture of an alien and stick it into
their notebooks. They should imagine that the
alien is watching their family. Tell them to write
three sentences about their family’s activities from
the alien’s perspective: They were watching TV.
2 Listen and chant. 1.24
15’
Invite a volunteer to read the title of the chant: Breaktime
rap. Ask the class what breaktime is and what they
do during breaktime. Then, play track 1.24 and have
students listen and follow along with the lyrics. Elicit
what the children in the chant were doing: Waiting for
their breaktime at ten o’clock. Next, say the chant line
304989 _ 0062-0083.indd 69
by line and ask students to mime the actions. Correct
as necessary. After that, play the CD again and
encourage students to say the chant. Finally, divide
the class into five groups. Each group chants one line.
The whole class should chant the last line together.
Repeat until the groups have had the chance to chant
all the lines.
10’
Ask students what day it is and what day yesterday
was. Then, say a time and elicit what different
students were doing at that time yesterday:
watching TV, doing homework, playing football.
Next, have volunteers read the examples aloud
while the rest of the class follows along in their
books. Explain that we use the verb to be + verb
with –ing to express an action in the past that
continued for some time. This tense is called the
past continuous. Point out the spelling changes
with verbs that end in -e. Finally, elicit how we
make the negative: With was not (wasn’t) or were
not (weren’t).
Complete the sentences. 5’
Divide the class into pairs. Invite them to look
at the pictures and say what the people are
doing: eating a sandwich, reading a book. Then,
have students complete the sentences together.
Explain that they should use an affirmative and a
negative sentence for each picture. To check, ask
some volunteers to read their sentences aloud.
Wrap-up: Dictation 10’
Dictate several affirmative and negative sentences
in the past continuous: Yesterday morning, I was
having a shower. I wasn’t running in the park. Get
students to write the sentences in their notebooks.
Check by having volunteers write each sentence
Unit 3
on the board one word at a time.
Assign homework 5’
AB page 26 69
Additional homework
Students pretend they are visitors taking notes
about their own class. They should write three
sentences to describe the activities in their
notebooks. (The sentences do not have to be true.)
Then, they draw a picture to illustrate the activities.
21/06/11 17:12
 Warm-up: Memory chain 20’
Elicit different activities and write them on the
board: dancing, eating, etc. Then, have students
sit or stand in a circle. Write 3 o’clock last Saturday
on the board. Invent what you were doing at that
time using one of the activities on the board: At 3
o’clock last Saturday, I was (eating). Next, invite
a volunteer to say what you were doing and add
his/her own information: At 3 o’clock last Saturday,
(Miss Ana) was (eating). I was (dancing). Continue
in the same way around the circle. If a student
cannot remember, he/she loses a turn.
3 Listen and number the dialogues.
Have students look at the pictures and describe what
they think is happening. Point out that the brothers in
the last picture are twins. Explain the meaning. After
that, tell students to read the dialogues quietly. When
they finish, play track 1.25 and get students to number
the dialogues. Then, check by having them read them
aloud in order. After that, encourage students to say
what they think the twins were doing at 1.30 if they
were not sleeping. Finally, divide the class into pairs
and have students read the dialogues aloud.
track 1.25
narrator: listen and number the dialogues.
narrator: number one.
policeman: what were you doing at 1.30?
girl: i was cooking lunch.
narrator: number two.
policeman: was your mum helping you?
girl: no, she wasn’t. she was shopping.
narrator: number three.
policeman: and was your dad working?
girl: yes, he was.
narrator: number four.
policeman: were the twins sleeping?
girl: yes, they were.
policeman: no, they weren’t! look!
Assign homework 5’
Students make a Wanted poster for an alien. Have
them draw a picture and write two sentences about
Unit 3
10’
Invite volunteers to read the examples aloud. Refer
students to the first question and elicit the first word:
What. Read the answer and say that to answer a
Wh- question you give specific information. Then,
refer students to the other questions. Say These are
Yes / No questions because the answer is always
yes or no. They start with the verb to be. Elicit more
examples for each type of question. Finally, invite
several volunteers to ask their classmates questions
of their own.
Match. 10’
1.25
20’ Divide the class into pairs. Have students match the
questions and answers. Check by asking volunteers
to read them aloud. Then, ask students about what
they were doing in the lesson yesterday.
Pair work
Divide the class into pairs. Assign student A
and student B. Student A looks at page 113 and
student B looks at page 117. Ask the class to look
at their pictures and elicit where the children
are: at the park. Write Yesterday at the park on
the board. Explain that there are differences in
the scenes. Students find them by describing
the activities using the past continuous.
To check, students say what the four differences
are: Olivia was playing with a cat / dog.
Lindsay was listening to music / playing the
guitar. Kyle was eating an apple / a banana.
Steve was skateboarding / riding a bike.
Assign homework 5’
AB page 27
Additional homework
Students stick a magazine cutout of a person into
their notebooks. They write three questions about
the person’s activities at different times yesterday.
Then, they write funny answers to the questions.

what the alien was and wasn’t doing last night:

He was (eating pizza). He wasn’t (sleeping).

70

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 3 Listen and number the dialogues. 1.25

1 2 3 4

Was your mum No, she wasn’t. And was your

helping you? She was shopping. dad working? Yes, he was.

2 3

What were you I was cooking Were the twins

Yes, they were.
doing at 1.30? lunch. sleeping?

1 No, they weren’t! Look! 4

ork
rw
ai
P

What were you doing? I was cooking.

Unit 3
Was your mum shopping? Yes, she was.
A Turn to
Were your brothers sleeping? No, they weren’t.
page
a sandwich. 113. 27
Match.
listening.
What was he doing? Yes, they were.
their book. Were they sleeping? No, he wasn’t. B Turn to Unit 3
page
sleeping. Was he helping? He was reading. 117.

71

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Students develop competence in Autonomy and personal initiative by creating a magazine cut-out collage
where they write an interview using questions about yesterday’s activities and funny answers to the
questions. Using English to express humour helps to consolidate learning and make the subject fun.

304989 _ 0062-0083.indd 71 21/06/11 17:12

 Time to practise!
1 Listen and complete. 1.26

reading a helping an vacuuming

story old lady the city

When? Last Monday When? One week ago When? Yesterday

What time? 6.00 What time? 12.30 What time? 2.00
directing
Ask and answer in pairs. traffic

What was
SuperTom
He was
doing
vacuuming
yesterday
the city.
at 2 o’clock? When? Last night
What time? 8.30
2 Ask a friend and complete the table.
Answers will vary Where were you last
Last Sunday at... my friend was... Sunday at 7 o’clock?
Unit 3

28
3 Sing a song. 1.27

Tick tock tick. Tick tock tick. Tick tock tick.

Unit 3

Last night at ten, Ben saw her cape, Stop right there!
Supergirl was looking She was getting near Supergirl was flying
For Big Bad Ben! There was no escape! Through the air!
72

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Students develop competence in Knowledge and interaction with the physical world by telling the time in
English and practising timetables. Using previous knowledge about the world helps students to transfer
knowledge, tell the time in English and talk about past actions.

304989 _ 0062-0083.indd 72 21/06/11 17:12

 Time to practise!
Warm-up: Clock race 15’ 2 Ask a friend and complete the table. 15’

Divide the class into four teams. Then, draw four
empty digital clocks on the board. Each team
selects one student to go to the board. Give each
student a boardpen and say a time: (5 o’clock). The
students should write the time on their clock: (5.00).
The first student who writes the time correctly wins
a point. Continue with more students.
1 Listen and complete. 1.26
15’
Have students look at the clocks and say the times. Ask
one or two students: What were you doing last Sunday
at 7 o’clock? Elicit an answer in the past continuous:
I was sleeping. I was having breakfast. Then, divide the
class into pairs. They should ask their partner what
he/she was doing at the different times last Sunday
and complete the table. Finally, invite volunteers to
ask each other about their friend’s activities: (Alberto),
what was (Carlos) doing last Sunday at 7 o’clock?

Refer students to the pictures and tell them the boy’s 3 Sing a song. 1.27
15’
name is SuperTom. Ask them to deduce his abilities Tell students to close their eyes and imagine a
from the pictures: He can fly. He’s strong. Then, invite superhero called Supergirl. Ask What does her
volunteers to describe what is happening in each costume look like? What can she do? Accept all
picture. Help students to see the relationship between answers. Then, tell them they are going to hear a
the pictures and the headings: How is he helping the song about Supergirl, and play track 1.27. Students
old lady? He’s carrying her and her bags. How is he should listen and follow along in their books. Play
directing traffic? He’s carrying the ambulance to the the CD again and invite students to sing along. Next,
hospital. After that, tell students they are going to hear divide the class into two groups. Have one group sing
a person say when SuperTom did the actions in the the first two lines of each verse and the other group
pictures. Elicit two or three possible answers to each sing the last two lines. When they finish, switch roles.
question: When? (last Sunday, two weeks ago, etc.) and Finally, have students close their books and sing the
What time? (at 7 o’clock, at 4.30, etc.). Then, play track song together with the CD.
1.26 and have students listen and complete. Play the
CD again for them to check their answers.
Assign homework 5’
1.26
AB page 28
track
Additional homework
narrator: listen and complete.
In their notebooks, students illustrate the song
narrator: supertom was reading a story to some
children last monday at 6 o‘clock.
about Supergirl and Big Bad Ben.
he was helping an old lady one week ago
at 12.30.
he was vacuuming the city yesterday
at 2 o’clock.
he was directing traffic last night
at 8.30.

Ask and answer in pairs. 10’

Say Yesterday at 2 o’clock. Elicit the question and the

answer: What was SuperTom doing yesterday at 2
o’clock? He was vacuuming the city. Then, divide the
class into pairs and have them ask each other and Unit 3
answer questions about SuperTom’s activities.

Assign homework 5’ 73
Students invent their own superhero. Encourage
them to draw a picture of him/her in their
notebooks. Have them write two sentences
about what the superhero was doing at different
times yesterday.

304989 _ 0062-0083.indd 73 21/06/11 17:12

 Time to write
1 Read and match. 10’
Refer students to the picture and ask them to say
what it is: It’s a jigsaw puzzle with a city scene. Invite
several volunteers to describe the characters. Then,
divide the class into pairs and have students read the
clues in the boxes and match them to the pictures.
To check, draw the six jigsaw pieces on the board and
number them. Say a number and get students to read
the corresponding words aloud. Finally, elicit when
the actions are happening: At 10 o’clock. Explain that
it is 10 o’clock yesterday.
Describe the scene. 10’
Read the start of the first sentence aloud and have
students complete it: was shining. Then, tell students
to finish the description, using the word clues to help
them. When they finish, encourage students to read
each other’s work. To check, have volunteers read
parts of their description aloud.
Unit 3
74
304989 _ 0062-0083.indd 74
Bulletin board idea 20’
Materials: One sheet of white paper per group,
one sheet of white paper for the title, a felt-tip pen,
drawing pins.
Invite students to give some examples of typical
activities that they do: having lunch, playing
football, listening to music. Then, divide the
class into groups of six and hand out the paper.
Each group should choose an activity to draw
and colour on the paper. After that, display their
pictures on the bulletin board. Finally, get the
class to decide when the activities happened
and at what time. Write it on a sheet of paper and
add it to the bulletin board.
Assign homework 5’
AB page 29
Additional homework
Students find a picture of an interesting scene
in a magazine or newspaper and stick the scene
into their notebooks. Then, they imagine they are
one of the characters or objects in the picture and
write a five-sentence description. Remind them to
say when and at what time the actions took place.
21/06/11 17:12
 Time to write
1 Read and match.

vacuuming
the city a woman / buy fruit a man / ride his bike a dog / chase a cat

directing
traffic

the girls / talk a boy / cross the street the sun / shine

Describe the scene.

At ten o’clock yesterday, the sun was shining .

Unit 3
The girls were talking.
A woman was buying fruit.
29
A dog was chasing a cat.
A man was riding his bike.
A boy was crossing the street. Unit 3

75

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Students develop Linguistic competence by matching the scenes of the jigsaw puzzle with the correct
sentence cues and then writing about the scene. This activity helps build language foundations to support
the integration of new language.

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 The lighthouse keeperss’’ story
Before you read
Circle your favourite superhero.
Answers will vary

1 Listen to the first part of the story. 1.28

2
OK, Tim. I’m going Ten minutes later, Mum comes back.
shopping. Do your
homework. I’m back.
1 . I forgot my...
Yes, Mum.

Oh, no!

4
3 Mum goes into the house again.
Mum gets very worried and
runs outside to look for Tim.
Where’s Tim? Superboy appeared
again! He was rescuing Superboy...
No idea... But I saw people from a fire just a
Superboy. He was
Unit 3

few minutes ago.

flying over our house.

30
Unit 3

Now read the story in groups.

76

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Students develop Linguistic competence by reading and acting out the story in groups. Students gain
fluency through acting out the story and reading the parts with lots of emotion. Controlled speaking
practice helps students to gain both fluency and accuracy in oral production.

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Before you read 15’
Circle your favourite superhero.
First, get the class to look at the
pictures and say who they are: Spiderman,
Batman, Batgirl, and Superman. Encourage
students to say what they know about them:
Spiderman can climb buildings. Batman has got
a cool car. Then, tell them to mark their favourite
superhero. Invite some volunteers to say who
their favourite hero is and why.
The lighthouse keepers’ story
Now read the story in groups. 15’
Divide the class into groups of four and assign the
roles of Tim, Tim’s mum, the other boy and the man
on TV. Invite students to agree on a name for the other
boy. Have them read and practise the story in their
groups. Encourage them to use lots of emotion and
different voices. After students read the story twice,
divide them into new groups and get them to read the
story again. Finally, invite a group to read and act out
the story for the class.

Assign homework 5’
AB page 30
1 Listen to the first part of Additional homework
the story. 1.28
15’ In their notebooks, students draw the front page of
Get a volunteer to read the title of the story: Secret a newspaper reporting the rescue in the story. Tell
identity. Ask What’s a secret identity? It’s the identity of them to write SUPERBOY’S AMAZING RESCUE
the superhero when he/she is a normal person. Elicit above the picture.
any secret identities that students know: Superman’s
secret identity is Clark Kent. Ask Why do superheroes
have them? Accept all answers. Then, invite students
to look at the pictures and guess what is happening.
Accept all answers. Next, play track 1.28 and tell
students to follow along in their book. Have some
volunteers explain the story in their own words. Finally,
encourage the class to guess what the mum is thinking
at the end of this part of the story.

Unit 3

77

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 2 Listen to the second part
of the story. 1.29
10’
Tell students to close their books. Ask several
volunteers to retell the first part of the story. Then,
play track 1.29. Students should listen with their eyes
closed. Encourage students to say what they think
happened. Accept all answers. After that, play the
CD again and have students listen and follow along
in their book. Finally, ask them how Tim’s mum knows
that he is Superboy: He is wearing his Superboy
T-shirt. His hair is burnt.
Now read the story in groups. 10’
Divide the class into groups of three and assign
the roles of Superboy, Tim’s mum and the narrator.
Explain that the narrator should also take the part of
the other boy and the TV presenter. Have students
read the whole story in their group. Encourage them
to use different voices for the characters. Finally, invite
one or two groups to the front to read the story for the
rest of the class.
After you read 10’
Look and say what they were
doing last night.
Divide the class into pairs and invite students to
identify the actions in the pictures. Then, explain
that these actions took place last night. Encourage
pairs to talk about what each child was doing
then. Check by describing one of the pictures and
eliciting the activity:
T: He’s wearing a green shirt.
SS: He was eating an apple.
Next, draw a digital clock on the board and a
time. Ask some volunteers to say what they were
doing at that time yesterday. Change the time and
continue with other students.
Unit 3
78
304989 _ 0062-0083.indd 78
Value: Showing kindness
Design a superhero belt buckle. 15’
Materials: One photocopy of craft template 3a and
3b per student, crayons, scissors, card or cardboard,
glue, clear sticky tape.
Write KINDNESS on the board backwards and
get students to identify it. Elicit what it means to
be kind: Being sympathetic and helpful to others.
Ask students, if they could be a superhero, what
powers they would have and why. Invite them to
explain ways they could help other people with
their abilities. Next, hand out the materials and tell
students they are going to make a superhero belt
buckle. Have them choose a symbol to represent
their superpowers. They should colour it and cut it
out. Then, get them to cut out the front and back of
the belt buckle and stick them onto card. After they
cut out the card, including the lines for the belt
to pass through, they should tape the two pieces
together around the edges. Finally, they stick their
symbol to the front of the belt buckle and finish
decorating it.
Assign homework 5’
AB page 31
Additional homework
Students think back to the After you read activity.
In their notebooks, they draw a picture of what
two other people in class said they were doing
last night and write a sentence for each picture.
21/06/11 17:12
y 2 Listen to the second part of the story.

5
1.29

I already know! You were saving those

Mum goes back to Tim's room. Surprise!
He's there doing his homework.
Tim! Where were you? I was
looking for you! And why is
your hair burning?
people from the fire! You’re Superboy!
6
Tim is very nervous. He decides to
tell his mum the truth.

I was... Hmm, I...

After you read

Look and say what they
were doing last night.

Yes, I am Superboy, but please

don’t tell anyone! It’s a secret.
7

Unit 3
31

Unit 3

Now read the story in groups.

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Students develop competence in Processing digital information in the classroom by accessing information
through listening to and reading a recorded story text. Listening to a text while reading it helps to
consolidate semantic, phonological and graphological connections of language.

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 Read and solve the crossword puzzle.

00 years
am id in E gy pt was built over 40
he Great Pyr aves worked
T ago, in 25
for twenty years
50
to
B C
fin
.
is
M
h
or
it.
e than 100,000 sl
T w o large sphinxes gu
ard the
e was buried
bu ilt fo r th e P haraoh Kutu. H
entrance. It was jewellery inside
. Th er e w as furniture and
in a tomb inside oglyphics.
t alls w er e covered in hier
p the pyramid too.
Th e w
hieroglyphics, pi
ctures
E gy In Ancient Egypt
, peop le w rote w ith
.
ords and sounds
that represent w

1 4
p 5
1 h t 4
s a o
3 p y r a m i d
h a b
2 i o
5
5
n h 6
x s
Unit 3

2 h i e r o g l y p h i c s
s a
32 v
e
3 6
Unit 3

80

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Students develop Mathematical competence by using numbers to match words and images to complete a
crossword. Using numbers to relate information helps students to learn to access and organize information.

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 Warm-up: Let’s talk about Egypt 15’
Materials: A map of the world, photos of people
farming, photos of Cairo, photos of temples on
the Nile.
Display the map of the world and invite a volunteer
to come to the front and point to Egypt. Ask students
what continent Egypt is in: Africa. Have him/her
find and say the capital: Cairo. Pass around the
photos of Cairo. Tell students that more than 15
million people live there. Then, point out the Nile
River on the map and ask the class if anyone knows
the name of the famous river that is in Egypt. If no
one can guess, invite a volunteer to come to the
Read and solve the crossword puzzle. 15’
Tell students that many people visit Egypt every
year. Explain that they go to see the pyramids. Have
students point to the pyramids in their books. Then,
refer students to the pictures and the crossword
puzzle. Explain that the words for the pictures are in
the text. Have students point to the first picture and
to the number in the puzzle. Elicit the first word
and tell students to write it in the puzzle: pharaoh.
Then, divide the class into pairs. Have students
read the text and solve the crossword puzzle. When
they finish, check by saying the numbers and
having students say and spell the words. Help with
pronunciation as necessary. Finally, ask students
what a mummy is: A dried body. Explain that in
Ancient Egypt people made mummies by taking out
all of the organs. Mime if necessary. Add that they
even made mummies of cats!
304989 _ 0062-0083.indd 81
map and find the name. Explain that the Nile River
is the second longest river in the world. Add that
most of Egypt is desert and that most people live
close to the Nile. Next, display the photos of people
farming. Tell students that there is lots of sunshine in
Egypt and that the soil near the Nile is very fertile.
Encourage students to guess what people grow
there: cotton, rice, wheat, beans, fruit, vegetables.
(They also raise cattle, water buffalo, sheep and
goats.) Finally, show the photos of a temple on the
Nile. Explain that Egypt has got an ancient culture
and that students are going to read about it in this
lesson.
AB page 32 15’
Check what you know!
Divide the class into two teams and have one
volunteer from each team come to the front.
Whisper one of the household items or electrical
appliances to the volunteers. They get thirty
seconds to draw a picture of it on the board. The
first team to say the word wins a point. Change
volunteers and continue until you have used all the
words. Then, divide the class into pairs. Tell them
to ask and answer questions about what they were
doing at different times yesterday. Finally, ask the
class to complete the faces according to how they
feel about what they know.
Unit 3
81
21/06/11 17:13
 Decode the name of a famous pharaoh. 10’
Invite a volunteer to read the instructions. Elicit the
meaning of pharaoh: It’s an Ancient Egyptian king.
Have students look at the table. Tell them that this
kind of writing is called hieroglyphics. Explain that
people of Ancient Egypt used this writing. Ask them
to name any objects they recognize. Then, divide
the class into pairs. Have students decode the name
of the pharaoh. Check by asking them to read and
spell his name: Tutankhamen. Finally, point out the
golden mask at the top of the page and explain that
it was found in Tutankhamen’s tomb.
Write your name in hieroglyphics! 15’
Tell students to write their name in hieroglyphics.
Encourage them to use different colours. Then, tell
them to show their name to some friends. Finally,
invite some volunteers to write your name on the
board in hieroglyphics one symbol at a time.
Wrap-up: True or false? 15’
Divide the class into groups of four. Each student
writes two sentences about what he/she was
doing at 10 o’clock last night. Groups read out their
sentences to the rest of the class. Other students
guess which are true and which are false.
Unit 3
82
304989 _ 0062-0083.indd 82
Assign homework 5’
AB page 33
My project
Make super-puppets.
Materials: One sheet of white paper, wool, crepe
paper of different colours, one sheet of card,
sticky tape, two wooden ice cream sticks.
Refer students to My project and tell them the
main materials for the craft. Point out the icons
and explain the additional materials that they
need. Then, go through each step with them.
Finally, remind them that they can do their project
with the help of their family.
A friendly reminder
3 It is advisable to create a stress-free and
supportive environment for taking a test.
Before students are assessed, they should review the
unit vocabulary with My spelling practice on page 95
and the Time to check section on page 32 in the
Activity Book. During the evaluation:
• read the instructions for the first activity with students
• read the example and clarify doubts
• ask a volunteer for another example
• assign time to complete the exercise
• read the instructions for the next activity, etc.
21/06/11 17:13
 Decode the name of a famous pharaoh.

A B C D E F
over 4000 years
slaves worked
nxes guard the G H I J K L
u. He was buried
jewellery inside
n hieroglyphics.
oglyphics, pictur
es M N O P Q R

S T U V W X

Y Z
T U T A N K H A M U N

Write your name in hieroglyphics!

Unit 3
Students write their name using
the symbols in the chart.
33

Unit 3

83

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Students develop Artistic and cultural competence by learning hieroglyphics, decoding the name of
a pharaoh and drawing their own name using symbols. Recognizing that other cultures use different
languages and writing systems also helps to develop empathy towards other citizens of the world.

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 4 Champions
Objectives:
• learn words related to competitions and ordinal numbers
• ask and answer questions about competitions
• ask and answer questions about past ability using could / couldn’t
• talk about interrupted past actions using past continuous + when + past simple

Competition Ordinal numbers

finish line /"fInÖIS lain/ ____________
medal /"mEÖd´l/ ____________
podium /"p´UÖdiÖ´m/ ____________
race official /"®eis ´ÖÆfIÖS´l/ ____________
scoreboard /"skOÜÖbOÜd/ ____________
track /tS®œk/ ____________
trophy /"tS®´UÖfi/ ____________
first /f‰Üst/ ____________
second /"sEÖk´nd/ ____________
third /T‰Ürd/ ____________
fourth /fOÜT/ ____________
fifth /fIfT/ ____________
sixth /sIksT/ ____________
seventh /"sEÖv´nT/ ____________
eighth /eiT/ ____________
ninth /nainT/ ____________
tenth /tEnT/ ____________

Could / couldn’t Interrupted past

We use the modal verb could to talk about past We use the past continuous + when + past simple to
abilities. Its form is the same for all persons. We form express an event that happened while another action
its negative by adding not. To form questions, we was taking place.
switch the subject and could.

The lighthouse keepers’ story

In this section, students will learn phrases and Grandad, my coach
short exchanges used in everyday life.
In this unit, students will learn and practise ways of
asking questions and talking about competitions.
Unit 4

• How did you do?

I won the race.
• Well done!
84 • How did you do?
I lost the race.
• Don’t worry.

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 Teaching tip
You are one of the most important people in your
students’ lives. They will work hard for your praise
and can be traumatized by criticism (especially if it
is public). Your expectations are important. Expect
too much and the child will feel like he/she is a
constant failure. Expect too little and the child will
stop trying. To help maintain a healthy balance,
give students time to think and work out answers for
themselves. In addition, try to avoid an impatient
tone – children do not learn well under stress. Keep
4
telling them they can do it, and give reasons: You
EAN: 8431300123441 Lighthouse 4 © Santillana Educación S.L. / Richmond Publishing 2011

are very imaginative. I know you can do it. Offer Poster word cards
praise for effort: Great job! Well done! You really ninth track tenth fifth third first sixth fourth
tried. Excellent effort! Also offer praise for creativity, 4 eighth second trophy finish line medal scoreboard
neatness, and teamwork. While it is important for race official podium seventh
students to have the right answers, real success lies
in getting students to do their personal best. stomach ache toothache herbal tea bandage
5 plaster backache ointment medicine compress
fever pills headache sore throat
Value: Taking good risks
Taking good risks means accepting positive play computer games surf the internet memory stick
situations that are scary or uncomfortable. speaker webcam mouse pad keyboard mouse
6
chat online cable screen download music
Make a risk tree. send e-mails upload photos sign in
EAN: 8431300123441 Lighthouse 4 © Santillana Educación S.L. / Richmond Publishing 2011

Unit 4

85

Students develop competence in Autonomy and personal initiative by creating a risk tree to remind them to take
good risks. In order to foment autonomy, it is important that teachers enable students to set goals for themselves
as well as plan how to reach them.

304989 _ 0084-0105.indd 85 21/06/11 16:47

 4 Champions
1 Stick the pictures and read.
Unit 4

1 How did you do?

34
I won the race.
Well done!
Unit 4

2 How did you do?

I lost the race.

Listen and repeat. 1.30 Don’t worry!

86

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Students develop Social and citizenship competence by recognizing and practising the use of
formulaic language to talk about sports results, giving praise for good results or consolation for poor
results. Encourage students to use these expressions when playing games in class to console or give
encouragement.

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Warm-up: Find someone who… 15’
Materials: One sheet of white paper per student.
Say I like (football) and (basketball). What do you
like? Elicit answers from several volunteers. Then,
have students write three sports they like on their
piece of paper. Next, invite them to stand up, walk
around the classroom and find people who like
the same sports. They should ask each other: Do
you like (football)? When students finish, get them
to sit down again. They put up their hands if they
found someone who likes the same sports as they
do. Encourage them to name the sports.
1 Stick the pictures and read. 15’
Refer students to the picture and ask them to identify
the event: It’s a sports competition. Ask them if there is
a Sports Day at their school and what they do. Then,
ask them what sport the children in the picture are
doing: running. Next, invite volunteers to predict what
the missing objects are. Accept all ideas. After that,
hand out the stickers for activity 1 on page 34 and
have students stick them onto the picture according to
shape. Ask them if their guesses were correct. Finally,
tell students to point to each object and read its name
silently.
Listen and repeat. 1.30
10’
Play track 1.30 and have students repeat the words.
Then, divide the class into groups of four. Play the
CD again and get groups to take turns repeating
the words. Finally, draw the objects in the air and
encourage students to say the names.
track 1.30
narrator: listen and repeat.
narrator: scoreboard podium
trophy race official
medal
finish line
track
Assign homework 5’
AB page 34 ex. 1
Additional homework
Students stick magazine cutouts of people into
their notebooks and draw a competition scene
around them. They should include the new
vocabulary from this page and label the pictures
with scrambled words. At the beginning of the next
lesson, they should unscramble a friend’s words.
304989 _ 0084-0105.indd 87
Champions 4
20’
Divide the class into pairs and invite them to
exchange their homework. Students unscramble
the words and check their friend’s work. Then,
draw two faces on the board, one happy and
the other sad. Refer students to the dialogues in
the book and read dialogue 1 aloud. Point to the
happy face and make the speakers sound happy.
Explain the meaning of win. Ask students what to
say when someone wins a competition: Well done!
Next, point to the sad face and read dialogue 2
aloud, making the speakers sound very sad. Elicit
the meaning of lose. Ask students what we say
when someone loses a competition: Don’t worry!
Then, get two pairs of volunteers to read the
dialogues aloud. Encourage them to put the right
expression into their voices. Finally, have students
read the dialogues aloud with their friend.
Wrap-up: Poster activity 20’
Materials: Poster 4.
Display the poster. Point to a competition object
and elicit its name: (scoreboard). Continue with
other new words. Then, divide the class into pairs.
One student in each pair turns around so that
he/she cannot see the poster. Point to four objects
on the poster and have students who can see you
dictate the names of the objects to their friend.
Then, invite some of the students who wrote the
words to come to the front and write them on the
board. Correct spelling if necessary. Switch roles
and repeat the activity with different objects.
Assign homework 5’
AB page 34 ex. 2
Additional homework
In their notebooks, students stick a picture of
their favourite sports figure. Encourage them to
Unit 4
write some sentences about the person: This is
Fernando Alonso. He’s a racing driver. He’s from
Spain. He’s amazing.
87
21/06/11 16:47
 2 Read and complete the sentences. 10’
Invite students to look at the scoreboard and ask how
many children took part in the School Sports Day: ten.
Elicit their names. Tell the class that these numbers
show the order of the children in the race. Explain that
we use ordinal numbers to show order. Have students
point to the ordinal numbers on the scoreboard. Then,
refer them to sentence 1 and ask who was first in the
race: Sue. Students write Sue in the space. After that,
divide the class into pairs and tell students to complete
the rest of the sentences together. Check by getting
students to read the answers aloud.
Listen and repeat. 1.31
15’
Play track 1.31 and tell students to repeat the words
and point to each position on the scoreboard in activity 2.
Invite volunteers to write the short form of each ordinal
number on the board and read it aloud. Make sure
they write big numbers that the rest of the class can
see. Then, point to the numbers in order and have the
class say them. Do the same in reverse order and at
random. After that, divide the class into two teams. Say
a name from the scoreboard: Daniela. The first student
to put up his/her hand and say the correct position of
the person in the race wins a point for his/her team:
Daniela was eighth. Do the same for all of the names.
The team with the most points at the end wins.
track 1.31
narrator: listen and repeat.
narrator: first.
second.
third.
fourth.
fifth. students in the line. Volunteers from the rest of
sixth.
seventh.
eighth.
ninth.
tenth.
Unit 4
88
304989 _ 0084-0105.indd 88
Complete the dialogues. 10’
Draw two faces on the board and label them Sue
and Britney. Elicit the positions for each in the
race. Then, stand beside Britney and ask Sue: How
did you do? Elicit the rest of the dialogue, moving
between the speakers: I won the race. I was first.
Well done! After that, stand beside Sue and do the
same for the other dialogue. Finally, have students
complete the dialogues in their books.
Listen and check. 1.32
5’
Play track 1.32. Students listen and check their
answers. Then, check as a class by asking
volunteers to read the completed dialogues aloud.
track 1.32
narrator: listen and check.
narrator: number one.
man: how did you do?
girl: i won the race. i came in first!
man: well done!
narrator: number two.
woman: how did you do?
boy: i lost the race. i came in tenth!
woman: don’t worry!
Wrap-up: In line 5’
Have ten volunteers stand in line at the front
of the class. Then, gesture to indicate different
the class say their position. If the student answers
correctly, he/she takes the place of the student
in line. Continue, encouraging them to say the
position faster and faster.
Assign homework 5’
AB page 35
Additional homework
Pictionary pages 100 and 101. Students identify
the pictures and write the corresponding words
or phrases. Then, they write a sentence for each.
Finally, they listen to the words and phrases in this
unit’s section of the Student’s CD.
21/06/11 16:47
 2 Read and complete the sentences.

1. Sue was first. 4. Britney was tenth.

2. Nick came in third. 5. Kevin came in ninth .
3. Lou came in second . 6. Mary was seventh .

Listen and repeat. 1.31

Complete the dialogues.

Unit 4
1 How did you do? 2 How did you do?

I won the race. I lost the race.

35
I came in first! I came in tenth.

Well done! Don’t worry. Unit 4

Listen and check. 1.32

89

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Students develop Mathematical competence by learning and using ordinal numbers to talk about results
from competitions. In this lesson students read a table to complete sentences about the School Sports Day
results.

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 Could you swim when you were six?
1 Listen and circle the correct option. 1.33

Could you skateboard

when you were nine?

Yes, I could.

No, I couldn’t.

Listen again and mark (3or 7 ). 1.33

3
I could swim when I was five.
2 Listen and chant. 1.34
I couldn’t skateboard when I was seven.
Unit 4

Could you sing when you were young?

When I was three Yes, I could. No, I couldn’t.
36 I could climb a tree when I was three,
I could open doors when I was four,
Complete the question and answers.
I could swim and dive when I was five.
But I couldn’t sing a song for long, Could you skip when you
Unit 4

Or play the drums…

were six?
Because they were Mum’s!
Yes, I could . No, I could ’t .
90

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Students develop competence in Autonomy and personal initiative by analysing the progress they have
made towards achieving new abilities through comparison activities. Students create a notebook where
they stick or draw pictures and talk about their abilities in the past compared to their abilities now.

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 Could you swim when you were six?
Warm-up: Poster activity 20’
Materials: Poster 4 with word cards for ordinal
numbers.
Display the poster and ask students what the
animals are doing: They’re running a race.
Point to the animals and elicit their names. Give
students a minute to remember the animals’
positions in the race. Then, take the poster down.
Divide the class into two teams and draw a
vertical line dividing the board in two. Hold up
a word card. One member of each team should
go to the board and write the position and the
name of the animal: 5th – elephant. Do not correct
or rub out the answers. Continue with the rest
of the numbers and display the poster again.
Encourage students to correct the mistakes: The
elephant isn’t fifth. The bear is fifth. The team with
the most correct answers wins.
1 Listen and circle the correct
option. 1.33
10’
Refer students to the picture and identify the people:
a boy, his granny. Read the boy’s question and get the
class to guess what Granny’s answer is. Then, play
track 1.33. Students listen and circle the correct answer.
To check, read the question aloud and elicit the answer.
track 1.33
narrator: listen and circle the correct option.
boy: look, granny! i won two medals, in
swimming and skateboarding.
granny: well done!
boy: granny, could you skateboard when you
were nine?
granny: no, i couldn’t, but i could swim.
boy: could you skip when you were nine?
granny: yes, i could! but i couldn’t run very fast.
Listen again and mark (3 or 7). 1.33
10’
Have students look at the pictures and identify the
activities. Ask them which activities Granny could
do when she was nine. Then, play track 1.33 again.
Students mark the pictures. To check, say the names
of the activities and get the class to say Yes or No.
Assign homework 5’
Students interview an older family member. In their
notebooks, they write about his/her abilities when
he/she was at school: When my mum was at
school, she could run fast.
304989 _ 0084-0105.indd 91
2 Listen and chant. 1.34
15’
Refer students to the title of the chant and elicit activities
that they could do at that age: walk, run, etc. Then,
play track 1.34 and get students to listen and follow
along in their books. Ask them what part of the chant
the drawing refers to. Play the CD again and invite
the class to chant along. Mime the actions as they are
mentioned and encourage students to imitate you.
Finally, divide the class into two groups. Have one
group mime while the other chants. Then, change roles.
10’
Say I can swim and write it on the board. Elicit
the time of the sentence: the present. Next, invite
a volunteer to read the first example in the book
aloud. Elicit when it refers to: the past, when the
speaker was five. Explain that could is the past
form of can. Invite another volunteer to read the
second example aloud. Elicit how to form the
negative: We add n’t at the end of could. Then,
get a third student to read the last example.
Remind students that the order of the words
changes in questions. Point out that the answer
is Yes, I could or No, I couldn’t. Finally, ask some
volunteers: Could you swim when you were five?
Complete the question and
answers. 5’
Tell students to complete the question and
answers. Check by asking volunteers to read
them aloud.
Catch me if you can (see page 16) 15’
Now play Catch me if you can. Students
ask and answer questions with can and could.
Have fun!
Unit 4
Assign homework 5’
AB page 36
Additional homework
Students stick a picture of themselves when they 91
were younger into their notebooks. They write
about their abilities: I couldn’t (run fast) when
I was (five).
21/06/11 16:47
 Warm-up: Guess what I was doing! 20’ 10’
Materials: A small bag, ten small pieces of paper
with one activity written on each: swimming, Have a volunteer read the first example aloud.
running, reading a book, etc. Ask which action was in progress: jumping. Draw
a wavy line on the board to indicate continuous
Put the pieces of paper into the bag. Then, write
action and say: He was jumping. Then, cut the
on the board: Yesterday at 4 o’clock… Take
wavy line with a vertical line, and say: He fell.
a piece of paper from the bag and mime the
Elicit what tenses we use for each of the actions:
activity. Students guess what you were doing:
the past continuous and the past simple. Read the
Yesterday at 4 o’clock, you were (swimming). The
example aloud again and point out that we use
student who guesses correctly comes to the front
when to join the two actions. Do the same for the
and mimes another activity.
second example. Finally, invite several volunteers
to the front and point to the lines as the rest of the
3 Look and stick the missing sentence class reads the examples aloud.
parts. 10’
Write the sentences. 10’
Refer students to the first picture and ask them what
Have students look at the words and say what
the children were doing: They were swimming.
actions happened first: swimming / watching TV.
Then, ask what they think happened next. Accept all
Ask them what word they are going to use to join
answers. Do the same with the rest of the pictures.
the actions: when. Then, get them to write the
Next, hand out the stickers for activity 3 on page 37.
sentences individually. Check by asking students
Students read the sentence fragments and compare
to read the sentences aloud.
them to the second part of each scene. Then, they stick
the stickers in the corresponding spaces.

