Richmond

PRIMARY

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 Richmond ®
58 St Aldates
Oxford OX1 1ST
United Kingdom
© Susan House, Katharine Scott
This edition © Santillana Educación, S.L. 2015

Writers: Gonzalo Barral Nieto, Christina Broadbridge, Stephanie Curran,

Brendan Dunne, María Gemma Fernández Garrido, Robin Newton, Ben Pincus

Recordings: EFS Television Production Ltd.

Publishing Director: María Lera

Managing Editor: Miranda Friel
Editorial Team: Grace Lloyd, Elsa Rivera Albacete,
Silvia Ruiz Calvo, Susana Sánchez González,
Jason Small, Andrea Turner
Digital Managing Editor: Virginia Santidrián Ruiz

The editors would like to thank all those teachers and consultants who
provided invaluable help and insight with their participation in this book.

Art Director: José Crespo

Cover Design: Manuel Estrada
Design and layout: Colart Design S.C.
Art Coordination: Rosa Marín, Javier Tejeda

Photo Researcher: Amparo Rodríguez

Technical Director: Ángel García Encinar
Technical Coordination: Rocío Lominchar Romero

Printed in Spain
ISBN: 978-84-668-2420-0
DL: M-13163-2016
CP: 737228

All rights reserved.

No part of this work may be reproduced, stored in a retrieval system or transmitted in any form,
electronic, mechanical, photocopying or otherwise without the prior permission in writing of the
copyright holders. Any infraction of the rights mentioned would be considered a violation of the
intellectual property (Article 270 of the Penal Code). If you need to photocopy or scan any fragment
of this work, contact CEDRO (Centro Español de Derechos Reprográficos, www.cedro.org). 

Every effort has been made to trace the holders of copyright, but if any omissions
can be rectified, the publishers will be pleased to make the necessary arrangements.

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 5

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 Teaching and Learning materials page  4

Methodology and unit walk-through page  10

CLIL Key structures
UNITS Y Knowledge Y Creativity Y Literacy Phonics
˜ I think it’s a … . It’s got … . ˜ A
Welcome! ˜ It’s before/after … . ˜ IT
page 25 ˜ You can … . There is/are … . What’s … ?
Y Contrasting children’s lives ˜ Present Simple: I (don’t) like, he likes, she doesn’t play ˜ B
Y City photography Does he (go sailing)? What/Where does … ? ˜ R
All together now Y Inference; planning and writing ˜ There’s a … . / There are … . / Are there any … ? ˜ A
page 32 a description
˜ Alternative spellings for ee ˜ green, me, beach
Y The life cycle of a frog ˜ Prepositions: around, on, over, under ˜ L
Y Monet’s water gardens
2
˜ There is/are/aren’t - a/some/any p
Waterworld Y Collecting information; ˜ Present Simple: Froglets don’t lay eggs, but frogs do. ˜ L
page 56 writing a report
˜ Final spellings: er, ar, or ˜ teacher, popular, visitor
Y Properties of materials ˜ It’s made of … . / The … are made of … . ˜ M
Y Jewellery ˜ Can you (cut) it? I can (cut) (leather).

3 Material world ˜ P

Y Describing an action; ˜ Present Simple questions: Is it made of (silver)? ˜ Je
page 80 writing an additional scene Do you wear it on your (finger)?
˜ Alternative spellings for ie ˜ five, my, island, light
Y Countries and their natural features ˜ I’m going to … . We’re not going to … . Are they going to … ? ˜ E
Y Map drawing
4
˜ Where/Who/When/What are you going … ? ˜ L
Expeditions Y Imagining scenery; ˜ I need a … but I don’t need a … . ˜ P
page 104 writing a postcard
˜ Alternative spellings for f ˜ fish, laugh, photo
Y Creatures from Greek mythology ˜ Past tense of to be: Was it a … ? Were they … ? ˜ C
Y Describing and inventing dragons

5
There was … . There were … .
Mythical creatures Y Writing introductory paragraphs
˜ A
˜ A
page 128 for narratives ˜ Alternative spellings for ai
˜ rain, snake, day
Y Thomas Edison and Ada Lovelace ˜ Past tense: He was the inventor of … . She was born in … . ˜ In

6
Y Leonardo da Vinci’s blueprints ˜ Did she invent a … ? He didn’t live in France.
Incredible inventions Y Describing problems and a process ˜ When/Where/What/Who did … ?
˜ V
˜ D
page 152
˜ Pronunciation of ed endings ˜ talked, lived, wanted
Y Life on board a ship ˜ Past tense: The ship had / didn’t have … . ˜ P

7
Y Drawing pirates She wore … . He ate … . ˜ C
Life at sea Y Writing a fictional biography ˜ Did you sleep … ? They laughed. ˜ F
page 176
˜ Alternative spellings for oa ˜ coat, rope, no
Y Comparing modern and ˜ What do you use a computer for? ˜ C
traditional classrooms ˜ Can/can’t / could/couldn’t ˜ F

8 Plugged in
page 200
Y Designing gadgets
Y Writing a newspaper report
˜ Past tense: She sent me an email.
Did you (do the school work)?
˜ In

˜ Single and double consonants ˜ ff, ll, mm, nn, ss

˜ I think it’s bad luck to … . ˜ P
Festivals ˜ The monkey was ninth, she was loud. ˜ O
page 224 ˜ Who/What/Where/What/How/Why ˜ D

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 Key Competences page  16
0 Activity Bank page  17 Bank page  22
Key vocabulary
˜ Alphabet, Numbers, Ordinal numbers
˜ IT activities (download a game, surf the net, write a blog…)
˜ Buildings in a city (bank, restaurant, university, flat… )
˜ Routines (do homework, go to bed, play with friends)
˜ Activities (games, skiing, riding, camping, sailing, cooking…)
˜ Living and non-living things (grass, bamboo, water lily, beetle,
pondweed, snail, dragonfly…)
˜ Life cycle (breathe, lay, eat, become, live, lungs, gills, tadpoles…)
˜ Materials (metal, wood, fabric, glass, leather, silver…)
˜ Properties (see through, burn, tear, shatter, bend, fold…)
˜ Jewellery (brooch, bracelet, ring, earring, gold…)
…? ˜ Equipment (ropes, tent, torch, sleeping bag, rucksack…)
˜ Landscape (desert, mountains, sand dune, crater…)
˜ Places (Switzerland, Germany, Pacific Ocean, Lake District…)
˜ Countries (China, Ethiopia, Australia, Iran, Mexico)
˜ Animals (dragon, lion, horse, snake, monster, bird)
˜ Animal body parts (horns, wings, feathers, tongue, fins, claws…)
…. ˜ Inventions (printing press, light bulb, computer program…)
˜ Vehicle parts (wings, blades, mirror, solar panel, parachute…)
˜ Dates (1847, 1400, 3rd March…)
˜ Parts of a ship (cabin, masts, deck, crow’s nest, sails…)
˜ Clothes (trousers, hat, wig, turban, tunic…)
˜ Facial features (hair, beard, long, curly…)
˜ Computer parts (keyboard, mouse, screen, webcam, speakers…)
˜ Functions (have video chats, print, make music, play games…)
˜ Internet use (websites, download a film/music, send an email…)
˜ Personality (proud, kind, sensitive, independent, shy…)
˜ Ordinal numbers
˜ Describing books (characters, settings, adjectives…)
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Cultural focus
Functional language
˜ I don’t know ˜ I don’t understand
˜ The Scouts
˜ Language for getting into groups: Come with us. Can I sit here?
What’s the name of your group? I’m in a new group.
˜ The Serpentine in Hyde Park
˜ Language for observing nature: Can you hear that? What is it?
I think it’s a … . Look! There’s a … .
˜ Recycling schedules
˜ Language for recycling: Where does this (tin) go?
The (red) bin’s full. Put it in the (metal) recycling bin.
˜ Australian landmarks
˜ Language for train travel: The train leaves from platform … .
Tickets, please! What time does it leave? How much is a single ticket?
˜ The legend of King Arthur
˜ Language for describing a theme park: There were some fantastic rides.
It was so scary. The best ride of all was the … . That was brilliant.
˜ School science competitions
˜ Language for describing gadgets: It’s a … for my bedroom. Turn it off.
How does it work? Turn it down. The (red) button doesn’t work.
˜ Captain Cook
˜ Language for sharing opinions: What did you think? Did you like it?
He was brilliant. I loved it. No way!
I think his last film was better. I don’t think so.
˜ Internet use
˜ Language for using a computer: Do a presentation.
I couldn’t open the attachment. Double click on the icon.
The computer crashed. Did you save your document?
I copied my document onto a pen drive.
˜ Chinese New Year
˜ World Book Day
19/04/16 17:53
 For the Student
Student’s Book
All the core work is divided into There’s something different
in the playground. It’s big and

a welcome unit and eight main it’s colourful and it’s very shiny.
What is it?

teaching units. The units in turn

Welcome! Less
are divided into ten lessons. 1 Read the code
clue s and solve the
number code.
on 2

Welcome!
Additionally, there is a section Welcome!
to open the
doo
Do you wan
and then you r? Solve the code
t
can come

which covers special days I don’t think it’s

a house. code
in!

The fourth lette

at the end of the book. ry. r of the alphabet

I think it’s a libra 5-8-3- -2-6 2 The fifth .
d. letter of the alph
I don’t understan 7-4-9
3 The lette
abet.
r after M.
What’s that??!!
4 The first
Is that a screen? letter of the alph
abet.
5 The lette
I don’t know. r before X.
6 The third
bles in order. letter after O.
put the speech bub 7 The seco
1.1 Listen and nd letter after J.
1 It hasn’t got
the mistakes. . 8 The seco
three screens
ect
2 Read and corr nd letter before
Q.
It's got ... . 9 The third
letter before E.
2 Choose a sentence
screens. and write it in
1 It’s got three red windows. code. Then, dict
windows and two ate it to your class
2 It’s got two blue top. Can I borrow a
pencil? mate.
lite dishes on the
3 It’s got four satel hasn’t got any wings. It’s my turn, now
W X Y Z A B
rope s but it ! C D E F G H
4 It’s got I can’t find my scho I J K L M N O
.
Then, tell your class ol bag! P Q R S T U
classmate. V
stions with your Have you got som
3 Discuss the que e crayons? A B C D E F
G H I J K L M
N O P Q R S
What is it? gym space ship
robot
the This is the firs
t
T U V W X Y
Z
game centre
IT lab cinema 4 Write about word. Y-W-J.
library s in your class.
idea That’s C-A-N.
think it's ... .
? ... people in my class ... inside.
What’s inside I think it’s a library ... people think
it's got
tables
books chairs and it’s got books
s
ns games rope and chairs inside.
computers scree 3 Use or invent a
hine s cam eras CDs 4 Write about the code
mats mac ideas in your and write your
class . it’s a
I think … . It’s got … . name.
, Colours |
t | Places, Furni
peopology
ture,...Techn le in my class think My name is … .
wn objec it's ... .
Describing an unkno ... people think
it's got ... inside. 20/02/14 13:05
4 I wonder...
‡ Find a number-l
etter code onlin
492044 _ 0004-00
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Making codes
| Classroom langu
age, Alphabet,
Numbers, Ordin
al numbers |
It’s before/after
….
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5

Activity Book and Audio CD 20/02/14 13:05

Reflecting the Student’s Book structure, the additional support

is divided into a welcome unit, eight main units and a festivals
section. The work can be done in class or set as homework.