Listen and check. 1.35

10’ Pair work 15’

Play track 1.35. Students check their answers. Then, Divide the class into pairs. Assign student A
have them read out the complete sentence for and student B. Student A looks at page 113 and
each picture. student B looks at page 118. Tell them they are
going to listen to their friend and draw the
track 1.35 missing action. After that, they should complete
narrator: listen and check.
the sentences for each picture. When they
narrator: number one.
finish, encourage them to compare their
boys: we were swimming when a shark appeared.
narrator: number two.
pictures. Check by eliciting the sentences.
girl: he was running when he fell.
narrator: number three.
boy: she was climbing when she saw a snake.
Assign homework 5’
narrator: number four.
girl: they were dancing when it started to rain.
AB page 37

Assign homework 5’

Students copy one of the sentences from activity 3

into their notebooks and draw a different illustration.
Unit 4

92

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 3 Look and stick the missing sentence parts.

1 2

We were swimming when

aa shark
shark appeared.
appeared. He was running when he fell.

3 4

She was climbing when They were dancing when

she saw a snake. it started to rain.

Listen and check. 1.35

Pair
wo
r
A

k
Turn to
page 113.
He was jumping when he fell.

Unit 4
They were talking when I called.

Write the sentences.

37
I / swim / I / see a crocodile
B
I was swimming when I saw a crocodile. Turn to
page 118. Unit 4
They / watch TV / he / call
They were watching TV when he called.
93

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Students develop Linguistic competence by focusing on the expression of time by using the Past
Continuous to narrate interrupted actions in a pair work dictation activity. Students listen to their partner,
draw the missing action and compare when finished.

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 Time to practise!
1 Complete with Can or Could.

Can you swim?

Could you swim when you were three?
Can you speak French?
Could you speak French last year?
Can you use a computer?
Could you use a computer when you were five?
Answers will vary

Student’s Student’s
own own
drawings drawings

Write two more questions and draw.

2 Sing a song. 1.36

Ask and answer in pairs. Chorus:

We are the champions!
Can you swim? We are the champions!
We’re the Olympic champions today!
We couldn’t jump high before,
Unit 4

We couldn’t win a race.

We couldn’t swim very fast.
We were always in last place!
38 No, I can’t.
Chorus
But today we can do everything.
We can win the game!
Unit 4

We can get the highest score,

And carry the Olympic flame!
Chorus
94

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Students develop Artistic and cultural competence by listening to a song and then drawing a picture to
illustrate what the singers couldn’t do before but can do now. This text emphasizes students’ ability to
improve through hard work.

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 Time to practise!
Warm-up: Spelling quiz 10’ 2 Sing a song. 1.36
15’

Ask students: Can you spell quiz? Write the letters
on the board as students call them out. Do the
same with other words: fun, race, win, lose, etc.
1 Complete with Can or Could. 10’
Refer students to the pictures and ask what the people
are doing: speaking French, swimming, using a
computer. Then, read the first example aloud and
ask students what time it refers to: the present. Elicit
the missing word: Can. Read the second sentence
aloud and ask what time it refers to: the past. Elicit
the missing word: Could. After that, have students
complete the rest of the questions individually. Check
by getting them to read the questions aloud.
Write two more questions and draw. 10’
Elicit other activities that students can ask about: play
the guitar, speak English, run fast. Then, tell them to
write a question about the present and one about
the past. They can use the ideas they suggested or
ask about something different. When they finish their
questions, they should illustrate them.
Play track 1.36. Students listen and follow along in
their books. When the song finishes, ask what the
song is about: sports, champions. Elicit what the
singers could not do before. Then, ask what they can
do now. Help students with the meaning if necessary.
Next, divide the class into three groups. Assign the
chorus to one group, the first verse to another group,
and the second verse to the last group. Play the CD
again and invite groups to sing along. Get the whole
class to sing the last chorus together. After that, play
the CD one last time, and have the whole class sing
together. Turn the volume down occasionally and
gesture for students to sing out with confidence.
Assign homework 5’
AB page 38
Additional homework
In their notebooks, students draw a picture to
illustrate the song. Encourage them to show it
to a friend at the beginning of the next class.

Ask and answer in pairs. 15’

Ask a volunteer the first two questions from the quiz:

Can you swim? Could you swim when you were
three? Draw a 3 on the board if the student answers
Yes or a 7 if the student answers No. Then, divide the
class into pairs. Students should ask and answer the
questions. Make sure they ask their own two questions
as well. When they finish, invite some volunteers to
tell the rest of the class one thing about their partners:
Maribel could play the guitar when she was seven.

Assign homework 5’
In their notebooks, students make a list of three
activities they can do now and three activities they
could do when they were four. They choose one of
the activities to illustrate and label: I could play the Unit 4
piano when I was four.

95

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 Time to write
1 Number the pictures. 15’
Tell students they are going to write a story about a boy
called Jim. Have them look at each picture and figure
out the order of the events individually. Then, divide the
class into pairs. Get them to compare their ideas and
number the pictures together. Check as a class and
encourage students to explain their answers.
Complete the story. 10’
Refer students to the box and explain that they
should use the words to complete the story. Help
students with the meanings of chase and bark. Tell
them to use the pictures as a guide. Then, elicit the
first two answers and invite a volunteer to read
the complete sentence aloud. After that, students
complete the story individually. Finally, have them
compare answers with a friend.
Listen and check. 1.37
5’
Play track 1.37. Students listen and check their answers.
If necessary, play the CD again. Check as a class by
inviting some volunteers to read the story aloud.
track1.37
narrator: listen and check.
narrator: jim was running tenth in a race when a dog
started to bark. it was chasing him! jim was
scared! he ran very fast and won the race.
when he was celebrating, the dog jumped up
on him. it was lucky, his friend’s dog!
Unit 4
96
304989 _ 0084-0105.indd 96
Bulletin board idea 15’
Materials: Four sheets of white paper per group,
one extra sheet, drawing pins.
Tell students they are going to interview you
about your abilities. Divide the class into groups
of four and have each group think of four
questions to ask you: two with can and two with
could. Walk around the room and help students
not to repeat questions. When they finish, they
should put up their hands. Go to the group and
answer the questions. Give true answers. Then,
give each group a sheet of paper. Groups write
sentences about you and illustrate them. When
the first group finishes, give them the extra sheet
of paper and tell them to write Our teacher on it.
Have them stick the paper in the middle of the
bulletin board and get all the groups to stick
their work around it. Invite students to stand up
and read the bulletin board and say if they are
surprised by any of the information.
Assign homework 5’
AB page 39
Additional homework
Students imagine they are Lucky and rewrite the
story from his perspective in their notebooks.
21/06/11 16:48
 Time to write
1 Number the pictures.

3 5

4
2

Complete the story.

mpions today!
efore, started was running was chasing ran was celebrating jumped won

Unit 4
ast. Jim was running tenth in a race when a dog started to bark.
place! It was chasing him! Jim was scared! He ran very 39
rything. fast and won the race. When he was celebrating ,
the dog jumped up on him. It was Lucky, his friend's dog!
core, Unit 4
flame! Listen and check. 1.37

97

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Students develop Linguistic competence by creating a class bulletin board using can for present abilities
versus could in the past tense. Students draw pictures and label them about past achievements and
present abilities.

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 The lighthouse keepers’ story
Before you read
Do the warm-up routine.

Touch your toes. Stretch your arms. Bend your legs.

1 Listen to the first part of the story. 1.38

1
One day, Nikki was very sad.
"What's wrong?" asked Grandad.
"I lost the school race," Nikki said.
"I came in last."
2 "Don't worry" he said. "I can help you to
prepare for your next race. When I was ten,
I could run fast. You just need more practice."

3 This is hard work!

The next day, they
Unit 4

went to the park.

"First you should
warm up," Grandad
40 explained. "Touch your
toes! Stretch your
arms! Bend your legs!"
Unit 4

Now read the story in pairs.

98

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Students develop Linguistic competence by reading and acting out the story, Grandad my coach, in
groups. Students gain fluency through acting out the story and reading the parts with lots of emotion.
Controlled speaking practice helps students to gain both fluency and accuracy in oral production.

304989 _ 0084-0105.indd 98 21/06/11 16:48


Before you read 10’
Do the warm-up routine.
Say the instructions and perform
the warm-up exercises in the pictures. Tell students
to stand up and imitate what you do. Then, have
them sit down. Get students to look at the pictures
and read the instructions for the warm-up exercises
silently. Finally, invite volunteers to come to the front
and give the instructions for the class to carry out.
1 Listen to the first part of
the story. 1.38
15’
Invite students to look at the first picture and ask them
if the girl is happy: No, she isn’t. Get them to say who
the man is: The girl’s grandad. Then, refer them to the
second picture and ask what the people are doing:
Running in a race. After that, have them look at the
last picture and ask them what the girl is doing:
A warm-up routine. Ask why. Elicit students’ ideas and
accept all answers. Next, play track 1.38 and have
students listen and follow the story in their books. After
that, elicit why Nikki isn’t happy: Because she lost the
school race. Ask why she is doing a warm-up routine
in the park: Because she wants to win the race. Her
grandad is helping her.
304989 _ 0084-0105.indd 99
The lighthouse keepers’ story
Now read the story in pairs. 15’
Divide the class into two groups and assign the roles
of the narrator and the speakers. Then, play the first
part of the CD again. Students listen and repeat.
Encourage them to imitate the tone of the voices on
the CD. Do the same for the other two pictures. After
that, divide the class into pairs. Students read the
story with their friend. Have them change roles when
they finish. Finally, invite some pairs to read the story
to the rest of the class.
Assign homework 5’
AB page 40
Additional homework
In their notebooks, students draw pictures of a
one-minute warm-up routine and label them.
Tell them to use the verbs from Before you read
with different parts of the body: Touch your nose.
Stretch your legs. Bend your arms.
Unit 4
99
21/06/11 16:48
 2 Listen to the second part
of the story. 1.39
10’
Tell students to close their books. Ask them what they
remember about Nikki and her grandad from the
previous lesson. Elicit what they think will happen
next in the story. Accept all answers. Then, play track
1.39. After they listen, ask students if their predictions
were correct. After that, play the CD again. Students
listen and follow along in their books. Ask what
Grandad shouted: Run, Nikki, run! Elicit what he said
when Nikki won the race: Well done!
Now read the story in pairs. 10’
Play the CD again, pausing after each section.
Students should listen and repeat it. Then, divide the
class into pairs. Students take turns reading each
section. Help with pronunciation as necessary.
After you read 10’
Circle True or False.
Divide the class into pairs and have
students read the sentences together. Then, they
should decide if they are true or false. Encourage
them to find the parts of the text that support their
answers. To check, read the sentences and invite
volunteers to say True or False and explain their
answers. Finally, ask students if they have ever
run in a race. Ask them how it feels to win or
lose. Emphasize the value of participating and
having fun.
Unit 4
100
304989 _ 0084-0105.indd 100
Value: Taking good risks
Make a risk tree. 15’
Materials: One photocopy of craft template 3a
and 3b per student, crayons, scissors, sticky tape.
Write RISK on the board. Ask students what it
means to take risks: To do something that can
have negative consequences. Point out that
people can also take positive risks. They are
risks that people take to do good things. Give an
example: (making new friends). Explain that it is
good to make new friends and elicit the risks: (The
other children don’t want to be friends.) Then,
invite students to give other examples of positive
risks: practising English, learning to swim, etc.
Get students to explain what the negative
consequences can be for each: Maybe you make
mistakes and other people see them. Next, hand
out the materials. Tell students to colour the two
trees. Then, they should cut them out. Tell them
to cut the line in the centre of each tree. Make
sure they only cut the line. Have them fit the
trees together to form one upright tree. Next, get
students to cut out the apples and draw a symbol
on each apple to represent a good risk they want
to take. After that, they stick the apples to their risk
tree. Finally, encourage students to show their risk
tree to some friends and explain the symbols on
the apples.
Assign homework 5’
AB page 41
Additional homework
In their notebooks, students draw a trophy and
write this slogan on it: I couldn’t then, but now
I can. They draw three new things they can do
on the trophy.
21/06/11 16:48
y 2 Listen to the second part of the story. 1.39

4 5
Grandad trained Nikki for a month.
They went to the park every day.
First, Nikki did warm-up exercises,
and then she ran around the park.
She practised a lot.
Grandad was very proud of her.
Finally, the day of the race came.
Nikki started running but something
was wrong. She couldn't run fast.

Oh, no! I have

to run faster!

7
Suddenly, she heard Grandad shouting, As she was crossing the finish line, she
6 "Run, Nikki, run!" And she ran and ran. saw Grandad clapping his hands.

Well done!

Now read the story in pairs.

After you read

Unit 4
Circle True or False.

1. At the beginning of the story, Nikki could run fast. True False 41
2. Grandad could run fast when he was younger. True False
3. Grandad didn’t help Nikki. True False
Unit 4
4. You should warm up before you run. True False
5. At the end of the story, Grandad was angry. True False
101

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Students develop competence in Processing digital information in the classroom by accessing information
through listening to and reading a recorded story text. Listening to a text while reading it helps to
consolidate semantic, phonological and graphological connections of language.

304989 _ 0084-0105.indd 101 21/06/11 16:48

 1.40
Listen and write the name of the country.

Greece

1.41
Listen and say the name of the country in Greek.

Read and stick the sports.

wrestling
The first Olympic Games were
held in Olympia in Greece in
776 BC. The first games only
had one sport – running. Later running
the organizers added jumping,
boxing, wrestling, the javelin and
discus throws.
boxing
Unit 4

42
discus throw
Unit 4

jumping javelin throw

102

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Students develop competence in Knowledge and interaction with the physical world by identifying Greece
on a map and learning about the Olympic Games. This lesson provides activities to build literacy by
identifying sports and matching them to pictures.

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 Warm-up: Let’s talk about Greece 10’
Materials: A map of the world, four or five photos of
different Ancient Greek ruins or artifacts.
Display the map and ask a volunteer to come to the
front and point to Greece. Pass around the photos.
Explain that Greece has got a very long history
and many important things happened there. Invite
students to guess how old the items in the photos
are. (Make sure you know the answer!) Stick each
photo on the board and write the date.
Listen and write the name of the country.
Invite students to look at the flag and trace the map
with their fingers. Then, play track 1.40. Students
write the name of the country. Check by getting a
volunteer to say and spell the name.
track 1.40
narrator: listen and write the name of the country.
narrator: the name of this country is greece.
it’s g –r –e –e –c –e. greece.
1.41
Listen and say the name
of the country in Greek.
Refer students to the writing on the map of Greece.
Tell them it is the name of the country in Greek. As
a joke, ask them to try to say the name. Then, play
track 1.41. Students should listen and say the name
in Greek.
track 1.41
narrator: listen and say the name of the country
in greek.
narrator: ellada
Read and stick the sports.
Tell students that sports were very important for
the Greeks. Ask them if they have heard of the
Olympic Games. Get them to find and point to the
Olympic symbols on the page: The Olympic Flame,
The Olympic Rings. Then, elicit what happens at
the Olympics: Athletes come from many different
countries. They try to win gold medals. Elicit the
names of some Olympic sports: running, swimming,
etc. Next, have students read the text. When they
304989 _ 0084-0105.indd 103
Explain that BC means before Christ. Help
students to understand by drawing a horizontal
line on the board. Make a mark on the middle of
the line and label it BC. Make a mark at the end
of the line. Ask what year it is now and write it
next to that mark. Make another mark on the line
before BC and label it 1000 BC. Tell them to add
the years on both sides to find the age: If people
made a building in 1000 BC, it’s more than 3,000
years old now!
1.40 finish, ask where the first Olympic Games were held
5’ and when: In Olympia, in 776 BC. Explain that they
began as a festival to honour the Greek gods. The
winners did not receive medals. They received a
crown of olive leaves. Women could not participate.
They had a separate competition. After that, hand
out the stickers for page 42. Students stick the stickers
in the spaces according to shape. When they finish,
say the names of the first Olympic sports and tell
students to point to the sticker for each. Finally, ask
students if they know when and where the next
Olympic Games are going to be. Encourage them
to find out before the next lesson.
5’
AB page 42 15’
Check what you know!
Materials: One sheet of white paper per pair.
Divide the class into pairs and hand out the
paper. Tell students to draw a picture that shows
the words for competitions and write the ordinal
numbers they learned in this unit. When they
finish, get pairs to exchange pictures and label the
picture they have been given. Next, give students
three minutes to make a list of activities they can
10’ do now that they could not do when they were
five. Invite volunteers to read some of the activities
aloud. After that, encourage students to invent
Unit 4
something funny or unusual that happened when
they were going home last Monday. Students say
what happened and the rest of the class vote on
the funniest or most unusual thing. Finally, ask the
class to complete the faces according to how they 103
feel about what they know.
21/06/11 16:48
 Read about the Olympic Games. 10’
Elicit where and when the next Olympic Games are
going to be. Then, ask the class if they remember
why they are called the Olympic Games: Because
the first games were held in Olympia, in Greece.
After that, invite volunteers to read the text aloud.
Elicit where and when the first modern Games
were held: In Athens, in 1896. Explain that Athens
is the capital of Greece. Then, refer students to the
names of places and dates on this page. Get them
to say the places in order, according to the dates.
As they do, have them name the countries: Seoul
(Korea), Barcelona (Spain), Atlanta (USA), Sydney
(Australia), Athens (Greece), Beijing (China), London
(United Kingdom).
Colour the flag. 10’
Tell students to read the text silently. Then, ask them
what the colours of the Olympic flag are: blue,
yellow, black, green, red. Elicit what they represent:
The five continents. Finally, explain that the colours
are arranged from left to right and have students
colour the flag.
Connect the dots to discover the
10’
sports added to the Olympic Games.
Have students connect the dots in each picture. Then,
invite volunteers to read the name of each sport aloud.
Snail race (see page 16) 10’
Now play Snail race. Practise competition
vocabulary. Have fun!
Unit 4
104
304989 _ 0084-0105.indd 104
Assign homework 5’
AB page 43
My project
Make a family medal.
Materials: Old magazines, one sheet of paper, string.
Refer students to My project and tell them the
main materials for the craft. Point out the icons
and explain the additional materials that they
need. Then, go through each step with them.
Finally, remind them that they can do their project
with the help of their family.
A friendly reminder
It is advisable to create a stress-free and
4
supportive environment for taking a test.
Before students are assessed, they should review the
unit vocabulary with My spelling practice on page
95 and the Time to check section on page 42 in the
Activity Book. During the evaluation:
• read the instructions for the first activity with students
• read the example and clarify doubts
• ask a volunteer for another example
• assign time to complete the exercise
• read the instructions for the next activity, etc.
28/06/11 15:45
 atlanta 1996
Read about the Olympic Games.

Barcelona 1992
Games took place in
The first modern Olympic
ys, they happen every
Athens in 1896. Nowada
untry. Every time, the
four years in a different co
Sydney 20
host adds a new sport.
00
The modern Olympic flag has got five rings. The

88
rings are blue, yellow, black, green and red. They

Seoul 19
Colour the flag. represent the five parts of the world that are
in the Olympic movement: Africa, the Americas,
Asia, Australasia and Europe.
Be

london 2012
iji
ng
20
08

Connect the dots to discover the sports

added to the Olympic Games.

base table
ball te nnis
4 5
3 6 5

Unit 4
1 4 6
9 2
7
2 1 3 7
8
1 2 8
1
7
3
2 1
1 43
1 2 7 5 2
2
6 4 7
6 3 4 3
3 3
5 6
4 6 4
5

Unit 4
5 4
5

tae kwon do
athenS 2004
105

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Students develop competence in Learning to learn by valuing the importance of reviewing key unit
concepts and participating in memorable review activities to learn useful revision techniques in the Time
to Check section and My spelling practice.

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 5 In good shape
Objectives:
• learn names of common illnesses and remedies
• ask and answer questions about health problems
• make comparisons using the comparative form of short adjectives

Illnesses
fever /"fiÜÖv´/ ____________
headache /"hEdÖeik/ ____________
sore throat /sOÜ "T®´Ut/ ____________
stomach ache /"støÖm´kÖeik/ ____________
toothache /"tuÜTÖeik/ ____________
Remedies
bandage /"bœnÖdIdZ/ ____________
compress /"kÅmÖp®Es/ ____________
herbal tea /"h‰ÜÖb´l "tiÜ/ ____________
medicine /"mEÖdIÖsIn/ ____________
ointment /"OintÖm´nt/ ____________
pill /pIl/ ____________
plaster /"plAsÖt´/ ____________

Comparatives (short adjectives)

We can make comparisons between two people, things
or animals by adding –er to short adjectives: tall – taller.
There are some spelling variations: if the adjective ends
in –e, we just add –r: nice – nicer. If the adjective ends in
a vowel and a consonant, we double the consonant
and add –er: big – bigger. If the adjective ends in a
consonant plus –y, we remove the –y and add –ier:
easy – easier. To make comparisons in a sentence, the
adjective is followed by than.

In this section, students will learn phrases and The lighthouse keepers’ story
short exchanges used in everyday life. The magic ointment
In this unit, students will learn and practise how to
ask and answer questions about health problems.
• What’s the matter?
I’ve got a headache.
Unit 5

My foot hurts.
I’ve got a cut on my finger.

106

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 Teaching tip
Mistakes are a natural part of learning languages
– even our own language! While correction is
important, over-correcting children can discourage
them. One way of correcting mistakes is to
model the correct form. If a student says I goed
home yesterday, you can say You went home
yesterday? Another technique is to give students
time to correct themselves. This will build up their Poster word cards
confidence. When a child makes a mistake, you
can say OK, that’s almost right. Try again. You can 4
5eighth
ninth track tenth fifth third first sixth fourth
second trophy finish line medal scoreboard
also prompt the child by saying the first letter of a EAN: 8431300123441 Lighthouse 4 © Santillana Educación S.L. / Richmond Publishing 2011

race official podium seventh

word or by miming it – the more thinking they do,
the deeper and more satisfying their learning will stomach ache toothache herbal tea bandage
be. Remember to keep students’ level of English 5 plaster backache ointment medicine compress
in mind and set priorities. If the mistake involves
language students have learned, make a clear fever pills headache sore throat

correction. If the mistake involves totally new

play computer games surf the internet memory stick
language, ignore it. Also remember that language
is about communication. If a student says I breaked speaker webcam mouse pad keyboard mouse
6
my arm, do not just correct the mistake. Show that chat online cable screen download music
you are genuinely interested in what the student send e-mails upload photos sign in
is trying to say: Really? You broke your arm? How? EAN: 8431300123441 Lighthouse 4 © Santillana Educación S.L. / Richmond Publishing 2011

Above all, give lots of praise and encouragement

and try to make correction fun!

Value: Preventing illness and injury

Preventing illness and injury means learning
how to be healthy and safe, and gathering
information to use in an emergency.

 ake an emergency phone

M
number directory.

Unit 5

107

Students develop Mathematical competence by using numbers in a real world context to create an
emergency phone directory to help deal with an unexpected illness or injury. Helping students to think ahead
helps them to develop useful skills to face real world situations.

304989 _ 0106-0127.indd 107 21/06/11 16:02

 5 In good shape
1 Read and point to each person.

What’s the matter?

omach ache.
Unit 5

The boy’s got a st What’s the

re throat.
The girl’s got a so matter?
thache.
44 The man’s got too
a headache. I’ve got a
The woman’s got cut on my
fever.
The baby’s got a My foot
finger.
Unit 5

I’ve got a hurts.

headache.

Listen and repeat. 1.42

108

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Students develop Linguistic competence by learning and using formulaic expressions and vocabulary
to talk about illness and injury. Students identify language by playing a mime game and identifying
situations in a poster

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Warm-up: Body parts 15’
Tell students to stand up. Point to your head and
get the class to say the name of the body part.
Do the same with other words for body parts that
the students know. Then, say the words and have
students point to the corresponding body parts.
To make it more challenging, repeat the words
randomly and very quickly.
1 Read and point to each person.
Have students describe the picture: There’s a doctor.
There’s a nurse. The people don’t feel well. Ask who
the different people are: a baby, a man, a woman,
a boy, a girl. Then, invite a volunteer to read the first
sentence on the clipboard. Tell students to point to the
person in the picture. Check by eliciting a description
of that person: He’s wearing a red T-shirt. Continue
with the rest of the sentences.
Listen and repeat. 1.42
10’
Refer students to the list of illnesses and encourage
them to pronounce the words individually. Then, play
track 1.42 and have students listen with their eyes
closed. Play the CD again and have them repeat the
words. Do this twice. Next, mime the different illnesses
and have students say what they are.
track 1.42
narrator: listen and repeat.
narrator: stomach ache.
sore throat.
toothache.
headache.
fever.
Assign homework 5’
AB page 44 ex. 1
Additional homework
In their notebooks, students scramble the names
of the illnesses. At the beginning of the next
lesson, they should unscramble a friend’s words.
304989 _ 0106-0127.indd 109
In good shape 5
20’
Divide the class into pairs and tell students
to exchange their homework. Get them to
unscramble their partner's words. Then, refer them
to the Student’s Book and ask who the person in
the picture is: a doctor. Invite volunteers to read
the examples. Correct pronunciation as necessary.
Next, write What’s the matter? on the board. Mime
I’ve got a headache and get students to ask you
15’ about it by pointing to the question on the board.
Answer the question. Then, encourage a volunteer
to mime one of the illnesses in the examples. Ask
What’s the matter? The student should answer.
Continue with other volunteers. Then, encourage
them to mime some of the illnesses from activity 1.
Wrap-up: Poster activity 20’
Materials: Poster 5.
Display the poster. Elicit who the characters are
and where they are: They’re robots. They’re in
a hospital. Then, point to each of the robots in turn
and identify it by colour. Point to the grey and blue
robot and ask What’s the matter? Elicit She’s got a
fever. Point to the blue and orange robot and ask
what part of the body is bad: his back. Say He’s got
back… and encourage students to complete the
sentence: backache. Point to the orange robot and
ask where the problem is: his foot. Say He's got a
sore… and get students to complete the sentence.
Explain that some words go together with ache.
Invite students to say them: headache, toothache,
stomach ache. However, not all body parts go with
ache. Elicit an example from the book: sore throat.
Next, tell students to look at the poster and try to
remember the robots’ colours and illnesses. After
a minute, take the poster down and divide the
class into teams of four. Say the colours of the
different robots and have teams write the illness
for each one:
T: Pink.
Unit 5
SS: Toothache.
When you finish, have teams read their answers
aloud. They win a point for each correct answer.
109
Assign homework 5’
AB page 44 ex. 2
Additional homework
In their notebooks, students draw three people
with three different illnesses and label them.
21/06/11 16:02
 2 Listen and stick the missing
letters. 1.43
10’

Have students look at the remedies in the box and Look and answer. 5’
ask them if they recognize them. Tell them to point
to remedies they have used before. Then, hand out Invite students to look at the picture and ask
stickers for activity 2 on page 45. Explain that the What’s the matter? They should answer in the first
letters go in the spaces to form the words. Ask students person: I’ve got toothache. Then, have students
to guess what the different words might be. After that, write the answer in the space.
play track 1.43. Students listen and put the letters
in the corresponding spaces. Check by inviting a Suggest a remedy. 5’

volunteer to read and spell the word medicine. Write Elicit the remedy and tell students to write it in
the word on the board as he/she spells. Do the same the space: Use a cold compress. Then, divide the
for the rest of the words. class into pairs and have them write a similar
dialogue. When they finish, invite some pairs to
track 1.43 read their dialogue to the class.
narrator: listen and stick the missing letters.
narrator: medicine. ointment.
herbal tea. compress.
pills. plaster.
bandage.
Assign homework 5’
AB page 45
Additional homework
Pictionary pages 102 and 103. Students identify
Listen again and repeat. 1.43
5’
the pictures and write the corresponding words
Play track 1.43 again and get students to repeat the or phrases. Then, they write a sentence for each.
words together. Next, divide the class into two groups Finally, they listen to the words and phrases in
and get them to say the words in turn. Then, have this unit’s section of the Student’s CD.
them switch roles and say the words again.

Complete the doctor’s instructions. 10’

Ask the class if they use any of the remedies in

activity 2 and what they use them for. Then, refer
students to the sentences and explain that they are
instructions from a doctor. Divide the class into pairs
and get students to complete the instructions with
words from activity 2. Check by inviting volunteers
to read the complete instructions aloud. Next, say
these verbs aloud and have students underline them
in the sentences: take, drink, use, put. Ask what
remedy we use each verb with: Take a pill / some
medicine. Drink herbal tea / Use a cold compress /
some ointment. Put a bandage on a sore foot. Finally,
explain that it is not good to take any medicine
without asking a doctor first.
Unit 5

110

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 2 Listen and stick the missing letters. 1.43

herb al tea
band age
p ills

medi cine

oint ment comp ress plasters

ter

Listen again and repeat. 1.43

Complete the doctor’s instructions.

Take a p ill Drink h erbal tea Use a cold c ompress

for a headache. for a stomach ache. for toothache.

Look and answer.

Take some Put a
What’s the matter? for bandage
medicine
a sore throat. on a sore foot.

Unit 5

Put a Use some 45

I’ve got toothache. ointment

plaster
for backache
Suggest a remedy. on a cut. . Unit 5

Use a cold compress.

111

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Students develop Linguistic competence by asking questions and answering with suggestions about
illness and injury. Providing controlled practice for students when meeting new language helps to acquire
language with a more solid foundation.

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 I’m taller than you!
1 Listen and follow. 1.44

Why are you I’ve got a

sad, Jake? problem.

John’s taller
than me.
Harry’s stronger
Don’t worry! You’re than me.
nicer than all of them!

Thanks,
Lucy’s faster Tina!
than me.

Complete the sentences.

Mary is taller than Judy.
1. Harry is stronger than Jake. My dog is bigger than yours.
2. Lucy is faster than Jake. She is nicer than you.
Ellie is prettier than Mollie.
3. John is taller than Jake.
Complete the table.
2 Listen and chant. 1.45
Unit 5

Adjective Comparative
It’s so sad
I’m taller! I’m faster! dirty dirtier
46 I’m stronger than you!
I’m older and wiser,
easy easier
And cleverer than you! fat fatter
Unit 5

You know, you know it’s true!

small smaller
The only problem is,
You’re nicer than me! Boo! Hoo! wise wiser
112

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Students develop Linguistic competence by learning a chant that uses the comparative structure.
Let students learn the chant while including mime to support the descriptive adjectives. After
learning the chant as a group, have a contest at the beginning of a lesson later in the week to see
who has learned the whole chant aloud. Reward students for having memorized the entire text.

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 I’m taller than you!
Warm-up: Poster activity 20’
Materials: Poster 5 with word cards.
Divide the class into two teams. Display the poster
and put the word cards face down on your desk.
Invite a volunteer from one team to come to the
front, pick up a card and draw the item on
the board. The first team to say the word wins
a point. Then, the student sticks the card on the
poster and chooses a member of the other team
to come to the front. Continue until all of the cards
have been used.
1 Listen and follow. 1.44
15’
Have students look at the first picture. Explain that the
boy’s name is Jake and ask why he is sad. Accept all
ideas. Then, play track 1.44 and have students listen
and follow along in their books. After they listen, elicit
one of Jake’s problems: John is taller. Students point
to Jake and John in the thought bubble. Do the same
for the remaining problems. Finally, ask the class how
Jake feels at the end of the story and why: He’s happy,
because Trudy says he is nicer than all of them.
track 1.44
narrator: listen and follow.
trudy: why are you sad, jake?
jake: i've got a problem. john’s taller than me.
harry’s stronger than me. lucy’s faster
than me.
trudy: don’t worry! you’re nicer than all
of them!
jake: thanks, tina!
Complete the sentences. 5’
Tell students to look again at the story about Jake and
write the missing names in the sentences. Check by
inviting volunteers to read the sentences aloud.
Assign homework 5’
Have students draw a picture showing how
Jake is nicer than John, Harry and Lucy in their
notebooks.. The picture could show Jake helping
an old lady across the street or giving Tina a
flower. Tell them to label the picture: Jake is nicer
than John, Harry and Lucy.
304989 _ 0106-0127.indd 113
2 Listen and chant. 1.45
10’
Play track 1.45 and have students listen and follow
along in their books. To check understanding, say the
chant line by line and mime each comparison. Students
imitate you. Play the CD again and have students chant
along. Then, divide the class into three groups. Tell the
first group to chant the first two lines, the second group
the next two lines, and the third group the last three
lines. The whole class should say Boo Hoo! at the end
of the chant.
15’
Have a volunteer read the first example aloud.
Draw a tall and a short stick person on the board
and label them (Mary) and (Judy). Read the next
example and invite a volunteer to draw a simple
picture of it on the board. Do the same for the other
examples. Then, tell students to close their books.
Read the examples aloud and ask the class what
is similar about the comparative adjectives: They
end with –er. The word than comes after all the
adjectives. Have students open their books. Elicit
the adjectives with a different spelling and write
them on the board: big, nice, pretty. Ask about the
differences: For bigger, we add –ger. For nicer,
we only add –r. For pretty, the –y becomes –ier.
Explain the rules, pointing to the corresponding
examples on the board.
Complete the table. 10’
Get students to identify the example similar to dirty:
pretty. Elicit the comparative form: dirtier. Have
the class continue with the rest of the adjectives
in the table. Check by writing each adjective on
the board and inviting a volunteer to write its
comparative form.
Unit 5
Pass the baton (see page 16) 10’
Now play Pass the baton. Practise the
comparative adjectives on this page. Have fun!
113
Assign homework 5’
AB page 46
21/06/11 16:02
 Warm-up: True or false? 15’
Say some true sentences and some false
sentences to the class: Mexico is bigger than
Spain. A lion is taller than an elephant. Students
say whether each sentence is true or false. Then,
divide the class into groups of four and tell them
to write five sentences. Three should be false.
When they finish, students read their sentences
to another group. The other group say if they are
true or false and correct the false sentences.
3 Look and circle the correct option. 10’
Have the class look at the three pairs of pictures and
elicit what is being compared. Tell them to read the
questions and circle the answers individually. To
check, read the questions aloud and invite volunteers
to say the answer.
Write three more questions
and answers. 15’
Ask a volunteer to read out the adjectives in the box.
Then, tell students to look at the pictures again and
think of a question with older: Is Jane older than
Nigel? Is Nigel older than Jane? Next, divide the
class into pairs and have students write a question
and answer for each adjective. They should use the
questions in activity 3 as a guide.
Assign homework 5’
Students illustrate five comparative adjectives in
their notebooks. They should label each picture:
The dog is dirtier than the cat.
10’
Invite a volunteer to read the first question
aloud. Get students who've got a brother and a
sister to put up their hands. Ask Is your brother
older than your sister? Elicit one of the answers
Unit 5
from their book. Read the second example. Tell
students to point to the comparative adjective in
each question. Remind them that than follows the
114 adjective. Ask why the first question begins with
Is and the second with Are: The subject of the first
question is singular. The second one is plural. Tell
students that we also use Are for questions with
you. Point out the differences in the answers to
each question.
304989 _ 0106-0127.indd 114
Complete the questions. 5’
Tell students to complete the questions
individually. Check by asking students to read
them aloud.
Ask and answer in pairs. 10’
Demonstrate the activity by asking one or two
students one of the questions. Divide the class
into pairs. Then, have students ask and answer
the questions with their friend.
Pair work 15’
Tell students they are going to practise spelling.
Divide the class into pairs. Assign student A
and student B. Student A looks at page 114 and
student B looks at page 118. Student A says the
location of a missing word: B1. Student B reads
and spells the word. When they finish, have
them compare their tables. Check by eliciting
the adjectives and their comparative forms.
Wrap-up: Noughts and Crosses 10’
Draw a grid with nine boxes on the board. Write
one adjective in each box. Then, divide the
class into two teams. Teams take turns spelling
the comparative forms of the adjectives. When
a team spells a form correctly, circle the word
or draw a 7 in the box, according to the team.
The first team to get three adjectives in a row
vertically, horizontally or diagonally wins. Play
two or three times.
Assign homework 5’
AB page 47
Additional homework
In their notebooks, students write and illustrate three
sentences comparing themselves to other people in
their family: I’m (thinner) than my (brother).
21/06/11 16:02
 3 Look and circle the correct option.

Carol Simon Nigel Jane Zoe Alex

Is Carol taller than Simon? Yes, she is. / No, she isn’t.
Is Nigel younger than Jane? Yes, he is. / No, he isn’t.
Is Alex thinner than Zoe? Yes, he is. / No, he isn’t.

Write three more questions and answers.

A urn to
Model answer T
.
older shorter fatter page 114
B
Is Jane older than Nigel? No, she isn’t. Turn to
page 118.
Is Carol shorter than Simon? Yes, she is.
Is Alex fatter than Zoe? No, he isn’t.
Pair work

Is your brother older than your sister? Ask and answer in pairs.
Yes, he is. No, he isn’t.

Unit 5
Are they shorter than you? Is your
Yes, they are. No, they aren’t. mum
taller 47
Complete the questions. than
your
Are you older than your friend?
Unit 5
dad?
Are you stronger than your dad?
Is your mum taller than your dad?
115

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Students develop Social and citizenship competence by playing a game of Noughts and Crosses using
comparative and superlative adjectives. Playing games in English helps develop social skills and
relationships between pupils.

304989 _ 0106-0127.indd 115 21/06/11 16:02

 Time to practise!
1 Match the opposites.

sad fat tall strong fast

slow weak short thin happy

Look and underline the correct option.

Which is faster, the tortoise or the rabbit?

Which is stronger, the lion or the butterfly?
Which is taller, the giraffe or the ant?

Write three more questions. Model answer

Which is fatter, the hippo or the grasshopper?
Which is happier, the monkey or the tiger?
Which is shorter, the ant or the giraffe?
Unit 5

2 Sing a song. 1.46

48 I want to be free like a monkey in a tree, I want to be free like an eagle in the sky,
I want to be free like a monkey in a tree, I want to be free like an eagle in the sky,
The monkey in the tree is happier than me! The eagle in the sky can fly and fly!
Unit 5

I want to be free like a dolphin in the sea,

I want to be free like a dolphin in the sea,
The dolphin in the sea is smarter than me!
116

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Students develop Artistic and cultural competence by listening to a song about animals and then
illustrating the contents. Check to make sure students have previously understood the text so the activity
will be successful and build confidence.

304989 _ 0106-0127.indd 116 21/06/11 16:02

 Time to practise!
Warm-up: Mime memory 15’ 2 Sing a song. 1.46
15’

Elicit the adjectives from the previous lesson and
write them on the board. Then, point to each and
mime the word: short (crouch down). Encourage
students to imitate you. Practise the words
and mime with the class. Next, point to three
adjectives on the board and have students mime
them in order. Do the same with other adjectives.
Make it more difficult by increasing the number of
adjectives students mime at one time.
1 Match the opposites. 10’
Invite students to look at the pictures and identify the
animals. Then, say (thin). Students say the name of the
corresponding animal: (grasshopper). Do the same for
the rest of the adjectives. Next, tell students to draw lines
to match the opposites. Elicit an example: sad – happy.
Check by inviting volunteers to form sentences with the
opposites: The (monkey) is (sad). The (tiger) is (happy).
Invite students to close their eyes and imagine
what animal they would like to be and why. Have
volunteers share their ideas with the class. Then, tell
students that they will listen to some children singing
about what animals they would like to be. Play track
1.46. Ask What animals are in the song? After that,
have students open their book and play the CD again.
Students listen and follow along. Elicit why the singers
want to be those animals. Next, divide the class into
three groups. Play the CD again and have students
sing along, one verse per group. Finally, encourage
groups to sing their verses without the CD.
Assign homework 5’
AB page 48
Additional homework
Students draw pictures to illustrate the first and last
verses of the song.