Welcome! Less
1 1 Listen and writ on 2
e the words. The
n, number the
pictures.

z 1
e n n a d
n a n t p
add more words. t a b l e
sify 12 words. Then, k b v x l
1 Find and clas l a s s r o o m 4
c s a
technology c e a w 2
classroom obje
cts o r f b y
places r a r y h
m l i b e r
e d d c
p h j m l o 5
m u s e u m q 3
u
b n c d w f o
t r g
i r f a m
e y c h a
l l i t e 6
r s a t e

2 Match the num

bers with the words.
stion s.
2 Answer the que 4 a canteen? 1 st
No, it hasn’t.
Yes, it has.
5 an IT room? 2 nd
third first seventeenth
got …
6 a gym? 3 rd
second ninth twelfth 9 th
Has your school 4 a canteen? 4 th
fourth twenty-f 12 th

1 a science lab? 5 an IT room?

3 Number the nam
irst 17 th
21 st
2 a playground? 6 a gym? es in alphabet ical order. Then,
complete the sent
3 a library? Simon Lucy ences.
Sylvia John
at your school. Charles
desc ribe two places Jane Mark
3 Choose and before
Carol
after
. 1 Sylvia comes
2 Carol comes Simon.
4 Lucy comes
d Mark.
My school is calle classes. 3 Charles com 5 Mark comes John.
es
It’s got Carol. Sylvia.
6 Jane comes
4 Write about your John.
school . class list.
Places at my .
a
My school has got and
In my class list,
has got I come before
The . and I come after
.
It’s got a and
has got
The .

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3
25/06/14 10:24

2
25/06/14 10:24

04.indd 2
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The accompanying CD provides the audios

for the listening activities in the Activity Book Wonder 5
and the picture dictionary, as well as the songs Activity
Book
and stories from the Student’s Book. Audio CD
Includes songs
and stories
from the
Student’s Book!
CP: 593319

© San
tillana Educación, S.L.

4
Cian Magenta Amarillo Negro Troquel
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 For the Teacher More
More
practice

phonics More
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practice

phonics
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SC SC
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Skills Objec
tives
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to a song and listen for personal info
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Student’s Book reproductions, unit sports centre , top

Leisure activities:
floor,

computer games, cookin

traffic, university
board games, camp
ing, card games,
g, hide and seek, indoo
rs,
,
Time clause: from
Functional language:
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complete teaching notes plus extra Transport expre ssion n can und provides ext F F
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• Lesson 9: iting

All
pag
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: pages 71-
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alia Unit 1 test
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of all the course materials. LC

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ng the importa p:
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appearance and perso
ng skills
a person’s physical the ee sound.
ative spellings for
The full colour Student's Book To learn the altern
To learn the structure
Why? Because 33

pages provide easy 32

visual reference.

Lesson 1
Extra suggestions to
1 All together now I wonder...
enhance the Student's Book
‡ Are all your friends from school?
Clear, concise lesson
activities are included.
‡ What games do you play with

objectives make lesson

your friends?
‡ What do you like more,
computer games or board games?

Lee

Maria
planning easy.
Place:
Days online:
Place:
Days online:

Unit 1 Lesson
CLIL Objective
To understand abou Fast Finishers
1
t meeting new frien
ds. The children write
Language Objecti an email to one of
ves the children pictu
red.
Jake Grace To revise days and
times of the week
Wrap-up
To practise the : school day, week Make a pie chart
Present Simple: end or graph of the most
Place: Place: Do you (play)? I love I (play). I don’t (play popular online activi
Days online: (playing hide and ). according to the ties
Days online: To introduce place seek). class and discuss
s: Alaska, Hong Kong it.
To introduce outd , Ireland, Mexico
oor and indoor
card games, comp activities: board Optional Resour
The support
2 uter games, cooki
ng, hide and seek,
games, ces
Sundays outdoors, playing indoors, Teacher's Resource
in a band, running Book page 41, Listen
table tennis, tree races, skateboard
1 Mexico
Saturdays and Sundays house ing, skiing, ing.

material for
ng Fridays and the weekend
Hong Ko
every day Materials
Alaska Continuous Ass
Irelan
d – Teacher's i-boo
k – Poster for Unit
essment
Check if the child

each lesson is
– CD 1 1 ren can:
Introduce themselve
s.
More Talk and write abou
practice More
t their online activi
Lead-inpractice
P P Ask questions abou ty.

referenced.
t their friends’ onlin
F Talk about activi e activity.
1.3 Display the F ties they do indoo
poster. Ask the name rs and outdoors.
missing information. 3 Write about yourself for pictured. Draw a SC SC
Venn diagram on
of the activities
LC
1 1.4 Listen and find the a new friend. More
phonics outdoors
More
activities, the other
the board. One circle
phonics represents
audio the children indoors activities.
ask a classmate. Hi! My name’s ... .
As they listen to
2 Make four questions and corresponding circle
come up and write
the activities in the
the
SCC I play ... . I don’t play ... . . Alternatively, they Activity Book
... .
at the weekends? I play computer games on/at indiv idually in their noteb could do this activity
computer games i-poster
ooks. Unit 1, page 5, Lesso
Do you play on school days? My favourite game is ... . Finally, discuss the
questions in the n 1. See page 230
for answer key.
online games (See transcript page
i-flashcards I wond er box.
IE
54.)
IWB i-book
Open the i-poster.
…? 7 text and the keybo Ask the name of
the activities. Use
I (don’t) play. Do you play

Assessment
Days of the week, Places
| ard in the Richm the
Meeting new friends | beside each activi ond i-tools to write
ty. Then, the child the words
outdoors) to the ren drag the word
20/02/14 12:33
correct place to s (indoors and
uous assessment to validate. For furth classify the activi
Key competences contin
guidance is
er practice, restart ties. Play the audio
492044 _ 0007-0016.ind
d 7
skills in the of the activities using the activity and descr
Children improve their listening to complete the vocabulary they ibe one
LC
s in order Check if children: find and circle it have learned. The
context of online activitie using the Richm children
to do the activity. ond i-tools.
1 Are able to follow the listening
available in
the missing information.
out information about 1
to work in pairs 2 Can work in pairs to find 1.4 Listen and
Children demonstrate skills
SCC
find the missing
online activity. their friends. Ask individual child information.
to find out about their friends’ e to write basic informa tion about ren to describe the

every lesson.
3 Show initiativ they are from. Chec children. Then, guess
k around the class where
IE
Children use their initiative to write about their themselves. the relevant inform that they have found
ation. out
playing habits. (See transcript page
54.)
Answers:
34 Lee: Hong Kong
, every day
Maria: Mexico, Satur
days and Sundays
Jake: Alaska, Sund
ays
Grace: Ireland, Frida
ys and the weekend
2 Make four ques
tions and ask a
get into pairs and classmate. The child
ask questions abou ren
the model given. t their online habit
They then report s using
back to the class.
3 Write about yourself
The Key Competences basic information
for a new friend.
about themselve
the model as a guide
.
The children write
s in their notebooks
using

are marked for each activity

and continuous assessment 35

guidance is provided. Complete digital teaching

notes for the additional IWB The Activity Book
material provided on answers are available
the Teacher's i-book. at the end of each unit.
5

737228 _ 0004-0021.indd 5 19/04/16 17:55

 For the Teacher
Teacher’s Resource Book Teacher’s Audio Material
Packed with a wealth of optional photocopiable material, All the recordings used in the Student’s Book, Activity Book
it is an ideal resource for providing extra practice for the and Teacher’s Resource Book are presented in one handy pack.
Student’s Book lessons. It includes: Language worksheets,
Skills worksheets, Phonics worksheets and Tests for
every unit. Both the Tests and the Language worksheets
are presented at two levels to suit different abilities within
the class. The Teacher’s Book suggests when each worksheet Audio CD1 Audio CD2

could ideally be used.

CP: 492099

CP: 593253
Unit 1 Extension
© San © San
tillana Educación, S.L. tillana Educación, S.L.

Name: Cian Magenta Amarillo Negro Troquel Cian Magenta Amarillo Negro Troquel
Class: 492099_cubierta _ 0001-0001.indd 1 593253_cubierta _04/07/14
0001-0001.indd
12:53 1 04/07/14 12:57

1 Complete the words. Then, label the pictures.

s s b k u y m
l y t
Wonder 5 Wonder 5
c k o e m m h l

Activity Teacher’s
Book Resource
Audio CD Book
Includes songs
and stories
Audio CD
from the
Student’s Book!

CP: 593319

CP: 593378
© San © San
tillana Educación, S.L. tillana Educación, S.L.

2 Read and complete the texts.

Contents
Cian Magenta Amarillo Negro Troquel Cian Magenta Amarillo Negro Troquel
1 Peter and his sister Ann 4
(live) in a skyscraper in the city. They
(go)
Introduction.................. 593319_cubierta _ 0001-0001.indd 1 593378_cubierta _14/07/14
0001-0001.indd
13:50 1 04/07/14 12:55

to school on foot. Peter 5

(like) skateboarding. They both
(love) Language worksheets ...
playing computer games but they
(not like) doing sport. Skills worksheets ........... 23
2 Jane (live) on a farm in the countryside. She • Reading ..................... 25
(go) to school
by bus. She (not go) on foot because it’s too far. Jane • Writing ...................... 33
(like) riding her horse. She • Listening .................... 41
S.L.

(not like) homework.

• Speaking .................... 49
Photocopiable © Santillana Educación,

3 Write the questions. Then, match them with

1 (Tom / where / live / ?)
the answers.

a He likes playing football.

Phonics worksheets ....... 57
Tests ............................ 67
Flashcards and Word cards
2 (what / Tom / do / like / ?)
b He lives in a house in the town.
• Diagnostic test ........... 69
• Unit tests ................... 71 65 beautiful photo flashcards each with an accompanying
• End of term tests ........103
3 (Tom / how / go to school / ?)

4 (play / Tom / computer games /

c No, he doesn’t. • End of year test ..........109
word card. They are ideal for presenting, reinforcing and
reviewing vocabulary. There are also many games suggestions in
weekend / ?) d He goes to school by car.

492088 _ 0005-0022.indd 8

16/07/14 09:16
the fabulous Activity Bank on page 18 of the Teacher’s Book.

16/07/14 08:18

492088 _ 0001-0004.indd 3

Posters
The posters are an ideal tool to present the unit language
and setting. There is always an accompanying recording to
593739
_ 0143-
0178.indd

work with each poster. They can also be used in any lesson
149

to practise the key language. There are further ideas for

working with the poster in the Activity Bank on page 19
horse
of the Teacher’s Book.
593739 _ 0143-0178.indd 147 27/02/14 16:03
27/02/14
16:03

3
4
Wonder 5 © Santillana Educación, S.L. Unit 3
5
588537 _ 0001-0008.indd 5 31/03/14 13:15

7
Wonder 5 © Santillana Educación, S.L. Unit 7

6
588537 _ 0001-0008.indd 6 31/03/14 13:15

737228 _ 0004-0021.indd 6 19/04/16 17:55

 How Tailor your digital teaching!
digital are Richmond teachers decide what digital materials they or the children will use in
you? the classroom or at home. Digital resources are the perfect aid to enhance your
teaching, motivate the children and make the most of all the course materials.

Teacher’s Digital Solutions

The Wonder Teacher’s i-solutions pack includes:

¥ Teacher’s i-book for Wonder 5
Herein a solution for bringing your teaching to life in the
Activity
Generator

CP: 593658
classroom. The Teacher’s i-book is a fully interactive version
of the Wonder course, which integrates all the teaching Wonder 5
Teacher’s
i-book
and learning materials cross-referenced into one single © San
tillana Educación, S.L.

Includes
Audiovisual material!

format for use with the IWB or projector.

CP: 593533
Cian Magenta Amarillo Negro Troquel
593658_cubierta _ 0001-0001.indd 1 26/05/14 11:07

© San
tillana Educación, S.L.

Cian Magenta Amarillo Negro Troquel

593533_cubierta _ 0001-0001.indd 1 26/05/14 11:01

Teacher’s i-book key features:

1   Interlinked components at page level.
❯ The one-touch zoom-in feature guarantees the easiest 2  Additional IWB activities which provide digital
and quickest access to all the activities, answers, audio
alternatives to the lessons.
material, transcripts and teaching notes.
3  
Extra interactive practice to reinforce
the lesson content.
4   All course materials included.

2
1
2

4 3

737228 _ 0004-0021.indd 7 19/04/16 17:55

 ❯ i-posters
Touch to access.

❯ i-flashcards
Touch to access. 1
1   Listen to the word.
2   Show and hide the written word.
2

❯ i-stories 4
Touch the first picture on the Student’s Book pages
to access. The i-story on the Teacher’s i-book includes 1
Hot spots. Use the Hot spots to highlight potentially
difficult vocabulary before the reading activities.
2
1  Listen to the story.
2   Show and hide text.
3   Change vignette.
4   Show and hide Hot spots.
3

737228 _ 0004-0021.indd 8 19/04/16 17:55

 More
practice
More
practice P P
❯ Visual grammar presentations
F F
Touch on the Review
SC SC
pages in the Student’s Book
to
More
access. More
phonics phonics

❯ Vocabulary Game Generator

i-poster

Accessible from the main books’ bottom menu. Use it to

i-flashcards

createi-book
IWB
your own IWB games at any time. See the Go Digital!
Bank on pages 22-24 to learn more about this tool.

More
practice
More
practice P P

F F

SC SC
More More
phonics phonics

❯ Audiovisual material
Touch on the Student’s Book pages to access.
i-poster
1
1   Open the audiovisual worksheet.
i-flashcards
2   Show and hide subtitles.
IWB i-book

❯ The Richmond i-tools 

Take the book and make it yours by inserting notes, links and Save all your teaching sessions
external files. It is also possible to write or paint on the i-book to meet the needs of each individual class.
and in the zoom windows.

¥ Activity Generator
This is the solution for editing or creating your own
personalised worksheets from the Teacher’s Resource
Book. Use an existing worksheet and edit it or create a
worksheet from scratch using the images, texts and design
elements from the Teacher’s Resource Book.

737228 _ 0004-0021.indd 9 19/04/16 17:55

 1 1.9 Li
sten
and say the
name.
Lucy
David
Zoe
go camping Tom
3

Methodology
go sailing

do cooking 3
do sports 3
3 More
practice More

What it’s all about…

practice
P
learn about P
history
3 F F

learn about 3 More

phonics More
phonics
SC SC

the environ T he Culture

ScoutsLots
Wonder 5 is set in an imaginary Wonderlab full of different themes
Unit 1 Less
ment of boys and
on 5
i-poster

3
They mee girls belo
t every week ng to the
and they Scouts.
do lots of

3 meet
The Scou
ts' motto fun activities.
i-flashcards

and stories that reflect the2interests offorchildren at this age. They will
is “Be prep
ared”.

Find the ac IWB

tivities 1
i-book

the badges 1.9 Liste

n
. 1
and say the

an assortment of characters who feature in the stories. Story-based learning

name.

3 Choose a 2
Lucy
David

scout Zoe

Then, ask yo from Activity 1.

go camping Tom
3 3
go sailing
ur classmat
is essential for young learners and a perfect vehicle to present Does your
language e. do cooking

do sports 3
3
scout go sa 3
in a natural setting. The course is designed using integrated learning
4 No , ...
5
do esn’t. webs.
iling? learn about

learn about
the environm
ent
history
3
3

Does your
Each unit is a web of different strands of learning about histo
scout learn
ry?
6
2 Find the activ
1
ities for the
2
badges.
3
3 Choose a
3

scou t
3

Then, ask your from Activity 1.

Yes, ... does
objectives held together by a central focus.
classmate.
. Does your
scout go sailin
No, ... doesn’t. g?
4
5
7 6 Does your
about histo
scout learn
8 Yes, ... does
ry?
.

The I wonder and Did you know sections encourage

I think this badge
I wond er...
7
8
I wonde
‡ How man I think this badge ‡ How many r...
is for cooking. y scouts are is for cooking. the United
scouts are there
in
there in Kingdom?

the children to investigate the lesson topic further. the United I agree. • What is
the Scouts,
Kingdom? The Scouts
motto?

I ag • What is
| After schoo

ree.
l activities

the Scouts, 492044 _

| Does he
… ? Yes, he does.

motto?
0007-001
6.indd 11 / No, he doesn’
t.
11

The Scouts 20/02/14

12:33

| After sch
oo l activities
| Does he
492044 _
0007-0016.i
… ? Yes, he does. / No
ndd 11 , he doesn’t.

11

20/02/14
12:33

and
The KnowledgeobSjectrtives The Creative Str
This includes conten
t
knowledge areas This includes cont
and
based on the different ent from the crea
tive
ography, History elements of the cu
of the curriculum: Ge rriculum: Art, Dra
ma,
and Science. Music and Dance
.

Central
Focus
In Level 5 the central focus
is based on contexts which are
The Literacy Strand familiar to children of this age group,
This is a skills based strand and for example: famous inventors,
focuses on the development of the properties of materials
literacy skills for language learning: or technology.
reading, writing
and oral expression. The Functi
This involve onal Strand
s the childre
target langu n using the
age objectiv
situations, w es in everyd
hich form fa ay
miliar events
in their live
s.

The Culture Strand

This involves introducing the children to
aspects of the English-speaking world and
the varied cultural environments in which
the target language is used.

10

737228 _ 0004-0021.indd 10 19/04/16 17:55

 A walk through the unit Lessons 1 2 3
Vocabulary is presented in a clear way
P P
Lesson 1

2 Waterworld
F

I wonder...
in every unit with a listening activity.
SC

‡ Can we live witho

ut water?
‡ Can we live underwate
r?

The Wonderlab theme ‡ What can live unde

rwater?

is used to present
Unit 2 Lesson 2

1 Read and label the colours. Then, colour in the triangles to make Monet’s palette.
over 3

the language and

2 Lessonpaintings, as well as white.
There are only three main coloursUninit Monet’s
the water All the other colours are mixtures of the three colours.
This is called Charles Blanc’s Colour Star. The star has got four triangles
bridge dragonflies butterfly one on top of the other. Each point P Red
is a different colour.

the context of the unit

T T
questions.
wer the

2 Waterworld
and ans butterfly S
at the food web ours:
S
1 Look ary col
P = prim yellow, blue Lesson 1

in a fun, engaging
on nectar red, colour
s:
ondary en, violet frog
S = sec
the water , gre
orange colours:
iary -
T T
water lily T = tert ange, yellow 1 Label the picture
red -or -green, s.
water lilies beetle duck , yellow e-violet,

way to capture the

orange n, bluduc k P Yellow
ree P
butterfly dragonf
blue-g ly tree
let grass pondweed
red-vio beetle beetle frog water lily duck
y T T snail bamboo
dragonfl

children's interest.
S snail
under
the water 2 Look at the picture. Then, write questions for the answers.
tadpole
ed
fish rocks frog pondweed pondwe
t don ’t frogs eat?
5 Wha

frogs? ies eat?

erflies eat . t don ’t dragonfl
1 Do butt butterflies 6 Wha
t. Frogs eat als? A B C
No, they don' other anim
D E
around oles eat
pondwe
ed? 2 Look and describ
e al
t anim
eats all the
the nature
1
2 Do tadp 7 Wha square. x4
the water any other anim
als?
2
x1 x1

beetles eat? als don’t eat

3 What do What anim
1 There 8is some x3
x1
path grass bamboo 2 There is some
bamboo
at A2, C3 and D4. 3
Yes, there isxa1 ... .
t do snails eat? x1
4 Wha tion. at A4
informa 4Yes, there is some.
show the

The children have

3 There
chart to
is some grass at grow legs . x1
Yes, there are some.
s (✗) the and
lay eggs
x5
(✓) or cros 4 There isn’t anywith . 5 x6
e and tick breathe
swim No, there isn’t a ... .
x2
2 Complet
x1
lungs at A2.
. 6 No, there isn’t any.
als lay eggs No,xthere
1

opportunities
5 There are some aren’t any.
All the anim
. ducks6
’t grow legs at B1 and B2.
Only snails don 16 7
e is a ... . . 8 There aren’t
Yes, ther ’t_swim any

to practise the
e. cts don
492066 0015-0024.indd 16 07/07/14 13:18
e is som The inse
Yes, ther e.
17
e are som at B5.
Yes, ther cts don’t 9 There is a
e isn’t a
... . The inse s.
ther with lung 10 4 09:26
No, breathe 25/06/1
at D1, E1 and E2.
e isn’t any.

language and
No, ther 11

1 1.15 Listen and say True or False. 3 Use the picture and your own ideas and No, ther
e aren’t
any.
12 There isn’t

make a word web. d 17

at A6.

to gain confidence
024.ind
_ 0015-0
492066

2 Make sentence chains. 492066 _ 0015-0024.indd

15
15

Around the water Around the water 07/07/14 13:18

in speaking There is
There isn’t
a…
any …
on the water.
around the water.
Living things Ponds Non-living things

and using English. There are

There aren’t
some … under the water.
over the water. On the water On the water The Activity Book reinforces the work done
on every page in the Student's Book.
Pond life | Living and Non-living things |
There is/are some … . There isn’t/aren’t any … around, over, on, under.
17

492044 _ 0017-0026.indd 17 25/02/14 16:37

The main language being taught in the lesson

is highlighted for the teacher to see clearly
what the learning objectives are. The Teacher's i-book includes a clip featuring
real world images related to the lesson's cross-
curricular topic.The clips are accompanied by an
interactive comprehension activity.
Unit 2 Lesson 2
The Teacher's i-book also provides an More
practice
More
practice P P

1 1.16 Listen and answer the questions. additional worksheet for further practice. F F

The Japanese Bridge by Claude Monet SC SC

More More
phonics phonics

Unit 2 Lesson 3

1 i-poster
1.17 Listen and say tadpoles, froglets or frogs. Then, sing the song.

i-flashcards
ycle
e life c tadpole froglet frog
Th f frogs
o IWB i-book

They eat
2 They breathe
with gills.
Songs and chants
pondweed.

They eat insects and worms.

are essential tools
1
They breathe
with lungs. 3
They live on the land.
for language
The eggs become ***. They grow
long, thin tails. And they swim
learning and feature in
every unit. Fun lyrics and
Monet’s paintings of ponds are famous all over the world. around with the fish and snails.
This painting is of the pond in his garden. Look at the colour of the water.
4
2 Add more features to the painting and ask your
classmate.
I wonder... catchy tunes motivate
Are there any dragonflies Yes, there are.
‡ Find some more paintings of water
gardens by Monet.
The *** lay eggs in the pond.
And the eggs float around all
day long.
The *** become ***. They grow
legs and feet. And they swim
around and eat and eat.
children to participate
and learn effortlessly.
in your painting? They lose their tails.
• What can you see in the paintings?
They’re over the water. The *** become *** and they
Where are they? live by the pond. Hop, hop, they

The Teacher's i-book

hop around the pond all day.