Look and underline the correct option. 5’

Ask a volunteer to read the first question. Have

students look at the pictures in activity 1 and answer:
the rabbit. Tell students to underline the word. Then,
have them underline the answers for the other
questions individually. Elicit the answers.

Write three more questions. 10’

Tell students to think of a new question about the

picture. Get a volunteer to say his/her new question:
Which is (thinner), the (hippo) or the (grasshopper)?
Then, have students write three questions. When they
finish, have them ask a friend their questions.

Assign homework 5’
In their notebooks, students draw two different
monsters and give them names. Then, they write
three sentences comparing them.

Unit 5

117

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 Time to write
1 Classify the adjectives. 10’
Read the first adjective in the box aloud: big. Have
students find and say the opposite: small. Do the same
for the rest of the adjectives and explain the meaning
if necessary. Then, say I’m very happy today. My desk
is very happy today. Wait for students to react. Then,
explain that some adjectives can only be used with
people, not things. Give another example: My granny
is old. The chair is old. Point out that both sentences
are correct. Explain that some adjectives can be used
with both people and things. (In this activity, we do
not address the use of adjectives with animals, as it is
not relevant to the writing exercise.) Next, divide the
class into pairs. Students write the adjectives in the
appropriate columns. When they are finished, say
the name of a category and invite volunteers to say
adjectives that go in that column.
Do the same for the other categories.
2 Look and complete the sentences. 10’
Tell students to look at the pictures and get them to say
adjectives from activity 1 that go with each picture.
Point out that only old can follow an in the second text.
Explain that there is more than one possible answer
for the other spaces. Then, have students complete the
texts in pencil. When they finish, get them to compare
their texts with a friend. To check as a class, ask
volunteers to read their texts aloud.
Describe the men in the picture. 10’
Ask students what adjectives they can use to describe
the man with the red car: old, rich, sad, weak. Then,
elicit adjectives for the other man: happy, poor, strong,
young. After that, have students write the descriptions
individually. Finally, ask some volunteers to read their
descriptions to the class.
Unit 5
118
304989 _ 0106-0127.indd 118
Bulletin board idea 15’
Materials: One sheet of white paper per pair,
drawing pins.
Divide the class into pairs and tell them they are
going to make a riddle. Then, hand out the paper
and have students fold it in half. At the top of the
paper, they write the title: An animal we really
like. Next, pairs choose an animal they both like.
Below the title on their piece of paper, they write
four sentences comparing the animal they have
chosen to others: This animal is faster than a
dog. It’s prettier than a cow. It’s smaller than an
elephant. After that, pairs unfold their sheet of
paper and write what the animal is on the other
half of the paper: It’s a horse! They draw a picture
of the animal. Then, they fold the paper again so
that only the top half is visible. Finally, students
stick their papers to the bulletin board. They read
what other students have written and try to guess
what the animals are.
Assign homework 5’
AB page 49
Additional homework
Students choose a cartoon character. They write
the character’s name and draw a car for him/her
in their notebooks. Then, they describe the car.
Encourage them to use the adjectives from this
page.
21/06/11 16:02
 Time to write
1 Classify the adjectives.

big clean dirty fast happy new old poor rich

sad short slow small strong tall young weak

People and things Only Only people

things
fast
big clean dirty
fast old slow new happy poor rich
small short strong sad young
tall weak

happy 2 Look and complete the sentences. Model answer

I’ve got a new car. I’ve got an old car.

It’s big and fast . It’s small and slow .
It’s also clean . It’s also dirty .

Unit 5
Describe the men in the picture. Model answer
agle in the sky, In the picture, there are two men with their cars. The man with the red 49
agle in the sky,
fly and fly! car is short, old, weak and sad. The man with the blue car is tall, young,
Unit 5
strong and happy.

119

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Students develop competence in Autonomy and personal initiative by creating a personalized riddle
with a text and drawing to display on the class bulletin board. Students use superlative and comparative
structures to describe an animal’s abilities.

304989 _ 0106-0127.indd 119 21/06/11 16:03

 The lighthouse keepers’ story
Before you read
Make new words from these letters. Model answer
THEMA G I C O I N TMENT
them game home
nice man name
coin mat gone

1 Listen to the first part of the story. 1.47

One day, Julie was at the fair with her friends.

She wasn't happy because she couldn't go on any of the rides.
1
She was very short. She could only watch her friends having fun.

Have fun!

2 3
She felt very sad and lonely.
She was crying when an old lady appeared.
She asked Julie what the matter was.
Unit 5
Julie explained and the woman
showed her some magic ointment.
Julie read the label and smiled!

Wow!
50
Unit 5

The lady put some

ointment on her head.
Now read the story in pairs.
120

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Students develop Linguistic competence by reading and acting out the story, The magic ointment, in
groups. Students gain fluency through acting out the story and reading the parts with lots of emotion.
Controlled speaking practice helps students to gain both fluency and accuracy in oral production.

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Before you read 15’
Make new words from these
letters.
Invite a volunteer to read the title of the story. Ask
them what they think magic ointment is and what
it can do. Then, elicit two or three words made
from the letters: cat, on, ten. Divide the class into
teams of four. Give them five minutes to write
as many words as they can with the letters from
the title. After that, tell them to count their words.
Have the team with the most words read them
aloud and spell them. If all the words are correct,
that team is the winner. Finally, invite teams to
read and spell other words they made.
1 Listen to the first part of
the story. 1.47
10’
The lighthouse keepers’ story
Now read the story in pairs. 15’
Play the CD again, pausing it after each section. Ask
volunteers to read the sections aloud. Encourage
them to imitate the CD as closely as possible. Correct
pronunciation as necessary. Then, divide the class
into pairs. Students read the story aloud to each other.
When they finish, invite three volunteers to read the
story to the rest of the class.
Assign homework 5’
AB page 50
Additional homework
Students imagine and illustrate, in their
notebooks, what the old lady was doing before
she met Julie. They write a sentence to label the
picture: She was making the magic ointment. She
was helping a little boy, etc.

Invite the class to look at the pictures and ask where

the girl is: at a fair. Ask them if they have ever gone to
a fair. Encourage students to say if they like fairs and
what they like to do there: play games, eat, ride rides,
etc. Then, ask how the girl feels: sad. Invite students to
explain why she is sad. Accept all answers. After that,
play track 1.47 and have students listen and follow
along with the story in their book. Elicit the girl’s name
and ask why she is crying: Her name’s Julie. She is
crying because she can’t go on any of the rides. She is
very short. Next, ask how Julie feels in the last picture:
happy. Get a volunteer to read what the label says:
Magic ointment. Put it on and make a wish. Then, play
the CD again. Invite students to say if Julie will use the
ointment and guess what she will wish for.

Unit 5

121

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 2 Listen to the second part of
the story. 1.48
10’
Ask students what they remember about the story
from the previous lesson. With their books closed, play
track 1.48 and ask them what Julie used the magic
ointment for and how she felt. Accept all answers.
Then, have students open their books. Play the CD
again for them to listen and follow along. When they
have finished listening, ask them if they were correct.
Finally, elicit what they think happens to Julie next:
She becomes short again. Her mum knows who she is.
Now read the story in pairs. 10’
Divide the class into pairs. Play the CD again,
pausing after each section. Students read the story
aloud to each other. Encourage them to imitate the
CD as closely as possible. When they finish, have
volunteers take turns reading aloud to the class.
Correct pronunciation as necessary.
After you read 5’
Complete the two wishes Julie
makes in the story.
Tell students to look at the picture of Julie with her
mother and elicit Julie’s first wish: I want to be
taller. Then, have them write the other wish
in their book individually. To check, ask volunteers
to read it aloud.
Make your own wish. 5’
Invite students to say if they ever make wishes
and when: On their birthday, At a fountain, On
New Year’s Eve, etc. Ask them if they believe that
wishes can come true. Then, tell students to make
a wish and write it in their books.
Unit 5
122
304989 _ 0106-0127.indd 122
Value: Preventing illness and injury
Make an emergency phone
number directory. 15’
Materials: A photocopy of craft template 5a and 5b
per student, crayons, scissors, glue, one sheet of
poster paper per student, magazine cutouts of health
and safety items or activities, local emergency
phone numbers.
Invite students to say if they have ever had a
serious illness or injury: a broken arm, a bad cut,
etc. Ask what to do if there is an emergency: Call
for help. Hand out the template and have students
cut it out. Elicit the different kinds of numbers
students should have in an emergency and
write the telephone numbers on the board. Have
students stick the names and the corresponding
pictures onto the directory. Then, have them copy
the phone numbers. Carefully check that students
have the correct numbers for each picture. Next,
ask about healthy habits to prevent illnesses:
Eating a balanced diet, Washing your hands, etc.
Put students into groups and give each student a
sheet of poster paper. Have them plan where they
will put their directory on the paper. Then, elicit
some healthy and safe activities: Wearing a bike
helmet, Eating vegetables, Doing exercise, etc. Tell
students to decorate their poster with cutouts of
people doing similar activities. Finally, they stick
their directory onto the poster and show their work
to other students. Remind them to display their
directory at home where they can find it quickly in
an emergency.
Assign homework 5’
AB page 51
Additional homework
Have students illustrate the wish they made in
the Before you read section with drawings or
magazine cutouts in their notebooks.
21/06/11 16:03
 2 Listen to the second part of the story. 1.48

4 After that, Julie could go on all the rides. 5 Julie had lots of fun. At the end of the day,
She was tall like her friends. They were a bit
she went back home.
surprised, but nobody said anything.

7 When she got home, she knocked at

the door and her mum opened. She
didn't recognize her. 8
6 Julie kept growing Julie started crying. Then she
on the way Who are It’s me! remembered the magic ointment.
home. Now you? I’m Julie! There was just a little in the jar.
she was very tall. She put it on her hand and made
a wish.

I want to be
me again!

No, you aren’t! Julie is shorter

than you. You’re very tall.

Now read the story in pairs.

Unit 5
After you read
Complete the two wishes Julie makes in the story.
51
I want to be tall .
I want to be me again .
Unit 5
Make your own wish. Answers will vary
I want .
123

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Students develop competence in Processing digital information in the classroom by accessing information
through listening to and reading a recorded story text. Listening to a text while reading it helps to
consolidate semantic, phonological and graphological connections of language.

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 .
Read and label the map.
o u t h A merica
in S
la rg e country the Amazon
a by
Brazil is a is covered River is long
re n
A big a t. The Amazo rest into the
s o
rainfor through the f
e
s
and run Ocean.
Atlantic

The Amazon
The Amazon
River
Rainforest

z il
a
The capital is c
Br
alled Brasilia.
There are two
than Brasilia -
cities bigger The Atlantic Ocean
Sao
and Rio de Jan Paulo
eiro.

B rasilia R io de Janeiro
Unit 5

52
The Brazilia
n fl
S ao Paulo yellow diam ag is green with a
ond. Inside th
there is a blu e
e circle with diamond
Unit 5

27 stars.
Colour the flag.
124

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Students develop competence in Knowledge and interaction with the physical world by identifying Brazil
and its major geographical features, such as the Amazon rainforest, on a map. This lesson provides
literacy through reading and identifying specific information.

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 Warm-up: Let’s talk about Brazil 15’
Materials: A map of the world, photos of Carnival in
Rio, CD player, CD of samba music.
Display the map and invite a volunteer to come to
the front and point to Brazil. Encourage students to
say anything they know about that country: how
big it is, what countries are near it, what language
people speak, famous sports, famous cities, etc.
Then, tell them that Brazil is the largest country in
South America. Have them look at the map again
and point out that Brazil occupies almost half of the
Read and label the map. 15’
Invite students to look at the pictures on the page.
Ask them what the country is: Brazil. Then, tell
students to look at the arrows and the labels.
Encourage them to guess what the places are and
write them in pencil. After that, have volunteers
read the texts aloud. Elicit the name for the first
label: The Amazon rainforest. Students write it in
the space. Tell them to complete the other labels
individually. When they finish, they should compare
their answers with a friend. To check as a class,
describe the places and have students say the
name: There’s a statue. – It’s Rio de Janeiro.
Colour the flag. 5’
Have students read the third text again, silently.
Then, tell them to trace the outline of the flag in their
book in the corresponding colours. When they finish,
have them compare with a friend. Finally, students
colour the flag completely.
304989 _ 0106-0127.indd 125
continent. Point out the countries and the ocean
around it. Invite volunteers to name them. After
that, explain that Carnival is a very important
festival in Brazil and that it takes place in February.
Ask students if they celebrate Carnival and what
they do. Then, show photos of the Carnival in Rio.
Explain that people spend all year preparing for it.
They get dressed up and have big parades. The best
costumes win a prize. Finally, play some samba
music and say that this is typical Carnival music.
Invite students to dance to the music.
AB page 52 15
Check what you know!
Divide the class into groups of four. Explain that
one student is a doctor and the others are patients.
Elicit what the doctor says: What’s the matter?
Invite a volunteer to give a possible answer:
I’ve got (a headache). Get another volunteer
to say the remedy: Take a pill. After that, have
groups make their own dialogues. They should
take turns being the doctor. When they finish,
divide the class into pairs to review comparisons.
Invite volunteers to make questions comparing
family members using Is or Are: Is your brother
taller than your mum? Have students write their
own example in their notebooks. Next, write Who
on the board. Ask a volunteer: Who is shorter,
you or your sister? Then, elicit similar questions.
Finally, ask the class to complete the faces
according to how they feel about what they know.
Unit 5
125
21/06/11 16:03
 Find and circle the highlighted
15’
words in the wordsearch. Assign homework 5’
AB page 53
My project
Refer students to the pictures and encourage them
to guess what they are going to read about: the Make a wrestling ring.
rainforest. Tell them to point to the rainforest on the Materials: Three sheets of foam of different colours,
map on page 52. Then, divide the class into pairs. a hole punch, four wooden sticks.
Invite volunteers to read the highlighted words Refer students to My project and tell them the
aloud. After that, give students two minutes to find main materials for the craft. Point out the icons
the highlighted words in the wordsearch and circle and explain the additional materials that they
them. When they finish, they should put up their need. Then, go through each step with them.
hands for you to check. Next, ask students why they Finally, remind them that they can do their project
think the rainforest and the plants are important. with the help of their family.
Accept all answers. Then, tell them to read the first
two texts and find what the writer says: It’s important
because its plants generate most of the Earth’s A friendly reminder
oxygen. People use the plants to produce medicine. It is advisable to create a stress-free and
5
Finally, invite a volunteer to read the last text supportive environment for taking a test.
aloud. Point out that this is another reason why the Before students are assessed, they should review the
rainforest is important: Because so many different unit vocabulary with My spelling practice on page 96
kinds of animals live there. and the Time to check section on page 52 in the
Activity Book. During the evaluation:
Label the kinds of animals. 15’ • read the instructions for the first activity with students
• read the example and clarify doubts
Divide the class into pairs and have them look at
• ask a volunteer for another example
the picture. Ask what it is: a leopard. Then, invite
• assign time to complete the exercise
students to identify the animals in the photos:
• read the instructions for the next activity, etc.
a hummingbird, a python (a snake), a tree frog,
a piranha. If necessary, help them by writing the
first letter of the name on the board. Then, tell them
to look at the hummingbird and ask what kind
of animal it is: It’s a bird. Have students label the
kinds of animals individually. Check by having a
volunteer read the name of the animals and the
kind of animal it is: python – a reptile, tree frog – an
amphibian, piranha – a fish. Ask what the leopard
is: It’s a mammal. Get the class to vote on the coolest
animal. Finally, encourage students to give more
examples for each category.

Truth or dare (see page 16) 10’

Now play Truth or dare with questions
about Brazil. Students either answer the questions
or dance the samba. Have fun!
Unit 5

126

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 Find and unde

Find and circle the highlighted words in the wordsearch.

theisaecologyisagoraineco
rica. verorestimportoecoworldbeseitlog
th Ame
n yplaogenorainforestlogmostoximedioraincalsom
Amazo
is long eisamedirestisretoworatmedicineilesmrestmmalraommbi
amphibiansophistalsmedicraimmarestmammalsantsrainse
nto the
repoxyreplantsforestecomalsoxygenmedirestlogyreptes
forestecomalsreptilesteecomedicaeadtallledrainphirepg

The Amazon rainforest is a dense, warm, wet forest.

It's very important to the world's ecology because
its plants generate most of the Earth's oxygen.

The plants are also important because

people use them to produce medicine
that cures serious illnesses.

There are millions of animals in the rainforest, including

tic Ocean microscopic animals, invertebrates (like insects and worms),
fish, reptiles, amphibians, birds and big mammals.

Label the kinds of animals.

iro Label the kinds of animals.

Unit 5
bird amphibian
53

Unit 5
reptile fish

127

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Students develop competence in Learning to learn by valuing the importance of reviewing key unit
concepts and participating in memorable review activities to learn useful revision techniques in the Time
to Check section and My spelling practice.

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 6 R U OK?
Objectives:
• learn names of computer parts and activities
• use abbreviations for computer chats
• make comparisons using the superlative form of short adjectives

Computer parts Computer world

cable /"keiÖb´l/ ____________
keyboard /"kiÜÖbOÜd/ ____________
memory stick /"mEÖm´Ö®i stIk/ ____________
mouse /maUs/ ____________
mouse pad /"maUs pœd/ ____________
screen /skriÜn/ ____________
speaker /"spiÜÖk´/ ____________
webcam /"wEbÖkœm/ ____________
chat online /tSœt ÅnÖ"laIn/ ____________
download music /ÆdaUnÖl´Ud "mjuÜÖzIk/ ____________
play computer /plei k´mÖ"pjuÜÖt´
games geimz/ ____________
send e-mails /sEnd "iÜÖmeilz/ ____________
sign in /sain "In/ ____________
surf the internet /s‰Üf Di "InÖt´ÖnEt/ ____________
upload photos /ÆøpÖl´Ud "f´UÖt´Uz/ ____________

Superlatives (short adjectives)

In this unit, we use the superlative form of short
adjectives to compare three or more people, things or
animals. To make the superlative form of most short
adjectives, we add –est and put the before the adjective:
new – the newest. The spelling variations are the same
as for the comparative form: if the adjective ends in –e,
we just add –st: nice – nicest. If the adjective ends in
a vowel and a consonant, we double the consonant
and add –est: big – biggest. If the adjective ends in a
consonant plus –y, we remove the –y and add –iest:
easy – easiest.

The lighthouse keepers’ story

In this section, students will learn phrases and A book of records
short exchanges used in everyday life.
In this unit, students will learn abbreviations for
computer chats.
Unit 6

• TLK 2 U L8R
• DO U WNT 2 PLY COMPTR GMZ?
• HOW R U?
• 2NITE
128 • 2MORO
• C U

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 Teaching tip
In Lighthouse, there are several ways we use
reading: matching pictures to descriptions, finding
information to complete a table, or following along
Poster word cards
with a listening text, among others. Reading is often
ninth track tenth fifth third first sixth fourth
paired with introducing new words or practising
4 eighth second trophy finish line medal scoreboard
grammar. In addition, there are features built into
the texts. They prepare students to understand the race official podium seventh
meaning better while helping them to become
independent readers. Before The lighthouse
keepers’ story, there are Before you read activities 5 6stomach ache toothache herbal tea bandage
plaster backache ointment medicine compress
to get students thinking about the topic. They
EAN: 8431300123441 Lighthouse 4 © Santillana Educación S.L. / Richmond Publishing 2011

fever pills headache sore throat

are often accompanied in the Teacher’s Book by
prompts for students to look at the illustrations play computer games surf the internet memory stick
and make predictions about the text. This helps speaker webcam mouse pad keyboard mouse
students to remember the language that they will 6
chat online cable screen download music
need in order to better understand the text. With
send e-mails upload photos sign in
a clear context in mind, it is easier for readers
to guess the meaning of unfamiliar words.
EAN: 8431300123441 Lighthouse 4 © Santillana Educación S.L. / Richmond Publishing 2011

Then, After you read activities check students’

understanding of the text and often encourage
them to work with the information in a more
personal way. If students enjoy reading, they will
continue to learn far beyond the scope of their
English lessons.

Value: Doing your best

Doing your best means putting all your effort into
the things you do, for your own satisfaction and
approval.

Unit 6

129

Students develop Linguistic competence by focusing in this unit on reading, either for a purpose or simply
for pleasure. For a more global assessment of abilities, assess students’ progress in literacy by assessing
participation at all phases: pre-reading participation, focus while reading and post-reading activities.

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 6 R U OK?
1 Stick and read.
webcam
screen

speaker

th
keyboard 1. surf
cable t o
2. ch
co
3. play
e
4. send
mouse pad
w
5. d
6. upl
7. s g
memory
stick mouse
Unit 6

54
Unit 6

Listen and repeat. 1.49

130

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Students develop Linguistic competence by recognizing the use of graphemes to represent the sounds of
words in the composition of text/chat messages by completing a matching activity. The concept of literacy
takes on a new facet when using ICT to communicate.

304989 _ 0128-0149.indd 130 21/06/11 16:54

 R U OK? 6
Warm-up: Technology 15’
20’
Write TECHNOLOGY on the board. Then, divide
Have students look at the abbreviated expressions on
the class into groups of four and tell them they
the yellow slips of paper and ask if they understand
they’ve got five minutes to write as many items of
them. Elicit when people use them: When they chat
technology as they can think of: laptops, cars, CD
on the internet / by text message. Refer the class to
players, etc. When time is up, invite a volunteer
the screen in activity 1 and read the boy’s message.
from each group to come to the front. Groups take
Invite a volunteer to find the meaning of the first
turns spelling out a word from their list and the
line: How are you? Do the same for the other lines.
volunteers write them on the board. After that,
Explain that people can use numbers and letters
have groups discuss which item is most important
that sound like words because it is faster. Write the
to them and why. Finally, ask students to share
numbers or letters on the board and get volunteers
their ideas with the class.
to write the words: 2 – to, U – you, R – are, C – see.
Finally, tell students to look at the title of the unit
1 Stick and read. 10’ and ask what it means: Are you OK?
Invite students to look at the picture and ask what
the person is doing: using a computer. Tell them to
put up their hands if they sometimes use a computer. Wrap-up: Poster activity 20’
Then, hand out the stickers for activity 1 on page 54. Materials: Poster 6.
Tell students to stick the computer parts in the spaces Display the poster. Point to different computer
according to shape. Next, they read the names of parts and invite volunteers to say what they
the items. Elicit which words they already knew and are. Then, assign pairs. One student in each
which are new. pair turns around so that he/she cannot see the
poster. Point to four computer parts and have
Listen and repeat. 1.49
15’ students dictate the names of the parts to their
Play track 1.49 and invite the class to repeat the friend. He/She writes them down in his/her
words. Then, divide students into four teams. Write the notebook. Finally, get a volunteer to read the
first letter of one of the words on the board. The first words aloud. Switch roles and repeat the activity
student to put up his/her hand and say the right word with different computer parts.
wins a point for his/her team. Several guesses may
be necessary for words that begin with the same
letter. Do the same with the rest of the words.
Assign homework 5’
AB page 54
track1.49 Additional homework
narrator: listen and repeat. In their notebooks, students draw a computer and
narrator: screen. write the message from Light on real language
webcam.
on the screen. Underneath, they write the message
speaker.
in plain English. Encourage them to complete the
keyboard.
cable.
names for J and M: (Janice), (Michael).
mouse pad.
memory stick.

Unit 6
mouse.

Assign homework 5’
131
Students stick magazine cutouts of computers into
their notebooks and label the parts.

304989 _ 0128-0149.indd 131 21/06/11 16:54

 2 Complete with the corresponding
vowels. 10’
Have the class look at the picture and identify what Read the message. 5’
each child is doing. Tell students to point to number 1
in the picture. Then, refer them to number 1 in the Have students read the message and use the
list of phrases and elicit the action: surf the internet. examples on page 54 to find out what it means:
Explain that for each phrase, the same vowel goes in Do you want to listen to music tomorrow? See you
all of the spaces. Next, divide the class into pairs. Have later! Check by asking a volunteer to read the
students guess the missing vowels and write them in message aloud.
pencil. Finally, ask volunteers to say the numbers that
correspond to what they use their computer for. Write a message for a friend. 10’

Divide the class into pairs. Refer them to the

Listen and check. 1.50
10’ expressions on the previous page and explain
Play track 1.50 and have students check their work. that they can use any combination to write
Then, read each of the activities aloud and get students a message. When students have finished, get
to say the missing vowels. Help with meaning as them to exchange messages with another pair
needed. and rewrite it in plain English.

track 1.50
narrator: listen and check. Lip reading (see page 16) 5’
narrator: number one.
surf the internet.
Now play Lip reading. Practise computer
t - h - e, i -n-t-e-r-n- e - t. parts and computer world vocabulary. Have fun!
narrator: number two.
chat online.
c - h - a - t. Assign homework 5’
narrator: number three. AB page 55
play computer games. Additional homework
c - o - m - p - u - t - e - r. Pictionary pages 104 and 105. Students identify
narrator: number four. the pictures and write the corresponding words
send e-mails. or phrases. Then, they write a sentence for each.
e - m - a - i - l - s. Finally, they listen to the words and phrases
narrator: number five.
in this unit’s section of the Student’s CD.
download music.
d - o - w - n - l - o - a - d.
narrator: number six.
upload photos.
u - p - l - o - a - d, p - h - o -t - o - s.
narrator: number seven.
sign in.
s - i - g - n, i - n.

Listen and repeat. 1.51

5’

Play track 1.51. Tell students to listen and repeat the

words.
Unit 6

track 1.51
narrator: listen and repeat
narrator: surf the internet.
chat online.
play computer games.
132
send e-mails.
download music.
upload photos.
sign in.

304989 _ 0128-0149.indd 132 21/06/11 16:54

 2 Complete with the corresponding vowels.

3
1

i n t e rn e t 5
th e
1. surf ne
2. ch
a t onli mes
p u ter ga
com
3. play i ls
n d e -ma
4. se sic
n l o ad mu 6
w
5. d o h o t
os
o a d p
6. upl
. s i gn i n
7

Listen and check. 1.50

7
Listen and repeat. 1.51

Read the message.

DO U WNT 2 LISN 2 MSC 2MORO? Unit 6

C U L8R! 55

Write a message for a friend.

Answers will vary Unit 6

133

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Students develop Social and citizenship competence by learning to compose text and chat messages using
abbreviated language to communicate with other classmates. ICT has marked new realities in social
communication where being able to understand and produce texts composed of graphemes represented
by sounds is key for participating in these kinds of exchanges.

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 I’m the newest!
1 Label the robots.

big cheap cool easy strong

One had a red switch on his head.
I went shopping for a new robot yesterday.

No, I’m the I’m the

Are you the easiest.
newest robot? strongest.

easy

One was the Then I saw a robot for me!

strong size of a car!
Hello! I’m the
I’m the Wow!
The next one coolest robot!
biggest!
was the funniest.

I’m the
cheapest.

big cool

cheap It’s the newest robot!

They’re the funniest people!
2 Listen and chant. 1.52
Write the superlatives in the correct column.
Unit 6

I’m the one! big heavy easy

strong fat short
I’m the biggest and the fastest
56 And the cheapest, too.
I’m the star computer - the XYU! + consonant
+ est y i + est
I’m the newest on the market, + est
I’m sure you will agree.
Unit 6

strongest biggest heaviest

I’m the coolest in the shop,
Go ahead – try me! shortest fattest easiest
134

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Students develop competence in Learning to learn by independently completing a table to summarize

the rules for the use of comparative structures. Guided inductive summaries of key grammar concepts
increase student participation in learning, thereby making it more memorable.

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 I’m the newest!
Warm-up: Poster activity 25’
Material: Poster 6 with word cards.
Display the poster. Then, divide the class into four
teams and invite one volunteer from each team to
come to the front. Show one of the word cards to the
class. Make sure the volunteers at the front cannot
see the card. The volunteers point to different items
and their team members say if they are correct or
not. When they point to the correct item, the team
says Yes. If the volunteer can say the word for the
item, the team wins a point. Continue until all the
cards have been used, with different students at
the front each time. Finally, ask the volunteers to sit
down. Pick up one card at a time and show it to the
class. Do not look at it. Point to different items on
the poster until students say Yes. Check that the
card is correct and stick it on the poster.
1 Label the robots. 15’
Have students look at the pictures and say who the
boy is talking to: robots. Ask if all the robots are
the same: No, they aren’t. Then, tell students to read
the text. Elicit where the boy is and what he wants
to do: He’s at a shop. He wants to buy a robot. Next,
get students to look at the first picture. Ask students
what word they should write: strong. Invite students
to complete the rest of the labels. When they finish,
check by reading aloud what the robots say and
having students spell the word:
T: I’m the easiest.
SS: Easy. E-A-S-Y.
Finally, ask students which robot they would buy.
Assign homework 5’
Students choose three adjectives from activity 1 and
draw robots to illustrate them in their notebooks.
304989 _ 0128-0149.indd 135
2 Listen and chant. 1.52
10’
Invite a volunteer to read the title of the chant. Then,
play track 1.52 and tell students to listen and follow
along in their books. Ask them who is speaking:
a computer / the XYU. Next, divide the class into two
groups. Play the CD again and have groups say the
lines in turns. Switch and repeat so that both groups
say all of the lines.
15’
Draw two robots on the board, one taller than the
other. Invite students to give them names: (Fred)
and (Frida). Label the robots. Then, point to them
and say (Frida) is taller than (Fred). Draw another
taller robot on the board and label it: (Frank). Say
(Frank) is taller than (Frida) and he’s taller than
(Fred). (Frank) is the tallest. He is the tallest robot.
Remind students that we add –er to compare
only two people, animals or things. When we
compare more than two, we can put the before
the adjective and add –est. After that, invite
two volunteers to read the examples. Elicit the
adjective for the second example: funny. Explain
that the spelling rules are the same as the rules
for comparative adjectives. Write small, hot and
pretty on the board. Elicit the superlative forms
and get students to explain the rules.
Write the superlatives in the
correct column. 15’
Read the words on the pieces of paper and refer
the class to the categories in the table. Point out
that the categories show the spelling rules. Then,
invite a volunteer to say an adjective that goes in
the first category: strong. Have students complete
the rest of the table individually. Finally, elicit the
adjectives for each category and get students to
spell them.
Unit 6
Wrap-up: Spelling quiz 5’
Say a short superlative adjective. Invite a volunteer
to spell it. Continue with other short adjectives.
135
Assign homework 5’
AB page 56
21/06/11 16:54
 Warm-up: How many words? 15’
Materials: Six sheets of poster paper, six felt-tip
pens, sticky tape.
Write COMPUTER GAMES on the board. Ask
students if they play computer games and which
ones they like. Then, divide the class into six
teams. Give each a sheet of paper and a pen. Tell
them they’ve got five minutes to write as many
words as possible using the letters of COMPUTER
GAMES. When time is up, have teams stick their
paper on the board. The team with the most
correct words wins.
3 Read and decode the evaluations. 15’
Invite students to look at the pictures and get them
to say what Tank, Planes and Family Race are: video
games. Encourage students to guess what each game
is about. Next, read the headings aloud: graphics,
sound, price. Help students with meaning as necessary.
Explain that five buttons means that the game is very
good and one button means that it is very bad. After
that, refer students to the table with good and bad.
Read the comparative and superlative forms aloud.
Then, invite a volunteer to decode the first evaluation:
Tank has got better sound than Planes. Have students
decode the rest of the evaluations and write them
in their book. Check by asking volunteers to read the
evaluations aloud.
10’
Have a volunteer read the forms aloud. Explain
that good and bad form the comparative
and superlative in this way because they are
irregular adjectives.
Read and answer. 15’
Write I’m good at Maths on the board. Explain
what it means. Ask some students if they are
good at Maths. Point out the structure: good +
at + noun. We can have a verb + –ing: good at
dancing. Then, read the first question aloud
and get some volunteers to answer. Accept all
answers. Tell students to point to better at in the
question and explain that we can also use the
comparative and superlative forms with at. After
that, have students read the other questions and
write the answers individually. When they finish,
have them compare their answers with a friend.
Finally, ask some volunteers one of the questions.
Assign homework 5’
AB page 57 ex. 2
Additional homework
In their notebooks, students write four sentences
about their family members using the comparative
and superlative forms of good / bad at.

Talk about the games with a friend. 10’

Divide the class into pairs. Invite a volunteer to read

the example. Then, elicit one or two other comparisons:
Family Race has got the best price. Tank has got
better graphics than Planes. Have students take turns
describing the games with their friend. Finally, ask
some volunteers which game they would buy and why.

Assign homework 5’
AB page 57 ex. 1
Additional homework
In their notebooks, students draw themselves
playing one of the games in activity 3. Then, they
label it with a comparison: (Tank) has got the best
graphics.
Unit 6

136

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 3 Read and decode the evaluations.

robot for me!

Tank has got sound than Planes has got graphics
Planes. than Tank.
Tank has got better sound than Planes. Planes has got worse graphics than Tank.
Family race is game. Planes is game.
Family race is the best game. Planes is the worst game.

Talk about the games with a friend.

Look, Planes has got

the worst sound.

rrect column.
good better the best bad worse the worst

Read and answer. Answers will vary Unit 6

57
Who is better at English: your mum Who is worse at running: you or
or your dad? your best friend?
Unit 6
Who is the best at dancing in your Who is the worst at singing in your
family? family?
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Students develop Mathematical competence by decoding and interpreting the evaluation of different
video games. Interpretation of statistics is a basic way that numbers become integrated into language
in everyday life. Helping students to comprehend consumer information and ratings also aids the
development of critical thinking skills.

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 Time to practise!
1 Complete the table with the names of the vehicles.

car rocket skateboard bike

llll lll ll l
fast rocket car bike skateboard
cheap skateboard bike car rocket
big rocket car bike skateboard

Write four more comparisons. 2 Sing a song. 1.53

Model answer
A car is bigger than a bike.
The rocket is the biggest.
A bike is cheaper than a car.
A skateboard is the cheapest.
A car is faster than a skateboard.
A rocket is the fastest.
Unit 6
Speeding along in a train,
Seeing all the cars and planes,
On the roads and in the sky.
Only the fastest pass me by!
Chorus:
We’re living in the modern world,
Full of high-tech toys,
Phones and gadgets and MP3s,

For all the girls and boys!

Pair work
I chat on the internet,
58 Send e-mails before I forget,
A Turn to B
Turn to page Make a call on my mobile phone,
page 119. To tell my parents I’ll soon be home!
Unit 6

114.
Chorus

138

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Students develop Artistic and cultural competence by participating in a picture dictation. Students then
exchange pictures and label their partner’s work. Having another student “check “ their work ensures
clarity and provides peer assessment.

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 Time to practise!
Warm-up: Picture dictation 15’
Tell students you are going to say the names
of six things for them to draw. Say each item
and give students time to draw: a skateboard, a
computer, a bicycle, a train, an aeroplane, a boat.
Next, divide the class into pairs. Have students
exchange pictures and label the pictures. Check
by getting students to spell the words as you write
them on the board. Finally, ask the class which
item is different from all the others: a computer.
1 Complete the table with the names
of the vehicles. 15’
Invite the class to look at the pictures and ask which
the fastest vehicle is: the rocket. Tell them to point to
the four dots in the table. Explain that this column is for
the fastest, the cheapest, and the biggest vehicle. Get
them to write rocket in the space for the fastest. Then,
elicit what they should write in the box with one dot:
skateboard. After that, divide the class into pairs and tell
them to complete the table. Check by drawing the table
on the board and inviting volunteers to complete it.
Write four more comparisons. 10’
Invite volunteers to read the sentences aloud. Then,
divide the class into pairs. Tell students to write four
more sentences using either the comparative or the
superlative form of each adjective. Finally, have some
students read their sentences aloud.
Assign homework 5’
AB page 58 ex. 1
Additional homework
Students choose a different vehicle and draw it in
their notebooks: a canoe. Then, they write three
sentences comparing it to the vehicles in the table
in activity 1: A canoe is cheaper than a car. A car
is faster than a canoe. A canoe is bigger than a
skateboard.
304989 _ 0128-0149.indd 139
2 Sing a song. 1.53
15’
Tell students to close their books. Write these words
on the board: train, bicycle, car, plane, rocket, phone,
computer, MP3, CD player. Explain that they are going
to hear a song that has got some of these words. They
should listen and remember which of the words they
hear. Then, play track 1.53. Invite volunteers to circle
the words they think they heard. Accept all answers.
After that, have students open their books and check
the answers on the board. Then, play the CD again.
Students listen and follow along in their books. Tell
them to point to the word gadgets. Explain that a
gadget is a small, useful invention. Ask students if they
or their family members own any gadgets: a mobile
phone, an MP3 player, etc. After that, divide the class
into two groups. Play the CD again. One group sings
the first verse and the other group sings the second
verse. Both groups sing the chorus together. Switch
verses and repeat.
Pair work 15’
Tell students they are going to describe some
monsters. Then, divide the class into pairs.
Assign Student A and Student B. Student A
looks at page 114 and Student B looks at page
119. Elicit adjectives to describe the monsters
and write them on the board: tall, strong,
long, short, fat, fast. Student A says Jimmy
is the tallest monster. Student B labels the
corresponding monster. When students finish,
they look at each other’s work to check.
Assign homework 5’
AB page 58 ex. 2
Additional homework
In their notebooks, students draw a picture to
illustrate one of the verses of the song.
Unit 6
139
21/06/11 16:54
 Time to write
1 Read and colour. 10’
Invite the class to look at the picture. Read the text
aloud and have students point to the items. Then, tell
them to read the text again silently and colour the
picture. When they finish, invite them to compare
their work with a friend.
Unscramble the phrases. 10’
Refer the class to the first scrambled phrase. Tell
students to find the word mouse and underline it.
Elicit the adjectives that describe it: small, purple.
Have students write the phrase in their book. Then,
get them to do the same for the rest of the descriptions.
Check by asking volunteers to read the descriptions
aloud. Finally, point out that when we have more than
one adjective before a noun, the colour usually goes
closest to the noun.
2 Complete the description. 10’
Bulletin board idea 15’
Materials: Two sheets of poster paper per group,
drawing pins.
Divide the class into four groups and hand out the
paper. Assign each group a part of a robot: head,
body, arms and legs. Have them draw and colour
their robot part on one of their sheets of poster
paper. When they finish, stick all the pictures onto
the bulletin board to form a robot. Then, on the
other of sheet paper, each group writes a sentence
to describe the robot: It’s the fastest! It’s the coolest!
Display the sentences around the robot.
Assign homework 5’
AB page 59

Tell students to look at the picture. Ask what colour the

different items are. Then, elicit the missing words from
the first sentence: new, grey. After that, have students
complete the rest of the description. Encourage them
to help themselves by looking at the description in
activity 1. When they finish, invite students to compare
their work with a friend. Check as a class by asking
volunteers to read their descriptions aloud. Note that
there is more than one possibility for several of the
spaces.
Unit 6

140

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 Time to write
1 Read and colour.