3 Draw and describe your own

version of a water garden. 2 Choose a life cycle stage. Then, ask your classmate. I wonder... provides an additional
‡ Choose another animal from
In my water garden, there are
some … around the water.
frogs
• eat insects
froglets tadpoles
• grow legs and feet
Lesson 1. IWB activity for every
There is some … . There isn’t any … . • Find out about the life cycle.
There aren’t any … . • eat pondweed
• live under the water
• breathe with lungs
• breathe with gills
song and chant in the
18
Monet’s water gardens | Living and Non-living things |
Is/Are there any ... ? Where are they?
• live on the land
• grow tails
• swim
• lay eggs
3 Write comparisons.
Student's Book.
Do tadpoles grow long, thin tails?
492044 _ 0017-0026.indd 18 20/02/14 13:16
Yes, they do. Tadpoles breathe with gills,
but frogs don't.
Do froglets lay eggs?
Froglets don't lay eggs,
No, they don’t.
but frogs do.

The creative strand Frog life stages | They become ... . Do they ... ?
More
practice
More
practice 19 P P

encourages self-expression 492044 _ 0017-0026.indd 19 20/02/14 13:16

F F

through art, drama, SC SC

music or dance.
More
The knowledge strand develops
More
phonics phonics

Extra interactive
new concepts related to a CLIL
practice
focus. Activities are carefully guided i-poster

and practise a range of skills. i-flashcards

IWB i-book
11

737228 _ 0004-0021.indd 11 19/04/16 17:56

 A walk through the unit Lessons 4 5

The Teacher's i-book includes a culture clip featuring real

world images related to the lesson's cultural theme. The
Personalised, opening clips are accompanied by an interactive comprehension
questions lead in to activity. The Teacher's i-book also provides an additional
the diary context worksheet for further practice. Open the worksheet
where the functional before you watch the video and use the Richmond i-tools
language is presented. to complete it. Alternatively, print out copies
practice for the
More P More
practice P

children to do the worksheet individually. F F

SC SC
More More
phonics phonics

Unit 2 Lesson 4 Unit 2 Lesson 5

Functional language Hydeark Culture
1 Are there any wetlands in your area? P i-poster

2 Do you go on nature trips with your school? 1 Read and find the descriptions for the photos.
3 What activities do you do on these trips? i-flashcards
4 What senses do you use when you observe nature? a b c d
IWB i-book
frog Friday, 20th October
A trip to
duck
butterfly
dragonfly
snail the wetlands Later on e f g h
tadpole that morning...
beetle
Look!
Where?
Something’s Over there!
Can you It’s somewhere It sounds moving. It’s in
hear that? on the water. like a ***.
the grass. 1 The Serpentine Lido club
is the oldest outdoor 5
swimming club in Britain. On Christm
as Day, Hyde Park is the most popular park
there is a swimming race called the Peter
Pan Cup. in London. There are lots of water birds
No! I think on and around the lake.
it’s a ***.
2
The most famous place in Hyde Park is
6
Speaker’s Corner. You can listen to people giving There are lots of wild plants and insects in The
their opinions about lots of different things. Meadow. This is a big open part of the park.
Is
Isititaa***
***?? 3
No!
No!No!No! You can go rowing or use a pedalo on the
Poor Camil
la! 7
Be careful, It’s
It’saa*** lake. You can also go for a cruise in the most Kensington Gardens is right beside Hyde
And poor ***!! modern solar-powered boat in the UK. You can see the most colourful flowers
Park.
After lunch... Camilla! Do tadpole s! there.
n’t…!
4
The Serpentine is the biggest lake in London. 8
It is in the middle of Hyde Park. Another The Serpentine Bridge divides the part
name for part of the lake is The Long Water. of the lake called The Serpentine from
the part called The Long Water.

Pair Work
Aah! 2 Ask a classmate and find out more. 3 Answer the questions and write a description
Student A, go to page 90.
of Hyde Park.
1 Answer the questions. Student B, go to page 95. 1 Where is Hyde Park?
2 What animals and plants can you see there?
2 1.18 Listen and identify the animals. Then, listen and read the diary. Where’s the best place to … ? 3 What can you do there?
*** At the … . 4 Where are the best places to do these things?
3 Write your own version and act out the scene.

More
pract20
ice
More
practice P P Language for observing nature The Serpentine in Hyde Park | Animals, Plants, Activities | What’s the best place to ... ? 21

F F
492044 _ 0017-0026.indd 20 20/02/14 13:16 492044 _ 0017-0026.indd 21 20/02/14 13:16

SC SC
The Pair Work activities direct the children
More
phonics
More
phonics Extra interactive practice
to different pages at the back of the book,
making the exchange of information authentic.

i-poster
An entertaining diary format with sday
Pair W
ork
Tue

an engaging narrator is the vehicle used

Unit 7 Student
A

Pair Work When ...

? start
Thursday

i-flashcards
to present the chosen functional language.
In what
2 Student A directio
n ... ? end
Unit 4 6 and
8 . What ... Find out.
t sites 2 Key ? go ..
Find out abou the park to
…
Gardens What ma 2 nd exp
edition:
best place in 1 Kensington ps ... ? see 17?? -
d ay

Where’s the flowers here! 17??

See colourful

This is always supported by a listening.

n

make
Su

r places
The Long Wate
Fr

eat sandwiches
? 2
da
?
i

IWB i-book
y
? new map
see water birds ?
?
ntine Bridge
Saturday
5 3 rd exp
have lunch?
edition: Sandwich
3 The Serpe here! 1776 -
1779 wildlife
? Observe bats
Islands
go swimming
Kitchen New Zea ?
ntine land
6 4 The Serpe places
Tahiti
? Easter Isla
1 2 ow Sandwich nd
5 The Mead new map Islands
here! Tahiti
See insects Antarcti
c Circle
7 c area
3 6 The picni wildlife giant turt
les
? pelicans
4 8 hous e New
7 The boat Zealand Easter
here!
Go rowing Unit 2 Island
Student
8 The Lido Find out B
? about sites
1 3 5
Where’s and 7 .
the best
place in
go rowing? the park
to …
observe
bats
see colourfu ? Key
Student B see insects? l flowers?

The children have an opportunity

Unit 5 1 Kensing
Chiron ton Gardens
Cyclopes ?
Harpies 5
Was ... a ... ? Cerberus 1 2 The Lon
8 g Water
Were ... ? 2

to write or act out their own version.

8 See wat
er birds
farmer(s) 3 The Serp here!
8 entine Brid
8 6 ? ge
giant(s)
8 3 4 The Serp
8 entine Kitc
teacher(s) Have lunc hen
3 h here!
of Zeus
8 4 7
5 The Mea
dow
servant(s) 8 8 ?
rworld
3 6 The picn
of the unde 3 ic area
servant(s) 8 Eat sand
wiches here
Hercules
enemies of 8 7 The boa
t house
!
island
8 ?
terranean
from a Medi 8 The Lido
Go swim
ming here
492044
!
_ 0089-0
096.ind
d 95
12:56
20/02/14

90
95

12
90
0089-0096.indd
492044 _
20/02/1
4 12:56

737228 _ 0004-0021.indd 12 19/04/16 17:56

 A walk through the unit Lessons 6 7

The children listen to a story whilst

following the pictures in their books. The text
is on the page to help with reading development.
As the children move through the levels the amount The i-story on the
of text increases substantially. The story is an ideal Teacher's i-book includes
vehicle to practise the unit language Hot spots to highlight
P and extend it in a natural, familiar context. potentially difficult
F vocabulary before
SC the reading activities.

Unit 2 Lesson 6 Unit 2 Lesson 7

The wetlands heroes 55 The children follow the men. They drive through a 6 The children watch the men for a long time.
1 1.19 Read and listen to the story. 2 That night, it rains heavily. The next day, the gate and stop outside a big building. The children They take lots of photos and make notes for their
1 The children from the primary school are doing projects children go back to the wetlands. They check can’t follow the men inside so they hide in the bushes. investigation. Then, they ride home to search on
the water level, but it is even lower now. the Internet. They find an article about Super Parks.
for the Town Council. Melissa, Tarik and Adam are doing
their project on the Moss Wetlands. There are small This is very But the wetlands are really
rivers and lots of ponds in the wetlands. It is full of wild peculiar. important. They stop floods.
plants and animals.
This is a plan to make
The water level is the wetlands the
very low today. That isn’t good.We
biggest theme park
really need rain.
This is
This is the
the best
best in the country.
place to
place to watch
watch And we can
the building.
the building. take photos.

Let’s come and check I think we need help I can see them with
again tomorrow. the binoculars. Yes! And
with this problem.
I know how
3 The children organise watch teams 77 That night, the children prepare their project on we can
with their friends. They watch all that
4 On the second night, they see a big tractor arriving. the wetlands. They make a big poster and include stop them!
night and all the next day. Some men get out of the tractor. They put a large all their photos. The next day, all the visitors are at
pipe in the water. Suddenly, there’s a loud noise. the Town Hall to see the projects. Their teacher, 8 Ms James calls the police. The police
Ms James, is very shocked. arrest the men and the next day the
It’s a pump! children are in the news.

Are you sure Oh, yes! Look at

about this? the evidence.
They’re draining
They’re draining
the wetlands!
the wetlands!

2 1.20 Listen to the clues and say the words. 1 Read the story again and answer the questions.
1 What do the children think the problem is in the beginning?
More
practice
More
practice P P 2 What is the real problem?
visitor popular teacher binoculars investigator 3 What do they do to solve the problem?
F Flower tractor water peculiar 4 How do they watch the men and collect evidence?
5 What do the children do with the evidence?
SC SC 6 What do the police do?

More
22
phonics
More
phonics Final spellings: er, ar, or | Investigation, Water Comprehension | They see … . They follow … .
More
practice
More
practice 23 P P

F F
492044 _ 0017-0026.indd 22 20/02/14 13:16 492044 _ 0017-0026.indd 23 20/02/14 13:16

SC SC
i-poster More More
phonics phonics

i-flashcards Extra interactive practice

You can access extra interactive
IWB i-book
practice to reinforce the phonics
on the Teacher's i-book for class work. i-poster

Each story aims to develop

The children develop their i-flashcards

understanding of the language and

phonics skills by focusing on
literacy skills such as IWB
comprehension,
i-book
specific sounds and letters.
story sequencing and character
At this higher level children
development. The exercises become
also work with alternative
more challenging through the levels
spelling patterns.
in accordance with children's
abilities and age.

13

737228 _ 0004-0021.indd 13 19/04/16 17:56

 A walk through the unit Lesson 8
The vocabulary and structures
presented in the story are reinforced.

Unit 2 Lesson 8
Imagine you are a po
lice officer.
You are preparing to
1 Talk about the evidence with a classmate. write a crime repor
t.

Moss Town Police

Crime report
• plants
• insects
• frogs
The follow-on activity • water
works towards creating • birds
a model for the final • water lilies
writing objective. • grass
• bamboo

There isn’t much … .

There isn’t any … .

There aren’t many … .

There aren’t any … .

2 Complete the sentences to gather the facts
with a classmate. 3 Complete the sections and write
a police report.
Moss Town Police
Moss Town Police
The facts
.
The children go to … because they … Description of the crime
scene
They notice that … . Moss Wetlands is an imp
ortant water park.
…. There is … and there are …
That night it … a lot but the next day .
The children ask their friends to … . The evidence
On the second night they see … . Now, there aren’t many …
.
And there isn’t much … .

Go
The men … .
Witness
The children think … .
Name: … Age: …
They go home and … .
The facts
They find out about … .
The children go to the we
tlan ds to do a … .

More
pract24
ice
More
practice P P
Collecting information; writing a report | There isn’t much … . There aren’t many … .