I've got a new white computer.

It's got a big blue screen and a
cool green keyboard. I've also
got a small purple mouse and a
cheap orange memory stick.
My computer is on a heavy red
desk next to my wardrobe.

Unscramble the phrases.

mouse purple small small purple mouse

train, blue big screen big blue screen
nd planes,
the sky. computer new white new white computer
s me by! keyboard cool green cool green keyboard
orange memory stick cheap cheap orange memory stick
modern world,
s, 2 Complete the description.
s and MP3s,

Unit 6
boys! I’ve got a new grey computer. It’s got
, a small white screen and a cool green
I forget, 59
keyboard . I’ve also got a big orange
mobile phone,
soon be home! mouse and a cheap blue memory stick .
heavy yellow desk . Unit 6
My computer is on a

141

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Students develop Linguistic competence by focusing on adjective word order in a text to unscramble
phrases. Focusing on word order helps to raise awareness of linguistic features that are not transferable
from students’ first language. Awareness is the first step in comprehending and consolidating knowledge.

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 The lighthouse keepers’ story
Before you read
4
Answer the questions in pairs.
1. What’s the fastest bird in the world?
2. How can you find out about records?
3. What record would you like to know about?

1 Listen to the first part of the story. 1.54

A book of 6
1
What's the fastest bird in the world? What's
the heaviest land animal? Check the answers
records
in the book of "Guinness World Records."

Hey, look at that!

That’s
amazing!

2
One day, Sir Hugh Beaver, director of
Unit 6

the Guinness Brewery, was talking to

some friends. They didn't know the
name of the fastest bird in Europe. They
60 looked in books but they couldn't find the
answer. Sir Hugh decided to publish a book
about records with the help of some
friends. They published it in 1954. They
Unit 6

named it after Sir Hugh's company.

But how did the book start?
It became the most famous
book of records in the world.
Now read the story to a friend.
142

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Students develop competence in Autonomy and personal initiative by creating a personalized Records
Certificate to acknowledge their own outstanding achievements. Everybody has something special about
them. It is important to recognize and reinforce positive image perception of one’s self and others to build
self esteem.

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 The lighthouse keepers’ story
Before you read 15’ Now read the story to a friend. 10’
Answer the questions in pairs. Divide the class into pairs and tell them to take
Have students read the questions turns reading the story to each other. Help with
silently and ask if they need help with any words. pronunciation as necessary.
Explain meaning as necessary. Then, divide the class
into pairs and tell students to discuss the answers.
Invite volunteers to share their ideas with the class. Assign homework 5’
AB page 60
Additional homework
On a sheet of white paper, students make their own
1 Listen to the first part
Records Certificate:
of the story. 1.54
15’
(West) School Records
Ask what the title of the story is: A book of records. CERTIFICATE
Then, play the first part of track 1.54 and have students The (tallest) student in year 4 is
listen and follow along in their book. Elicit the name (Roberto Fuentes).
of the book: Guinness World Records. Next, get students Encourage them to sign and date their certificate
to read the Guinness World Records certificate. Ask and decorate it.
what the record is: The oldest living cat in the United
Kingdom. After that, write on the board: Sir Hugh
Beaver, Europe, 1954, The Guinness Brewery. Explain
that all the words are related to the book of Guinness
World Records. Invite volunteers to say how and accept
all answers. Then, play track 1.54 and have students
listen and follow along in their books. Point to what you
wrote on the board and elicit: Sir Hugh Beaver – He
decided to make the book of records. Europe – Sir Hugh
and his friends wanted to know the name of the fastest
bird in Europe. 1954 – They published the first book of
records in 1954. The Guinness Brewery – They named
the book after Sir Hugh’s company.

Unit 6

143

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 2 Listen to the second part
of the story. 1.55
15’
Ask students what they remember about the book of
Guinness World Records. Then, write these categories
on the board: the oldest person, the tallest man, the
heaviest land animal. Invite students to guess what
the records are. Accept all answers. After that, play
track 1.55 and have students listen and follow along in
their books. Elicit the different records. Ask what other
records are in the story: the longest hair – 5.6 metres
long, the smallest dog – 15 cm long, the fastest living
creature – 270 km per hour. Finally, encourage students
to say which of the records they find most surprising.
Now read the story to a friend. 10’
Divide the class into pairs. Get them to take turns
reading the paragraphs to a friend. Encourage them
to imitate the tone of the voices on the CD.
After you read 5’
Investigate three more records
and write them down.
Tell students to do this at home and bring the
information to the next lesson. Explain that they
can find the information in the library or on the
internet at http://www.guinnessworldrecords.
com. At the start of the next lesson, students can
compare their records with a friend.
Unit 6
144
304989 _ 0128-0149.indd 144
Value: Doing your best
Make a trophy pencil topper. 15’
Materials: One photocopy of craft template 6 per
student, crayons, scissors, clear sticky tape, glue,
glitter.
Ask students about activities they do regularly
and list them on the board: do homework, do the
washing-up, play sports, etc. Ask them if they
always put lots of effort into each activity and
encourage them to explain: Yes, it’s fun. No, it’s
difficult. No, it’s boring. Tell them that they should
always do their best, even if it’s not fun. To help
them understand, ask about the consequences
with the activities on the board: What happens if
you don’t do your best with (doing the washing-
up)? (You have to use plates that aren’t clean
later.) Tell students that they are going to make
a trophy to remind them to do their best and
show them an example of a completed trophy.
Hand out the template and have them colour the
trophies yellow or gold. Then, students should cut
out the pieces for each. Encourage students to
keep the pieces of each trophy in a different pile.
Help them fit the base of each trophy around a
pencil top and fasten it with sticky tape. Next,
they should tape the main part of the trophy to
the base. Now, they can take the trophy off the
pencil to complete it. Have them wrap the main
part of the trophy into a cone shape and fasten it
with sticky tape. After that, help them to stick the
handles onto the trophy. The handles attach to
the rectangles on the trophy. Finally, tell them to
decorate their trophies with glitter and put them
on their pencils.
Assign homework 5’
AB page 61
21/06/11 16:55
 2 Listen to the second part of the story. 1.55

3 Here are some facts taken from the book. Remember that they keep
changing. Maybe you would like to check them today.

4
5
The oldest Xi Shun, a Mongolian man, is the
person in the tallest man on Earth. He's 54
world is Edna years old and is 2 metres and
Parker. She is 36 centimetres tall. He's married
114 years old. to a woman who is 1 metre 61
centimetres tall.

6 8

cords A Chinese woman called Xie 7 The smallest dog in the

Qiuping has got hair 5.6 metres world is named Brandy.
The heaviest land animal in the
long. It's the longest hair in the Brandy is a female chihuahua
world is the African elephant.
world and it takes the longest in Florida. She is only 15
It weighs up to 7 tonnes.
time to dry after she washes it! centimetres long!
It's also got the largest ears!

9
And finally, here is the answer to the
question from the previous page:
the peregrine falcon (Falco peregrinus)
is the fastest living creature, reaching speeds
of 199 kilometres per hour and up to 270
kilometres per hour when catching birds in
mid air. Can you find it on these pages?
Now read the story to a friend.

Unit 6
After you read 61
Investigate three more records and write them down.
Answers will vary
Unit 6

145

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Students develop competence in Processing digital information in the classroom by accessing information
on the internet to find interesting world records. Learning to use the internet develops students’ ability to
find information in a modern technological society.

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 Read and colour the flag.
Read and label the pictures.
Most people in India live in small villages in the
countryside. They haven’t got much money. They
work hard in the paddy fields. Some families have got
a water buffalo to help them.
Women wear traditional clothes
called saris. Because they haven’t got
water in their houses, they collect
it from their village well.
Unit 6
India is a very large country. It’s got more
than one billion inhabitants and over 800
languages! The national flag of India
symbolizes freedom. It’s orange at
the top, white in the middle and dark
green at the bottom. The orange stands
for courage, the white, for truth, and the
green, for faith. In the centre of
the white band, there is a blue wheel
that indicates the Dharma Chakra,
the wheel of law.
water buffalo

well
62

paddy fields
Unit 6

saris
146

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Students develop competence in Knowledge and interaction with the physical world by identifying India
on a map. This lesson provides literacy through reading and identifying specific information.

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 Warm-up: Let’s talk about India 10’
Materials: A map of the world, a photo of the
Taj Mahal.
Divide the class into six groups and have students
read the records they investigated in the previous
lesson. When they finish, ask them which records
were the most interesting. Then, display the map
and have a volunteer to come to the front and
point to India. Ask students what continent India
is in: Asia. Next, pass around the photo of the Taj
Mahal. Ask them if they know what it is and why it
was built. Explain that there was once a very rich
emperor in India called Shah Jahan. The emperor
Read and colour the flag. 15’
Invite a volunteer to read the first paragraph
aloud. Tell students that the total population of the
world is over 6 billion people. Explain the meaning
of freedom: you can decide your own actions, no
one can force you to do something. Then, invite
volunteers to read the next two paragraphs.
Explain courage (you do something that is
important but scary), truth (what is true), faith (your
religious beliefs) and law (the rules of a society).
After that, have students colour the flag according
to the text. When they finish, tell them
to compare their flag with a friend’s.
Read and label the pictures. 10’
Get the class to look at the picture. Ask students
what they think the people are doing. Accept
all answers. Then, have them read the text
individually. After that, ask again what the people
are doing: They’re working in paddy fields. Next,
divide the class into pairs. Students label the
pictures together. Check by saying the words
aloud and having students point to the objects in
the picture. Explain that paddy in English comes
from the old Indian word padi that means rice.
304989 _ 0128-0149.indd 147
had a beautiful wife called Mumtaz Mahal. They
loved each other very much. Mumtaz Mahal
travelled with the emperor all over the empire and
they had many children. When Mumtaz Mahal
died, the Shah Jahan was very sad. He commanded
his workers to build a fantastic tomb for her. It took
16 years to build and was finished in 1648. It is one of
the Seven Wonders of the World. Millions of people
visit the Taj Mahal every year. When you finish the
story, ask students if they remember the name of the
emperor’s wife: Mumtaz Mahal. Tell them that the
Taj Mahal is named after her.
AB page 62 10’
Check what you know!
Materials: One sheet of white paper per team.
Tell students to close their books. Then, divide the
class into teams of four and hand out the paper.
Teams race to write the eight computer parts
vocabulary items on the paper. The first team
to finish wins. Play again with seven computer
actions. Then, divide the class into pairs. Students
ask a friend questions about their family: Who is
the tallest person in your family? Who is better at
running: you or your sister? Finally, ask the class
to complete the faces according to how they feel
about what they know.
Unit 6
147
21/06/11 16:55
 Solve the crossword puzzle. 15’
Invite the class to look at the picture and compare
it with the one on the previous page. Encourage
them to talk about the buildings, the cars, how
people are dressed, etc. Tell students that the picture
shows a scene in Bangalore. Then, have them read
the text individually. When they finish, elicit some
facts about Bangalore: What’s the population of
Bangalore? What is Bangalore famous for?, etc.
Next, divide the class into pairs and tell them to look
at the clues for the crossword puzzle. Explain that
the answers are in the text. Get students to solve
the crossword puzzle with a their partner. Check by
saying the numbers and having volunteers say and
spell the words.
Describe a busy city in your country. 15’
Invite the class to say the names of some busy cities
in their country. Then, get volunteers to describe
one of the cities and say any facts they know about
it. Write the name of the city in a circle on the board
and add the information on lines coming out of the
circle. Next, tell students to write a description of the
city in their books. They should use the information
on the board and the text about Bangalore as a
guide. Finally, ask some volunteers to read their
description aloud.
Spot the difference (see page 16) 10’
Now play Spot the difference with the texts
about India on pages 62 and 63. Have fun!
Unit 6
148
304989 _ 0128-0149.indd 148
Assign homework 5’
AB page 63
My project
Make a family book of records.
Materials: One sheet of paper, four sheets of white
paper.
Refer students to My project and tell them the
main materials for the craft. Point out the icons
and explain the additional materials that they
need. Then, go through each step with them.
Finally, remind them that they can do their project
with the help of their family.
A friendly reminder
6 It is advisable to create a stress-free and
supportive environment for taking a test.
Before students are assessed, they should review the
unit vocabulary with My spelling practice on page
96 and the Time to check section on page 62 in the
Activity Book. During the evaluation:
• read the instructions for the first activity with students
• read the example and clarify doubts
• ask a volunteer for another example
• assign time to complete the exercise
• read the instructions for the next activity, etc.
21/06/11 16:55
 Solve the crossword puzzle.

Bangalore is a city in the South of India. The city, Down

home to over 6 million people, is India’s fifth largest. 1. A place to live
y. It’s got more It’s a very busy city and people wear Western 2. The opposite of different
and over 800 clothes, live in modern apartments and drive
the newest cars. Bangalore is considered the IT 3. The singular of people
ag of India
orange at (Information Technology) capital of India. It’s often 4. Information Technology
e and dark called the “Silicon Valley of India” because there are
Across
orange stands lots of technological centres. It’s similar to Silicon 5. Where is the original
r truth, and the Valley in California. Silicon Valley?
tre of 3 6. Skirt, shirt and socks are
blue wheel p examples of
a Chakra, e 7. The opposite of North
r
2 s
1 s o 4
5 C a l i f o r n I a

p m T
a i
r l
t a
m r
6 c l o t h e s
n
7 s o u t h

Unit 6
Describe a busy city in your country. Answers will vary
63

Unit 6

149

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Students develop Linguistic competence by reading a text about Bangalore and then working in pairs to
find information in the text to complete a crossword puzzle. Intrinsic reading skills are developed.

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 7 Our history
Objectives:
• learn words related to handicrafts and artisans
• learn ways to express surprise and admiration
• talk about the past using used to + infinitive

Handicrafts
basket /"bAsÖkIt/ ____________
blanket /"blœNÖkIt/ ____________
hammock /"hœÖm´k/ ____________
necklace /"nEkÖl´s/ ____________
picture /"pIkÖtS´/ ____________
pot /pÅt/ ____________
sculpture /"skølpÖtS´/ ____________
Artisans
jeweller /"dZuÜÖl´/ ____________
painter /"peinÖt´/ ____________
potter /"pÅÖt´/ ____________
sculptor /"skølpÖt´/ ____________
weaver /"wiÜÖv´/ ____________

Used to
We use used to + infinitive when we talk about Did + subject + use to + infinitive to form Yes / No
actions that happened in the past but do not happen questions. To form the negative, we use did + not +
anymore. In this unit, we also use the structure use to + infinitive.

The lighthouse keepers’ story

In this section, students will learn phrases and Grandad’s story
short exchanges used in everyday life.
In this unit, students will learn and practise ways
of expressing surprise and admiration.
• You’re kidding!
• That’s amazing!
• Wow!
• You’re joking!
Unit 7

• That’s fantastic!
• Incredible!

150

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 Teaching tip
Pronunciation is an important part of learning
a foreign language. However, it is important to
remember that we are not trying to get students
to have perfect pronunciation. The main thing
is that people should be able to understand
them without difficulty. Another reason for
teaching pronunciation is to help students with
their listening skills. Two aspects of English
pronunciation that often make understanding
spoken English difficult are word stress and the
7
pronunciation of unstressed vowels. Both are
EAN: 8431300123441 Lighthouse 4 © Santillana Educación S.L. / Richmond Publishing 2011

indicated in the phonetic transcription of new Poster word cards

vocabulary for each unit. Here is an example: hammock basket picture sculpture painter potter
7
/"wiÜÖv´/. Syllables are separated by /·/. Stressed necklace blanket pot sculptor weaver jeweller
syllables are preceded by /"/. Unstressed syllables
are usually pronounced with /´/ or /ø/. The first step
bridge tunnel cave field through across out of
in teaching pronunciation and word recognition is
8 volcano hill waterfall into around down over
to make students aware of how words are stressed.
One way you can do this is to write circles above swamp up
the word, using a larger circle for the stressed
syllable: joking – Oo. You can also underline the bus driver rucksack bus suitcase ticket passenger
stressed syllable: fantastic. Once you have done
one hundred two hundred three hundred six hundred
this, say the word aloud. Then, give your students 9
plenty of practice listening to and repeating the four hundred seven hundred eight hundred

words. For extra reinforcement, you can stand nine hundred one thousand five hundred conductor
on your toes for the stressed syllable and have EAN: 8431300123441 Lighthouse 4 © Santillana Educación S.L. / Richmond Publishing 2011

students stand up and do the same. The main thing

to remember is that pronunciation can be fun!

Value: Celebrating your culture

Celebrating your culture means knowing about
and sharing the values and habits that make
your community unique.

Make a dream catcher!

Unit 7

151

Students develop Linguistic competence by focusing on phonology or, more specifically, pronunciation and
unstressed vowels. Making students aware of the varying sounds, tones and speech rhythms of a language
helps provide the tools to improve oral production.

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 7 Our history
1 Find and count the following objects in the picture.

pot 8 picture 3
blanket 6
necklace 10
sculpture 9
basket 7
hammock 3
Unit 7

64 Listen to these expressions. 2.3

You’re kidding!
Listen and check. 2.1

That’s amazing!
Unit 7

Listen and repeat. 2.2

Wow!

152

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Students develop Linguistic competence by learning and using formulaic expressions to express surprise
and admiration when talking about unexpected or impressive events. In this activity, students become
aware of intonation and identify stress in the expressions via illustrated drawings.

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 Our history 7
Warm-up: Word associations 15’ Assign homework 5’
AB page 64 ex. 1
Point out the title of the unit and elicit a simple Additional homework
definition of history: a study of the past. Ask Students choose four objects from the picture to
students if they like studying History. Encourage draw and label in their notebooks. Encourage them
them to explain their answers. Next, elicit some to make their objects as attractive as possible.
names of events or people in the history of their
country from students’ other subjects. Then, write
History in a circle on the board. Tell students to
close their eyes and think of words related to this
topic. Ask volunteers to say words they thought
of: old, event, school subject, etc. Write them on
the board in the form of a mind map. Finally, ask
volunteers to come to the board and add more Listen to these expressions. 2.3
15’
words to the mind map.
Write several unbelievable news extracts on pieces
of paper: Shakira is visiting (name of your school)
1 Find and count the following tomorrow. A man fell from the top of (name of local
objects in the picture. 10’ high building) yesterday and survived. Then, give
the pieces of paper to several volunteers. They
Refer students to the picture and elicit what it shows:
read the extracts aloud. React to each using one
a crafts market. Ask them if they know of any crafts
of the new expressions. Explain that we use them
markets in their area and if they like going to them.
to express amazement and/or disbelief. Next,
Then, tell students to look at the small drawing of a pot
refer students to the expressions in their books.
at the top of the picture. Invite them to look for other
Point out the sound pattern for You’re kidding!
pots in the picture and count them: There are eight
Show how the stress falls on the middle syllable
pots. Have them write 8 in the box beside the pot.
and how the intonation rises and falls. Then, play
Next, divide the class into pairs and get them to count
track 2.3. Students listen and follow along in their
the rest of the objects and write the numbers.
books. Next, play the CD again. Students listen
and repeat. Finally, have volunteers read the news
Listen and check. 2.1
5’
headlines aloud and point to different students.
Play track 2.1. Students listen and check. Then, say They react by saying one of the new expressions.
the names of the objects at random and have students
say how many of each there are.
Wrap-up: Poster activity 25’
track2.1
narrator: listen and check.
Materials: Poster 7.
narrator: there are eight pots. Display the poster and invite students to say what
there are three pictures. they can see. Then, dictate four sentences about
there are six blankets. the craft objects: There are four necklaces. There is
there are ten necklaces.
one hammock. etc. (Two of them should be false.)
there are nine sculptures.
Students write the sentences. When they finish,
there are seven baskets.
there are three hammocks.
have students look at the poster and check whether
Unit 7
the sentences are true or false. They correct the
false sentences. To check, invite a volunteer to read
Listen and repeat. 2.2
10’ a sentence and say whether it is true or false. If it is
Play track 2.2 and get students to repeat the words all false, he/she counts the objects and says how many
together. Then, divide the class into seven groups. Play there are. Continue with other volunteers. 153
the CD seven times and have groups repeat the words
in turns so that each group says all of the words.
Assign homework 5’
track2.2 AB page 64 ex. 2
narrator: listen and repeat.
Additional homework
narrator: basket. hammock. picture. sculpture. Students imagine an unbelievable situation and
blanket. necklace. pot. illustrate it in their notebooks. Then, they label the
drawing with one of the expressions.

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 2 Look and stick the words.
Tell students to look at the picture and say what the
people are doing: They’re making things. Say the
names of the objects aloud and have students point
to them. Then, hand out the stickers for activity 2
on page 65. Explain that the colour of each sticker
matches the corresponding space. Students put the
words in the spaces. When they finish, invite them to
compare with a friend.
Listen and repeat. 2.4
10’
Play track 2.4. Students repeat the names of the artisans.
Then, describe an action and get students to guess the
corresponding artisan:
T: She is making a pot.
SS: A potter.
Do the same with two other examples. Then, divide
the class into pairs and have them continue in the
same way.
5’
Practise the expressions with a friend. 10’
Write this on the board: I met _________ yesterday.
Point to the space in the sentence and elicit
examples to complete it: Justin Timberlake, the
president, etc. Do the same with these sentences: I
saw _________ in the street yesterday. I __________
last week. Then, divide the class into pairs.
Students think of four surprising things. After that,
they tell other pairs: I saw an alien in the street
yesterday. The other students respond with one
of the new expressions.
Lip reading (see page 16) 10’
Now play Lip reading. Practise the
expressions from the Light on real language
section. Have fun!

track 2.4
narrator: listen and repeat. Assign homework 5’
AB page 65
narrator: a painter. a jeweller. a weaver. Additional homework
a sculptor. a potter.
Pictionary pages 106 and 107. Students identify
the pictures and write the corresponding words
or phrases. Then, they write a sentence for each.
Finally, they listen to the words and phrases in
this unit’s section of the Student’s CD.

Listen and match. 2.5

10’

Refer students to the expressions and the patterns.

Then, say You’re joking! Clap all three stress
patterns shown and have students say which one
it is. Next, play track 2.5. Students match the other
expressions to the patterns. Check by writing the
patterns on the board and having students say
the expressions. Finally, clap the stress patterns
as a class.
Unit 7

154

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 2 Look and stick the words.
A painter is painting a picture.

A sculptor is
making a sculpture.

A jeweller
A jeweler is
making a necklace.

A potter is making a pot. A weaver is weaving a blanket.

Listen and repeat. 2.4

Listen and match. 2.5 Unit 7

65
You’re joking!
That’s fantastic!
Incredible! Unit 7

Practise the expressions with a friend.

155

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Students develop Linguistic competence by practising formulaic expressions to express surprise and
then using them to respond to a sentence invented by their partner. In this activity, students consolidate
production and awareness of intonation and stress in the expressions.

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 They used to play games!
1 Read and discuss with a friend.

An ancient ball game

A long time ago, Mesoamericans
used to play a ball game called
tlachtli. Players used to hit a
hard, rubber ball through stone
rings to win points. They didn’t
use to touch the ball with their
hands. They used their hips and
their elbows. Tlachtli was very
popular. Children used to learn
about it at school. Sometimes
the game was a part of a religious
ritual. They used to sacrifice
players to honour the gods. When
the Europeans came, the hard,
rubber tlachtli balls amazed them.
They didn’t know about rubber.
Nowadays, people still play
me of the
tlachtli in some places. It’s called 1. What was the na
ulama, and it’s very similar to ball game?
use to touch
tennis. The ball is still very 2. d the players
Di
r hands?
heavy - it weighs 4 kg! the ball with thei
ll he av y?
3. Was the ba
ch ild re n pl ay the game?
4. Did the
2 Listen and chant. 2.6

Tlachtli

They used to play here, They used to play a game called tlachtli.
Unit 7

Crowds used to cheer. They didn’t use to call it ulama.

They didn’t feel fear Complete the sentences.
66 When the goal was near.
But when the game was done Children used to learn about it
The priest used to come, at school.
Unit 7

Sacrif ice some players didn’t used to

Players touch the ball
And offer them to the sun.
with their hands.
156

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Students develop Artistic and cultural competence by reading about an ancient ball game: Tlachtli. After
answering questions about the text, students create their own symbols to represent five other ball sports.

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 They used to play games!
Warm-up: Poster activity 15’
Materials: Poster 7 with word cards.
Divide the class into four teams. Put the word
cards face up on a desk. Have one student from
each team come to the front. Next, point to a bear
or a handicraft on the poster. The first of the four
students to find the corresponding word card wins
a point for his/her team. Continue with new team
members until all of the cards have been used.
The team with the most points at the end wins.
1 Read and discuss with a friend. 25’
Divide the class into pairs. Give them two minutes
to write the names of as many sports that are played
with a ball as possible. When the two minutes are
up, say Stop! Have pairs count the number of sports
they wrote. Invite the pair with the most sports to read
them aloud. Encourage other pairs to add any other
sports the pair did not mention. Ask students which
of the sports they enjoy playing. Then, tell them they
are going to read about an ancient ball game. Invite
a volunteer to read the questions aloud. Explain
meaning as necessary. Next, tell students to read the
text and discuss the questions with a friend. When
they finish, check by reading the questions aloud and
having students say the answers. Finally, ask students
if they would have liked to play tlachtli. Encourage
them to say the ways tlachtli was similar to and
different from basketball and football.
Assign homework 5’
Students choose five ball games and draw a symbol
for each in their notebooks. One of the games should
be tlachtli. Then, they label the symbols.
2 Listen and chant. 2.6
15’
Say tlachtli and ask students what it is: an ancient ball
game. Get them to say everything they can remember
about the game. Then, tell them they are going to
listen to a chant about tlachtli. Play track 2.6 and have
students listen and follow along in their books. Next,
ask them to circle these words: crowds, cheer, fear,
priest. Give examples of each to explain meaning.
After that, play the CD again and invite students to
chant along. Finally, divide the class into two groups
and have them chant alternate lines. When they
finish, have groups switch roles.
304989 _ 0150-0171.indd 157
10’
Have a volunteer read the first example aloud.
Ask them about the example:
T: Did they use to play tlachtli?
SS: Yes, they did.
T: Is it a popular sport nowadays?
SS: No, it isn’t.
Explain that we use used to + infinitive when
we talk about actions that happened in the past
but that do not happen anymore. Have students
underline more examples of used to + infinitive
in the text and in the chant. Get them to read
the examples aloud. Next, refer students to the
second example. Elicit the negative form: didn’t
+ use to + infinitive. Have students underline the
negative example in the text.
Complete the sentences. 5’
Have students complete the missing words. Invite
them to look back at the text about tlachtli if they
have any doubts. Check by asking them to read
the sentences aloud.
Wrap-up: Did they or didn’t they? 10’
Say an activity: drive cars. Students say whether
or not Ancient Americans used to do the activity:
They didn’t use to drive cars. Continue with one
or two more activities: watch TV, eat tortillas.
Then, divide the class into pairs and have them
write their own list of activities. Invite some pairs
to come to the front and read their activities aloud.
The rest of the class says whether or not Ancient
Americans used to do them.
Assign homework 5’
AB page 66
Unit 7
157
21/06/11 16:48
 Warm-up: Dictation relay 15’
Write sentences with used to and didn’t use to on
pieces of paper: People didn’t use to have cars.
Tlachtli used to be very popular. Divide the class
into four teams. One volunteer from each team
comes to the front. Show one of the sentences to
the class, making sure the volunteers at the front
do not see it. Teams say the sentence aloud. The
first volunteer to write the sentence correctly wins
a point for his or her team. Continue with different
volunteers for the rest of the sentences.
3 Read and circle the correct answers. 15’
Invite students to look at the text, read the title and say
what it is: It’s a quiz about Mexico 500 years ago. Have
them point to the Aztec calendar and say if they have
ever seen it. Then, explain that it was a stone calendar
and it was found in Mexico City. Then, get volunteers
to read the questions from the quiz aloud. Explain
meaning as necessary. After that, divide the class into
pairs. Have students discuss the questions and circle
the answers.
Listen and check. 2.7
10’
Play track 2.7. Students listen and check their
answers. Then, read the questions randomly and
have students say Yes or No. Finish by asking them if
they were surprised by any of the information, what
they knew and where they learned it.
track 2.7
narrator: listen and check.
narrator: five hundred years ago, the people of
mexico were very advanced. they used
to build pyramids to honour their gods.
people didn’t live in them. they used to have
great kings, like mayan king pakal and
aztec king moctezuma. they used to eat
tacos with fish, insects and even snails
in them! and they also used to chew gum.
they didn’t use to have horses. instead,
they travelled in canoes. and they used to
write with hieroglyphics.
Unit 7
Assign homework 5’
Students search the internet, encyclopedias or their
schoolbooks to find three pieces of information
158 about the Incas of Peru. They write the information
in their notebooks and illustrate it.
304989 _ 0150-0171.indd 158
10’
Invite a volunteer to read the first example aloud
and elicit the answer: Yes, they did. Explain how we
form questions with used to: Did + subject + use to +
infinitive. Make sure students notice the difference
between used to and use to. Point out the short
answers. Ask students to give more examples of
questions with used to: Did the Aztecs use to travel
in canoes? Did tlachtli players use to win medals?
Complete and answer. 5’
Have students complete the question and write
the answer individually. When they finish, get
them to compare with a friend. Check by asking
a volunteer to read the question aloud and elicit
the correct answer from the class: Did they use
to eat chocolate? Yes, they did.
Pair work 15’
Divide the class into pairs. Assign student A
and student B. Student A looks at page 115 and
student B looks at page 119. Explain that students
should ask a friend about the information
they have not got in their table and mark the
appropriate column: One hundred years
ago, did people use to go surfing? Then, have
students ask and answer questions to complete
the table. Finally, check as a class by eliciting
the questions and answers. Invite students to
say whether they found any of the information
surprising.
Assign homework 5’
AB page 67
Additional homework
In their notebooks, students write three more quiz
questions about what people did 100 years ago.
They ask a friend their questions at the beginning
of the next lesson.
21/06/11 16:48
 3 Read and circle the correct answers.

Mexico 500 years ago

Take this quiz about Ancient Mexico. Work with a friend.

1. Did people use to live in pyramids?

Yes, they did. No, they didn't.
2. Did they use to have kings?
Yes, they did. No, they didn't.
3. Did they use to eat tacos?
Yes, they did. No, they didn't.
4. Did they use to chew gum?
Yes, they did. No, they didn't.
5. Did they use to ride horses?
Yes, they did. No, they didn't.
6. Did they use to write with hieroglyphics?
Yes, they did. No, they didn't.

Listen and check. 2.7

rw or k
Pai
alled tlachtli.

Unit 7
ma.
B
Did they use to play ball games? Turn to
page 67
Yes, they did. / No, they didn’t.
learn about it A Turn to 119.

Complete and answer. page

Unit 7
115.
ouch the ball Did they use to have chocolate?
No, they didn’t.
159

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Students develop competence in Processing digital information in the classroom by using the internet to
find three pieces of information about the Incas of Peru. Learning to do searches in English on the internet
allows students to broaden the scope of their searches.

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 Time to practise!
practise!
1 Listen and write A or B next to each phrase. 2.8

A Then Now B

cry a lot A eat baby food A

sing a lot B eat meat and vegetables B
night t
hourssaanigh
ten hour
sleep four B play the guitar B
sleep four hours a night A play with my toes A

Ask and answer in pairs. 2 Sing a song. 2.9

When I was a baby,

Did you use to sleep a lot?
I used to cry a lot.
No, I didn’t. I really don’t know why –
I didn’t use Maybe I was just too hot!
Unit 7

to sleep at all!
And then, when I was five,
My parents used to say,
68 “Please stop eating ice cream
And chocolate every day!”

But now I am older,

Unit 7

Here I am in school.
All my friends around me –
Life is really cool!
160

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Students develop competence in Autonomy and personal initiative by creating a personalized illustrated
text about what they used to do when they were young. Personalizing the language makes it more relevant
to the student’s everyday life.

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 Time to practise!
Warm-up: Our teacher 15’
Divide the class into pairs. Have students ask
and answer the quiz questions they prepared for
homework. Then, tell them something about your
life when you were their age: I didn’t use to (study
English). I used to live in (Segovia). I used to wear
(a blue school uniform). My favourite school
subject used to be (Geography). Encourage
them to ask you questions: Did you use to eat ice
cream? Did you want to be a teacher? Tell them as
much about yourself as you feel comfortable with.
Students usually love to learn about their teacher!
Assign homework 5’
Students ask their parents questions about what
they used to do when they were young. Then,
they write three sentences in their notebooks:
My mum didn’t use to take a bus to school. She
used to walk. My dad used to eat ice cream after
school.
2 Sing a song. 2.9
15’

Tell students they are going to hear a song with three

1 Listen and write A or B next verses. Write the first line of each verse on the board:
When I was a baby, And then, when I was five, But
to each phrase. 2.8
10’
now I am older. Invite students to suggest phrases
Tell students to look at the illustration and elicit what with used to for the first two verses. Elicit ideas for the
the boy is talking about: How he was as a baby and last verse and accept all answers. Then, play track 2.9.
how he is now. Have volunteers read the phrases Ask students if they guessed correctly. Next, play the
aloud and explain meaning as necessary. Then, play CD again and have students listen and follow along
track 2.8. Students write A or B in the boxes. When in their books. Mime the different actions as students
they finish, have them compare their answers with hear them. Finally, have students sing the song and
a friend. Finally, read the phrases aloud and get mime the actions.
students to say complete sentences: He used to cry
a lot. Now, he sings a lot. Assign homework 5’
AB page 68
2.8
track
Additional homework
narrator: listen and write a or b next to In their notebooks, students write three
each phrase. sentences about what they used to do when they
boy: i used to cry a lot when i was a baby. were seven. Then, they illustrate the sentences.
i don’t cry now. i sing a lot.
then, i used to sleep for four hours a
night. now, i sleep ten hours a night.
i used to eat baby food. now, i eat meat
and vegetables. i eat ice cream, too!
i used to play with my toes. now, i play
the guitar for my friends.

Ask and answer in pairs. 15’

Tell students to look at the photos and read the

dialogue. Explain that the children are talking about
when they were babies. Then, say sleep a lot and get
a volunteer to form a question: Did you use to sleep Unit 7
a lot? Say an answer. Next, say cry a lot and elicit
the question from another volunteer. Get a different
volunteer to answer it. After that, divide the class 161
into pairs. Tell students to ask each other questions
about what they used to do when they were babies.
Encourage them to use the clues from activity 1. When
they finish, ask some volunteers to tell the class about
their friend.

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 Time to write
1 Read and mark (3) the correct picture. 10’
Tell students they are going to learn to describe a
scene. Have them read the text individually and elicit
what picture it refers to: the second picture. Then,
divide the class into pairs and have students underline
the words in the texts that helped them decide on the
correct picture. Finally, ask several pairs to read out
the words they have underlined.
Describe the other picture using the clues. 10’
Ask the class what they see in the first picture: people
visiting an ancient monument. Encourage them to
focus on details that they can find in the picture:
tourists, tour guide, statue, ruins. Then, tell students
to read the first question and elicit the answer: It is
a beautiful day. The sun is shining. Do the same
for the second question. Have the class write the
beginning of their description. Next, read the last
question and encourage them to give four examples
of what is happening in the scene. Finally, get
students to complete their description individually.
Bulletin board idea 15’
Materials: Three photos of people in different
outdoor scenes doing different activities, three
sheet of white paper, drawing pins.
Note: Before the lesson, divide each sheet of
paper into three sections by drawing horizontal
lines. Label the sections: Weather, Place, Activity.
Divide the class into three groups. Hand out the
materials. Assign one section to each group. Then,
each group completes their section about their
photo. When they finish, groups switch photos and
sheets of paper. They complete their section about
the new photo. When they finish, they switch the
photos and the sheets of paper again. Have them
do the same with the third photo. Finally, groups
pin the photos and the descriptions to the bulletin
board. Get three volunteers to read the complete
descriptions.
Assign homework 5’

Ask a friend to help you AB page 69

check your description. 10’
Divide the class into pairs. Have students read their
friend’s description. Then, read the first question
aloud. Get students to tell their friend whether they
could imagine the scene as if it was a drawing. Next,
read the second question aloud. Say A dog is chasing
a cat. It is a beautiful day. Some people are in the
park. Point out that the sentences do not follow the
order of the clues in their books. Get students
to check if their friend followed the order. Finally,
read the last question aloud. Encourage students
to check if all the sentences begin with a capital
letter and end with a full stop, and if all the words
are spelled correctly. Monitor the activity and help
students if you notice they have missed something.
Unit 7

162

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 Time to write
1 Read and mark (3) the correct picture.

It's a beautiful day.

The sun is shining.
There are lots of
people in the park.
Some boys and girls
are playing tag.
Some people are selling
handicrafts. They are
wearing traditional
clothes. A woman is
buying a beautiful
necklace. A band is
playing music. Some
people are dancing.

4
Describe the other picture using the clues. Model answer

What’s the Where are the What’s

weather like? people? happening?

It’s a beautiful day. The sun is shining. There are a few people in the
mountains. A guide is talking about a statue. Some soldiers are watching.
A dog is chasing a cat. Some people are selling handicrafts.
Unit 7
They are wearing traditional clothes.
69
Ask a friend to help you check your description.
1. Do the words draw a picture?
2. Is the order of the details logical? Unit 7
3. Are the punctuation, spelling and capital letters correct?

163

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Students develop Social and citizenship competence by creating a class bulletin board in small groups.
Learning to cooperate with others in a team is an important skill to develop, both in social situations and in
the world of work.

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 The lighthouse keepers’ story
Before you read
Read and predict the story with a friend.

What’s that,
Grandad? It’s a magic stone.