F F
492044 _ 0017-0026.indd 24 25/02/14 16:38

SC SC
More practice activities provide extra interactive practice A more open writing model
More More
allows children to implement their
phonics
to reinforce the lesson
phonics content. They are ideal for fast

finishers, as wrap-up activities, or homework. You can previously learned knowledge.

access them on the Teacher's i-book for class work.

14
i-poster

i-flashcards
737228 _ 0004-0021.indd 14 19/04/16 17:56
 A walk through the unit Lessons 9 10

Unit 2 Lesson 9
Imagine you are a poli
ce officer.
You are preparing to
write a crime report.
1 1.21 Copy the spelling chart. Then, listen and complete.

ar er or
The Teacher's i-book provides a
A range of activities Visual grammar presentation in this
2 Make clues for the words. Then, play a guessing game.
are presented water lilies tadpoles dragonflies
lesson. The accompanying IWB
ducks froglets snails
to review the unit bamboo grass pondweed butterflies frogs beetles
activity provides further practice
and engage of the main grammar structures
plant
the children in reading, around/on/ flower small
swim
More More
P P
covered in the unit.
under/over/ fly practice practice

writing, speaking in the water

animal
legs
big
colourful
move
F F
and listening to English. tail
Grammar help SC SC
These animals fly over the water.
They are very colourful. Singular, plural and uncountable Morenouns
phonics
More
phonics

Are they … ? There is a frog on a flower.

There isn’t a duck on the pond.
This plant is very big.
There are some dragonflies over the water.
It lives around the water.
There aren’t any butterflies in the water.
Is it … ? There is some grass around thei-poster
water.
There isn’t any bamboo under the water.
i-flashcards

3 Collect pictures to make six sentences about pond life.

The Review IWB i-book

activities are
designed to have
2 3 4 5 6 7
a ludic sense.
re ... .
All the skills In this pond the

are practised Go 1 8 Interactive

in the section. Answer Key
14 13 12 11 10 9
Use the Richmond i-tools
to make the most
25
Language review | er, ar, or, Uncountable nouns, Animals, Plants
out of the activities.
492044 _ 0017-0026.indd 25 25/02/14 16:38

Unit 2 Lesson 10

1 1.22 Listen and say the picture each time.

A listening activity helps a b
reinforce both vocabulary
and structures covered.

The activities build towards

the children personalising Rowing Swimming Picnic area Observation area

and presenting what they 2 Make notes about an imaginary water park. Then, interview your classmate.
have learned in the unit. Are there any animals?
What’s your water
park called?

Is there a café?
Is there any bamboo
Can I have a around the water?
picnic there?

3 Write a brochure for your water park.

The writing activity provides

a supportive gap-fill model with
room to express themselves. There are ... . You can ... .
There is ... . The best place to ... .

26 Oral review | Asking and answering questions about an imaginary park

492044 _ 0017-0026.indd 26 20/02/14 13:17

15

737228 _ 0004-0021.indd 15 19/04/16 17:57

 Key Competences for Lifelong Learning
Competence…
is the capacity to use one’s acquired knowledge and abilities in different contexts
and situations. Key Competences feature the following characteristics:
• They encourage the development of skills rather than the assimilation
of theoretical content.
• They are dynamic because they develop progressively and can be acquired
in different learning situations.
• They are interdisciplinary and transversal because they integrate knowledge
that originated in different academic disciplines.
• Once acquired, they will become part of the lifelong learning experience.

LC SCC
Linguistic Competence Social and Civic Competences

This competence develops the use of language as a tool for
communication. It involves understanding oral messages,
communicating verbally, reading and writing. The games and
personalised activities in the series motivate children to speak
right from the outset. The emphasis on understanding oral
messages is developed by the stories, dialogues and songs,
where children learn to listen to extract relevant information.
The ability to read and understand texts is systematically
This competence equips children with the necessary skills
to participate fully in social and civic life. Collaboration and
tolerance is developed throughout the course by the inclusion
of pair and group work. Children learn about healthy lifestyles,
can empathise with characters in the stories and learn social
rules through games and role-plays.
CAE

introduced and developed throughout the Richmond
Wonder series.
MST
Competence in Maths, Science and Technology
This competence develops the ability to use numbers and
mathematical reasoning to solve a range of problems and
to use science to explain the natural world. The course
provides plenty of opportunities for children to apply their
mathematical thinking in everyday contexts, for example,
telling the time, using charts, completing surveys or
sequencing events. Children are made aware of the world
around them and the effect human activity has on it.
DC
Digital Competence
This competence involves the confident use of computers
and other technology for learning, communication and
recreation. Through the integration of digital and multimedia
resources, the children develop familiarity and competence
in this area.
The children are
encouraged to use
the interactive
material and, in higher
levels, to research
information on
the Internet.
16
Cultural Awareness and Expression
This competence is developed through a wide range of fun
songs, chants, drama, stories and craft activities. The pop-outs
provide the opportunity to create and assemble games which are
then used for language practice. There is also a strong emphasis
on appreciation and enjoyment of culture by the inclusion of
popular stories and works of art. The culture focus present in
each unit shows aspects of life in English-speaking countries.
LL
Learning to Learn
This competence means children develop and become
aware of effective ways to organise and manage their own
learning. The incorporation of the unit reviews encourage
the children to be responsible, aware learners who can reflect
on their own progress. Throughout the course children are
offered opportunities to build on prior learning, to apply their
knowledge and to make use of guidance.
IE
Sense of Initiative and Entrepreneurship
This competence refers to the ability to turn ideas into action.
The skills to be able to work both proactively as a member
of a team and individually are developed by activities where
the children create a product. Throughout the course
they are continually encouraged to use their imagination
and to be creative.