Let me tell you

the story…
Wow!

1 Listen to the first part of the story. 2.10

1
I used to live in a village in
the countryside, near a
Grandad’s story
small hill. There were many 2
One day, I went to the hill
trees and rocks. I used to alone and saw men with
go there and explore with
maps. They were painting
my friends.
marks on the trees and
digging a large hole.

3
I waited and waited, and
when they left, I went to
Unit 7

investigate. I saw a stone in

the hole. I took it home.
70
Unit 7

Now read the story in groups.

164

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Students develop Social and citizenship competence by participating as moderators in reading a text aloud
and making sure that everyone has a turn. Getting students to take on the role of moderator as well as
respecting a peer being “in charge” is an important part of learning to live together in society.

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 The lighthouse keepers’ story
Before you read 10’ Now read the story in groups. 15’
Read and predict the story with Divide the class into five groups. Each group chooses
a friend. a moderator. The moderator decides who reads the text
Tell students to read the dialogue. Then, elicit who first, then stops him/her and points to the person who
the people are: a boy and his grandad. Ask what should continue reading. Groups change moderator
Grandad is showing the boy: a magic stone. Next, when they finish and read again. Continue until all the
tell students to close their books. Encourage them group members have taken the role of a moderator.
to imagine where Grandad got the magic stone.
Invite volunteers to give suggestions. Accept all
answers. Assign homework 5’
AB page 70
Additional homework
1 Listen to the first part of the story. 2.10 In their notebooks, students draw and label
15’
Grandad as a boy doing three activities: He used to
Read the title of the story and elicit what it refers to: ride a bike. He used to listen to the radio. He used
How Grandad got his stone. Then, invite students to to go swimming.
look at the picture and identify the three parts of the
scene. Get them to point to Grandad as a little boy
and have a volunteer describe him: He’s got short
brown hair. He’s wearing a red T-shirt. Next, encourage
students to mention other details they can see in the
picture. Write them on the board. When they finish,
get a volunteer to describe the whole scene using
the words on the board. Then, play track 2.10. Have
students listen and follow along in their books. Ask
them what Grandad found in the hole: the stone. Ask
students if their predictions were right. Finally, invite
them to suggest why they think the men were on the
hill: Maybe they were builders. Maybe they wanted to
build some houses.

Unit 7

165

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 2 Listen to the second part
of the story. 2.11
10’
Invite the class to say what they remember about the
story from the previous lesson. Elicit what they think
will happen next. Accept all answers. Then, play track
2.11. Ask them if they guessed correctly. After that,
play the CD again. Students listen and follow along
in their books. Finally, ask them why they think the
warrior was calling the boy’s name: He wanted to tell
him about the city.
Now read the story in groups. 10’
Divide the class into five groups. Students take turns
reading the story sentence by sentence.
After you read 5’
Match the two parts of
the sentences.
Students match the phrases individually. Check
by asking volunteers to read the completed
phrases aloud.
Unit 7
Value: Celebrating your culture
Make a dream catcher! 20’
Materials: One paper plate per student, scissors,
crayons, wool of different colours, beads of
different colours, glue, glitter.
Note: Prepare an example dream catcher ahead
of time.
Ask students what they think culture means: The
values and habits that make your community
unique. Give some examples (special foods from
your area, important celebrations, ways
of talking, etc.) and encourage students to give
their own examples. Explain that these things
are very special. Then, tell the class that they are
going to make something special from Native
American culture: a dream catcher. Ask students
if they know what a dream catcher is or what it
does. Show them the example dream catcher
and explain that they catch good dreams and
ideas for you to have. Nightmares and bad ideas
do not stick to them. Next, hand out the materials.
Students cut a large hole in their paper plate
to form a hoop. Then, they colour it. After that,
help them to make eight small holes around their
hoop with a pencil. Have them choose the colour
or colours of wool they want in the middle of
their dream catcher. They should thread the wool
through the holes to make a spider web pattern.
They can thread some beads onto the wool as
decoration. When they finish, get them to tie
three pieces of wool to the bottom of their hoop
and one piece of wool to the top. Then, tell them
to colour and cut out the feathers. They should
stick them together, front and back. Help them
to make a hole in each feather. They should tie
three large feathers to the three pieces of wool on
the dream catcher. An easy way to tie them is to
thread the wool through the hole in each feather
and tie a large knot at the end of the wool. After
that, they can tie the three small feathers to other
parts of the dream catcher. Finally, tell them to
hang their dream catcher up at home to catch
their good dreams and ideas.

Assign homework 5’
AB page 71
Additional homework
166 Students find information about an ancient
ruin near where they live. In their notebooks,
they draw a picture of the ruin and add relics
according to the information.

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ry 2 Listen to the second part of the story.
4
2.11

5
That night, I put the stone next to my bed
and went to sleep. I didn't use to dream
very often, but that night I did.
In my dream, a young man dressed in gold
and feathers was calling my name. I didn't
know who he was.
I liked drawing, so the next day I drew a
picture of him and took it to school. The
teacher looked at it and then went to the
library. In an old book, he found a picture
of the same man. It was a Mayan warrior.

6
We visited the hill again and found more
ancient relics. Soon it was in the news.
The men with maps never came back!
But other people came and found a
Mayan city full of important treasures.

Now read the story in groups.

Unit 7
After you read
Match the two parts of the sentences.
71

He drew an ancient city.

The boy didn’t went to the library.
Unit 7
The teacher a Mayan warrior.
They discovered use to dream.
167

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Students develop competence in Learning to learn by researching about an ancient ruin near where they
live in order to write about it and draw a picture for display. In this activity, students learn to talk about their
own cultural heritage in English.

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 Read and classify the illustrated words.

The first people to populate Australia

were the Aborigines. They arrived there

Australi
probably 40,000 years ago,
long before any other people.
a “Aborigine” means “the first.”
The Aborigines call
themselves the Koori.

so they
Aborigines used to walk a lot,
s with
could only carry a few object The Aboriginal m
en used to
s were:
them. The most important object hunt kangaroos
,
boomerangs
snakes
and emus
.
spears
Women used to co
llect fruit
,
wooden bowls
honey and seeds
.
and grindstones
Unit 7

Animals Other food Everyday obje

cts
boomerangs
72 kangaroos fruit
spears
snakes honey
wooden bow
seeds ls
Unit 7

emus grindstones

168

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Students develop competence in Knowledge and interaction with the physical world by reading a text and
identifying information about Australia and the native Aborigines. This activity provides extension and
consolidation of the cultural knowledge covered in Unit 2.

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 Warm-up: Let’s talk about Australia 15’
Materials: A map of the world, photos showing
different lifestyles in Australia: an Australian family
having a barbecue, a beach scene in Sydney,
typical houses in a residential area, Chinatown in
an Australian city.
Display the map and ask a volunteer to come to the
front and point to Australia. Remind students that
they learned about Australia earlier in the year. Ask
them to say what they remember. Then, explain that
this time they are going to learn about Australian
people. Divide the class into four groups and give
one photo to each group. Tell students they’ve got
Read and classify the illustrated words. 15’
Tell the class that they are going to read about
Aborigines. Have them read the first part of the
article and find what the word Aborigine means:
the first. Next, get students to read the rest of the
article, paying special attention to words that are
illustrated. Then, invite a volunteer to read the three
headings below the article. Elicit an illustrated word
from the text that goes in the category for other food:
fruit. Then, tell students to classify the illustrated
words individually. When they finish, get them to
compare their answers with a friend. Check as a
class by inviting volunteers to read the words in
each category.
304989 _ 0150-0171.indd 169
two minutes to look at the photo and find things
that are similar to and different from how they live.
When the two minutes are up, groups switch photos.
After they finish, elicit some of the things students
identified. Then, collect the photos and hold up
each of them in turn. Mention that barbecues are
very popular in Australia, and that people call
them barbies. Explain that Sydney is the second
biggest city in Australia and that surfing is very
popular there. Tell the class that most people live in
residential areas around big cities. Finally, show the
picture of Chinatown and explain that people from
many different cultures live in Australia.
AB page 72 20’
Check what you know!
Materials: One sheet of white paper per pair.
Divide the class into pairs. Write on the board the
first letter of each of the words for the handicrafts
vocabulary. Students work together to complete
the words in their notebooks and write the names
of the artisans who make each object. Next, pairs
choose four ages and write two sentences and
two questions with used to for each: I used to put
my toes in my mouth when I was two. Did you use
to cry a lot when you were six? When they finish,
pairs ask and answer each other’s questions.
Finally, ask the class to complete the faces
according to how they feel about what they know.
Unit 7
169
21/06/11 16:49
 Read and talk about the differences
10’
between the pictures.
Ask students who they learned about in the last
lesson: the Aborigines. Tell them that today they
are going to learn about Aboriginal culture. Get
them to look at the pictures and say why they think
the men have got paint on their bodies. Accept all
answers. Then, have volunteers read the text aloud.
Elicit that Aborigines used to paint their bodies
for ceremonies. Then, divide the class into pairs.
Tell pairs to find as many differences as possible
between the two men. Check by asking students to
describe the differences.
2.12
Listen and point to the pictures.
Explain that the Aborigines have got many legends
about their history. Explain that they used to paint
scenes from their legends on rocks and that this is
how we know about the stories now. Then, invite
volunteers to describe the pictures. Tell them that
they are going to listen to the legend and point to
the corresponding pictures. Next, play track 2.12.
track 2.12
narrator: listen and point to the pictures.
narrator: the aborigines also made beautiful
paintings on rocks. the paintings often
told a story. this is how the aborigines
kept a record of daily life and their
religious beliefs. this is one of the stories:
narrator: one day, gunya was out fishing with his
wife. they caught a wonderful fish. the
sea was angry and a big wave came. gunya
and his wife ran to the top of a mountain.
they heated rocks and threw them into the
wave. the wave stopped.
Assign homework 5’
AB page 73
My project
Make a family quilt.
Materials: One small towel, one needle and
thread, several pieces of old items of clothing.
Refer students to My project and tell them the
main materials for the craft. Point out the icons
and explain the additional materials that they
need. Then, go through each step with them.
Finally, remind them that they can do their project
with the help of their family.
A friendly reminder
10’
7 It is advisable to create a stress-free and
supportive environment for taking a test.
Before students are assessed, they should review the
unit vocabulary with My spelling practice on page
97 and the Time to check section on page 72 in the
Activity Book. During the evaluation:
• read the instructions for the first activity with students
• read the example and clarify doubts
• ask a volunteer for another example
• assign time to complete the exercise
• read the instructions for the next activity, etc.

Read and match. 10’

Divide the class into pairs. Elicit which caption

goes with the first picture. Then, have students
match the other captions and the pictures. Check
by saying a number and having a volunteer read
the caption aloud.
Unit 7

Wrap-up: Board drawings 10’

Ask a volunteer to come to the board with his/her
book. Tell the rest of the class to close their books.
The student at the front draws something on the
170 board that is related to the Light up the world
section on pages 72 and 73. The class guesses
what the drawing represents. Continue with other
volunteers.

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 Read and talk about the differences
between the pictures.

They used to
Art was very paint their bodies
important to for ceremonies.
the Aborigines. People from
It was a part different tribes
of their lives had different
and not only for patterns. Each
decoration. pattern had a
special meaning.

2.12
Listen and point to the pictures.
2
1

The wave stopped.

3
o

The sea was angry and a Gunya and his wife ran to
. big wave came. the top of a mountain.
t , 4
5
One day, Gunya
. was out
fishing with his
wife.

Unit 7
day objects 6

73

They heated rocks and

threw them into the wave.
a Unit 7
They caught
l f is h.
Read and match. wonderfu
171

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Students develop Mathematical competence by sequencing a story using numbers. Labelling and
sequencing information helps students to better understand how events took place and eventually identify
how different verb tenses can appear in a non-sequential order and reflect different moments in time.

304989 _ 0150-0171.indd 171 21/06/11 16:49

 8 Volcano
Objectives:
• learn names of land features and prepositions of place
• learn how to make and respond to suggestions
• talk about future plans using the present continuous

Land features Prepositions of place

bridge /brIdZ/ ____________
cave /keiv/ ____________
field /fiÜld/ ____________
hill /hIl/ ____________
swamp /swÅmp/ ____________
tunnel /"tøÖn´l/ ____________
volcano /vÅlÖ"keiÖn´U/ ____________
waterfall /"wOÜÖt´ÖfOÜl/ ____________
across /´Ö"krÅs/ ____________
around /´Ö"raUnd/ ____________
down /dAUn/ ____________
into /"InÖtu/ ____________
out of /"aUt ´v/ ____________
over /"´UÖv´/ ____________
through /"T®uÜ/ ____________
up /øp/ ____________

Present continuous (future meaning)

We form the present continuous using the verb future. We add a time expression (next week, on
be + verb + ing. In this unit, we use the present Thursday, tomorrow) to specify the point in the future.
continuous to talk about fixed plans in the near

The lighthouse keepers’ story

In this section, students will learn phrases and Rescued
short exchanges used in everyday life.
In this unit, students will learn and practise how
to make suggestions and give positive or negative
responses.
• Why don’t we go that way?
• Let’s go to the waterfall!
Unit 8

• What about going to the hills?

+OK, let’s go! -I don’t think that’s a good idea.
+Great idea! -No, I don’t think so.
+All right, let’s go! -Sorry, I can’t.
172

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 Teaching tip
Memory plays a very important part in language
learning and in life, generally. Experts consider
that there are two kinds of memory: short-term
memory and long-term memory. Our short-
term memory can only hold a small amount
of information at a time. After that, we either
transfer information to our long-term memory, or
it disappears. Some factors that influence how
8hammock
Poster word cards
well we remember items are the number of times
we encounter them (frequency) and under what basket picture sculpture painter potter
7
circumstances. We remember items better when
EAN: 8431300123441 Lighthouse 4 © Santillana Educación S.L. / Richmond Publishing 2011

necklace blanket pot sculptor weaver jeweller

they are linked to an emotion (surprise or humour,
etc.) or when we are motivated to remember bridge tunnel cave field through across out of
them. Our memory also works better when we 8 waterfall into around down over
volcano hill
give it plenty of exercise. As teachers, we can
swamp up
help our young students to develop their memory.
Playing games of the kind included in Lighthouse
increases the frequency with which students see bus driver rucksack bus suitcase ticket passenger
new language, as well as helping them to tag one hundred two hundred three hundred six hundred
9
it with positive emotional associations in their four hundred seven hundred eight hundred
mind. Activities like wordsearches and crossword
nine hundred one thousand five hundred conductor
puzzles pose a cognitive challenge that requires
students to do a different kind of mental work and
EAN: 8431300123441 Lighthouse 4 © Santillana Educación S.L. / Richmond Publishing 2011

aids the memory process. Activities involving

actions, such as mime, role play and projects,
further reinforce language and help students
transfer it into long-term memory. Visually based
activities such as those based on posters, the
Word kits or the Pictionary enrich the associations
that students form with new language and so
help them remember it better. By incorporating
all these elements into our teaching, we are not
only making our lessons more fun; we are also
developing in our students a mental capacity that
will serve them well all their lives.

Value: Having dreams for the future

Having dreams for the future means believing
you can do great things despite the obstacles in
your path.

Make a 3D map. Unit 8

173
Students develop competence in Learning to
learn by becoming aware of developing both
long term and short term memory retention
skills. Students improve their memory through
games, challenging puzzles such as crosswords,
or visually-based activities that make learning
memorable and meaningful.

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 8 Volcano
1 Look and label the map.

volcano
cave tunnel

field hill bridge

Suggestions
Why don’t we go that way?

Let’s go to the waterfall!

Unit 8

What about going to the hills?

waterfall
Responses
74
I don’t think that’s
OK, let’s go! a good idea.
swamp
Unit 8

Great idea! No, I don’t think so.

All right, let’s go! Sorry, I can’t.

Listen and repeat. 2.13

174

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Students develop competence in Knowledge and interaction with the physical world by learning to locate
symbols of land features successfully from the key on a map. Students use language to talk about the
locations.

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Warm-up: Volcanoes 15’
Materials: Some photos of volcanoes around
the world.
Note: Write the name of the volcano and the
name of the country where it is located on the
back of each photo.
Point out the title of the unit. Then, show some
photos of volcanoes around the world and invite
students to guess where they are. Say the name
of each one and where it is located. Encourage
students to say anything they know about it.
1 Look and label the map.
Have students look at the picture and elicit what it is:
a map. Ask them what they can see: a river, mountains,
trees, etc. Next, point out the symbol for cave in the
table and have students point to the cave on the map.
Tell them to write the word cave in the space under
the picture. After that, have them complete the other
spaces individually. When they are finished, invite
them to compare their work with a friend. Get them to
check that their words are spelled correctly.
Listen and repeat. 2.13
15’
Play track 2.13 and tell students to point to the words
and repeat them. Then, divide the class into four
groups. Play the CD again and have groups take
turns repeating the words. Next, invite a volunteer to
come to the front and stand with his/her back to the
class. “Write” one of the words with your finger on the
volunteer’s back. He/She has to guess the word. If the
volunteer cannot say the word after you “have written”
it several times, encourage the class to help. Continue
with the rest of the words and other volunteers.
track 2.13
narrator: listen and repeat.
narrator: bridge. swamp.
cave. tunnel.
field. volcano.
hill. waterfall. a student talking to a teacher. Then, they
Assign homework 5’
Additional homework
In their notebooks, students draw their own map.
They include the land features from the unit and
label them.
304989 _ 0172-0193.indd 175
Volcano 8
20’
Say to the class: Let’s play a game. Encourage
students to respond. Then, describe two or three
objects in the classroom and get students to guess
what they are. After that, say OK, why don’t we
have a test? and wait for the class to respond. Tell
them not to worry and that they are not going
to have a test. Elicit some things they said: Oh
no! Ask them to say how they responded to the
suggestion to play a game: Hurray! Great! Explain
that there are different ways to make suggestions
and respond to them. Invite volunteers to read
the example suggestions in the book. Then, write
10’
Why don’t we... on the board and encourage the
class to complete the suggestion: Why don’t we (go
home now)? Point out that you can also say Let’s
(go home now) or What about (going home now)?
Invite volunteers to read the positive responses.
Tell them to act very happy. Do the same with
the negative responses but get them to act very
serious. Finally, make some suggestions and
get the class to respond with positive or negative
responses.
Wrap-up: Poster activity 20’
Materials: Poster 8.
Display the poster. Invite students to say what they
can see. Then, divide the class into pairs. One
student in each pair closes his/her eyes. Point to
four land features in the poster and have students
dictate their names to their friend. Finally, get
a volunteer to read the list aloud. Switch roles
and repeat with other features.
Assign homework 5’
AB page 74 ex. 2
Additional homework
In their notebooks, students draw a picture of
Unit 8
write a dialogue in speech bubbles. The student
makes a suggestion and the teacher responds to it.
AB page 74 ex. 1 175
21/06/11 16:43
 2 Listen and stick the words. 2.14
10’

Refer students to the pictures and explain that they

are photos from a trip. Get them to describe the
pictures. Then, hand out the stickers for activity 2
on page 75. Invite students to guess the space for
each word. Accept all answers. Next, play track
2.14. Students listen and stick the words. Check by
saying the prepositions and having students say the
corresponding land feature.
track 2.14
narrator: listen and stick the words.
narrator: here we were flying over the volcano.
it was amazing!
in this photo, we were going into a cave.
and here we were coming out of it… we
were really dirty!
here we were going across the bridge. it
was moving… very scary!
look! going through the swamp was
really hard. there was lots of mud.
here we were going around the field.
and here up the hill.
when we were going down the hill we were
tired, but we were happy to see the waterfall.
Listen and repeat. 2.15
10’
Unscramble the suggestions. 5’
Refer students to the first group of words and
elicit the suggestion: Why don’t we go across the
bridge? Tell them to write it in the space below
the words. Then, have them unscramble and
write the other suggestions. Check by asking
volunteers to read the suggestions aloud.
Now make up dialogues using these
expressions. 10’
Divide the class into pairs. Say go up a volcano
tomorrow and elicit a suggestion from the class:
What about going up a volcano tomorrow? Ask
students to say the suggestion in two other ways:
Let’s go up a volcano tomorrow. Why don’t we
go up a volcano tomorrow? Elicit positive and
negative responses. Then, tell pairs to write
three dialogues and practise acting them out.
Encourage them to put lots of expression into
their voices. Finally, have some pairs act out their
dialogues for the rest of the class.

Play track 2.15. Invent an action to represent each

preposition. Play the CD again and get students to
repeat the words and do the actions. Finally, do the
actions and invite the class to say the corresponding
prepositions. Combine two or three actions to make it
more challenging.
Wrap-up: Draw a dialogue 10’
Get students to draw a picture of one of their
dialogues and show it to a friend. The friend
guesses the suggestion.

track 2.15 Assign homework 5’

narrator: listen and repeat. AB page 75
narrator: over.
Additional homework
into. Pictionary pages 108 and 109. Students identify
out of. the pictures and write the corresponding words
across. or phrases. Then, they write a sentence for each.
through. Finally, they listen to the words and phrases in
around.
this unit’s section of the Student’s CD.
up.
down.
Unit 8

176

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 2 Listen and stick the words. 2.14

1 4
3

7 8
5 6

Listen and repeat. 2.15

Unscramble the suggestions.

go the
we through

Unit 8
Why hill! What
don’t up
across Let’s tunnel?
bridge? go about
the the going
75

Why don’t we go Let’s go up the hill! What about going

across the bridge? through the tunnel?
Unit 8
Now make up dialogues using these expressions.

177

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Students develop Linguistic competence by learning and using formulaic expressions to make and
respond to suggestions. Students create personalized dialogues in order to practise the new language in
pairs and present the dialogue in front of the whole class.

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 I'm doing my project tomorrow
w.
1 Read and draw a symbol for each activity.
Student’s own drawings
studying for
exams
going to playing
the dentist football

going to
the cinema

doing a
having a volcano
party project visiting
Grandad

Listen and complete the diary. 2.16

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

doing
going to studying for playing having a going to visiting
volcano
the dentist exams football party the cinema Grandad
project

2 Listen and chant. 2.17

My week
Unit 8

On Monday I’m busy,

I’m going to the beach next Tuesday.
I'm visiting my friend Lizzy.
She’s studying History tomorrow.
76 On Tuesday I’m away,
I'm travelling on that day. Complete the sentences.
On Wednesday I’m back,
I’ m meeting my friends on Saturday.
Unit 8

I'm playing squash with Jack.

On Thursday I’m studying History. They’re having a party next Friday.
But Friday’s free! Yippee!
178

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Students develop competence in Autonomy and personal initiative by creating their own symbols for
different activities. This activity merges autonomy with the improvement of students’ memory by focusing
on meaning and expression through drawing and colour.

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 I’m doing my project tomorrow
Warm-up: Poster activity 15’
Materials: Poster 8 with word cards.
Display the poster. Encourage students to say what
is happening: A boy is riding his bicycle down the
hill. The blue dinosaur is running up the hill. Then,
divide the class into two teams. Invite a volunteer
from each team to come to the front. Each takes a
card and shows it to his/her team. The team says
a sentence about the poster with the word. If it is
correct, the volunteer sticks the card on the poster.
The first volunteer to do that wins a point for his/her
team. Continue with different volunteers until all
the cards have been used.
1 Read and draw a symbol for
each activity. 15’
Have students read the activities silently and decide
which they would like to do and which they would not
like to do. Then, get them to share their opinions with the
rest of the class. After that, explain that they have to draw
a simple drawing for each activity. When they finish,
invite them to compare their symbols with a friend’s.
Listen and complete the diary. 2.16
15’
Tell the class they are going to hear a girl talking about
her plans for the week. Ask students if they know
anyone who uses a diary. Then, tell students to listen
and draw the symbols for what she is doing each day.
They should use the symbols they drew in the previous
activity. Play track 2.16 and allow students to sketch
the symbols. Play the CD again to give students time
to do the drawings. Check by saying the activities and
inviting volunteers to say the day of the week.
track 2.16
narrator: listen and complete the diary.
girl: this is my diary for next week. i’ve got so much
to do! i’m going to the dentist on monday.
and then on tuesday, i’m studying for my exams.
on wednesday, i’m doing a volcano project for
my science lesson. i’m playing football for
the school on thursday. and on friday i’m
having a party. next weekend is busy too.
on saturday, i’m going to the cinema and on
sunday i’m visiting my grandad.
Assign homework 5’
In their notebooks, students draw a diary for next
week. Then, they draw activities for each day.
304989 _ 0172-0193.indd 179
2 Listen and chant. 2.17
15’
Play track 2.17 and have students listen to the chant
and follow along in their books. Play the CD again
and get students to say the chant together. Then,
divide the class into five groups. Assign each group
a day of the week from the chant. Groups take turns
saying their part of the chant. Finally, encourage them
to say their part of the chant from memory.
10’
Write She’s studying History on the board and
illustrate it with a stick figure. Get students to say
what the tense is and when we use it: the present
continuous. We use it to describe actions that are
in progress now. Invite students to give some more
examples. Then, have volunteers read the sentences
in the book and point out the time expressions. Ask
students what time they refer to: the future. Explain
that we can also use the present continuous to talk
about plans that have been fixed for the near future.
Remind them how we form the present continuous:
be + verb + -ing. Finally, give some examples
of what you are doing next Saturday: I’m going
shopping next Saturday. Invite some volunteers to
say what they are doing next Saturday.
Complete the sentences. 5’
Have students read the two incomplete sentences
and think what verbs could complete them. Ask
a volunteer to complete the first sentence: visiting.
Do the same with the second sentence and invite
a volunteer to read it aloud: They’re having a
party next Friday. Invite other two volunteers to
write the sentences on the board for the class
to check their work.
Wrap-up: Guess who? 15’
Unit 8
Students imagine they are a famous person or
character. Then, they say what they are doing
next week: I’m visiting Princess Fiona on Monday.
Other students guess the person: You’re Shrek!
179
Assign homework 5’
AB page 76
Additional homework
In their notebooks, students write three sentences to
describe the activities in the diary that they drew.
21/06/11 16:43
 Warm-up: Things I do 15’ Assign homework 5’
Draw two columns on the board. In one, write Students cut out photos from old magazines that
Things I do with my family. In the other, write symbolize activities from the boy’s activity wheel.
Things I do with my friends. Students copy the They stick and label them in their notebooks.
columns into their notebooks. Then, divide the
class into pairs. Allow five minutes to write as
many activities as they can think of in each
column. When time is up, invite pairs to compare
activities with another pair. Finally, ask students
which activities were on both pairs’ lists.
10’

Ask some volunteers questions in the present

3 Listen and colour the activity
for each day. 2.18
15’
Refer students to the activity wheel and have a
volunteer read aloud the activities for Monday. Get
students to vote for the activity that they prefer. Do the
same with the rest of the week. Next, tell students that
they are going to hear the girl asking the boy about
his plans. Then, play track 2.18. Students listen and
colour the activity for each day.
track 2.18
narrator: listen and colour the activity for each day.
girl: hi, can i ask you some questions about your
plans for the week? it’s for my homework.
boy: sure!
girl: are you going shopping on monday?
boy: yes, i am. i’m going shopping with my mum.
girl: are you playing tennis on tuesday?
boy: no, i’m not. i’m having piano lessons.
girl: and on wednesday? are you visiting your
friends in segovia?
boy: yes, i am. it’s very exciting!
girl: what about thursday?
boy: i’m chatting on the computer with a friend
from australia.
girl: are you making pizza on friday?
boy: yes, i am. i’m making pizza with my parents.
girl: and what about your weekend?
boy: i’m going to the dentist on saturday.
i don’t like going to the dentist.
and on sunday i’m staying at home.
girl: thanks for your help.
Check your answers with a friend. 10’
Unit 8
continous: Are you studying Maths? Are you
playing football? Get students to say when you
are referring to: now / the present. Then, elicit
in what other situation we can use the present
continuous: to talk about plans in the near future.
Next, invite some volunteers to read the example
questions and answers aloud. They point to the
highlighted parts and say what they notice: The
questions are the same as when we talk about
the present. The time expressions indicate the
future. Finally, invite some volunteers to make
other questions for their classmates to answer.
Ask a friend about his / her plans for
this weekend. 15’
Divide the class into pairs. Say play football and
Saturday and elicit the question: Are you playing
football on Saturday? Then, have students
talk with their friend about their plans for the
weekend. When they finish, ask volunteers to tell
the class some of the things their friend is doing.
Assign homework 5’
AB page 77
Additional homework
In their notebooks, students write a dialogue
between themselves and a famous person about
their weekend plans: (Paulina), are you singing
at a concert this weekend? — Yes, I am. Are you
going to the cinema? — No, I’m not. Encourage
them to illustrate the dialogue with a picture or

Divide the class into pairs. Have one pair read the magazine cutout of the famous person.
dialogue. Then, have students take turns asking
similar questions about the boy’s routine to check
activity 1. Check as a class by saying the days of the
180 week and having students say what the boy is doing:
On Monday, he’s going shopping.

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 3 Listen and colour the activity for each day. 2.18

Mond
ay Tuesd
ay
playi
opping ng
n g sh te
nni
go i havin
ing gp
studaths

s
lesso iano

e
ho m
sunday
M

Wednesday
ns

visiting
Staying at

doingewMaotrhks
footbalg
l

hom
Playin

friends
play game
vide
going

art ing
ing s
o

y
ha v

er he
going to ap

put on t
t
o th

the beach
saTu

g
t

tin
c ha c o m
ed

tist

ay
en
rda

rsd
making pizza
Thu
y

Friday

Check your answers with a friend.

Is he going shopping
on Monday?

Is she studying Maths tomorrow?

Unit 8
Yes, she is. No, she isn’t.
Are you playing football this weekend?
Yes, I am. No, I’m not.
77
Yes, he is.
Ask a friend about his / her
plans for this weekend.
Unit 8

181

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Students develop competence in Processing digital information in the classroom by accessing information
through a listening text. Students colour in an activity wheel to reflect information about the speaker’s
plans.

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 Time to practise!
1 Look and number the instructions.
Emergency Fire Instructions

Leave the classroom slowly. 2 Don't run! 3

Walk through the auditorium. 6 Go out to the playground. 5
Stand in line. 1 Go down the stairs. 4

Listen and check. 2.19

k
w or
2 Sing a song. ir
Pa
2.20

A
The bell is ringing.
“Emergency!” it’s singing. Turn to
page
Stay calm! Don’t worry,
Unit 8

115.
No need to hurry!
Stand in line.
78 Everybody’s fine,
No need to shout! B
We’re all going out.
Unit 8

Turn to
We’re all going home, page
Safe and sound, 120.
Everybody found!
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Students develop Social and citizenship competence by planning for an emergency. Activities include
numbering the steps for a fire drill at school and planning two rules for earthquake evacuation. This lesson
enables students to realize that planning for emergencies before they happen can save many lives.

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 Time to practise!
Warm-up: Body sculptures 15’
Note: Before the lesson, prepare pieces of paper
with the prepositions of place vocabulary.
Divide the class into four teams. The first team
chooses a piece of paper. Give them one minute
to form a sculpture with their bodies to represent
the preposition. If at least two other teams can
guess the preposition, they get five points. Teams
that guess correctly get one point. Do the same
with the other teams. Continue until all of the slips
of paper have been used. The team with the most
points at the end wins.
1 Look and number the instructions. 10’
Invite a volunteer to read the title aloud: Emergency
Fire Instructions. Ask students what the pictures
show: what to do if there is a fire. Ask them if there
are instructions like this in their school and where
they are: on the door of the classroom, on the bulletin
board, etc. Then, tell students to look at the first picture
and find the corresponding instruction: Stand in
line. Tell them to write 1 beside the instruction. After
that, get them to number the rest of the instructions
individually. When they finish, encourage them
to compare their work with a friend.
Listen and check. 2.19
10’
Play track 2.19. Students check the order of their
instructions. Check as a class by saying a random
number from 1 to 6 and asking a volunteer to read
the corresponding instruction. Next, elicit what
students should do if there is a fire in their school.
track 2.19
narrator: listen and check.
narrator: when you hear the fire alarm, stand in line.
then, leave the classroom slowly. don’t
run! next, go down the stairs and go out
to the playground. finally, walk through
the auditorium. wait with your teacher until
it’s safe to return to your classroom.
Assign homework 5’
AB page 78 ex. 1
Additional homework
In their notebooks, students draw a map of their
school and mark an escape route from their
classroom.
304989 _ 0172-0193.indd 183
2 Sing a song. 2.20
15’
Ask students what happens in their school when
there is an emergency: The bell rings. / There is an
alarm. Elicit what they should do when they hear it.
Then, tell them they are going to sing a song about an
emergency. Play track 2.20 and have students listen
and follow along in their books. Explain meaning
as necessary. Next, divide the class into two groups.
Play the CD again and get students to sing along,
one group for each verse. The whole class sings the
last verse together. Then, switch roles. Finally, invite
students to sing the song again. To encourage the class
to sing out, turn the volume down for some of the lines.
Pair work 15’
Divide the class into pairs. Assign student A
and student B. Student A looks at page 115 and
student B looks at page 120. Tell students they
are going to complete Jake’s diary. Students
take turns saying what Jake is doing on
different days: On Monday, Jake is going to the
dentist. They write the activity in the space for
the corresponding day: going to the dentist.
Students continue until the diary is complete.
Check by eliciting what Jake’s plans for
each day are. Finally, have students plan a
surprise party for Jake on the day when he is
not doing anything: Saturday.
Assign homework 5’
AB page 78 ex. 2
Additional homework
Students choose two rules for what to do if there
is an earthquake and draw a symbol for each of
them in their notebooks.
Unit 8
183
21/06/11 16:43
 Time to write
1 Follow the blue line and complete
the directions. 10’
Tell students to look at the picture and describe what
they see. Elicit that the boy is talking to the girl in the
aeroplane. Ask why: Because he doesn’t know how
to get to the camp. Explain that the blue line shows
the route that the girl is telling the boy to take. Refer
students to the box above the picture and elicit the
first instruction: Go around the swamp. Tell students to
complete the rest of the directions individually. Finally,
check by asking volunteers to read the directions
aloud in order. The rest of the class traces the route
with their fingers.
Follow the red line and write directions. 15’
Divide the class into pairs. Tell students to look at the
red line and ask them where the boy wants to go:
To the volcano. Elicit the first instruction: Go through
the field. Then, have students write the rest of the
directions. When they finish, invite them to compare
their directions with another pair. Check by asking
volunteers to read the directions aloud.
Unit 8
184
304989 _ 0172-0193.indd 184
Bulletin board idea 20’
Materials: One sheet of card, crayons, scissors
per pair; one large sheet of white paper, red
wool, drawing pins.
Divide the class into pairs and give out the
materials. Assign one land feature per pair. Pairs
draw their feature on the card and cut it out.
Then, get them to pin their pictures to the bulletin
board to make a map. Next, tell students to decide
on an interesting day trip and mark it on the map
with the red wool. Finally, get students to dictate
the directions for their route to you. Write the
directions on the large sheet of paper and pin it to
the bulletin board.
Assign homework 5’
AB page 79
21/06/11 16:43
 Time to write
1 Follow the blue line and complete the directions.

across the bridge around the swamp through the field up the hill

1. Go around the swamp . 2. Climb up the hill .

3. Walk across the bridge . 4. Go through the field .

Follow the red line and write directions. Model answer

1. Go up the hill.

Unit 8
2. Go around the cave.
3. Go into the tunnel.
79
4. Come out of the tunnel.
5. Climb up the volcano.
Unit 8

185

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Students develop Artistic and cultural competence by creating a class bulletin board map. Class members
participate by creating land features in pairs, placing them on the map and then working in groups to
pin-point a day walking trip that they dictate to the teacher.

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 The lighthouse keepers’ story
Before you read
Why are dogs “man’s best friends”?

1 Listen to the first part of the story. 2.21

1
One day last summer, Mark and I
Rescued Tikki stopped. She didn't
2 want to go up the hill.
went for a walk in the mountains
with Tikki, our dog. It was a sunny Why is she barking? Come on,
day and Mark wanted to take some Tikki!
photos of the volcano.

Angie, why don’t we go across

the river and up that hill?
Fetch!

4
We were both sitting in a deep cave. There
was no way out! We could hearTikki barking.

Are you OK?

3 She’s
Yes, I think so.
Suddenly, we heard a terrible noise. A hole up
opened under us and we fell into a cave. Where’s Tikki?
there.
Maybe
Unit 8

Ahhh!!!
she can
help us.
80
Unit 8

Now read the story in groups.

186

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Students develop Linguistic competence by reading and acting out the story, Rescued, in groups. Students
gain fluency through acting out the story and reading the parts with lots of emotion. Controlled speaking
practice helps students to gain both fluency and accuracy in oral production.

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 The lighthouse keepers’ story
Before you read 10’ Now read the story in groups. 15’
Why are dogs “man’s best Divide the class into groups of three and assign roles:
friends”? a narrator, Angie, Mark. Then, play track 2.21, pausing
Ask students to put up their hands if they’ve got after each section. Have students repeat according to
a pet dog. Invite some volunteers to tell the class their role. Get the narrator to do sound effects of Tikki
about their pets. Then, refer them to the pictures. barking. Next, have students read the story aloud in
Elicit that some dogs rescue people, others work their groups. Encourage Mark and Angie to make the
for the police, and others help people who cannot story as dramatic as possible. When they finish, have
see. Read the question aloud. Ask students to one group read the story to the rest of the class.
suggest why dogs are called “man’s best friends.”
Tell students they are going to read a story about
a special dog. Assign homework 5’
AB page 80
Additional homework
In their notebooks, students stick a photo or draw
1 Listen to the first part of the story. 2.21
15’
a picture of their pet. If they haven’t got a pet, they
Refer students to the title of the story and explain should invent one. Then, they write about it. They
the meaning. Then, have them describe the pictures should include the pet’s name, age and some
and say what they think happens in the story. Accept things the pet likes eating or doing.
all ideas. After that, play track 2.21. Students listen
and follow along in their books. Ask them if their
predictions were correct. Elicit why they think Tikki
didn’t want to go up the hill: Because she knew it
was dangerous. Ask why the children fell into the
cave: Because there was an earthquake. Finally, ask
students what they would do if they were in the
same situation as the children at the end of this part
of the story.

Unit 8

187

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 2 Listen to the second part
of the story. 2.22
10’
Ask students to say what they remember about the
story from the previous lesson. Then, play track 2.22.
When the story finishes, get students to say what
happens. Accept all contributions. Next, play the
CD again and have them listen and follow along in
their books. Get them to say any differences between
what they understood the first time and what they
understand now. Finally, ask how the police officers
knew where the children were: They looked at the
photos and recognized the place.
Now read the story in groups. 10’
Divide the class into groups of three and assign the
roles of the narrator, the children and the policeman.
Students read the story in their groups. Encourage
them to put as much expression into their voices
as possible. When they are ready, have volunteers
take turns reading aloud to the class. Correct
pronunciation as necessary.
Value: Having dreams for the future
Make a 3D map. 15’
Materials: One photocopy of craft template 8a
and 8b, crayons, scissors, a sheet of cardboard,
modelling clay of different colours for each
student, glue. Ask students about their dreams
for the future and about the challenges
they face making these dreams come true.
Put students into groups and hand out the
templates. Tell them they are going to make a
three-dimensional map to symbolize the journey
to their dreams. Have them colour the objects on
the template and cut them out. Then, hand out
modelling clay and cardboard to each student.
Students make a landscape with the objects
from the template and the modelling clay. Then,
they put the people in the picture. After that,
encourage volunteers to talk about their dreams
for the future. Finally, invite the class to walk
around and look at the maps.

Assign homework 5’
AB page 81
Additional homework
After you read 10’
In their notebooks, students draw a medal for Tikki
Correct these sentences about and decorate the page with magazine cutouts
the story. of dogs.
Divide the class into pairs. Then, point out that
there are mistakes in the sentences. Tell students
to find the information in the text that talks about
Mark and what he wanted to do. Have a volunteer
read the sentence with the correct information
and tell students to write it. Then, get them to work
together to correct the other sentences. Invite
volunteers to read their sentences aloud.
Unit 8

188

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 2 Listen to the second part of the story. 2.22
Tikki! Go and
6 I threw the get help!
I could just see Tikki at the
camera out of the
5 opening of the cave. cave. I heard Tikki
barking and then
What
it was quiet.
should
we do,
Angie? I’ve got an idea. Give
me your camera. 7
Tikki ran down the hill, across the bridge and then to the town.

Tikki stopped when she saw two police officers.

8 She put the camera down and started barking.

Give it to me. Let

me have a look.

9
In the end, the
You’re very
police arrived. They
had a ladder and
lucky. We
they helped us out. looked at the
Now read the story in groups. photos and
They gave Mark his
camera back. knew where
After you read you were.
Correct these sentences about the story.

1. Mark wanted to take some photos of the river.

Mark wanted to take some photos of the volcano.
2. Tikki wanted to climb the hill.
Tikki didn’t want to climb the hill. Unit 8
81
3. They fell into the river.
Wow, thank
They fell into a cave.
you, Tikki!
Unit 8
4. The police didn’t know where they were.
The police looked at the photos and knew where they were.
189

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Students develop Linguistic competence by correcting the comprehension sentences for the story, Rescued.
Reading sentences about a text and having to correct them not only helps reading comprehension, but
also improves students’ focus on grammar and error correction skills.

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 Read and circle the symbols with the corresponding colours.

Italy is a country in
southern Europe. Millions
of tourists visit Italy every
year. They go there to enjoy
the food and visit many
In Pisa, people like famous places.
to climb the Leaning
Tower and look down
from the top. Florence
has got a fantastic cathedral
and many wonderful paintings.

The Colosseum
of Rome was built by the Romans nearly
2000 years ago! Venice is famous for
its canals and gondolas.

Read and discover the animal.

Unit 8

82 There is an animal that is the symbol of Rome,

the Eternal City. This animal is so popular that a
group of five of them in one place is considered
Unit 8

a protected colony. It lives in every open space,

including the Colosseum! Connect the dots to
discover what it is.
190

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Students develop competence in Knowledge and interaction with the physical world by reading about
three different Italian cities in order to match them to their locations on the map. This activity provides
literacy practice while developing geographical and historical knowledge.

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 Warm-up: Let’s talk about Italy 15’
Materials: A map of the world, photos of an Italian
pizza, a Formula 1 Ferrari, some famous Italian
football players, a Milan fashion show.
Display the map and ask a volunteer to come to the
front and point to Italy. Ask students if the shape of
Italy reminds them of anything: a boot. Encourage
them to say the names of some places in Italy: Rome,
Venice, etc. Then, write these scrambled words
on the board: ZPAZI (pizza), RFRAEIR (Ferrari),
BOLTAFOL (soccer), SIHFNOA (fashion). Underline
the first letter of each word and explain that all the
words are associated with Italy. Show the photos as
Read and circle the symbols
10’
with the corresponding colours.
Invite a volunteer to read the first text aloud: Italy is
a country in…. Tell them they are going to find out
more about some famous places in Italy. Then, ask
a volunteer to read the words in the second text that
are highlighted in different colours. Ask what they
are: names of cities in Italy. Tell students to read
about the first city, Pisa, and find the symbol on the
map. Elicit the symbol: a tower. Students circle the
tower with a red pencil. After that, have students
read about Florence, Rome and Venice and circle
the symbols with the corresponding colours. When
they are finished, invite volunteers to describe the
symbols for each city.
Read and discover the animal. 10’
Have a volunteer read the text aloud. Invite students
to guess what animal the text refers to. Accept all
guesses. Then, have them connect the dots and
discover that the animal is a cat. Finally, get students
to colour the picture.
304989 _ 0172-0193.indd 191
clues and have students write the complete words.
When they finish, elicit the answers. Ask students if
they like pizza and what their favourite kind is. Tell
them there are dozens of different kinds of pizza. Get
them to say the names of other kinds of Italian food:
spaghetti, lasagna, etc. Then, show them the photo
of the Ferrari and point out that Ferraris are always
red. Encourage them to say anything else they know
about Formula 1 racing. Next, show the photos of
famous football players and ask if students know
their names. Finally, show the photo of the Milan
fashion show and tell the class that Milan is one of
the most famous fashion centres in the world.
AB page 82 15’
Check what you know!
Materials: One sheet of white paper per pair.
Divide the class into pairs and give out the paper.
Pairs draw a map with the natural features from
page 74 and label the features. Next, they draw
a route on their map. After that, they exchange
maps with another pair and write directions for
the map they have been given. Then, students
point to different places on their map and make
suggestions about going there. Their friend
accepts or rejects the suggestions. After that,
students draw a diary in their notebooks and
write five things they are doing next week. Their
friend asks questions to guess the things: Are you
going shopping on Monday? Yes, I am. Are you
playing football on Thursday? No, I’m not. Finally,
ask the class to complete the faces according to
how they feel about what they know.
Unit 8
191
21/06/11 16:44
 Read about Pompeii. 10’
Write Pompeii and Vesuvius on the board and ask
students if they have ever heard of them. Tell them
to look at the pictures for clues. Then, explain that
they are going to read about a natural disaster.
Have a volunteer read the first paragraph of the text
aloud. Elicit that Pompeii was a large Roman town
and that Vesuvius is a volcano. Next, tell students
to read the rest of the text individually. Ask what
happened: There was an eruption. Many people
died. Get students to say what the pictures show:
people and a dog preserved in stone.
Assign homework 5’
AB page 83
My project
Make a volcano.
Materials: A plastic cup, a shoe box, paint,
modelling clay, bicarbonate of soda, vinegar.
Refer students to My project and tell them the
main materials for the craft. Point out the icons
and explain the additional materials that they
need. Then, go through each step with them.
Finally, remind them that they can do their project
with the help of their family.

Write the meaning of the following

10’
numbers from the text. A friendly reminder
8 It is advisable to create a stress-free and
Divide the class into pairs. Have students find and
supportive environment for taking a test.
underline the number 79 in the text. Ask them what
Before students are assessed, they should review the
it refers to: the year of the eruption. Tell them to write
unit vocabulary with My spelling practice on page
that phrase in the first space. Then, get students to
97 and the Time to check section on page 82 in the
do the same for the rest of the numbers. Check by
Activity Book. During the evaluation:
saying them and asking volunteers to read their
• read the instructions for the first activity with students
answers aloud.
• read the example and clarify doubts
Imagine you survived the eruption. 15’ • ask a volunteer for another example
• assign time to complete the exercise
Tell students to imagine they were in Pompeii on • read the instructions for the next activity, etc.
the day that Vesuvius erupted. Invite them to read
the words in the volcano aloud. Then, tell them they
are going to write an entry in their diary about what
happened. Point out that diaries always begin with
the date. Elicit the word that students should use
first: August. Invite volunteers to make a sentence
with August: Today is 24th August. Ask the class to
say what might come next: The weather is very
hot. Then, have students complete the diary entry
individually. When they finish, they compare entries
with a friend. Finally, invite some volunteers to read
their diary entry aloud.

Truth or dare (see page 16) 10’

Now play Truth or dare with information
about Italy. Remember to choose a dare action
with the class. Have fun!
Unit 8

192

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 Read about Pompeii.

One of the most popular places to visit in

Italy is Pompeii. Before August 79 AD, it was
a large town on the Bay of Naples, near a
volcano named Vesuvius.
20,000 people lived in Pompeii. Nobody realized that Vesuvius was an
active volcano. A terrible eruption began at 10 a.m. on 24th August. In
a few hours Pompeii and Herculaneum were buried under more than
seven metres of ash. More than 2,000 people died.
Today you can see the city and many of the people
preserved in stone. Ten slaves died on the roof of a
building. A group of gladiators died in a tavern. People
died in their homes. You can even see a sleeping dog.
The people who survived never went back, but now
tourists fill the streets!

Write the meaning of the following numbers from the text.

79 AD – the year the volcano erupted 20,000 people lived in Pompeii

24 th August – the date of the eruption 10 a.m. – the time of the eruption

2,000 people died

Imagine you survived the eruption.

Model answer
Write an entry in your diary.
Use words from the volcano. Unit 8
drink
August
It was 10 a.m. on 24th August. I was at home drinking water 83
play with dog
and playing with my dog. Suddenly, I heard people running hot
run
and crying. I looked outside and saw Vesuvius. It was cry Unit 8
erupting! Hot ash was falling from the sky. My friends and I hear people
help
ran very fast out of the city. Some people helped us escape.
193

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Students develop Mathematical competence by finding references to different numbers in a text and
identifying what the numbers refer to: historical dates, number of people etc. This activity works on
skimming and scanning texts to find information.

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 9 A trip to South America
Objectives:
• learn travel words and large numbers
• practise language for buying tickets to travel
• talk about future plans using be going to

Travel Large numbers

bus /bøs/ ____________
bus driver /bøs "dZ®aiÖv´/ ____________
passenger /"pœÖsInÖdi´/ ____________
rucksack /"®økÖsœk/ ____________
suitcase /"suÜtÖkeis/ ____________
ticket /"tIÖkIt/ ____________
ticket counter /"tIÖkIt ÆkaUnÖt´/ ____________
one hundred /wøn "hønÖdZ®´d/ ____________
two hundred /tuÜ "hønÖdZ®´d/ ____________
three hundred /T®iÜ "hønÖdZ®´d/ ____________
four hundred /fOÜ "hønÖdZ®´d/ ____________
five hundred /faiv "hønÖdZ®´d/ ____________
six hundred /sIks "hønÖdZ®´d/ ____________
seven hundred /sEÖv´n "hønÖdZ®´d/ ____________
eight hundred /eit "hønÖdZ®´d/ ____________
nine hundred /nain "hønÖdZ®´d/ ____________
one thousand /wøn "TaUÖz´nd/ ____________

Be going to
We use be going to to talk about planned actions in verb be + going to + infinitive. We form questions by
the future. In a sentence, the structure is: subject + the switching the subject and the verb be.

The lighthouse keepers’ story

In this section, students will learn phrases and The fantastic balloon trip!
short exchanges used in everyday life.
In this unit, students will learn and practise
language for buying tickets to travel.
• One ticket to Buenos Aires, please.
Unit 9

Single or return?
• Return, please.
That’s £120.
• Here you are.
194

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 Teaching tip
Self-assessment is an important part of language
learning. Learners who are aware of their progress
are motivated and feel good about themselves. At
the same time, they are also conscious of items they Poster word cards
need to review. Encourage students to reflect on hammock basket picture sculpture painter potter
7
what they have learned this year. One way to do necklace blanket pot sculptor weaver jeweller
this is to have them look again at the Check what
you know sections in the Activity Book. Get them tunnel cave field through across out of
bridge
to choose three points they are not sure about. Then,
during the lesson, divide the class into pairs and
8 9volcano hill waterfall into around down over

have them tell their friend the points they are not swamp up
EAN: 8431300123441 Lighthouse 4 © Santillana Educación S.L. / Richmond Publishing 2011

sure about. Have them practise together. To review

vocabulary, they can point to different items in the bus driver rucksack bus suitcase ticket passenger
Pictionary section while their partner says the word one hundred two hundred three hundred six hundred
or phrase. With items from Light on real language 9
four hundred seven hundred eight hundred
or Light on grammar, they can take turns reading
the examples aloud. Help students if there are nine hundred one thousand five hundred conductor
still doubts. When they finish, encourage them to EAN: 8431300123441 Lighthouse 4 © Santillana Educación S.L. / Richmond Publishing 2011

review more on their own and to use the language

they learned at every opportunity. By reflecting on
what they have learned and reviewing in this way,
students develop learning habits that will help them
with other subjects, as well as build their confidence
outside the English classroom.

Value: Being proud of where you’re from

Being proud of where you are from means you
enjoy sharing what you know and love about
your city, town or neighbourhood.

Make a travel guide.

Unit 9

195

Students develop competence in Learning to learn by actively participating in the development of self-
assessment strategies. Students participate in the Check what you know sections in the Activity Book and
play Pictionary in order to develop self-assessment strategies.

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 9 A trip to South America
1 Find and count the objects and people.

rucksack 11 bus 3 bus driver 3 passenger 13

suitcase 17 ticket 6 ticket counter 5

One ticket to Buenos

Unit 9

Aires, please.

84 Single,
or return?
Return, please.
Unit 9

That’s £500.
Here you are.
Listen and repeat. 2.23

196

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Students develop Linguistic competence by learning vocabulary to talk about travel and transport as well
as a dialogue to buy a ticket. In this activity, students find vocabulary and count objects and people.

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 A trip to South America
Warm-up: Country quiz 20’
Materials: Sixteen large cards.
Note: Write a trivia question about South America
on each card: What is the (biggest country) in
South America? What is the capital of (Argentina)?,
etc. Number the backs of the cards so that the
numbers are visible from the board.
Draw a grid on the board that is four squares across
and four squares down. Stick one card in each
square so that students can see the numbers. Then,
divide the class into two teams: X and O. Teams
take turns choosing cards and answering the
questions. When a team answers correctly, mark
the square with the corresponding symbol. If they
answer incorrectly, return the card to the square.
The first team to fill a line of squares (horizontally,
vertically or diagonally) with their symbol wins.
Play the game again until all the cards have been
used. Finally, tell students that this unit is all about
travelling to South America.
1 Find and count the objects and people.
Invite students to look at the picture and say what
it shows: a bus station. Refer them to the key. Say
rucksack and get them to point to the rucksack. Do
the same for the other items in the key. After that, tell
students to find and count the items in the picture and
write the numbers in the squares. Explain that they
should only count items that look the same as in the
key. When they finish, check by reading the words and
inviting volunteers to say the corresponding number.
Listen and repeat. 2.23
10’
Play track 2.23 and have students repeat the words.
Then, tell them to stand up. One student says a word
for one of the items and points to a classmate. He/She
repeats the word, says a word for a different item, and
points to another classmate. Students sit down after they
say their words. Continue until all students are sitting.
track 2.23
narrator: listen and repeat.
narrator: rucksack. passenger. ticket.
bus. suitcase. ticket counter.
bus driver.
Assign homework 5’
AB page 84 ex. 1
Additional homework
In their notebooks, students make a bus station
scene using magazine cutouts. They should include
and label at least four travel vocabulary items.
304989 _ 0194-0215.indd 197
9
20’
Invite students to look at the picture and ask
where the people are: at a ticket counter. Then,
place your desk at the front of the class and tell
students it is a ticket counter. Act out the scene
of a traveller buying a ticket. Read the dialogue
aloud, changing voices and moving from one
side of the desk to the other. Remember to act
out paying for and receiving the tickets. Students
listen and follow along in their books. Explain the
difference between single and return: People buy
single tickets to go to a place. People buy return
tickets to go to a place and return. Next, divide
the class into pairs and tell students to read the
dialogue. When they finish, they should switch
roles and read the dialogue again. Tell them to
make the characters sound very happy. Finally,
invite some pairs to perform the dialogue for the
class, using your desk as a ticket counter.
10’ Wrap-up: Poster activity 20’
Materials: Poster 9.
Note: ticket counter has been misprinted as ticket
conductor on the word cards. You may like to
make your own word card for ticket counter for this
activity.
Display the poster. Point to pictures of the travel
vocabulary items and elicit the words. Then,
invite students to describe each of the pictures.
Encourage them to give as many details as
possible. Tell them not to say the numbers yet.
When they finish, divide the class into pairs and
assign one picture to each pair. They write as many
sentences as they can about their picture: The bus
is going to Australia. The bus driver is very happy.
When they finish, ask pairs to count their sentences.
Invite the pair with the most sentences for each
picture to read them aloud. If all the sentences are
correct, the pair gets a round of applause.
Unit 9
Assign homework 5’
AB page 84 ex. 2
Additional homework 197
Students find a picture of a place in South America
and stick it into their notebooks. Then, they find
out how much it costs to go there and write the
amount beside the picture: (Madrid) to (Buenos
Aires) – £600.
21/06/11 16:07
 2 Listen and stick. 2.24
10’

Invite students to look at the pictures and ask who

the people are: guards. Elicit that they are carrying
money in the bags. Then, invite students to guess
how to say the different numbers. Accept all answers.
Next, hand out the stickers for activity 2 on page 85.
Tell students they are going to hear the numbers. Play
track 2.24. Students listen and stick. Check by reading
the numbers aloud and getting volunteers to write the
corresponding numbers in digits on the board. Point
out that we use and after hundred in numbers like
four hundred and twenty-five. Add that the pound
sign goes before the number, but we say pounds after
the number.
track 2.24
narrator: listen and stick.
narrator: one hundred pounds.
three hundred pounds.
four hundred and twenty-five pounds.
seven hundred and fifty pounds.
one thousand pounds.
Solve the problems. 10’
Invite volunteers to read the numbers aloud. Then,
divide the class into pairs and tell them to solve
the problems. They draw a bag of money with the
corresponding number in each space.
Listen and check. 2.25
5’
Play track 2.25. Have students listen and check their
answers. Check as a class by inviting volunteers to
write the answers on the board.
Number the sentences. 5’
Get students to read the scrambled dialogue
silently. Elicit the first sentence: One ticket to New
York, please. Then, have students number the rest
of the sentences in the dialogue. Check by asking
two volunteers to read the dialogue aloud.
Make up dialogues with a friend. 10’
Divide the class into pairs. Elicit information about
each ticket. Then, invite students to choose one
of the tickets and make a dialogue to practise
in pairs. Finally, have some pairs act out their
dialogue for the class.
Wrap-up: Where to? 5’
Get students to close their books. Name a price
and have students say where the ticket is to:
T: Two hundred and ten pounds.
SS: Return to Santiago.
Assign homework 5’
AB page 85
Additional homework
Pictionary pages 110 and 111. Students identify
the pictures and write the corresponding words
or phrases. Then, they write a sentence for each.
Finally, they listen to the words and phrases in
this unit’s section of the Student’s CD.

track 2.25
narrator: listen and check.
narrator: number one.
girl: one hundred and thirty-three plus two
hundred and thirty-four equals three
hundred and sixty-seven.
narrator: number two.
boy: eight hundred and thirty-one minus two
hundred and fifty-five equals five hundred
and seventy-six.
narrator: number three.
girl: three hundred and seventy-five plus
Unit 9

four hundred and fifty-six equals eight

hundred and thirty-one.
narrator: number four.
boy: nine hundred and forty-six minus five
198 hundred and twenty-four equals four
hundred and twenty-two.

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 2 Listen and stick. 2.24

seven
hundred
and fifty
13 dollars
pounds one thousand
thousand pounds
dollars
one

one three
hundred
hundred
dollars
pounds four hundred and dollars
pounds
twenty-five dollars
twenty-five pounds

Solve the problems.

1
£234 2
£831
£133 £367 £255 £576

3
£831 4
£422
£375 £456 £946 £524

Listen and check. 2.25

Number the sentences. Make up dialogues with a friend.

Single, or return? 2 Return

Return

Unit 9
to Bogotá Single to
Here you are. 5 to Lima Santiago
85
One ticket to New York, please. 1
£650 £870
Return, please. 3 £420
Unit 9
That’s £575. 4
199

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Students develop Mathematical competence by learning and using travel expressions and larger numbers
to buy tickets. Students do basic addition and participate in a dialogue using larger numbers and money.
This activity provides practice using maths in real life situations.

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 I'm going to travel!
1 Look and stick.

I’m going to visit Fly home 4th August

Argentina and Brazil!
Finally, I’m going to fly back home.
A youth hostel
Next, I’m going to fly to 27th July -
Rio de Janeiro. I’m going 3rd August
to stay there for a week.

The waterfalls! 25th July

Then, I’m going to take a
bus to Iguazú. I’m going
to see the waterfalls.

First, I’m going to fly

Arrive 24th July
to Buenos Aires.

Listen and check. 2.26

2 Listen and chant. 2.27

First, she’s going to get up.
Then, she’s going to brush her teeth.
Carnival !
Next, she’s going to get dressed.
I'm going to visit Rio. Finally, she’s going to have breakfast.
Unit 9

Yes, Rio de Janeiro.

I'm going to dance a lot, Number the pictures and say the actions.
86 It's going to get so hot!
I'm going to join the crowd, 2 4 1 3
I’m going to sing out loud,
It’s Carnival! It’s Carnival!
Unit 9

In Rio, yes!
In Rio de Janeiro.

200

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Students develop Social and citizenship competence by doing the warm up activity in two teams to play
vocabulary revision games. Make sure all students participate and that students consult with one another
before shouting out an answer. Playing games in teams enables students to practise turn-taking and
including all of their classmates.

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 I’m going to travel!
Warm-up: Poster activity 20’
Material: Poster 9 with word cards.
Display the poster. Divide the class into teams and
ask a volunteer from each team to come to the
front. Give one travel word card to each volunteer.
The first volunteer to stick the card on the correct
place on the poster wins a point for his/her team.
Continue with different volunteers until all the
cards have been used. Then, show a card with
a number, say plus or minus, and show another
card. Stick them to the board. Students put up their
hands when they know the answer. Encourage
them to say the complete problem: Three hundred
plus five hundred is eight hundred.
1 Look and stick. 10’
Have students describe the boy. Then, invite a
volunteer to read what he says aloud. Get students to
point to Brazil and Argentina on the map. Ask them if
they know the names of the three places on the map:
Buenos Aires, Iguazú, Rio de Janeiro. Explain that the
map shows what the boy is going to do. Next, hand
out the stickers for activity 1 on page 86. Students put
the stickers in the corresponding spaces.
Listen and check. 2.26
10’
Play track 2.26. Students listen and point to the
stickers as they hear them. Check as a class by asking
volunteers to read their stickers aloud in order.
track 2.26
narrator: listen and check.
boy:
i’m going to visit argentina and brazil!
first, i’m going to fly to buenos aires.
then, i’m going to take a bus to iguazú.
i’m going to see the waterfalls.
next, i’m going to fly to rio de janeiro.
i’m going to stay there for a week.
finally, i’m going to fly back home.
Assign homework 5’
AB page 86 ex. 1
Additional homework
Students find pictures of two other places to visit
in Argentina and Brazil and stick them into their
notebooks.
304989 _ 0194-0215.indd 201
2 Listen and chant. 2.27
15’
Refer students to the title of the chant and ask them
where the most famous place to celebrate Carnival is
in South America: Rio de Janeiro. Remind them that
they learned about Carnival in Rio in an earlier unit
and elicit what they remember. Then, play track 2.27
and have students listen and follow along in their
books. Ask what the singer is going to do and explain
meaning as necessary. Next, divide the class into four
groups. Play the CD again and have the whole class
chant the first two lines. Then, each group chants one
of the things the singer is going to do. The whole class
chants the last three lines together. When you finish,
switch roles so that each group chants all of the lines.
Finally, have the whole class chant everything together.
15’
Write First, Then, Next, Finally on the board.
Refer students to the boy in activity 1 and elicit
his itinerary. Write the location under each of
the words. Explain how we use First, Then, Next,
Finally to indicate the order of events. After that,
point to First and elicit: First, he’s going to fly to
Buenos Aires. Write the sentence on the board.
Explain that we use be going to + infinitive when
we talk about future plans. Finally, have students
find more examples of be going to in the chant.
Number the pictures and
say the actions. 5’
Tell students to read the examples silently and
number the pictures. Check by having volunteers
read each sentence aloud while the rest of the
class points to the correct picture.
Wrap-up: True or false? 5’
Say a sentence about the boy in activity 1: First,
he’s going to fly to Rio. Students say if the sentence Unit 9
is true or false, and correct it if it is false: That’s
false. First he’s going to fly to Buenos Aires.
Continue with more sentences.
201
Assign homework 5’
AB page 86 ex. 2
Additional homework
In their notebooks, students write four things they
are going to do tomorrow and illustrate them.
21/06/11 16:07
 Warm-up: Find someone who… 15’ Ask a friend about his / her answers. 10’

Materials: One half-sheet of paper per student.
Hand out the paper. Tell students to write down
their favourite place to go on holiday: the beach,
the mountains, etc. Then, have them write
three activities they like doing when they are
on holiday: swimming, shopping, walking, etc.
Next, get students to walk around asking and
answering the questions: Where do you like going
on holiday? What do you like doing on holiday?
Explain that they have to find the person who
is most similar to them. When they finish, invite
volunteers to say who is most similar to them.
Ask them where their friend likes to go and what
he/she likes doing there.
Divide the class into pairs. Demonstrate the activity
by asking a student about one of the items: (José),
are you going to take your sunglasses? The student
answers: Yes, I am or No, I’m not. Then, students ask
and answer in pairs when they finish, invite some
volunteers to tell the rest of the class what their friend
is going to take.
Assign homework 5’
Tell students to imagine they are going on a trip.
In their notebooks, they draw their suitcase and
label the contents.

3 Listen and mark (3 or 7). 2.28

15’

Tell the class they are going to hear about a girl called
Mary. Mary is talking about the items she is going
to take with her on holiday. Have students look at
the table. Invite volunteers to read the names of the
different items aloud. Next, play track 2.28 and get
students to mark the things Mary is going to take with
a 3. They should put a 7 beside the things she is not
going to take. Then, invite students to compare their
answers with a friend. Check as a class by saying the
names of the items and getting volunteers to respond:
She’s going to take her swimming costume. She’s not
going to take an umbrella.
10’
Refer students to the pictures and elicit what the
children are doing: skateboarding, doing exercise.
Then, ask a volunteer to read the first question
and the answers aloud. Point out how we form
questions with be going to: We switch the subject
and the verb be. Finally, remind the class that in
short answers we do not repeat the main verb.
Look and circle the answers. 10’

Have students read the examples silently and

track 2.28 circle the answers. Check by asking volunteers
narrator: listen and mark. to read the questions and answers aloud.
boy: hi mary, what are you doing?
girl: i’m packing my suitcase. i’m going on holiday.
boy: are you going to take your camera?
girl: yes, i am.
boy: are you going to take an umbrella?
Assign homework 5’
AB page 87
girl: no, i’m not. it’s not going to rain. Additional homework
boy: are you going to take a swimming costume?
Explain that at the start of a new year, people
girl: yes, i am. i’m going to swim every day!
often make special plans about what they are
boy: are you going to take a hat?
girl: yes, i am. and my sandals. but i’m not going
going to do. In their notebooks, students write
to take my trainers. three plans for the next school year: I’m going
to speak more English. I’m going to do all my
homework. I’m not going to arrive late.
Imagine you’re Mary’s friend and
Unit 9

mark (3 or 7). 5’
Tell students to imagine they are going to go on
holiday. Get them to mark four items they are going to
202 take with a 3 and two items they are not going to take
with an 7.

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 3 Listen and mark (4 or 8). 2.28

Mary Me

4
swimming costume

8
trainers

4 Imagine you’re Mary’s friend and mark (4 or 8).

camera
Answers will vary
Ask a friend about his / her answers.
4 Are you
hat
going to
take your
4 swimming
sandals
costume?
8
umbrella

Unit 9
87

Are you going to ride your bike? Is she going to do exercise?

Yes, I am. No, I’m not. Yes, she is. No, she isn’t. Unit 9

Look and circle the answers.

203

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Students develop competence in Processing digital information in the classroom by accessing information
through a listening text. Students listen and mark the chart to indicate information about what the speaker
is going to take on holiday with her.

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 Time to practise!
1 Look and complete the captions. Last week, I was
now Last week every day tomorrow working in the jungle when
I had a little problem.

I’m an explorer. I study

jungles, oceans and
mountains every day .

It’s important to rest well. I’m going

to bed now ! Good night.

I’m going to
discover the
underwater world
tomorrow .
2 Sing a song. 2.29

I’m going to travel far away,

Now circle the verbs with the Travelling the world,
corresponding colours. I’m packing all my bags,
My name’s on all the tags.
Present simple Present continuous
Chorus:
Past simple Past continuous London, New York,
Unit 9

Paris and Berlin.

Future with be going to
Lima, Sydney,
88 Tokyo and Beijing.

A B I’m going to go away,

Turn to Seeing all the sights,
Unit 9

Turn to page
page 120. I’m going to make new friends,
116. I hope it never ends!
Pair work Chorus
204

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Students develop Linguistic competence by reading a text and recognizing where to locate references to
time in conjunction with verbal tenses. Awareness of verbal tenses and time references is important for
accurate oral and written production.

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 Time to practise!
Warm-up: Name it! 15’
Divide the class into teams. Give them one minute
to write the names of as many jungle animals as
possible. Do the same with sea animals. When
they finish, ask teams to count the number of
words in each category. Get students from the
team with the most words to read them aloud. If
all the words fit in the category and are correct,
the team wins a point.
1 Look and complete the captions. 15’
Tell students to describe the man in the first picture.
Ask what they think his job is. Accept all answers.
Then, have them read the first caption silently and
elicit that he is an explorer. Next, refer students
to the words in the box. Elicit what they are: time
expressions for different verb tenses. Get students to
read the first caption again and underline the verb in
pencil. Ask what tense it is and what time expression
corresponds to this tense: present simple, every day.
Divide the class into pairs and invite them to follow
the same procedure to complete the other captions.
Check by saying an object in each picture: bird, bed,
fish. Students read the corresponding caption aloud.
Now circle the verbs with the
corresponding colours. 10’
Invite a volunteer to read the tenses in the table and
say what colour corresponds to each. Then, have
other volunteers read the verbs they have underlined
in every caption. Next, tell the class to circle each
verb with the colours indicated in the table. Check by
asking students to say the verbs and the names of the
tenses: was working – past continuous.
Assign homework 5’
AB page 88 ex. 1
Additional homework
In their notebooks, students draw a picture of an
explorer in the mountains and write a caption
in each tense they have reviewed in class:
I’m climbing a mountain now. I’m very tired.
I’m going to go to bed early tonight! etc.
304989 _ 0194-0215.indd 205
2 Sing a song. 2.29
15’
Say London, New York, Paris and ask what countries
they are in. Then, play track 2.29 and have students
listen and follow along in their books. Elicit where
the singer is going to go and what she is doing at the
moment. Ask what she is going to do: travel far, make
new friends. Then, divide the class into two groups.
Play the CD again. The first group sings the first verse,
the whole class sings the chorus, and the second
group sings the second verse. When they finish,
groups switch roles.
Pair work 15’
Tell students they are going to talk about items
that they are going to take on holiday. Then,
divide the class into pairs. Assign student A
and student B. Student A looks at page 116 and
student B looks at page 120. Elicit the names
of the items in the pictures. Students ask Are
you going to take (a camera)? They answer
according to the items in their suitcase. In the
empty suitcase, students draw the items that
their friend is going to take. When they finish,
they compare suitcases to check. Finally, invite
volunteers to say the items in each suitcase.
Assign homework 5’
AB page 88 ex. 2
Additional homework
In their notebooks, students draw a picture of the
girl from the song.
Unit 9
205
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 Time to write
1 Look and circle the correct option. 10’
Materials: Three or four postcards of different cities.
Pass the postcards around the class and invite
students to identify the locations. Then, ask what kind
of information people write on postcards: the weather,
the activities they are doing, that they are having
fun, etc. Have students read the postcard in the book
and find the different pieces of information. After
that, refer them to the pictures. Tell them to circle the
words on the postcard so that the descriptions match
the pictures. Check by getting volunteers to read
the postcard aloud, sentence by sentence. Next, ask
students to say the time expressions the writer uses
in the different sentences. Finally, point out how we
start and finish a postcard.
Bulletin board idea 15’
Materials: One half-sheet of white paper per
student, drawing pins.
Divide the class into groups of three and hand
out the paper. Students draw and colour a picture
to make a postcard from a place of their choice.
Then, they switch postcards with a friend in their
group. They write a message on the back of the
postcard to the third student in the group. After
that, they read each others’ postcards. Finally,
pin the postcards to the bulletin board. Invite the
class to look at the postcards and vote on the most
interesting trip.

2 Circle the options and Assign homework 5’

write a postcard. 15’

AB page 89
Tell the class to look at the pairs of puzzle pieces and
say what each piece shows: a good time / a terrible
time; get up early / get up late; windy / rainy; the
mountains / the beach; go climbing / go sailing; eat
fish / eat meat. Then, invite students to imagine that
they went on holiday. They circle a picture from each
pair to describe how the holiday was and what they
did. Elicit the beginning of their postcard: Dear (Lisa),.
Remind them to use correct verb tenses and time
expressions. When they finish, have students compare
postcards with a friend. Finally, ask some volunteers
to read their postcards aloud.
Unit 9

206

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 Time to write
1 Look and circle the correct option.

Dear Mum and Dad,

I’m having a great / terrible time. Yesterd
ay,
I got up early / late. It was rainy / sunny.
I went to the town / the beach with my
friends. We swam / read the whole mor
ning.
After that, we ate oranges / ice cream. The Clark Family,
In the afternoon, we visited an aquariu 23 Rose Avenue
m
and saw some fish / dolphins. London
See you soon, UK
Maxine

2 Circle the options and write a postcard. Model answer

el far away, Dear Mum and Dad,

orld, I’m having a terrible time! Yesterday I got up early but it
my bags,
l the tags.
was raining. I went sailing with my friends all day. I drove the
boat but I felt sick. In the evening, we had fish for dinner.
rk, I hate fish!
Unit 9
Student’s address

g. 89

way, See you soon,

ghts,
e new friends,
Mark Unit 9
nds!

207

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Students develop Artistic and cultural competence by designing and illustrating a postcard. Class
members participate by exchanging postcards and writing messages in return. Once finished, the whole
class votes for their favourite postcard.

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 The lighthouse keepers’ story
Before you read
Investigate the meaning of these words with a friend.

charity an organization that gives money to the poor

raffle a lottery where people buy tickets to win a prize
raise money do something to earn money for a cause

1 Listen to the first part of the story. 2.30

The fan
tastic
balloon r ity event today!
c ha
trip! Big
Look,
Let’s buy a ticket, Mum!
Dad!

1
My dad has got a balloon. Not
a small party balloon, but an
t
enormous hot-air balloon tha
people can travel in. It's rea lly
cool.
Last summer, my brother and
I decided to raise money for
n
charity. We organized a balloo Thank you!
trip raffle. Each tic ket cost one Here’s your ticket.
up
pound. "Not a long trip - just
Unit 9

the peo ple .

and down," we told

90
2
Everyone in town bought tickets
and five people won. We made lots
of money.
Unit 9

Now read the story in pairs.

208

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Students develop Linguistic competence by reading and acting out the story, The fantastic balloon trip!, in
pairs. Controlled speaking practice helps students to gain both fluency and accuracy in oral production.

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 The lighthouse keepers’ story
Before you read 15’ Now read the story in pairs. 15’
Investigate the meaning of these Divide the class into pairs. Students read the texts to
words with a friend. their friend. When they finish, have them switch roles.
Materials: Monolingual dictionaries (English- Finally, ask a pair of volunteers to read the story to the
English). rest of the class.
Divide the class into groups and give a dictionary
to each. Have them look up charity. Remind them
that the words appear in alphabetical order. Ask
Assign homework 5’
AB page 90
a volunteer to read the definition aloud. Invite Additional homework
students to give examples of charities they know. In their notebooks, students make a poster
Then, get them to look up raffle and raise money. advertising the charity balloon trip.
Ask them if they have ever participated in a raffle
or helped to raise money. Encourage them to
give details.

1 Listen to the first part

of the story. 2.30
15’

Invite a volunteer to read the title of the story:

The fantastic balloon trip! Have students look at the
picture of the balloon and ask them if they have ever
seen one in real life or on TV. Next, tell them to look at
the pictures and imagine what the people are saying.
Accept all answers. Then, play track 2.30 and have
students listen and follow along in their books. Elicit
who the children in the balloon are: a girl and her
brother. Ask what they did: They organized a balloon
trip raffle. Ask how much each ticket cost: one pound.
Invite volunteers to say whether or not they would like
to go on the balloon trip.

Unit 9

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 2 Listen to the second part
of the story. 2.31
10’
Make a simple line drawing of a hot-air balloon on
the board and get students to say what it is. Then, ask
them about the story: What’s the title of the story? Who
are the characters? What did they do?. Encourage
students to look at the pictures and predict what is
going to happen next. Then, play track 2.31 and ask
them if they were right. Invite the class to say where
the balloon went and why the girl smiled at the end
of the story: Because a trip to France for one pound
is very cheap!
Now read the story in pairs. 10’
Read the text aloud and tell students to underline the
actions in each paragraph. Then, as a class, mime
each of the actions. Next, invite a volunteer to read
the first paragraph aloud. Have the rest of the class
mime the actions as the volunteer reads. Do the same
for the other two paragraphs. Then, divide the class
into pairs. Get students to take turns reading the
paragraphs to a friend. When they finish, have them
switch roles.
After you read 5’
Find captions from the text for
each picture.
Invite students to look at the pictures and identify
the corresponding parts of the story. Elicit a caption
for the first picture: the Eiffel Tower. Tell students to
find and underline captions for the other pictures
in the text. Then, tell them to compare captions with
a friend.
Write the captions. 5’
Students copy the captions into the spaces below
each picture. When they finish, invite three
volunteers to write the captions on the board.
Unit 9
210
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Value: Being proud of where you’re from
Make a travel guide. 15’
Materials: One photocopy of craft template 9a
and 9b per student, crayons, scissors, magazine
cutouts, three letter-size sheets of paper per
student, a stapler, magazine cutouts of food and
places, glue.
Ask students about things they like in their
hometown: shops, restaurants, places to play, etc.
Hand out the templates and the paper. Students
colour and cut out the cover frame. They should
draw their hometown in the frame and write its
name at the top. Then, students make a booklet
by folding the paper in half. Help them to staple
it at the top. Get them to stick the picture of their
hometown on the front of the booklet. After that,
they should put the labels on different pages.
Have them illustrate the pages with magazine
cutouts of people eating, shopping or doing fun
activities. Then, they write the names of their
favourite places on the corresponding pages:
restaurants, shops, or fun activities. Remind
students to write their names on the back of the
last page. Finally, give students a few minutes
to show their travel guides to each other.
Assign homework 5’
AB page 91
21/06/11 16:08
 2 Listen to the second part of the story. 2.31

3
On the day of our trip, we got into
the balloon and up we went, high into
the sky. There were ropes holding us
to the ground. We thought it was
very safe.