737228 _ 0004-0021.indd 16 19/04/16 17:57

 Activity Bank
Have you ever noticed
how what might Every class is unique and has its personality, much like the
individuals who form the group. A positive and nurturing
work in one class environment within the class will go a long way towards creating
doesn’t in another a receptive group. Here are a number of areas to consider and tips
for creating a positive learning environment.
Class Dynamics
Start as you mean to go on
The beginning of the class is a key time for promoting
a caring dynamic in your class. Have a mini conversation with
a couple of children while the rest of the class are listening,
ask about their family, likes and dislikes and so on. This allows
everyone to learn more about each other and as you show
a genuine interest in each child you will raise their status
in the eyes of the whole class.
Birthdays
This is often the most important event in a child’s calendar
and offers a great opportunity to show that we value them.
It’s a good idea to keep a birthday chart on the classroom wall.
Make sure not to forget those children whose birthdays are in
the holidays or on non-school days.
Your voice
This is your most powerful teaching tool. How you use your
voice is key to getting the children’s attention and holding
their interest but it also gives strong messages about how you
feel about them as a class and as individuals. Every time you
talk to your class or the individuals in it, you are providing
a model of how you want them to talk to each other.
It costs nothing to be polite
Hello, goodbye, please and thank you are so easy to learn
and are important markers of respect. If you insist on using
these conventions you will promote mutual respect among
the children.
Humour
Noticing the funny side of things and encouraging shared
laughter (not at any one’s expense) will help create a much
happier classroom environment.
Grouping
Have a flexible approach to grouping. Although it’s
sometimes a good idea to group more able or less able
children together so they can work at their level, it can be
really demotivating if they feel they are in the less able group.
Try to vary groups and pairs as much as possible. Always be
conscious of dynamics within groups too. If children aren’t
happy together, this can seriously impede their learning.
737228 _ 0004-0021.indd 17
Roles and responsibilities
Most children value being given responsibility, this can be
as simple as handing out pencils. These roles show that you
trust the child to act responsibly. Although assigning tasks can
be seen as a reward, it’s important to make sure that all the
children get the chance to step up. Additionally, it’s always a
good idea to insist that EVERYBODY tidies up. That way each
child will be aware of the mess they make during class.
Choice
Offer children choices wherever possible as it will give them
a greater sense of ownership in the class and also helps establish a
culture of negotiation. For young learners, this can be as simple as
choosing the song or story, but can be built on throughout the
course to promote more autonomous learning.
Classroom display
Children really value their work when it is displayed in class
and we encourage other children to notice and praise it.
It also motivates children to produce good work and think
about presentation.
Class Rules
Children are more likely to abide by class rules if they feel some
ownership of them. They will be well aware of how they should
behave in class. Drawing up a list of class rules is a great way to
bring the class together and to get them to think about how
it effects them as individuals when others don’t respect each
other or the space they’re sharing. It’s also a good reference point
throughout the year and can be added to at any point.
Stories that teach
There is an enormous wealth of children’s books and stories
that deal with a whole range of moral and social issues. They
can help children learn about and come to terms with some
of the difficulties of living and growing together.
If you don’t have access to a library,
why not start your own collection
of edifying children’s stories.
If you include these in your lessons,
you will give your children a much
richer education and provide
reference points when dealing
with some of the issues that
may come up.
17
19/04/16 17:57
 Activity Bank
Assessment
Observation
Observing children in class and making regular notes on
their development can complement more formal assessment
techniques, and help build a more complete picture of each
child. Keep on-going notes in a notebook with a page
(or pages) for each child. It is hard to observe all the children
on a regular basis, so try focusing on two or three children
each lesson or week. Alternatively, choose a specific area
of language learning to observe each week.
Portfolios
A portfolio is a collection of each child’s work from over
the course of a term or school year. It is useful as an
assessment tool as we can observe a child’s progress in their
written work through the year. It can also be a starting point
for one-to-one interviews with children to talk about their
learning and progress.
Self-assessment
Self-assessment activities can give teachers useful information
about how children learn best, how they feel about their
progress and what they enjoy about learning English.
Self-assessment can take many different forms. To look at
learning strategies, why not prepare a questionnaire about
the activities that help the children learn new words?
I learn new words by …
1 Singing songs with the words. Yes Sometimes No
2 Playing games with the words. Yes Sometimes No
3 Writing the words in my notebook. Yes Sometimes No
4 Doing exercises in the Activity Book. Yes Sometimes No
5 Looking at a poster or pictures. Yes Sometimes No
6 Doing actions and mimes. Yes Sometimes No
Children can respond individually and then discuss as a class
and so become more aware of different learning strategies.
Ask them to recall what they have learned at the end of
each lesson or unit. Asking them to rate how hard they have
worked can also make them more conscious of how much
effort they are putting into their learning. Another approach
to self-assessment is to ask the children to set some simple
goals for the next week’s/unit’s/term’s work. Goals can include
things like: I want to speak English with my friends in class,
I want to write new words in my notebook. Ask children to
write their goals down and at the end of the week or term,
speak to each child individually to discuss whether they
achieved their goals or not and why/why not.
Making the most of the register
Rather than just reading out the names to elicit a Yes or Present
from the children, try asking them all to answer a question when
their name is said. For example, Today, I want everyone to say
a TV programme you like or Today, tell me about your favourite
sport. You can get to know more about the children and their
lives, but also find out who can give more extended answers.
18
737228 _ 0004-0021.indd 18
Mixed Ability Teaching
Thinking time
To include everyone when answering questions, tell the
children to stay quiet and put up their hands when they have
an answer so everyone has time to think. Alternatively, have
a pot of name cards and take names at random to answer
questions so that all children have a turn.
Praise
Praise all children, not just for the standard of their work,
but for making an effort, showing improvements or helping
others. Be enthusiastic and try to give helpful feedback too.
For example, That’s great! Your writing is very clear and neat,
it helps me to read it.
Working in pairs and groups
Organise groups in a variety of ways depending on the activity.
Mixed ability groups work well, for example, while playing a
game and remember weaker children can often learn more
from a fellow classmate. For other activities, it can be more
productive to put the stronger children together while you
give more attention to a weaker group. Try to avoid having an
identifiable group where weaker children are always together.
Accessible learning
Make instructions and tasks accessible to all the children. Some
children benefit if you accompany instructions with gestures
or pictures or if you show them a finished example.
Demonstrate tasks as much as possible and provide visual
references, for example, display the poster or put up flashcards.
Fast finishers
To avoid boredom or frustration, have activities ready for
faster workers to go on to, for example, simple wordsearches,
a picture to label, a picture book to read. Alternatively, ask
fast finishers to help other children with their work.
Flashcard Games
Mime game
Hold a flashcard over a volunteer’s head so that the class can
see it, but the child cannot. The children mime the word for
the volunteer to guess. Alternatively, show the card just
to the volunteer who then mimes it for the rest of the class.
Pelmanism on the board
Put picture cards face down on one side of the board and
word cards on the other. Divide the class into two teams.
A member from Team A turns over
a picture card and a word card and
says the words. If the cards match,
they keep them and the team gets
a point. If the cards do not match,
the child puts them back as before.
19/04/16 17:57
 Activity Bank
Read my lips!
Put the flashcards on the board and silently mouth a word.
The children try to read your lips. The first child to guess
the word mouths the next word.
What’s the word?
Hold a flashcard so that the children cannot see it. Describe
the word for the class to guess. For example, It’s an animal.
It can’t fly. It’s long. It hasn’t got any legs. (A snake)
Easy maths Call six volunteers to the front and ask them to stand in a line.
Stick the flashcards to the board and write a number under
each one. Say a sum, cycling plus tennis. The children add
the numbers and say the word they add up to, swimming.
This game can be played with addition (cycling plus tennis)
or subtraction (basketball take away football).
Posters
Memory quiz
The children study the poster for two minutes and try to
remember as much as possible. Turn the poster away and
ask questions about it: How many … are there? Where’s
the … ? What colour is the … ? Award points to teams for
correct answers.
Stand up, Sit down the story, winning points for their team with correct answers.
Write Yes = Stand up, No = Sit down, on the board. Display
the poster and make a sentence about it: The girl is wearing
green socks. If the sentence is correct, the children stand up.
If the sentence is wrong, the children sit down.
Which poster?
Put several posters around the classroom. Say a word
and ask the children to walk to or point to the poster
with that word.
Who am I?
Choose one of the people in the poster and tell the children
to ask questions to guess who you are: Are you running? Have
you got blue hair?
Guess the word
Divide the class into teams. Start to write a word from the
poster on the board, slowly, letter by letter. The teams put their
hands up to try and guess the word. The first team to guess
correctly wins a point and then can win a second point if they
can complete the word with the correct spelling.
Five minutes
Show the poster and ask the children to work in pairs
or small teams and write down all the words they can see
on the poster in a notebook. Give them five minutes,
then ask groups to count their words. The group with most
words wins.
737228 _ 0004-0021.indd 19
Beat the teacher!
Choose a word from the poster, write it on a piece of paper
and keep the paper hidden from the class. Tell the class you
are thinking of a word from the poster and give them four
chances to guess the word: Is it the (helicopter)? If the class
guess the word in four guesses, then give them a point. If they
do not guess the word, show them the paper with the word
you chose and award yourself a point.
Whispers
Whisper a sentence about the poster to the first child in the
line (The cat is sleeping on the bed). That child then whispers
the sentence to the second child and so on. The last child in
the line goes to the poster and points to what they heard.
Narratives
Making mistakes
Check the children’s memory of the story by reading it out
with deliberate mistakes. You can ask them to call out when
they hear a mistake or to try and count the number of
mistakes they hear in the story.
Story quiz
Write a series of questions based on the story, then divide the
class into teams. Players take turns to answer questions about
Who am I?
Choose a volunteer. They are going to pretend to be a character
from a story. The others have to guess who they are by asking
yes/no questions. This works well as a team game. Write down
the number of questions needed to guess for each turn. At the
end, the team that asks the fewest questions are the winners.
What if... ?
You can really encourage the children to be creative by asking
them to think up alternative endings. This makes them think
about how stories work and also empowers them to make the
stories their own.
Character profiles
Encourage the children to think around the story more. Let them
choose someone from a story and write a character profile. Tell
them to start with all the information they can deduce from
the story and then ask them to invent information where there
is a gap. The new information should be based on what they
already know of the character. This is a very good exercise to
prepare them for writing their own original stories.
Before and after
Here’s another exercise to encourage thinking outside the
story. Divide the class into small groups or pairs and ask them
to think about what might have happened before the story
started or what will happen after the story finishes.
19
19/04/16 17:57
 Activity Bank
Songs and Chants
Actions
Combining language production with movement is a
powerful way to fix the language. It also makes the experience
more enjoyable and gives children who are not confident
with singing a chance to join in the activity. For songs that
don’t have obvious accompanying actions, ask the children
to invent them.
Clap the rhythm
Read out a line from the song. Then, read it again but this
time clap with each syllable. Encourage the children to join in.
Then, clap the rhythm without saying the lines. Repeat this for
each line of the song. You can ask the children to clap lines
without singing and have the others guess the line. This works
best in songs where there is more rhythmic variation between
individual lines. As an alternative, you can divide the class into
two groups and have the groups take turns in singing the song
while the other group claps the rhythm.
Echoes
Read out or sing lines of the song and tell the children
to repeat back to you. This activity can be made quite
sophisticated by insisting that the children mimic accent
and intonation. By varying these features each time you
can really get them to focus on minute detail and develop
listening skills.
Extra words
This activity helps the children focus on the lyrics while
they are learning the song. Once they’ve been through the
song one or two times, read out lines from the song, but add
in extra words. Choose volunteers to tell you what the extra
words are. This will also work by eliminating individual words
from the lines.
Answer back
Divide the class in half. Ask each half of the class to sing
alternate lines. This can also work with more than two groups,
if the children are confident singers.
Correct the mistakes
Write the song words on the board but include some mistakes
substituting, adding or removing certain words. Play the track;
children call out stop! if they see a mistake and say what the
correct word is.
Disappearing lyrics
This is a good technique for memorising song words. Write
the words of a verse on the board and sing it through with the
class. Then, using a piece of card, cover the first word or phrase
of the song. Sing through the verse until they can sing it from
memory.
20
737228 _ 0004-0021.indd 20
Extra verses
A great number of songs can be extended by adding new
verses. This can be done in many cases by substituting key
vocabulary items in the song.
Match the rhymes
Rhymes are a great way to focus on pronunciation. This
activity can be done as a lead-in to learning a song. Take all of
the rhyming words out of a song and write them randomly on
the board. Ask the children to match pairs of rhyming words.
Even when spellings are not immediately obvious this works
well as a discovery activity.
Predictions
As a lead-in to the song or chant, and with books closed, write
up a few key words from the lyrics on the board and ask the
children to predict what the song is about. Also tell them to
suggest other words that might be in the song. Finally, listen to
the song to see which predictions were correct.
Running dictation
Print the words of a new song and pin it up outside the room
or in a part of the room where it can’t be easily accessed.
Divide the class into groups. For each group, there are ‘runners’
who go up to the sheet of paper and memorise the first line
(or as much as they can). They come back and whisper it to
the rest of their team who write it down. The first team with
the most correct version of the lyrics wins. Although the
activity is called ‘running’ dictation, the idea is not to run but
to train the children to move quietly and carefully around or
in and out of the classroom. It also gets them to think about
how dangerous it is to leave bags lying around on the floor!
Make sure that you take points off groups that make noise or
don’t respect each other and the space.
Transitions
Use song tracks to time events in the class, for example,
when the children are tidying up at the end of class.
They should have finished the activity or be in place
by the time the track ends.
What comes next?
Once children are familiar with a song, play the track, stop
at key points and ask them to tell you the word or line that
comes next.
Showtime!
Songs and chants are a great way to bring your class together
to perform. Having a performance to work towards also gives
the children a real reason to practise and improve. You can
also enhance the performance by adding dance routines,
actions and dividing the song into parts (Answer back). The
karaoke versions of the songs are great for accompaniment.
19/04/16 17:57
 Activity Bank
Vocabulary Games
Noughts and crosses
Draw a three-by-three grid on the board. Divide the class
into two teams and assign noughts to Team A and crosses
to Team B. Ask Team A a vocabulary question, if they answer
correctly they draw a nought in a square. Then Team B has a
turn. The winner is the first to draw three noughts or crosses
in a row.
Word tennis
Divide the class into two teams. Choose a category (transport)
and ask Team A to say a transport word. Team B has five
seconds to say a different word, then Team A has five seconds
to say another word and so on. If they cannot think
of a word in five seconds or if they repeat a word, then the
other team win the point.
Mr Green likes
Write ‘Mr Green likes _?_’ on the board. Invite the class
to ask you questions to find out what Mr Green likes: Does
Mr Green like cheese? (Yes), Does Mr Green like Maths? (No),
Does Mr Green like books? (Yes). The aim is to find out what
all the things Mr Green likes have in common: they’re all
words with double letters.
12 Letters
Divide the class into teams and write 12 letters on the board
(including at least three vowels). Give the teams five minutes
to make as many words as they can with the letters. The team
with most words is the winner.
Change places
Sit the children in a circle of chairs. Say: Change places if you
like Maths, and encourage the children to change seats.
Repeat with other sentences: Change places if you’ve got a cat,
Change places if you’re wearing jeans, etc.
Basketball
Divide the class into two teams. Ask Team A to provide a
list for example: Say six ocean animals. If they are able to, give
them a point and invite a volunteer from the team to the
front. Give the volunteer a ball and ask them to try and
throw the ball into a basket or bin three or four metres away.
Give the team a second point if the volunteer gets the ball
in the basket.
Stop the bus! the first child in the circle to repeat
Divide the class into teams and give each team a piece of
paper. Write these category headings on the board: Food,
Animals, Sport, Verbs. Say a letter (G) and ask the teams to
write a word for each category on their papers (Grapes, Giraffe,
Golf, Go). The first team to write four words, calls: Stop the Bus!
and wins a point.
737228 _ 0004-0021.indd 21
Grammar Games
Sentence Pictionary
Write some sentences on pieces of paper: I don’t like spiders.
Divide the class into teams and invite a volunteer to the front.
Give the volunteer a sentence and ask them to draw a picture
of it. The teams try to guess the sentence for a point.
What’s the missing word?
Divide the class into teams and give each team some pieces
of paper. Write a sentence on the board with a missing word:
My sister … like cheese. Give the teams 20 seconds to decide
the missing word and write it on the paper. Tell the teams
to hold up their papers and give points to teams with the
correct word.
Throw the ball
Ask the class to stand in a circle. Throw a ball to a child and
ask a question: What time do you get up? The child answers
and then takes a turn to throw the ball and ask a question.
This game can be played with What time do you … ? Did you …
yesterday? or Have you got … ? questions.
Play is the work
of the child.
Maria Montessori
20 Questions
Ask a volunteer to the front and tell them to think
of a famous person. The children ask the volunteer yes/no
questions to find out who it is: Are you a man? Are you a
woman? Have you got long hair? Are you a singer? The children
have 20 questions to try to guess who the famous person is.
As a variation, the volunteer can think of someone in
the class.
Odd word out
Divide the class into teams. Say four words: Eagle, parrot,
ostrich, owl. Ask each team to choose the odd word out and
give a reason to win a point: Ostrich, because ostriches can’t fly.
Owl, because owls wake up at night.
Can you remember?
Sit the children in a circle. Say:
I played tennis yesterday, and ask
the sentence and extend the
sentence, for example:
I played tennis and I read a comic.
Then, the next child repeats
the sentence and extends it
further, and so on.
21
19/04/16 17:57
 Bank
Every class is unique and has its own needs. STEP 2
The Teacher’s i-book offers the possibility of saving
all your teaching sessions. This allows you to customise
your Teacher’s i-book for each of your classes, session
by session if needed, in order to meet every class’ needs
individually. To learn more about how to register and 1
manage your teaching sessions, open 6
on your Teacher’s i-book. 2
Apart from all the course teaching and learning 3
materials, the Teacher’s i-book includes the following 4
5
key features for you to make the most of your
digital teaching:

Vocabulary Game Generator 1  

This tool allows you to create your own IWB games at any
time. Use the Vocabulary Game Generator to introduce
the key vocabulary at the start of a lesson, to review the key
vocabulary at any time in the unit or as a quick class filler.
The games are also ideal as wrap-up activities.
❯ How to create a game
Access the Vocabulary Game Generator from the main
books’ bottom menu.
The Vocabulary Game Generator includes six
different types of games. Follow these simple instructions
to create your games:
Select the pictures for your game. You can
choose pictures from different units to be
included in the same game. This is ideal for
term reviews or an end-of-year review.
2   Touch the arrow to add them to the game.
3  This indicates the minimum number of items
needed to create a game. Add more than
the minimum to make the game more varied
and challenging for the children.
4   The pictures for the game appear in this area.
5  If you need to delete a picture from your game,
select it and click on .
6   Touch GO to start playing!