4 Sudden
ly, the wind started to blow hard
and the ropes broke! The balloon rose
higher and higher. The ground looked smaller
and smaller. The balloon floated over town,
across the river, then over the mountains -
and finally we came to the sea!

5
It got dark and we fell asleep.
When we woke up, the balloon was
t today! hanging on the Eiffel Tower! I smiled.
A trip to France for only one pound!

Now read the story in pairs.

After you read

Find captions from the text for each picture.

Unit 9
91

The Eiffel Tower The ropes broke! A trip to France for only £1! Unit 9

Write the captions. Model answer

211

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Students develop competence in Autonomy and personal initiative by creating their own personalized
travel guide for their hometown with illustrations and magazine cut-outs. This project is later presented to
the class.

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 Read and complete the chart.

is a country
in South America. It’s got a
population of 27 million people.
The official language is
Spanish, but many people
speak Quechua or Aimara.
The Peruvian flag has got
three vertical stripes,
two red stripes on
the sides and a white
stripe in the middle.
The currency is the
nuevo sol.
The capital of Peru is Lima.
Lima is on the coast, but many
people live high in the Andes. One
of the most famous places in
Peru is Machu Picchu, an old Inca
town in the mountains
near Cuzco.

Capital:
Lima
Population: 27 million people
Unit 9

Languages: Spanish, Quechua, Aimara

Currency: Nuevo sol
92
Colours of the flag:
red and white
st destination: Machu Picchu
Famous touri
Unit 9

2.32

Listen and check.

212

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Students develop competence in Knowledge and interaction with the physical world by reading
information about Peru and completing a chart. This activity provides literacy practice while developing
geographical and historical knowledge.

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 Warm-up: Let’s talk about Peru 10’
Materials: A map of the world, photos of the Andes
mountains, indigenous people in Peru, terraced
fields.
Display the map and have a volunteer come to the
front and point to Peru. Invite students to say anything
they know about Peru. Then, point to the Andes on
the map and say their name. With your finger, trace
how they run through Peru and all the way down
South America. Hold up photos of the Andes and tell
the class that they are very high mountains. Next,
Read and complete the chart. 10’
Tell the class to look at the pictures and describe
what they can see. Accept all answers. Then, get
students to look at the chart. Ask a volunteer to read
the words aloud. Next, have students read the text
silently and complete the information in the chart.
When they are finished, encourage them to compare
charts with a friend.
2.32
10’
Listen and check.
Play track 2.32. Students listen and check their
answers. Then, refer students to the illustrations.
Elicit that the building is part of Machu Picchu.
Explain that the Incas did not use cement. They cut
enormous stones that joined together perfectly.
track 2.32
narrator: listen and check.
narrator: the capital of peru is lima.
its population is 27 million people.
the official language is spanish, but
people also speak quechua and aimara. the
currency is the nuevo sol.
the peruvian flag has got three vertical
stripes, two red stripes on the sides and
a white one in the middle.
finally, the most popular tourist destination
is machu picchu.
304989 _ 0194-0215.indd 213
display photos of the people. Pass around the photos
of the fields. Explain that people in the Andes often
live very high up and that they live from agriculture.
There are special terraced fields to grow food in the
mountains. They grow mainly maize and potatoes.
Tell the class that in Peru, these people are the
descendants of a very famous civilization. Elicit their
name: the Incas. The Incas spoke Quechua. They
built many roads and bridges. They also knew a lot
about medicine and surgery. The Incas were famous
for their gold and silver jewellery.
AB page 92 20’
Check what you know!
Divide the class into pairs. Tell them to open their
book to page 84. Then, have them cover the key
above the picture. One student points to different
items in the picture and the other says their name
in English. When they finish, students switch roles.
After that, pairs write two maths problems in
numbers. They exchange problems with another
pair. Students calculate the solutions and tell the
other pair. Next, write the names of these tenses
on the board: present simple, past simple, present
continuous, past continuous, future with be going
to. Students write one true / false sentence in each
tense and read their sentences to a friend. The
friend guesses which sentences are false. Finally,
ask the class to complete the faces according to
how they feel about what they know.
Unit 9
213
21/06/11 16:08
 Read and stick the missing sentence parts.
Tell students to look at the picture and ask them if
they know the name of the place: Machu Picchu.
Then, divide the class into pairs. Hand out the
stickers for page 93. Students read the text together
and find sentence parts that fit the spaces. Next, they
check with another pair. Ask volunteers to read the
paragraph and say what sentence part fits each
space. They place the stickers in the appropriate
places. Finally, ask students whether or not they
would like to visit Machu Picchu and encourage
them to explain their answers.
Colour and discover a typical Peruvian animal.
Get students to look at the key and tell you what
colours they are going to use: yellow, green, red.
Then, have them colour the drawing. Finally, elicit
the name of the animal: a llama. Tell them to point
to the photo of the llama. Explain that llamas help
people carry things. We can use their wool to make
clothes. Add that they get angry very easily. When
they are angry, they spit!
Spot the difference (see page 16) 15’
Now play Spot the difference with the texts
about Peru. Have fun!
Unit 9
214
304989 _ 0194-0215.indd 214
15’
Assign homework 5’
AB page 93
My project
Make a hot-air balloon.
Materials: A balloon, old newspapers, flour, salt,
water, crepe paper of different colours, string,
a small square box.
Refer students to My project and tell them the
main materials for the craft. Point out the icons
and explain the additional materials that they
need. Then, go through each step with them.
Finally, remind them that they can do their project
with the help of their family.
10’
A friendly reminder
9 It is advisable to create a stress-free and
supportive environment for taking a test.
Before students are assessed, they should review the
unit vocabulary with My spelling practice on page
98 and the Time to check section on page 92 in the
Activity Book. During the evaluation:
• read the instructions for the first activity with students
• read the example and clarify doubts
• ask a volunteer for another example
• assign time to complete the exercise
• read the instructions for the next activity, etc.
21/06/11 16:08
 Read and stick the missing
sentence parts.

When you go to Peru, you should visit Machu Picchu. More than
half a million people visit Machu Picchu every year.

around 1440 AD.

The Inca Pachacuti built Machu Picchu around AD. It’s
2,400 metres
located over 2,400 meters above sea level. It was a
goand
place where important Incas could go andrest.
rest.

The Incas abandoned Machu Picchu around 1550

AD and most people forgot about it. An American
archaeologist called Hiram Bingham found the
ruins in 1911. He published a book called
The Lost City of the Incas and Machu Picchu
became very famous.

Colour and discover a

typical Peruvian animal.

Unit 9
93

Unit 9

215

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Students develop competence in Learning to learn by participating in reviewing key unit concepts and
memorable review activities to learn useful revision techniques in the Time to Check section and My
spelling practice.

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 Unit 1

Unit 1
cts.
school subje
names of the
1 Complete the
n i s h
r t S p a
A

t h s
M a
P E
i c
s
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dialogue.
2 Complete the y Music sch
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4 I love English! Un past.
31/05/11
8:47
Drama is fun! interestin
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Activity Book with answers

History is int
2 like I pro eresting!
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blems don’t solving
I don’t like solving problems. 5
don’t like I
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3 experimen
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4 Complet
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Student’s owtnyou.
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1. I like
It's .
2. I enjoy .

216 It's .
3. I don't like .
It's .
4. I hate .
It's .
.

Unit 1 I love
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 Unit 1
re
You should read mo !
tures.
mber the pic
1 Look and nu your homewo
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lessons 4. do
3. talk during or
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5
2

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chew gum.
4
3
6
read a lot
You should
read a lot.

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You shouldn’t talk
your homework.
You shouldn’t throw during lessons.
r.
rubbish on the floo
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Write sentenc 2 Complet
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shouldn’t.
it 1
6 I love English! Un 31/05/11
8:47

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359755 _ 0004

Activity Book with answers

You should eat your snack. You shouldn’t leave the sc
hool.

You should play games.

3 Look an You shouldn’t

d wr ite sentences stay in the cla
. ssroom.

read a lot
You should watch lots of
read a lot.
You shouldn’t
TV 217
watch lots of TV.
do your home
work
You should go to bed late
do your homewo You shouldn’t
rk.
go to bed late.

Unit 1 I love
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 Unit 1
Time to practise!
rrect option.
1 Circle the co 4
3
2
1

I enjoy / hate
e I love / hate
I like / don’t lik painting.
I hate / love lvi ng problems.
corder. so
e! playing the re
doing exercis

dialogues.
2 Complete the doing?
What are you
doing?
What are you
ms .
ok . I ’m solving proble
I ’m reading a bo I enjoy it.
I love it.

.
I love readin
g, too. It’s hard for me

Time to wr
1 Look an
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8 I love English! Un 31/05/11
8:47
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Activity Book with answers

1
I enjoy / hate Use
a box or a fol 4
der.
painting. Keep
it at school.
3
Don’t leave
it at home.

2
I Label
. it with your na 5
me.
I enjoy it. Add
Complete the every new pie
e-mail. ce of writing to it.

pablo@net.ne
t
laura@net.n
et

Hi Pablo,
Today in our
English lesso
n, we learne
keep all your d how to ma
218 (2)
writing. You ca
n (1) use a box
ke a portfolio.
or a folder
It’s a place to
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(3) leave it at home name
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You should (5) (4) ’t
add eve keep it at school
This way, you ry new piece of wr .
can see how
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See you tom is getting be .
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Laura

Unit 1 I love
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 Unit 1
keepers’ story
The lighthouse
at school.
ry A mystery
st part of the sto
1 Read the fir
rrect word.
Circle the co

2
ler.
ity can’t fin d her pen / ru
In Maths, Felic
3
wich.
banana / sand
k, To m can’t find his lesson. 1
At br ea fore their first
ayground be
ild re n pl ay in the park / pl 4
The ch / school bags
.
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issing from th 6
Things are m .
s a good idea
licity / Tom ha 5
Suddenly, Fe th ings are miss
ing.
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Th
sentences.
Number the
s.
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Write who sa I can’t find my
!
I can’t fin d my banana Pete

Felicity Jones.
I’m sorry, Miss
ve all your
Felicity You should ha
licity.
stationery, Fe
And my ham
ssing! Miss Jones
sandwich is mi 2 Read the
seco nd part of the
story A myste
Tom ry at school.
Match.

it 1
10 I love English! Un 31/05/11
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Where do Tom
and Felicity hid
e?
A camera.
d 10
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Activity Book with answers

they got?
The dog.
Who is Mr. Black?
Behind the
bushes.
Who is Sand
y?
She opens the school bag
s.
What does Sandy do?
The headte
Write rules for acher.
Sandy.
1
2

open school
bags
3 take children
’s things
4
219

bark at stude
nts
1. You shouldn’t ope sleep on the
n school bags. desks
3. You shouldn’t bar 2. You shouldn’t tak
k at students. e children’s things.
4. You shouldn’t sle
ep on the desks.

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 Unit 1
Time to check
answers
u. Student’s own .
sente nces about yo
1 Complete the corder. It’s
playing the re .
1. ents. It’s
doing experim .
2. lem s. It’s
solving pr ob .
3. ay s. It’s
actin g in pl .
4. e. It’s
doing exercis
5.
ntences.
mplete the se
2 Read and co
Friday
Thursday
Tuesday Wednesday PE
Monday Music
History English
Maths Science
Geography Art
Drama
Spanish .
Wednesdays
past events on
out important .
1. He learns ab
Thursdays
periments on .
2. He does ex
on Friday s .
ercise
3. He does ex Thursdays
fa vo ur ite in strument on .
s
4. He plays hi ys
Tue sda
oblems on .
5. He solves pr on Mondays
lea rn s ab out the world
6. He
Model answer
know!
Ch eck what you
preferences
express your
e, don’t like,
using like, lov
cts
10 school subje hate, enjoy

ngs you
talk about thi
1. 6 school activ
itie s should and sh
ouldn’t do
My project
playing the re
2. corder. It’s
doing experim Make an Engli
ents. . sh phrase bo
3. It’s ok.
it 1solving pr .
4. 12 I love English! Un oblems.
It’s 31/05/11
8:47
Make a cover for
acting in play . your English
5. s. It’s phrase book out
of a letter-size
doing exercis . piece of card. Fold twelve wh
359755 _ 0004-0013.ind
d 12
e. It’s letter-size pag ite
Activity Book with answers

es in two.
.

Label and col

our it.
Label th
the letter e pages with
s of the
alphabet
.
Write useful phr
ases
on pieces of pap
er. Stick the phrases into
your English phrase book
.

220

Put the phras

e book togeth
Ask an adult er.
to help you pun
two holes an ch
d thread a pie
string through ce of
them.

Unit 1 I love
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 Unit 2

Unit 2
3 4
1 s
puzzle. s
1 Solve the crossword u 2
w
5 h i k e r
9 1
f
2
m f
a i n s e
6
m o u n t a
m
r e r 3
i
7 b e a c h r
8 8 c l i m b e
s
o
t
9 s k i e r
4
5
6
7

logue.
2 Write the dia

Where / go ns
? go / mountai
Where did you go ains.
I went to the mount

What / do go / climbing
What did you do? I went climbing.

3 Unscramb
le the words.

1 ngs ufir 2
in kg hi
y Unit 2 surfing 3
14 An amazing holida 17:48 lisa ngi
30/05/11
hiking
4 sailing
lib gc mi n
5
359755 _ 0014
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climbing mwi msn gi 6

Activity Book with answers

iis kn g
swimming
skiing

6
4 2 1
5 3

Look and nu
mber the pic
tures.
4 Look an
d answ er the questio
ns.
1. Where did
you go on ho
liday? 2. Where did
you go on ho
I went to the mount liday?
ains.
What did you I went to the bea
do? ch.
What did you
I went skiing. do?
3. Where did
she go on holid
I went swimming. 221
ay? 4. Where did
he go on holid
ay?
She went to the for
est.
What did she He went to the bea
do? ch.
What did he do
She went hiking. ?
He went sailing.

Unit 2 An am
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 Unit 2
mo tains
We went to the un
nces.
mp lete the sente
1 Look and co
was went
yed drove
ate saw sta
3
2
1

stayed at
to the We use.
I drove
was hot. my granny’s ho
with my parents It
beach 6
last weekend. 5
4
o summer.
lando last / ag
We went to Or

I ate
saw some chips.
went
We a burger and
We dolphins.
to the Zoo.

Match. chips.
A burger and some
t weekend?
Where did he go las 's house.
1
At his granny
2 Was it hot? Dolphins.

3 Where did he stay? To the beach.

go?
4 Where did he To the zoo.
2 Look an
5 What did he see? Yes, it was. d an swer using ag
o. Today’s date:
er
1. When was 30th Septemb
t?
6 What did he ea Joe’s birthday?
Two weeks ago.
y Unit 2
16 An amazing holida 30/05/11
17:48
2. When did
he have an ex
am?
Three weeks ago.
16
3. When did
-0023.indd
359755 _ 0014
Activity Book with answers

he go surfing
?
A month ago.
4. When did
he go to the be
ach?
Three days ago.

3 Circle the
co rrect word.

We went to Or
lando last / ag
o summer. My birthday wa
s three days las
t / ago.

I didn’t go to sc
hool last / ago
weekend.
We had an ex
222 am last / ago week
.

I stayed with
my granny
two weeks la My mum mad
st / ago. e a cake
last / ago Mon
day.

Unit 2 An am
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 Unit 2
Time to practise!
.
lou r the animals
1 Find and co

report.
stakes in the
derline the mi
Read and un

nces.
lete the sente
Look and comp .
dolphins
1. Ther e were three .
sharks
two
2. There were . .
octopus crabs
wa s an re four
3. Ther e
seahorses , but there we
n’t any
4. There were
estions.
Answer the qu Yes, there were.
?
any dolphins
1. Were there Yes, there were.
e an y cr ab s?
2. Were th er Yes, there was.
an octopus?
3. Was there No, there weren’t.
any seahorse
s? Time to wr
4. Were there
5. Were th er e an y sh ar ks?
Yes, there were.
1 Match.
ite
R ut
h’s notes
y Unit 2
18 An amazing holida 30/05/11
17:48 Where / go? Who / go with?
Where / stay? When / travel?
How / be it?
18
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359755 _ 0014 What / do?

Activity Book with answers

Who / t
here?

To the mountains. Hotel near a

lake. Went climbing
and hiking.
Took lots of
Fun! pictures.
With his pare
nts.
Climbers and hik
Read and un ers. Last month.
derline the mi
stakes in the
report.

Ruth’s report
Last week, Tim
went
to the beach
with his
school. They
stayed in
a house near
the beach.
There were sur
fers and
sailors there.
They went
sailing and sur
fing. He
Rewrite the rep didn’t take an
y pictures.
ort with the co It was very bo
rrect informati ring.
on.

Last month, Tim

went to the mount
223
ains with his parent
a hotel near a lak s. They stayed in
e. There were clim
bers and hikers the
climbing and hiking re. They went
. He took lots of pic
tures. It was fun!

Unit 2 An am
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 Unit 2
keepers’ story
The lighthouse
e hunter.
ry The crocodil
st part of the sto
1 Read the fir
ong picture.
ss out the wr
Read and cro

Steve's parents had

their own zoo.
s
win wa
Steve Ir tralia.
us
from A
t snake
Steve had a pe
le.
when he was litt

Steve was afraid

his dad of parrots!
Steve and
over ed a new
disc
nd of tu rtle.
ki
drawings
aw. Student’s own surfing.
Read and dr 2. Steve loved
world.
lled all over the
1. Steve trave

2 Read the
seco nd part of the
story The cro
codile hunte
Read and cir r.
cle the corre
ct option.
y Unit 2
20 An amazing holida 30/05/11
17:48

Sydney H
erald
359755 _ 0014
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Australian natu 4th September
dies in accideralist
Activity Book with answers

T he famous crocod
by a stingray on
a new TV progra
nt
ile hunter, Steve
Irw
Monday morning. in, was killed
He was filming
mme about dan
only 44 years old gerous sea anima
, was the director ls. Steve,
He was married of the Australia
to Terri Raines Zoo.
Bindi and Bob. Hi and had two chi
s daughter Bindi ldren,
how important wants to teach peo
it is to protect wil ple
d animals. Steve Irwin
1
Steve Irwin wa crocodile.
s at tacked by a
stingray.
2
in the ocean
He was
when the accident
in a lake happened.
3
thirty-four
Steve was
forty-four years old when
he died.

4
224 He had
two daughters.
a son and a daught
er.
5
Bindi wants to direct the zoo.
help preserve wildlif
e.

Unit 2 An am
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 Unit 2
Time to check
table.
1 Complete the

irregular
be was / were
ate irregular
eat
irregular
go went
irregular
have had
regular
stay stayed
irregular
take took
regular
jump jumped

estions.
mplete the qu forest.
2 Read and co He went to the
?
Where did George go
1. His friend.
Who did he go with? ing.
2. They went hik
What did they do? day.
3. Last Satur
When did they go?
4.
Model answer
you know!
Check what
irregular
regular and
st
s verbs in the pa
15 holiday word

st activities
talk about pa
st o
ask about pa using last / ag
activities
My project
Make a pictur
e frame.

it 2
22 An am azing holiday Un 17:48
30/05/11
Choose your
Unglue the end
favourite photo of of a colourful
s
your last holiday. tissue
box and flatte
359755 _ 0014
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22
n it.

Activity Book with answers

Cut a picture
frame
in an oval, squ
are or
rectangular sha
Make diffe pe.
rent patter
from mod ns
elling clay
. Paint and decorate your
frame
with washable paint and
glitter.

225

Stick the figure

s
onto the frame
.
Stick the pho
to
behind the fra
me.

Unit 2 An am
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 Unit 3

Unit 3
old objects.
lou r the househ
1 Find and co

armchair

bookcase

bath

coffee table

desk

carpet

tures.
Label the pic
ses.
mp lete the phra
2 Look and co
2
1

Wh a t a Oh, n o!
m e ss!

4
3
It’s r e a lly
re!
Wh a t a m e ss y h e
3 Find an
d i s a st e r! d circle five electrica
l appliances.
awmtcof
fee
m
it 3
Superheroes Un
ak

24 17:50
30/05/11
ea
er

sv
lap
topvqtoasterubxcdplayerlooftble
d 24
nderce
-0033.ind
359755 _ 0024
Activity Book with answers

Complete the
dialogues.

How much is
the toaster How much is
?
the coffee maker ?
It’s
thir ty pounds It’s
.
sixty-two pounds
.

It’s
fifty-nine pounds It’s
. for ty-seven pounds
.
It’s
How much is
ninety-eight pounds
the .
CD player ?
How much is
the laptop
226 ?

How much is
the blender ?
£59
£62 £30
£47
£98

Unit 3 Superh
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 Unit 3
News
ing? supercity
What were you do News
nces.
mp lete the sente
1 Look and co
in g
ren do
What were the child topped?
Fe e l s
when the rris whe

) was
4. Alicia (listen
was to music.
1. Phil (sleep) listening
. (scream ) was
sleepi ng 5. Laura
d Mike (fly) were .
2. Joh n an screaming
ra (read ) were
flying planes. 6. Carlos and
Do
e) was writing books.
3. Vince rit (w reading
.
a text message
ntences.
Correct the se
screaming.
1. Alicia was ening to music.
ming. She was list
Alicia wasn’t screa
on ad e.
inking lem
2. Phil was dr
He was sleeping.
Ph il wa sn’t dri nking lemonade.
l.
aying footbal
Dora were pl
3. Carlos and tba ll. Th ey were reading
books.
weren’t pla yin g foo
Carlos and Dora
sleeping.
4. Vince was g a text message
. 2 Unscramb
le
ng. He was writin the questions
.
Vince wasn’t sleepi
A News
26 Superheroes Un
it 3 supercity
30/05/11
17:50

Heroes keep ci News

ty safe!
12th SepteMb
er
Supergirl saves
the
359755 _ 0024-0033.ind
d 26
empire State bu Superboy helps
ilding!

Activity Book with answers

children on the Superboy and
lake! Supergirl
catch bank rob
bers!

4. Alicia (listen
)
to music.
5. Laura (scre
am) was
1. What yeste
. rday morning
6. Carlos and What was Superg was Superg
Dora (read) we irl doing yesterda irl doing
re y morning?
books. 2. was Supe
rboy yesterd
ay afternoon
1. Alicia was Where was Superb Where
screaming. oy yesterday aftern
3. were last oon?
night they
Where
2. Phil was dr Where were they
inking lemon last night?
ade.
4. doing they
What were
3. Carlos and What were they
Dora were pl doing?
aying footbal
l.
Look and un
derline the co
227
4. Vince was rrect option.
sleeping. 1. Supergirl wa
s rescuing a
cat. / 2. Superboy
Supergirl wa was at the la
s putting out ke. /
3. Last night, a fire.
they were at Superboy wa
home. / s at school.
Last night, th 4. They were
ey were in th looking for ro
e city. bbers. /
They were sa
ving some ch
ildren.

Unit 3 Superh
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 Unit 3
Time to practise!
cle five difference
s. Last week
1 Find and cir

es. lking a rabbit.

Write sentenc g. In B, she was wa
A, the wo ma n was walking a fro
1. In a bike.
In B, he was riding
s riding a horse.
2. In A, a boy wa B, the y were sur fing.
ing . In
s were swimm
3. In A, two boy oarding.
In B he was skateb
s playing football.
4. In A, a boy wa
B, a ca t wa s climbing a tree. Time to wr
ite
tre e. In
y was climbing a
5. In A, a monke
1 Read an
d write the times. My notes
10.00am ride his
bike 3.00pm eat som
it 3 e piZZa
28 Superheroes Un 30/05/11
17:50
10.30am help an
old lady 5.00pm enter
11.00am talk to a cinema
a girl 7.00pm become
Arachniboy

-0033.indd 28
359755 _ 0024
Activity Book with answers

3.00
7.00
11.00

5 .00
10.00
Look and comp 10.30
lete the report
.
1.
Yesterday, I dis
2. covered the se
cret identity of
I followed Julian a superhero.
all day.
228 3.
4.
At half past ten, he
At ten o’clock, he
was helping an old
was riding his bik
e.
At eleven o’clock, lady.
5. he was talking to
a girl.
At three o’clock he
was eating some
At five o’clock he pizza.
was entering a cin
ema.
At seven o'cloc
k, he became Ar
achniboy!

Unit 3 Superh
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 Unit 3
keepers’ story
The lighthouse
ntity.
ry Secret ide
st part of the sto
1 Read the fir
pictures.
Number the
2
3

4
1

Match.
.
his homework
Tim was doing
A boy saw Superboy
flying over his house.
k home.
Tim's mum came bac
nt shopping.
Tim's mum we 2 Read the
wh ole story Secre
t identity.
Write what the
characters sa
y.
it 3
30 Superheroes Un 30/05/11
17:50 He was flying
I was doing my over our hous
homework. e. He was res
You were savin cuing people
g those peop from a fire.
d 30 le. I was loo
359755 _ 0024
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king for you!

Activity Book with answers

I was looking for
you!
I was doing
my homework.

He was flying
over our house.

He was rescuing
people from a fire You were saving
.
those people.
229

Unit 3 Superh
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 Unit 3
Time to check
rrect word.
1 Circle the co k yesterday?
g at five o’cloc
ha t we re / was you doin
1. W
watching TV.
I was / were
is morning?
/ W as yo u at school th
2. Were s / were at ho
me.
weren’t. I wa arrived?
No, I wasn’t / s do in g wh en the teacher
re th e stu de nt
/ we
3. What was eir books.
re reading th ren’t reading.
They was / we ey wasn’t / we
s / we re flying planes. Th
b wa
4. Bill and Bo
dramings
aw the objec
ts. Student’s own
2 Read and dr
ffee table.
is under the co
1. The laptop carpet.
t is sle eping on the ir.
2. Th e ca to the armcha
r books next
3. There are fou the bookcase.
ye r is in
4. The CD pla

Model answer
you know!
Check what
ntinuous
talk about co
past
ms actions in the
6 household ite
er questions
ask and answ
ous actions
5 electrical about continu
in the past
appliances My project
Make super-p
uppets.
it 3
32 Superheroes Un 30/05/11
17:50
Draw a new superhero and a new
villain. Think about their physica Cut two differen
l t-sized
appearance, powers and clothes. pieces of card.
d 32
359755 _ 0024-0033.ind
Activity Book with answers

Gather craft
supplies. Create
hair, clothes,
and accessori Roll up the
your future sup es for
erhero and vil
lain. and tape the pieces of cardboard
m together.
bodies of yo These are the
ur superhero
Stick th and villain.
e decora
onto th tions
e bo
superher dies of your Glue an ice cream stick
inside the
o and vi puppets for a handle. Now
llain.
you can
make up your own adve
ntures!

230

Unit 3 Superh
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 Unit 4

Unit 4
the words.
1 Unscramble
et it io n
Sp el lin g Co mp
mi uo pd ph to ry
ac er fio fic la
cr es do ao rb dm ea l
nii sh f nie l
kc rta
6. medal
3. race official
1. scoreboard 7. trophy
4. finish line
2. track
5. podium

say.
ite what they
2 Look and wr ! I lost the ra
ce .
I won the race
Don’t worry.
Well done!
2 Don’t worry.
1 I won the race!

Well done!
4
3 I lost the race.

3 Look an
d comp lete the sente
nces.
Mary is fifth .
Jane is third
34 Champions Un
it 4
17:52
.
30/05/11

Debra is tenth . Nigel

dd 34
is first .
-0043.in
359755 _ 0034

Activity Book with answers

Allie is ninth Jack is seventh .
.

Fiona
Judy is eighth . is secon
d .

Steve is fourth .

Vince
is sixth
.

231

Unit 4 Champ
359755 _ 0034
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ions 35
dd 35

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 Unit 4
hen you were six?
Could you swim w
ues.
mp lete the dialog
1 Look and co

ven
ride a bike / se
eight
skateboard /
swim / six ride a bike when
skateboard Could you
Could you you were seven ?
swim when
Could you when you were eig
ht ?
you we re six ?

Yes, I could.
.
. No, I couldn’t
Yes, I could

ns for Joe.
Write questio

tball when
Could you play foo
you were ?six

guitar when
Could you play the Yes, I could.
you were six?
No, I couldn’t.

2 Read an
d nu mber the pic
tures. 3 Iw
1 as climb ing w
I was swimming
when my phone ra hen
it started to ra ng.
4 in. 2
36 Champions Unit 30/05/11
17:52
I was running
w
I saw a snak hen 4 I was
dancing wh
e. en
dd 36
I saw a shark.
359755 _ 0034-0043.in
Activity Book with answers

2
4

3 Write fun 3
ny sente nces.

swim
ring

read a book
shark

bear

mobile phone
light

The shark was sw go out

imming
when its mobile pho The bear was rea
ne rang. ding a book
232 when the light we
nt out.
police officer
stop him

octopus

drive a car
The octopus was
driving a car when
the police officer
stopped him.

Unit 4 Champ
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ions 37
dd 37

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 Unit 4
Time to practise!
say.
ite what they
orm ation and wr
1 Read the inf This year ✗
Last year ✓
speak Japanese
✗
✓
speak French
swim mera
climb trees r use a digital ca
Mary use a DVD playe
play the piano e a horse
John play the guitar ride a bike
rid
skip
Gary run fast

Me ,
piano
uldn’t play the
, Last year, I co !
couldn’t swim y the gui tar
Last year, I but I could pla
trees! camera ,
clim b can’t use a digital
but I could This year, I
n’t speak Japanese, n use a DV D pla yer .
This year, I ca but I can ca
ak Fr ench.
but I can spe
n’t skip,
Last year, I could
but I could run fast!
r, I ca n’t ride a horse,
This yea Jo hn
bik e.
but I can ride a
Ma ry
about you. answers Ga ry
Complete the
information Student’s own
self.
ite about your
Draw and wr

drawings
Student’s own
Time to wr
1 Look an
ite
d numb er the pictures
.
it 4 3
38 Champions Un 30/05/11
17:52

1
2
38
-0043.indd
359755 _ 0034

Activity Book with answers

Complete the
first part of the
story.
was chasing
saw a shark Fiona was tenth
was tenth she in the swimming
saw a shark race when
She was very sc . It was chasing
ared! her.
Look and wr
ite the second
part of the sto
ry.
4
5
6

swim / win
celebrate / jum
233
p out
be
Fiona swam
She fast and
was celebrating won
when the shar the race.
It was k jumped out
Ted, her best fri .
end.

Unit 4 Champ
359755 _ 0034
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ions 39
dd 39

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 Unit 4
keepers’ story
The lighthouse
my coach.
ry Grandad,
st part of the sto
1 Read the fir
posites.
Write the op Gandad
Granny
happy sad

right wrong
slow fast

can
lost can’t
won

sentences. .
Complete the l race
she lost the schoo .
because
1. Nikki is sad he was ten
st when e race.
d could run fa to train for th
2. Her granda
to the park befor e yo u run.
3. They went
rta nt to warm up
4. It’s impo
i’s routine.
Describe Nikk

3. She’s bending
2. She’s touching her legs.
1. She’s stretching her toes.
2 Read the
whole story Gran
dad, my coac
her arms. h.
Complete wh
at Nikki tells
her mum.
it 4
40 Champions Un 17:52
30/05/11
won was clapping
couldn’t run
heard ran
40
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Activity Book with answers

I couldn’t run
fast at the sta
Then, I rt.
heard Grandad shou
He ting.
was clapping
.I ran faster
and faster. I
won the race!

Match the tw
o parts of the
phrases.

234
1.
2.
3.

Unit 4 Champ
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 Unit 4
Time to check
rrect option.
1 Circle the co started to rain.
tball when it
yin g / played foo lf.
1. W e we re pla tting / cut herse
en she was cu ging.
s cooking wh rang / was rin
2. My mum wa when the ph on e
d / wa s ha ving a shower s falling.
3. He ha fell / wa
race when he
ing / won the
4. He was winn
sentences. Model answer he was
2 Look and wr
ite and subtract when
1. Tom could add ries.
n’t read sho rt sto
four, but he could
me s wh en he was
y video ga
2. He could pla
co uld n’t spe ak French.
Tom Age three, but he
was seven,
9 e a cake when he
play Tennis 5 3. He could bak
read short stories dy on his ow n.
play video gam
es 3 but he couldn’t stu
he was six,
ak French when
6
speak French 7 4. He could spe
bake a cake .
8 y tennis
study on his ow
n
4 but he couldn’t pla
t
add and subtrac

Model answer
you kn ow!
Check what
ers
ordinal numb
words
7 competition
er
er ask and answ
ask and answ questions ab
out abilities
out t using can
questions ab in the presen
past
abilities in the
using could

errupted actio
ns in the past My project
talk about int
Make a family
medal.
it 4
42 Champions Un 30/05/11
17:52

Choose one member of your family

you would like to celebrate. Cut
out pictures from magazines to Cut a circle fro
359755 _ 0034
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42 m card

Activity Book with answers

represent what he/she is good at. and write Great
(Dad, Mum, Sis
ter).
1.

2.

3.

4.

Stick the m
agazine
cutouts and
decorate
the medal. Stick a piece of string
to
the back of the medal
and give
it to the family member.

235

Unit 4 Champ
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 Unit 5

Unit 5
ses.
wr ite the illnes
1 Follow and

headache
toothache

stomach ache

ntences.
mplete the se
2 Look and co .
throat
. I’ve got a sore
1 My foot hur ts
2

tter?
3 What’s the ma 4

.
My leg hur ts 3 Colour the
. matching piece
I ’ve got a fever s.

it 5
44 In good shape Un 31/05/11
9:22

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Activity Book with answers

medi
herbal
oint plas
com pi
ban

lls ter press

cine dage
tea ment
4 Read an
d su ggest a remed
y.
I’ve got
a cut.

Put on a plaste
I’ve got a r .
headache.

Take two pills

236 I’ve got a
sore throat. .

I’ve got Take some me

dicine
backache. .

Use some oin

tment
.

Unit 5 In goo
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 Unit 5

I’m taller than you!

d ga mes
W il
sentences.
1 Complete the

Luke Steve
Tom Paul
Jill Sally
Bill Jack than Sally.
2. Jill is shorter
faster than Bill. thinner than Steve.
1. Jack is 4. Luke is
stronger than Paul.
3. Tom is

mp are.
2 Look and co
2
1

strong
slow er than a monkey.
A gorilla is strong
rrari.
A Honda is slower than a Fe
4
3

fast
ta ll n a tor toise. 3 Read an
A hare is faster tha d co mplete the ch
art.
n a koala.
A zebra is taller tha
Two children
are 1.30 m ta
Ka ll.
46 In good shape Un
it 5 One child is 1.4te isn't 1.30 m tall.
31/05/11
9:22
0 m tall. Nadia Two children are 9.
is 1.35 m tall. One
Nadia isn't 9. Tom is child is 8.
10.
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Two childre

Activity Book with answers

Tom doesn'tn run 50 m in 20 secs
One child ru run 50 m in 20 secs..
Joseph runs ns 50 m in 18
50 m in 25 sesecs.
cs.

Tom
Kate
how tall? Nadia
1.30 m Joseph
1.40 m
1.35 m
how old? 1.30 m
10
9
how fast?
8
9
18 secs.
20 secs.
Circle the co 20 secs.
rrect word. 25 secs.
1. Joseph is sh
orter / taller th
an Nadia.
2. Kate isn’t yo
unger / older
than Tom.
3. Tom isn’t fa
ster / slower
than Kate an
4. Kate is talle d Nadia.
r / shorter than
Tom. 237
Write questio
ns and answ
er them. Model answer
1. Is Tom younge
r than Joseph?
2. Is Kate faster tha No, he isn’t.
n Joseph?
3. Is Nadia older Yes, she is.
than Tom?
4. Is Joseph taller No, she isn’t.
than Tom?
No, he isn’t.

Unit 5 In goo
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 Unit 5
Time to practise!
ns.
1 Write questio

an
an / Muscle M
2. fat / Rock M
an / Mad Bull Ma n or Mu scle Man?
1. tall / Rock M Who is fatter, Ro
ck
ll? n.
Man or Mad Bu than Muscle Ma
Who is taller, Rock Rock Man is fatter
n Ma d Bu ll. ck M an
Rock Man is taller
tha Bull / Ro
Man 4. young / Mad n?
Bull / Muscle d Bull or Rock Ma
3. str on g / M ad Who is younger, Ma
Ma d Bu ll or Muscle Man? r than Rock Ma n.
Who is str ong er, Mad Bull is younge
Bull.
onger than Mad
Muscle Man is str
tions.
swer the ques
Look and an
ns. Model answer
re compariso
Write four mo ck Man.
is stronger than Ro
1. Muscle Man ll.
old er tha n Ma d Bu
2. Muscle Man is
thin ner tha n Ro ck Man. Time to wr
3. Mad Bull is

4. Rock Man is sho

rter than Muscle
Man.
1 Match the
ite
adjec tives to the ch
aracters.
Unit 5
48 In good shape 31/05/11
9:22
old
rich
happy
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48 young
359755 _ 0044
Activity Book with answers

Cruell a

tall
Kelly
ugly
strong

2. fat / Rock M
an / Muscle M
an small

4. young / Mad pretty

Bull / Rock M
an

weak
big
short
238 Describe the
Cruella
characters.
is old and ugly . Kelly is young
She’s also
tall and rich and pretty
She’s got a do . She’s also .
g. It’s big short and happy
She .
and strong ’s got a dog .
. It’s small
and weak
.

Unit 5 In goo
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 Unit 5
keepers’ story
The lighthouse
ointment.
ry The magic
st part of the sto
1 Read the fir
t this
Don’t worry. Pu
pictures. a wish.
Number the on and make
any of the
I can’t go on
short.
rides. I’m very

I’m so sad…

4
y! You
No, young lad
s ride!
tter? can´t go on thi
What’s the ma
crying?
Why are you
2

3
.
es.
Complet e the sentenc
she was sad .
ying because was very short
1. Julie was cr because she .
th e rid es
e co ul dn ’t go on
2. Sh e ointment ”.
gave her som make a wish 2 Read the
3. The old lady tm ent: Put it on and seco nd part of the
gic Oin story The ma
id, “ Ma gic ointment.
4. The label sa Match the tw
o parts of the
sentences.
it 5
50 In good shape Un 31/05/11
9:22

After she put on

the ointment
359755 _ 0044
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"I want to be me."

Activity Book with answers

Julie got bigger
she didn't recognize
her.
When her mothe
r opened the do
or
she could go
on all the rides.
She was crying when
and bigger on he
r way home.
She put it on he
r hand and said
Draw an endin she remembered
g for the story. the magic ointm
ent.

Student’s own
drawing

239
Write your en
ding. Model answer
Julie opened her
eyes. She was he
the door and her r again! She knocke
Mum opened. Th d on
is time, she did rec
Julie was glad to ognize her.
be short again!

Unit 5 In goo
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 Unit 5
Time to check
sentences.
scramble the
1 Look and un

chimpanzees
orangutans
gorillas 90 cm
1.30 m
1.60 m 32 – 55 kg
height 40 – 90 kg
90 – 180 kg ★
weight ★★
★★★
strength
than
are gorillas
chimpanzees
1. stronger ee s.
er than chimpanz
Gorillas are strong
are
rillas weaker
panzees go
2. than chim s.
weaker than gorilla
Chimpanzees are than
shorter are
s orangutans
3. chimpanzee tan s.
shorter than orangu
Chimpanzees are
ier ar e gorillas
than heav
4. orangutans s.
er than orangutan
Gorillas are heavi
ta ns chimpanzees
than orangu
5. taller are ees.
er than chimpanz
Orangutans are tall
Model answer
you know !
Check what
7 remedies
5 illnesses
als or
people, anim
compare two
objects us ing sh ort ad jectives
My project
Make a wres
tling ring.

52 In good sha
pe Unit 5 9:22
31/05/11
height Cut a square of cra
1.60 m ft foam Trace tw
weight and a matching o thum
90 – 180 kg 1.30 m piece of card. in the bholes
str 40 – 90 kg 90 cm Stick them togeth square centre
359755 _ 0044
en
-005 3.ingth
dd 52
er. and cu of the
★★★ 32 – 55 kg
Activity Book with answers

★★ t them
out.
★

Trace and
cut two rin
from anot gs
her piece
foam. Stic of craft
k a piece
Ask an ad around ea of wool
a hole in ult to mak ch thumbh
ea e ole.
mat using ch corner of the
a
a wooden hole punch. Insert
stick into
each hole
.

240

Finally, invite a mem

Thread a length ber of your
of wool family to wrestle you.
around the ma Set the
t to form wrestling ring over your
a wrestling rin thumbs.
g. The first to pin his/her
opponent
for a count of 3 wins.

Unit 5 In goo
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 Unit 6
Unit 6
dots.
1 Connect the

mouse

screen
mousepad

keyboard

webcam
memory stick
speaker cable 2 Match the
tw o parts of the
phrases.
ts.
La bel the objec 1
surf 3
2 play 5 do
chat 4 se wnload
54 R U OK? Unit 6 17:56 nd 7 up
30/05/11
6 load
sign
dd 54
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359755 _ 0054

Activity Book with answers

e-mails
online
the internet photos
in
music computer game
Number the s
pictures.

1
6
4

3
7
2
5

3 Encode
the mess ages.

241
1. Are you go
ing to
the park? 2. Talk to you
tonight.
3. See you lat
er.
R U G N G 2
T H T L K 2
P R K ?
U 2 N I T E C U
L 8R

Unit 6 R U OK?
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 Unit 6

I’m the newest!

nces.
mp lete the sente
1 Look and co

Hi! How
are you?

Bargain!
Just 2
pounds
.
the prettiest pet in the shop
It’s
is very pretty. e sh op .
1. The parrot the funniest pe t in th
fu nn y. It’s
2. The parrot
is al so
st pe t in th e shop.
the cheape
very cheap. It’s pet in the shop
.
3. The fish is the fattest
ally fat. It’s e sh op .
4. The cat is re the biggest pe t in th
very big. It’s e shop.
5. The dog is the fastes t pe t in th
ter is really fast. It’s
6. The hams
or
ite. ap t
orm ation and wr Diplo cir
2 Read the inf d oc u
lo
Ve

x
s
e
T- R

ago
s ago 84 million years
ago 155 million year 1m
lived 67 million years 5m 15 kilos
6m 10.6 tonnes
height 64 km/h
5.7 tonnes 11 km/h
weight
32 km/h us is the slowest.
speed slow Diplodoc
is the oldest. tor is the shortest.
old Diplodocus short Veloc irap
tall T-Rex is the
tallest. is the fastest. 3 Look an
fast Velociraptor d answer the ques
Diplod oc us is the heaviest. tions.
heavy

56 R U OK? Unit 6 30/05/11

17:56

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359755 _ 0054
Activity Book with answers

1. Who is wo
rse at cleanin
g, Metalman
2. Who is the or Roboman?
worst at clean Roboman is worse
ing? .
3. Who is bette
r at running, Tinman is the worst.
Roboman or
4. Who is the Metalman?
best at runnin Metalman is better.
g?
5. Who is the
best at Maths Tinman is the best.
?
6. Who is the
worst at Maths Roboman is the bes
? t.
4 Look an Metalman is the wo
d compare the rst.
animals.
1. koala / ant
The koala is better
than the ant.
2. ant / tortoise
The ant is worse
than the tor toise.
242 3. tortoise The tor
toise is the best.
4. rabbit / monk
ey The rabbit is bet
ter than the monke
5. snake The sna y.
ke is the worst.
6. snake / koala
The snake is worse
than the koala.

Unit 6 R U OK?
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 Unit 6
Time to practise! tall good at Math
s
le.
mplete the tab ★★★★
1 Read and co mum
n brother
the tallest perso
My brother is
Hi, I’m Kathy. tha n my dad, but he
’s
Kathy
★★★
I’m tal ler Kathy
in my family. m. e’sOthe
ShFOT shortest.
n my mu DE
taller tha A
CIÓN DIVERTID IENTE:
DE UNA
than my brother. ★★
ART: ILUSTRA
tterO at Maths
LO SIGU EL brother
beEL ther is better
IEND GO LA CHICA,
I’mSIGU
FAMILIA
EL CHICO ES
MÁS ALTO. LUEMADRE.
LAst. My bro
dad
MÁSis
Y LA m
RE mu the
BAJI be
TA ES
CHICO TIEN
E ASPECTO
worst.
My
d. My dad is the
PAD SO Y EL
GRACIO ★
EL PADRE ES
Ma
atALG thsTE]than my da
O TRIS
mum
dad

ur family.
table about yo answers
2 Complete the Student’s own
funny
short
★★★★

★★★

★★

★
Time to wr
Write about
your family.
Student’s own
an swers
1 Decode
ite
the desc ription.

58 R U OK? Unit 6 30/05/11

17:56

I've got a new

black . It's got
dd 58
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359755 _ 0054
I’ve got a new bla

Activity Book with answers

a big ck robot.
on its face. It' It’s got a big smile
s got two on its face.
It’s got two cool spe
cool akers on
on its ears and its ears and a key
a board
on its body.
on its body. It
hasn't got a It hasn’t got a cable
. .
It’s got a remote
It's got a remo control that
te control tha looks like a mouse
t looks
.
like a
.

2 Draw yo
ur ow n robot and wr
ite a descrip
tion.

Student’s own
answers

Student’s own
243
drawing

Unit 6 R U OK?
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 Unit 6
keepers’ story
The lighthouse
records.
ry A book of
st part of the sto
1 Read the fir 4
pictures.
Number the
me of the
What’s the na
1 Europe?
fastest bird in

?
publish a book
3 Why don’t we
5

lse. True
ite True or Fa
Read and wr bird.
the name of a False
nted to know ion on the inter
net.
1. Sir Hugh wa the infor m at True
d hi s fri en ds looked for
2. He an out records. False
ed a book ab
3. They publish after his favo
urite drink. True
med the book rds in the wo
rld.
4. Sir Hugh na ok of re co 2 Read an
ok is th e m ost famous bo d co mplete the rec
ords.
5. His bo
The world's
tallest
60 R U OK? Unit 6 17:56 land animal is th
30/05/11
e giraffe.
It can be up to
6 m tall.
dd 60
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359755 _ 0054
Activity Book with answers

The largest living

animal is the blu
e whale.
The largest eve
r was 171
tonnes and was
27 m long.

The longest snake

ever measured
was a
python. It was
10 m long.
1. Sir Hugh wa
nted to know
2. He and his the name of a
friends looke bird.
d for the infor
244 3. They publish
ed a book ab
out records.
mation on th
e internet.
4. Sir Hugh na Cheetahs are th
med the book e fastest
5. His book is after his favo
urite drink. creatures on lan
the most fam d. They can
ous book of re
cords in the wo run 112 km/h.
rld.

Match.

Unit 6 R U OK?
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 Unit 6
Time to check
table.
1 Complete the Superlative
Comparative
Adjective
the worst
worse than
bad the biggest
bigger than
big the cheapest
cheap cheaper than
the fattest
fatter than
fat
the funniest
funny funnier than
the best
good better than
the heaviest
heavy heavier than
the oldest
old older than

rrect option.
2 Circle the co land animal.
the heaviest
t is heavier /
1. The elephan m y sis ter.
aths than
the best at M n in my family
.
2. I’m better / nn ies t pe rso
e fu
is funnier / th
3. My brother m y sis ter.
English than
/ the worst at
4. He’s worse liv in g creature?
r / the fa ste st
5. What is faste
Model answer
know!
Ch eck what you
tions
7 computer ac
rts
8 computer pa
forms of
use irregular
re than good
compare mo the adjectives
two items using
superlative
the
and bad My project
Make a family
book of record
s.
62 R U OK? Unit 6 30/05/11
17:56

Choose the records you want to

include. Collect the information
and write it on a sheet of paper. To make the cov
359755 _ 0054
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62
er, fold

Activity Book with answers

a letter-sized
sheet
of card.

Write the title

and decorate it.

Make a pa Add a picture

ge fo or
every reco r a photo of you
r
rd.
family memb
er.

245

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 Unit 7

Unit 7
the words.
1 Unscramble tu e r c p i
ckcaelen i c t u r e
e p
n e c k l a c 1
2
nebatkl
s b e kta a n k e t
b l
t 4
b a s k e
3 p u et r c l u s
m t u r e
ha cokm s c u l p
c k
h a m m o 7 8
6
5

Y
H I S T O R
O U R 1 3 4 6 8
2 5
Decode the message. 7

ptions.
d write the ca a z i ng!
2 Complete an Th a t’s a m

W o w! k i dd i ng!
Y o u ‘r e

to try it?
Do you want
That’s amazing!

Wow! 3 Colour the

You’re kidding! paths with differ
ent colours.

7
64 Our history Unit 30/05/11
18:00

-0073.indd 64
359755 _ 0064
Activity Book with answers

Write sentenc
es using the
words.

246
1. The weaver is
weaving a blanke
t.
2. The jeweller is
making a necklace
.
3. The painter is pai
nting a picture.
4. The potter is makin
g a pot.

Unit 7 Our hist

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 Unit 7
games !
They used to play
didn’t use to.
th used to or
1 Complete wi
om e…
In A n ci en t R

e.
used to go to the theatr
They
by horse.
Romans used to travel

didn’t use to wear trainers.

Men
watch TV.
They didn’t use to

.
ite sentences
2 Look and wr

hunt mammoths
have electricity
wear shoes estions.
draw on walls Answer the qu
draw on walls.
1. People used to
n’t use to wear shoes.
2. They did
y.
did n’t use to have electricit 3 Look an
d wr
3. They ite questions
.
t ma mm oth s.
4. They used to hun
7 1
66 Our history Unit 30/05/11
18:00
3
2
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Activity Book with answers

6

5 4

1. send / text me
ssages
Did people use to 4. have / mobil
send text message e phones
s? Did they use to ha
2. have / MP3 ve mobile
players phones?
Did they use to ha 5. watch / DV
ve MP3 players? Ds
3. play / video
games
Did they use to wa
tch DVDs ? 247
Did they use to pla 6. use / digita
y video games? l cameras
Did they use to use
Answer the qu digital cameras?
estions.
1. Yes, they did
.
2. No, they did
4. Yes, they did n’t.
. 3. Yes, they did
5. No, they did .
n’t.
6. No, they did
n’t.

Unit 7 Our hist

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 Unit 7
Time to practise!
an.
nc es about Coolm
1 Write sente

fly very fast

lift trains y fast.
He used to fly ver
ins.
He d to lift tra
use

not sleep a lot

lls ep a lot.
see through wa He didn’t use to sle
use d to see through walls.
He

interview.
Complete the
Yes, I did.
trains?
Did you use to lift
Yes, I did.
very fast?
Did you use to fly
through walls? Yes, I did.
Did you use to see

ep a lot ? No, I didn’t.

Did you use to sle
Time to wr
1 Complet
ite
e the de scription.

Our history Un
it 7 It’s a sunny
68 30/05/11
18:00
day. There ar
children lots of people e
on the beach
Some people .
359755 _ 0064
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are swimming
swimming
Activity Book with answers

in the
T-shirts foot sea . Some
sea ball children
are playing
football . They’re
wearing T-shir ts
ice cream . Some people
are listening
to music. A gir
l is
beach eating ice cre
am .
2 Write a
new description.
Student’s own
answers
It’s a
day. There are
adjective
the forest. So lots of people
me people ar in
e
in the
noun . Some ver b
are playing
noun . They’re wear noun
people are ing
. Some
verb . A girl is eatin noun
g
Draw a pictur noun .
e of your desc
ription.

248
Student’s own
drawing

Unit 7 Our hist

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 Unit 7
keepers’ story
The lighthouse
story.
ry Grandad’s
st part of the sto
1 Read the fir
rrect option.
Circle the co
in a village / city.
dad used to live
The boy's gran
. He used to /
r / on a small hill
His house was nea ends / cousins.
fri
y there with his
didn't use to pla s / crosses
inting cir cle
men pa
One day, he saw
es.
on trees / bridg
sentences. 1
Number the I went to the
hill.
. 4
I saw a stone
6
I went home.
aps. 2
I sa w men with m
e stone. 5
I picked up th
3
The men left.

2 Read the
seco nd part of the
story Granda
d’s story.
Write True or
False.
7
70 Our history Unit 30/05/11
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1. Grandad us
ed to dream
a lot.
2. He had a str False
ange dream.
3. He wasn’t True
good at draw
ing.
4. The teacher False
went to the lib
5. The picture rary.
was of a May True
an warrior.
6. They didn’t True
find any mor
e ancient relic
s. False
Draw a pictur
e of what he
saw in his dr
eam.

249
Student’s own
drawing

Unit 7 Our hist

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 Unit 7
Time to check
cle ten words.
1 Find and cir

ujkpa
ey i
wellerrg
ac

zje
nt
erp
neckl

qa

ns
w awe

cu
re
lptu

lpt
o
ruk
s cu
aver

lb
lan
gz

ket
u
c

ioha
eto
vb

po mm o c k
sk

tte
re g n b a

.
2 Read and co
mplete. in large cities
(live) used to live
1. The Aztecs gum.
used to chew
) glasses?
2. They (chew use to wear
they (w ea r)
3. Did tlachtli.
used to play
(play) pens?
4. The Aztecs use to wr ite wi th
th ey (w rite)
5. Did

Model answer
you know!
Check what
5 artisans
7 handicrafts

ask and answ

er questions
about
ing used to
My project
past habits us
Make a family
quilt.

7
72 Our history Unit 30/05/11
18:01
Ask each family
member
to give you a piec
e of an
old item of clothin Make 10 cm x
g that 10 cm
is special to him squares from
d 72 /her. the material.
-0073.ind
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Activity Book with answers

Separately, cut
squares from similar
plain material
Take turns wit .
h your
family memb
ers sewing the Take your fam
squares onto ily quilt
a small towel. to school and
tell your
class why it is
special.

250

Unit 7 Our hist

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 Unit 8
Unit 8
each word.
tters that form
1 Circle the le

tunnel
bridge
hill
volcano

swamp
field
cave
water fall
ord s.
Write the w ponses.
er Write the res
. Model answ
suggestions
2 Complete the
good idea.
I don’t think that’s a
y ?
go that wa
Why don’t we

No, I don’t think so.

.
cave
Let’s go into the

OK, let’s go! 3 Look an

d write the phra
field ? ses.
ing to the
What about go

74 Volcano Unit 8 31/05/11

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Activity Book with answers

across the cerea
l bowl
through the apple

up the apple
down the apple

Why
?
out of the apple
over the cereal bow
l
251
What
?

around the apple

into the apple

Unit 8 Volcan
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 Unit 8
je ct tomorrow
I’m doing my pro.
nces
plete the sente
1 Look and com
Harry
Ellie
Ellie
on Monday.
studying History
Ellie is on Tuesday.
ntis t
going to the de .
She’s dnesday
watching TV on We Paul and
Paul and
Harry is on Th urs da y . Harry Pete
Pete
hy
studying Geograp .
He’s Fri da y
are having a par ty on
Paul and Pete Sa turda y .
playing football on
They’re

se ntences.
Correct the
dentist on Wednesday.
I’m going to the No, you aren’t going
.
on Wednesday
sday.
You’re going on Tue

Ellie

Geography
I’m studying ng it on Tuesday.
on Tuesday. No, you aren’t studyi
it on Thursday.
You’re studying

We’re playin
g Harry
nday.
football on Su
it on Sunday.
No, you aren’t playing
pla yin g it on Sa turday.
You’re

2 Colour th
e paths with diffe
rent colours.
Pete
Paul
go to the cinem
76 Volcano Unit 8 31/05/11
10:54 a

d 76
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visit cousins
Activity Book with answers

go to the park

stay at home

play basketball
Look and c
om plete the dialo
gue.

What are you

doing on Mon
day?

Are you
visiting I’m going to the par
your cousins k
on Sunday? .

252 Are you going to

the cinema on
No, I’m not. I’m visi
them on Wednesda
ting
Thursday? y.

Yes, I am .

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 Unit 8
Time to practise! Em er ge nc y
Fi re In st ru
ct ions

ns . downstairs go
the instructio
1 Unscramble not run do
the
room leave

Go downstairs.
Do not run.
Leave the room. help wait for
car park
the into go
not do
the lift use

Wait for help.

k.
Go into the car par
Do not use the lift.

rite sentence
s. Model answer
2 Look and w
ext week
Camp Jo b s fo r t he n
rest Friday
ake Fo Wednesday
Thursday
L Tuesday pick up
Monday collect
pick up wash
wood rubbish
collect plates
wood rubbish pick up
Grizzlies wash
collect
pick up
plates rubbish
wash
wood rubbish
Coyotes plates wash
collect
wash collect plates
wood
pick up wood
plates
Panthers rubbish .
y and Friday
rubbish on Tuesda .
s are picking up
1. The Grizzlie and Thursday
Time to wr
on Mo nda y .
tes are washing plates y
Co yo sday and Thursda
2. Th e
3. The Panthe
rs are collecting
wood on Wedne
1 Read th
ite Climb up
th
Go dow e hill.
n
e dire ctions and dr Go into th the hill.
aw the route
on the map. out of th e cave and then
e
78 Volcano Unit 8 10:54 Climb up cave.
31/05/11
th
You are here. Go dow e mountain.
n the moun
across th tain and
Walk thro e bridge.
Go arou ugh the tunnel.
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Activity Book with answers

nd
The trea the volcano.
sure is ne
the hut. xt to

Look at th
e map and w
rite the direc
tions.

You
are
her
e.
Monday
Tuesday Wednesday
Grizzlies collect Thursday
pick up Friday
wood rubbish wash collect
plates pick up
Coyotes wash wood rubbish
collect
plates pick up
wood rubbish wash pick up
Panthers pick up plates rubbish
rubbish wash collect
plates collect
wood wash
1. The Grizzlie
s
wood
plates go around 253
climb up Go around the tre
2. The Coyotes e.
go down Go into the cave.
3. The Panthe . walk across Climb up the volca
rs no. Go out of the ca
. go across Go down the vol ve.
go into cano. Go around the sw
. go out of Walk across the amp.
field.
go around Go across the bri
dge.

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 Unit 8
keepers’ story
The lighthouse
.
tory Rescued
part of the s
1 Read the first
g.
e the dog’s ta
Complet

Name: Tikki
and Angie
Owners: Mark

questions.
Model answer
Answer the ountains?
e go to the m
ark and Angi
1. Why did M pho tos of the volcano.
nted to take some
Because Mark wa
ki barking?
2. Why was Tik the hill.
n’t want to go up
Because she did
ise?
the terrible no
3. What was
the gro und ope ning.
It was the hole in
ositio n.
e with a prep
Complet the river.
across
gie went
1. Mark and An the hill.
up
climbed
2. Then, they the cave.
into
3. They fell the cave.
n’t get out of
4. They could
2 Read th
e whole story Rescu
ed.
Underline
th e correct opti
on.
1. Tikki was at
80 Volcano Unit 8 31/05/11
10:54 the opening
of the cave /
2. Angie thre tunnel.
w the camera
to Tikki / Mar
3. Tikki ran un k.
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der / across th
e bridge.
Activity Book with answers

4. Tikki gave
the camera to
/ ran away fro
5. The police m two police
officers didn’t officers.
know / knew
where they we
Mark (3) th re.
e l ast picture.

Write wha
t Tikki, t he dog, said
to her friend.
1. Mark and An
gie / go / for a
walk / in the
Mark and Angie mountains
went for a walk in
the mountains.
2. Mark and An
gie / fall / into
a cave
Mark and Angie
fell into a cave.
3.They / cann
ot / get out of
254 They couldn’t get
out of the cave.
the cave

4. Angie / give
me the camer
a / and / I / ta
Angie gave me the ke it / to the po
camera and I too lice
k it to the police.
5. They / look
/ at the photo
s / and / rescue
They looked at the Mark and An
photos and rescue gie
d Mark and Angie
.

Unit 8 Volcan
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 Unit 8
Time to check
dialogue.
1 Complete the
Hi, Monica!
Hi, Carol.
? I can’t.
about going This afternoon
Listen! What to the
ng th is afternoon? I (go) ’m going
shoppi
I hate it!
dentist. Arrgh!

ing
I (see) ’m see
Let me think…
out tomorrow? o) ’re go ing
Well, what ab Gina and Lu
cy. We (g
are you (do) do th e sc ience
t to
Wha to the library
tom orrow? e with us?
doing don’t you com
project. Why
ate
Put bicarbon
of soda
in the cup.

idea! What tim

e Three o’clock
That’s a good ? at the entranc
e.
ee t) me eting
are you (m
Bye.
. Bye.
See you then

Model answer
ou know !
Check what y
8 prepositions
es
8 land featur
about future
er questions
ask and answ
arrang em en ts us ing the presen
t continuous My project
Make a vo
lca no.

82 Volcano Unit 8 31/05/11

10:54
Paint a shoe box
green on the ins
and blue on the ide Make a volcano
-0083.indd 82 outside.
359755 _ 0074
around a plastic

Activity Book with answers

cup
with modelling
clay
and put it in the
box.

Put bicarbonate
of soda
in the cup.
Add vinegar
and watch the
Bye. volcano erupt!

255

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 Unit 9

Unit 9
ict ures. ticket
1 Label the p

bus

bus driver

suitcase
rucksack

ticket counter
passenger

gue.
om plete the dialo
2 Read and c

Saturn , please.
A ticket to
Single , or return?

Single , please.

for ty pounds .
That’s

Here you are. 3 Match.

eight hundred
and forty poun
Unit 9 ds one thousand
84 A trip to South America 31/05/11
11:07
pounds

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359755 _ 0084
Activity Book with answers

pounds eight hundred

and
twenty poun
ds

one hundred
pounds five hundred
and
forty-five poun
ds

£840

£8
20
£100
£400
£10
00
£545
4 Solve th
e prob lems.

+ + =
four hundred and
for ty-five pounds
256 + + + + =
seven hundred and
twenty-seven pou

+
nds
+ + - - = five hundred and
twenty pounds

+ + + = six hundred and

sixty-three pounds

Unit 9 A trip
to South America
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 Unit 9

I’m going to travel!

plete.
1 Look and com e a bus back
back go tak
e a bu s ex plore fly fly
tak

month!
Canyon next
to the Grand
I ’m going to go to Ph nix.
oe
to fly
First, I ’m going to
to take a bus
Then, I ’m going
on. opping?
the Grand Ca
ny What about sh
nyon.
e the Grand Ca
ing to exp lor
I ’m go to Phoe nix.
take a bus back
Next, I ’m going to ho me.
to fly back
Finally, I ’m going

o do.
t K evin’s going t
ber. Write wha
2 Look and num
s
Kevin's activitie
football with
2 First, he's going to play
1 .
his friends
have a shower
Then, he’s going to .

to have din ner

4 Next, he’s going .
3

to get ready for school

Finally, he’s going .

1
3 play football
have dinner
have a 3 Look at th
e chart and comp
get ready shower 2 lete the dialo
gue.
4
for school Are 4 4
you going to go
Unit 9 to the cinema Are you going to
86 A trip to South America today
4 4
31/05/11
11:07
?
visit your granny? 4 4
d 86
Yes, I am.
359755 _ 0084-0093.ind

Activity Book with answers

What about sh No, I’m not.
opping?
Are you going to
go to the shopping Are you going to
centre? play football?

Yes, I am I’m going

with my sister
on Saturday.
No, I’m not. I’m too tired.
Are you going to
meet your friends
? Are you going to
do your Maths ho
mework?
257

Yes, I am We’re going

to
get together
on Sunday.
No, I’m not.

Unit 9 A trip
to South America
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 Unit 9
Time to practise!
1 Colour the s
entences. Present
Future continuous
grey
blue Past simple
green
red Present
simple

Last week,
out we visited
My dad drives ab ty
I'm travelling d six
one hundred an y. San Francisco.
da
with my parents kilometres every
.
around the USA
We're going
Tomorrow, to spend
We went shopp.
ing we're going to the day at
We took a tram drive to L.A.
up a very in Chinatown Universal
long street. Studios!

op tion.
irc le the correct
2 Read and c

t
kevin@net.ne
t
brian@net.ne
t / get up at
ery day we go
Hi Kevin, mountains. Ev
y in a su mm er camp in the tdoor ac tivity. Yesterday,
sta ou
I ’m staying / usually do / are
doing an
After bre akfas t, we hiking . Right now,
seven o’clock. go / ’re going
at. Today, we ,
go ing clim bing. It was gre me ra and a hat. Tomorrow
we went / are / took my ca
thing s rea dy. I ’m taking
g my
I get / ’m gettin
lake.
ing to sail on the
we sail / ’re go
Talk to you so
on, Time to writ
Brian
1 Number
e We're having a gre
the parts of th at time in New Yor
It's very hot an
e p ostcard. d sunny. Yesterda k.
Unit 9 visited the Statue y, we
88 A trip to South America 11:07 of Liberty. Then,
31/05/11
1. greeting to Central Park. we went
Tonight, we're go
around the city ing to fly
in a helicopter.
d 88
5. stamp 2
359755 _ 0084-0093.ind
Activity Book with answers

2. body Dear Anne, 1

Alicia 4
See you soon,
3
3. closing
6. address Anne Smith
25 Penny Lane 5
4. sender's name
Edinburgh
UK
2 Write a 6
postc ard with the i
nformation be
low.
Dear Mum and Da
d,
We’re not having
a ver y good time in Lo
The weather is aw ndon.
ful. It’s rainy and co
Yesterday, we vis ld!
ited Big Ben and
we bought
souvenirs. Tomorr
ow, we’re going to
visit the
Tower of London.
Mr. and Mrs. Llo
yd
Love, 2 Dickens St

258 Tony Aurora, IL 6050

4
USA

Tony Love, Mr. & Mrs. Lloyd

We London / weath
2 Dickens St. er awful /
Dear Mum an rainy and cold / yes
d Dad, Aurora, IL 60504 terday Big
Ben / buy souvenirs
USA / tomorrow
visit Tower of Lon
don
Unit 9 A trip
to South America
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 Unit 9
keepers’ story
The lighthouse
p!
tic balloon tri
tory The fantas
part of the s
1 Read the first
e
ntences. rip raff
Number
the se Balloon t Each ticket
costs £1. 4
All of them!
s
We made lot
ey ! 6 kets
of mon How many tic
ll? 5
did we se

e
a How much ar
Let’s organize ts? 3
The winn ers can go up ra ffl e. 1
the tic ke
ballo on tri p
. 2
in the balloon
on.
th e correct opti
Underline
the balloon? e children’s mu
m.
1. Who owns n’s dad. c) Th
ildren. b) The childre
a) Th e ch
?
nize the raffle
children orga
2. When did the c) Last spring.
su mm er. b) Last week.
a) La st
raffle?
people won the
3. How many c) Five.
b) Fifteen.
a) Fifty.
2 Read th
money for? . e who le story The fan
4. What was the . c) For charity tastic balloon
trip to France trip!
ild ren. b) For a
a) For the ch Match the two
parts of the s
entences.
erica Unit 9
90 A trip to South Am 31/05/11
11:07

Balloon hang
ing on Eiffe
359755 _ 0084
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l Tower!

Activity Book with answers

The passengers got
into the balloon and
the ropes broke.
It was a really che
ap
ropes were holdi
The balloon rose ng
them to the gro
higher and higher until und.

They were safe bec they fell aslee

aus e p.

When they woke up it went up.

The passengers it reached

the ocean.
were so tired that

trip to France.
When the wind
started
to blow hard
they were hangin
g
Write what th from the Eiffel
e characters Towe r.
say. Model answer
Bye.
259

The ropes
have broken.

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to South America
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 Unit 9
Time to check
rb.
t fo rm of each ve
ith the correc
1 Complete w mer,
my family. Last sum
go on holiday with travel
I (go ) (trav el)
Every year, to the beach. We
usually
we (not plan)
we (go)
went
took a bus. This year,
my
by car, but last
year we (ta ke)
it) ’re going to visit
ng to go to the beach. We (vis
aren’t planni
the mountains.
grandparents in

rob lems.
2 Solve the p twe nty-one
three hundred and

+ 44 = 3 2 1
75 eight
four hundred and

317 + 91 =
4 0 8
nineteen
one hundred and

938 + 25 =
1 1 9

fifty-seven
five hundred and

=
7
497 + 60
5 5
sixty-three
nine hundred and

235 + 86 =
6 3
9

Model answer
ou know!
Check what y
numbers from
7 travel word
s 100–1000

ent ure plans

review of pres talk about fut
simple to
simple, past using be going
and present
ses
My project
continuous ten
Make a ho
t-air balloon.
erica Unit 9
92 A trip to South Am 31/05/11
11:07
Blow up the balloon
and tie it closed.
Prepare your
0084-0093.ind
d 92 paper mâché
359755 _ glue by mixin
Activity Book with answers

g 1 part flour
with 2 parts wa
ter and a few
tablespoons of
salt. Mix well
dissolve all the to
lumps.

Cut the newspa

per into strips
dip them into . Then,
the glue and sti
onto the balloo ck them
n. Let them dry
. Decorate you
r balloon
with strips of
crepe paper.

260

Punch a hole
Add two more in each of the
layers of new 4 corners of a
spaper square box
and tie a piece
to your balloo of string to
n. each. Tape the
end of each
piece to the bal
loon.

Unit 9 A trip
to South America
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 My spelling practi
ce
7
My spelling practice
6

Unit 1 I love English!

3 4
e.
ssword puzzl 2
Solve the cro P G M 8
1
E U
2 6 S C I E N C
1 S 5
O
P S H
A
7
E N G L I 9
R C I
3 N S
A
I 8 A R T
P
S O
4
5 9
M A T H S 10
H 10 D R A M A
Y
Y

liday
Unit 2 An amazing ho
nine words. c h s o h
Find and circle t g f a r
c w d n w n k c u
swimming x i c a o
c i i a g e s r o l n o
q
forest y z m u v u
i l g g t l d e k p t
s j m
mountains u n i i i
p c t v k
g f s u z
f x u h i u y v k l
u e d m n r h t n x
skiing g b r j n h i k i n
g
f t p b n g l a h n
o d w f f s f w
sailing y e p n i l m o u n t a i n
g l i i i g f o s r
s k i i n r c w e d
surfing
p g n k j n e a u f c w g j e b t
s f h b s r c
beach c h u g g u g g i i l i n g q w c
b e a r s a
b k k j v g h n
climbing h i u

hiking es.
rds on the lin
Write the wo e
the lines. My spelling practic
Write the words on
Unit 3 Superheroes
Solve the cro
ssword puzzl
e e.
94 My spelling practic 30/05/11
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4
10 11 2
6 L
C O F F E
E M A K E
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A R
P
9 R 5 2
3 T
1 P D 7 A
8
B L E N D T O A S T
E R E R
O P
T S M 3
O C
8 K
K 7 H
10
C D P L A 9
B A T H
Y E R
A I

Activity Book
11
S R
c h s o h C O F F E 6
E T A B L
c w d n w E 5
4
c i i a g t g f a r
i l g g t
x i c a o
n k c u Unit 4 Champions
y z m e s
u n i i i r o l n o
p s j m l q Find and circle
u e d m n d e k p t seven words.
f x u h i u v u
f t p b n g f s u z trophy
g b r j n c t v k
y e p n i r h t n x
o d w f f u y v k l podium
s k i i n g l a h n
g l i i i h i k i n
s f h b p l m o u n g medal
g n k j n t a i n s u r e h e
b e a c h e a u r c f w e e a z m
u g g u g w e d g f scoreboard m x v c l
h i u b k g i s r c o s r k j h y j
b m
261
k j v g h f c w g j i a c a s
n r s a i e b t s c f x y
l i n g q finish line t t o t p h i e a
w c m n g b t
r k e p n j n d d t
track p o d i u
o j z x c mg a f w
v h i l e u
race official p p s c o g j l g e e
r e b o a a s d r i
h y t y f r d l h d g u
i n i s h g h j g h
y t f g h l i n e k h
My spelling practic t r a c k e k s q f
e r a c e o f i o
Write the wo f i c
rds on the lin i a l
es.

My spelling practic
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My spelling practi
e
Unit 5 In good shap
e. 5
ssword puzzl
Solve the cro B
4
Across . A
for your S E
e herbal tea C H A C H
1. Drink som 1 S T O M A
rible . K 6
2. I’ve got ter R
A F
compress. E
– Use a cold H A C H E
. 2 T O O T
3. I’ve go t a H V
. H
Take two pills R
E E
R
Down O
. C H E
4. I’ve got a 3 H E A D A
medicine.
– Take some .
T
tment for
5. Use some oin ly hot.
. I fee l re al
6. I’ve got a
s i o s
k r t r
R U OK? x q w e p a d p
h e c
Unit 6 m o u s e
o e e u y r
y p
eight words. f g s j a b l e
Find and circle b g g c
cable ma w x k r t e
speaker o t h k
o c e o e e o v
n
memory stick a g d
screen u a b d l n s r g
s k
r r
keyboard s y c i p r u
mouse d n j i
e f a w e u v i i
webcam r g h
mousepad l w m d s t i c k e
r y
m e m o
es.
rds on the lin
Write the wo
e
My spelling practic

Unit 7 Our history

Solve the cro
e ssword puzzl
My spelling practic e.
96 30/05/11
18:03
Across
1. A weaver ma 10 12
kes it.
2. He makes scu 5 P H
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3. A product of S 9 O
painting. P 1
B L A N K A
4. He makes jew C E T
ellery. A M
A E
U I 11 M
Down S 2 S C U
L N L P T O R
5. A modelled K
work of art. 3
P I C T U K O
6. She makes
blankets. R E C
7. An artist wh T L T
o paints. E T K
8. You can pu U A T
t apples in it. 6 R
9. You put it aro R C
und W E
your neck. 4
E
J E W E L
Activity Book

10. A round co L E R R
ntainer.
11. She make
s pots. A
12. You can sle V
ep in it.
E
x q w e k r t r Unit 8 Volcano
s i o s R
m o u s e p a d
p h e c Find and circle r u n e g
f g s j y p o e eight words. w
e u y r r t r s r
ma w x b g g c hill f r
a b l e e r t r s
o c e o o t h k r a r
k r t e bridge p s h i l
u a b d a g d e l h i t o
e o v n t y p f e
s y c r r l n s waterfall f i g t w
r g s k c u m b r
e f a w d n j i i d g e m
i p r u volcano c c n d o u i
262
t h e k r
l w m d r g h e a a v n d t t n k
u v i i cave g d l e o
m e m o r y s t i d v e e i s n n b f
i c k e w n d r g
tunnel o e e a l w w s e l i
a t e r f e
s f i w s d c a l l a e
swamp e h e u v e
a me m o w t f m a m p l o
e m o v l i c k p e
field o l c a n p q e w d
o i c k a a d
My spelling practic w q e s d
e s c
Write the wo
rds on the lin
es.

My spelling practic
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My spelling practi 7

h America T
Unit 9 A trip to Sout 4
5
I
B P
e. C
ssword puzzl S A C K
Solve the cro 1
R U C K K
S S
Across E
ed on your ba
ck. 2 S U I T C A S
1. A bag carri T
here wh en E
2. Clothes go 6
you travel. N
B
y tickets here. G
3. You can bu E R
K E T C O U N T
Down 3 T I C
hicle used to R S
4. A large ve
ers. D
carry passeng
on a bus. R
5. A traveller
of a bus. I
6. The operator
buy one befor
e V
7. You need to E
you travel.
R

i o u l u
Numbers numbers. c v b b n
mm h j
fourteen h
Find and circle e t y h g
eighth i h n i n z c f
8th a w n r t
1st first i m h d l n d i z
ninth h o u s a
9th d o n e t x t h x f
w
2nd second tenth p j d e r
d n s i
t d i
10th e e h u n d r e d
3rd third e t h r k n s y d
j
fifty-eight v e n t h
58 i d f s e h e e f l
4th fourth ninety c a h y f o u r t h i
g b t p c i
90 t h i r d
5th fifth three hundred h h s y x f i r s t o g j
j
300 d n
t s d e r i n s n h
u
6th sixth one thousand y t e n
1000 h a q b s j d t e
h h z s f i
7th sevent d f i f t u w
i n t h o o e f i
on the lines . i n n
ite the words d u y s f
Wr t e n t h
i l t
o s d g j

e
98 My spelling practic 30/05/11
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