STEP 1

2
3
1

1  
Touch New game to change the pictures in
1   Select the type of game you want to use. your game.
2  Choose the number of items to include
in the game.
3   Click on NEXT STEP.

22

737228 _ 0022-0024.indd 22 19/04/16 17:56

 Bank
❯ Types of games What’s missing?
Match it! The children
look at the sequence
The children match
of pictures, read
the pictures with the
the words and drag
words. This game
the correct word
includes the
to complete the
interactive answer
sequence. This type
key. Use the feedback
of game also
button for validating
promotes the
individual answers.
development of the children’s competence in Maths.

Drag it! Simon says

The children drag Touch to start the
words to the correct game. The children
pictures. This game look and memorise
includes the the sequence as the
interactive answer pictures are
key. Use the feedback highlighted. They
button for validating touch the pictures to
individual answers. repeat the sequence.

Grammar practice: Once the activity is completed, use
the Richmond i-tools and the blank space provided on the
screen to write full sentences containing the key words.
Memory
Touch to watch the sequence again. The number of
pictures in the sequence increases as they play.
Choose a child to play on the IWB. The rest of the class help
their classmate by repeating the sequence after they’ve seen
it. Use the Richmond i-tools to write the words for the
pictures on the screen if needed.

Guess it!
Choose at least four
pictures to create the
game. Divide the class
in four teams. The
teams take turns to
play. A hidden picture
appears on the screen.
Touch to start
the game. As the
The children take a few seconds to memorise the position timer runs on, the picture is revealed. The children from
of words and pictures on the screen. Once the interactive Team A say: Stop! when they know the answer. Stop the timer.
cards turn, the children say the numbers to find the pairs. If the answer is correct, give two points to the team and use the
Richmond i-tools to write their score and the time record
Choose two class representatives to do the activity on the on the chart provided. If the answer is wrong, Team B has a go.
IWB. They take turns to find the pairs. Alternatively, this Touch again. Give a point to Team B if they answer correctly.
can be set as a competition between two teams. Open the
Richmond i-tools and set the timer. Give each team two Spelling practice: Once they have guessed the word, ask
or three minutes to do as much as possible when it’s their a team member to spell it. Another member uses the
turn at the IWB. Teammates can help each other. Richmond i-tools to write the spelling on the IWB. Touch
to validate. Give an extra point for correct spelling.

23

737228 _ 0022-0024.indd 23 19/04/16 17:56

 Bank
Richmond i-tools
This feature allows you to take the Teacher’s i-book and The Richmond i-tools allows for two levels of
make it yours by inserting notes, hyperlinks and external personalisation:
files. It is also possible to write or paint on the i-book and
– On the main pages of the i-book by adding reminders,
in the zoom windows.
general points or materials for the class.
By using the Richmond i-tools you can easily add your own – On the zoom windows by including materials or
material for the classroom, or stress the important points of explanations to enrich a particular section.
a unit or activity.

Touch on the bottom left-hand corner to:

show/hide the
add text Richmond i-tools
open the keyboard
insert notes
insert hyperlinks
insert files
delete all notes, hyperlinks and files

use the cursor

write and colour
highlight
delete
delete all handwritten notes

use the spotlight to highlight

use the spotlight to cover
use the screen shade
delete all spotlights

show/hide your material

delete all

open the timer

My notes
This feature allows you to access blank pages on the
Teacher’s i-book. Use My notes and the Richmond i-tools
to add any content you consider relevant for your classes
and keep it for future sessions. This content can be in the
24
form of presentations, notes, expanded explanations, etc.
You can print everything you add or present in My notes.
The access to My notes is located at the top of every
double page of the Teacher’s i-book.

737228 _ 0022-0024.indd 24 19/04/16 17:56

 Welcome! Overview
Vocabulary Structures Recycled Language
Things for school: book, box, chair, pencil, Where: Where’s my … ? Where are my … ? I can’t
pencil case, rubber, ruler, school bag, sharpener, Present Continuous: What are you doing? Your turn
shelf, sofa, table I’m looking for my pencil case. Prepositions of place: at, in, on
Days of the week: Monday, Tuesday, Functional language: Hello! Bye, bye! See you later!
Wednesday, Thursday, Friday, Saturday, It’s nice to see you.
Sunday; school days, weekdays See you later, alligator! In a while, crocodile!
Verb: to look for Can we come?
More
practice
More
practice P P

F F
Language Objectives Optional Resources SC SC
• To learn informal greetings and how to say goodbye. Teacher's ResourceMore
Book Photocopies: More
phonics phonics
•  To sing a song about the days of the week. •  Evaluation: pages 69-70, Diagnostic test
•  To ask permission using can: Can I come?
Extras/Realia:
• To describe where objects are using prepositions.
• Lesson 1: a photo from the Internet or a magazine
•  To recognise the principle characters in Wonder. i-poster

i-flashcards

Skills Objectives Teacher’s i-book

IWB i-book

Listening: To understand greetings and farewells Use the Richmond i-tools to complete
in an informal setting. To listen to and sing a song. the activities with the children on the IWB.
Reading: To recognise words related to things in
the classroom. Activities with beside the rubric offer
an additional interactive activity to reinforce
Writing: To write the days of the week.
theMore
activity content:
More
P P
Speaking: To use informal greetings and farewells. practice practice
• Lesson 3: activity 1
To give clues using prepositions. F F
provides extra interactive
SC SC
practice which can be
used for Fast Finishers or as a Wrap-up activity.
More More
Alternatively,
phonics it can be used as homework:
phonics

Assessment Criteria •  Lesson 3: knowledge

• Children can understand messages about
objects at school and the days of the week. Use the Vocabulary Game Generator to create
your own interactive games to review the key
i-poster
• Children can greet people and say goodbye.
vocabulary
i-flashcards from the unit at any time.
• Children can indicate where things are.
IWB i-book

For ideas on how to exploit the course

resources, see our Activity Bank: pages 17-24.

Key Competences
LC Linguistic Competence: SCC
Social and Civic Competences:
Children become familiar with vocabulary related
Children demonstrate skills to work in pairs.
to IT activities.
MST CAE Cultural Awareness and Expression:
Competence in Maths, Science and Technology:
Children use their imagination to describe unknown
Children solve a number code.
places and objects.
DC Digital Competence: LL
Learning to Learn:
Children work together on the unit content using the IWB.
Children develop skills in learning from mistakes.
They further practise the unit content individually.
IE Sense of Initiative and Entrepreneurship:
Children show initiative in describing objects and discussing
them with the class. Children are able to work independently.
25

737228 _ 0025-0031.indd 25 19/04/16 17:58

 There’s somethi MST
ng different
in the playgrou
nd. It’s big and
it’s colourful an
d it’s very shiny.
What is it?

I don’t think it’s

a house.
I think it’s a library.
I don’t understand.
What’s that??!!
Is that a screen?
I don’t know. LL

LL 1 1.1 Listen and put the speech bubbles in order.

2 Read and correct the mistakes.

It hasn’t got
three screens.
1 It’s got three screens. It's got ... .
2 It’s got two blue windows and two red windows.
3 It’s got four satellite dishes on the top.
4 It’s got ropes but it hasn’t got any wings.

IE 3 Discuss the questions with your classmate. Then, tell your class. CAE

What is it?
CAE library game centre IT lab cinema gym space ship robot
4 Write about the
What’s inside? ideas in your class.
books chairs tables I think it’s a lib ... people in my class think it's ... .
rary
computers screens games ropes and it’s got book ... people think it's got ... inside.
s
and chairs inside
mats machines cameras CDs .

Describing an unknown object | Places, Furniture, Technology, Colours | I think it’s a … . It’s got … .
4

492044 _ 0004-0006.indd 4 20/02/14 13:05

LL Children develop skills in learning from their Key competences continuous assessment
mistakes through self-assessment when doing a
Check if children:
listening activity that provides the correct answers.
IE 1 Check and correct their work through the listening.
Children show initiative in describing unknown 2  Are able to describe an unknown place or object.
places and objects. 3  Use their imagination to describe an unknown place
CAE or object.
Children develop their imagination when describing
unknown places and objects to the class.
26

737228 _ 0025-0031.indd 26 19/04/16 17:58

 Welcome! Lesson 2

MST 1 Read the code clues and solve the number code.
Welcome! Welcome! Do you want
to open the door? Solve the code
and then you can come in!

The fourth letter of the alphabet.

code 2 The fifth letter of the alphabet.
-6 3 The letter after M.
5-8-3- -2
7-4-9
4 The first letter of the alphabet.
5 The letter before X.
6 The third letter after O.
7 The second letter after J.
8 The second letter before Q.
9 The third letter before E.

LL 2 Choose a sentence and write it in code. Then, dictate it to your classmate.

Can I borrow a pencil?
W X Y Z A B C D E F G H I J K L M N O P Q R S T U V
It’s my turn, now!
I can’t find my school bag!
Have you got some crayons? A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

This is the first

word. Y-W-J. That’s C-A-N.

CAE
3 Use or invent a code
and write your name.
My name is … .

I wonder...
‡ Find a number-letter code online.

Making codes | Classroom language, Alphabet, Numbers, Ordinal numbers | It’s before/after … .
5

492044 _ 0004-0006.indd 5 20/02/14 13:05

Key competences continuous assessment
MST
Children develop and apply mathematical
thinking by solving a number code. Check if children:
LL Children apply previous knowledge of the alphabet 1 Can solve a number code.
and numbers to write different classroom language 2 Are able to use the number code to complete
sentences in code. the activity.
CAE 3 Can invent a code.
Children use their imagination to invent a code.

27

737228 _ 0025-0031.indd 27 19/04/16 17:58

 Welcome! Lesson 1
Language Objectives Transcript
To revise verb have got: It’s got (three) (screens).
To revise numbers and colours. 1.1 Listen and put the speech bubbles in order.
Functional language for guessing: What’s that? I think it’s … , Boy 1: Hey! What’s that? Over there.
I don’t think it’s … . I don’t know. Is that (a) (wing)? Girl 1: I don’t know.
Technology: game centre, robot, satellite, screen, space ship Girl 2: I don’t think it’s a house.
Objects and places in school: CD, chair, gym, IT lab, library, Boy 2: No, of course it isn’t. Let’s go and have a closer look.
mats, rope, table, windows
Adjectives: colourful, different, shiny Boy 2: I think it’s a library… or a new information centre or something.
Girl 1: Hmm… maybe but… what’s that on the top? Is that a screen?
Boy 1: Yes! I think it is.
Materials Girl 2: But… why is it there? I don’t understand.
– Teacher’s i-book – Optional realia: a photo from
– CD 1 Internet or a magazine

Lead-in
Find an ambiguous photo from the Internet or a magazine, or draw
a picture (bear climbing tree – two vertical lines with four claw
marks on either side) on the board and ask the children what they
think it is. Elicit the structures I think it’s … , I don’t think it’s … .
1  1.1 Listen and put the speech bubbles in order.
Before they listen, focus the children’s attention on the picture.
Teach the words: satellite dish, screen and rope. Check answers
around the class.
Answers:
red, yellow, blue, green, purple, orange
Optional Resources
Teacher’s Resource Book pages 69-70, Diagnostic test.
Initial Evaluation
Check if the children can:
Use the verb have got correctly.
Use the correct adjective noun word order.
Understand and reproduce the vocabulary for places
and objects in the school and technology.
Use the functional language for guessing.

2  Read and correct the mistakes. This can be done as a whole

class activity or in groups. Encourage the children to create their Activity Book
own sentences too. Welcome!, page 2, Lesson 1. See page 228 for answer key.
Answers:
1 It’s got five screens.
2 It’s got four blue windows.
3 It’s got three satellite dishes on the top.
4 It’s got ropes and it’s got wings.

3  Discuss the questions with your classmate. Then, tell your

class. Ensure the children understand the words in the blue boxes.
Ask: Has the school gym got ropes? The pairs then present
to the rest of the class what they have decided the thing is and
what it contains. Write the suggestions on the board.

4  Write about the ideas in your class. The children write about
what they have heard the rest of their classmates report back.

Fast Finishers
The children design a gaming chair with all their ideal features
and label their drawings.

Wrap-up
Discuss the most plausible or popular theory as to what
the unknown object is.

28

737228 _ 0025-0031.indd 28 19/04/16 17:58

 Welcome! Lesson 2
Language Objectives Continuous Assessment
Revise ordinal numbers: first, second, third, fourth… Check if the children can:
Prepositions: after, before Spell their names and other common words using
Code vocabulary: clue, code, to solve the English alphabet.
Understand and use ordinal numbers and the prepositions
before and after.
Materials Understand what a code is and be able to interpret a simple
– Teacher's i-book code in English.

Lead-in
Check the children’s knowledge of the English alphabet by asking
them to spell their names, surnames or any common words. Activity Book
Ask about the English alphabet using before and after: What letter Welcome!, page 3, Lesson 2. See page 228 for answer key.
comes before S? Then, talk about codes. Explain the Morse code
and write: –•–• •–•• •– ••• ••• on the board. This is the
Morse code for the word class.

1  Read the code clues and solve the number code. Check that
the children remember the ordinal numbers up to fifth by asking:
Who is the second person on the class list? You could ask the children
to get into groups and see who is the fastest to solve the code.
Answers:
5-8-3-1-2-6 W-O-N-D-E-R 
7-4-9 L-A-B

2  Choose a sentence and write it in code. Then, dictate

it to your classmate. Explain how each letter corresponds
to another and ask individual children to dictate code words
to the class. The child who guesses first is the next to dictate.

3  Use or invent a code and write your name. The children

invent their own codes. You could organise code-breaking games.
The children look online for other codes.

Fast Finishers
The children write more secret messages using the code given
in Activity 2.

Wrap-up
Have a class discussion about codes. You could mention online
messenger symbols, popular gestures and even dress codes and
ask their opinions.

29

737228 _ 0025-0031.indd 29 19/04/16 17:58

 Welcome! Lesson 3

LC 1 1.2 Listen and put the activities in order. Then, sing the song.

This is an IT lab. It's full of equipment.

With everything you need
for your entertainment.

1 2 3
A play together A surf the net a sing a song
B talk to a friend in Asia b take photos b record your voice
C download a game c watch films, sports, c learn to cook
TV shows and d read a book
music videos
e do karaoke
d write a blog

SCC 2 Choose a unit and describe a picture. Then, tell a classmate.

In Unit 4, there’s a map of the
world and there are some people.
That’s on page 42!

IE 3 Choose a unit and answer the questions.

1 What’s the title of the unit?
2 What’s the title of the story?
3 What’s your favourite picture?
The title of unit … is … .
The title of the story is … .
My favourite picture is on page … .
In the picture there is … and there are … .

Getting to know the book | IT activities |

More
pract6
ice
More
practice P P You can … . There is/are … . What’s … ?

F F
492044 _ 0004-0006.indd 6 20/02/14 13:05

LC Children develop their listening and speaking Key competences continuous assessment
skills listening to a songSC SCnew vocabulary
with the
Check if children:
and joining in.
More More
phonics
SCC phonics 1 Understand the meaning of vocabulary related
Children demonstrate skills to work in pairs to IT activities.
to describe a particular picture from the book. 2 Listen to the song and join in.
IE 3 Use the computer as a resource to learn
Children show initiative to work independently
new language.
and answer questions.
30 i-poster

i-flashcards
737228 _ 0025-0031.indd 30 19/04/16 17:58
 Welcome! Lesson 3
Language Objectives Transcript
To revise the structure There is / There are: There is a (map).
IT activity vocabulary: blog, to download, equipment, to record, 1.2 Listen and put the activities in order. Then, sing
to take photos, to surf the net, to watch films the song: This is an IT lab.
Functional vocabulary for getting to know the book: page, This is an IT lab. It’s full of equipment.
picture, title, unit With everything you need for your entertainment.
You can talk to a friend in Asia.
Materials You can download a game and you can play together.
– Teacher's i-book You can watch films, and sports, and TV shows and music videos.
– CD 1 You can surf the net, and write a blog and take lots of photos.
You can sing a song, and record your voice and do karaoke.
You can read a book, and learn to cook, with information technology.
Lead-in This is an IT lab. It’s full of equipment.
Remind the children of the unknown object introduced in Lesson 1. With everything you need for your entertainment.
Tell them it is an IT lab. If there is an IT classroom in your school,
ask them about the facilities there: Can you surf the net? Preteach
More the new vocabulary.
More
P P
practice practice

F F Final Assessment
1  1.2 Listen and put the activities in order. Then, sing Check if the children can:
the song. As theySC SC
listen to the audio the children number the Talk and write about the different activities in the IT class.
More
phonics activities as they hear them mentioned. Check around the class
More
phonics Find their way around the new course book and describe
using the ordinal numbers: What is the (second) activity? the pictures in it using the vocabulary and structures
Answers: presented in the unit.
1 b, c, a
i-poster
2 c, a, d, b
3 a, b, e, d, c
i-flashcards

IWB i-book Touch to open the activity. The children listen to the Activity Book
song and put the verses in order. Then, open My notes and ask the Welcome!, page 4, Lesson 3. See page 229 for answer key.
children to write the first paragraph using the Richmond i-tools.

2  Choose a unit and describe a picture. Then, tell a classmate.

This activity can be done in groups. One child opens the book
and chooses a picture. He or she says which unit it is in and then
describes the picture. The others have to say which page the
picture is on.

3  Choose a unit and answer the questions. The children write

in their notebooks the answers to the questions using the guidelines.
They can then read what they have written to the class.

Fast Finishers
The children write about what they do in the IT class and illustrate
their favourite activity.

Wrap-up
HaveMore
a class discussion about their impression of their new course
practice
More
practice P P
book and about what they like and don’t like in their IT class.
F F
The children take a quiz choosing the correct words
to complete the sentences. SC SC
More More
phonics phonics

i-poster
31
i-flashcards

737228 _ 0025-0031.indd 31 19/04/16 17:58

IWB i-book
 Unit 1 Overview
Vocabulary Structures Recycled
Places: Alaska, Hong Kong, Ireland, Mexico Present Simple: I (like), I don’t (like), Do you (play)?
Language
City buildings: bank, car park, ground floor, hotel, market, When does (he) play? Where does (she) do homework?
Days of the week
museum, office, restaurant, shopping centre, skyscraper, She doesn’t go to school on Saturdays.
Times of the day
sports centre, top floor, traffic, university I like (playing hide and seek).
Colours
Leisure activities: board games, camping, card games, Time clause: from (5 o’clock) to (6 o’clock)
Numbers
computer games, cooking, hide and seek, indoors, Functional language: I think … . I don’t agree.
outdoors, playing in a band, skateboarding, skiing, Can I sit there?
table tennis, tree house, riding, running races, sailing, How about … ? What about … ?
skateboarding, skiing Guess what! Surprise, surprise!
Transport expressions: by car, by bus, on foot Why (not)? Because your hair is too long.
Places to live: farm, flat, house

Creative Strand
Cultural Strand CLIL Objective:
nguage Objectives:
To learn about ph
La otographing a city
ing the verbs Language Object .
To learn activities us ives
:
To learn vocabula
go and do. ry for city buildin
to the Scouts and other features gs
To learn words related of city life.
To practise There
and their activities. is / There are in affi
t Simple. negative and inte rmative,
To practise the Presen rrogative forms.
To introduce the
quantifier lots of.

Functional Strand
All
Language Objective:
To learn language for getting
together
into groups.
now
Knowledge
CLIL Objec
Strand
To contrast
tive:
th e lives of ch
Language O ildren.
To practise
bjectives:
Literacy Strand the
in a flat. She Present Simple: Jake (liv
(goes) to be es)
CLIL Objectives: To practise d.
interrogativ
to talk abou es W
To learn how to infer. t routines: W hen and Where
Where does he
To plan and write descriptions. (she) do hom n does (he) play?
ework?
Language Objectives:
To learn descriptive adjectives to write about
a person’s physical appearance and personality.
To learn the alternative spellings for the ee sound.
To learn the structure Why? Because …

32

737228 _ 0032-0055.indd 32 19/04/16 17:59

 More More
phonics phonics

i-poster

i-flashcards

Skills Objectives Teacher’s i-book

IWB i-book

Listening: To listen for personal information. To listen Use the Richmond i-tools to complete
to a song and understand the sequence of words. the activities with the children on the IWB.
To listen to and understand a story. To listen and
decide which picture is being described. Activities in and provide
Reading: To read and understand information about a digital alternative to introduce the children
where people live and their daily routines. To read and to the lesson.
understand a story.
Writing: To write a brief description of themselves Activities with beside the rubric offer
and of a person,s appearance and character. To write an additional interactive activity to reinforce
a description of a street scene. To write words with the activity content:
the ee sound. • Lesson 3: activity 1
• Lesson 4: activity 2
Speaking: To give personal details. To talk about and
• Lesson 7: activity 1
compare their daily routines. To describe a city scene.
practice • Lesson 8: activity
P P1
More More
To find out personal information. practice

• Lesson 9: grammar
F F
provides extra interactive SC SC
practice which can be
used for Fast Finishers or as a Wrap-up activity.
Assessment Criteria More
Alternatively,
phonics
More
it can be used as homework:
phonics

• Children can understand, talk and write about their More More
P P
practice
• Lesson 2: knowledge
practice

own and other children’s personal information. •  Lesson 4: functional

F F
• Children can write a description of a person. • Lesson 6: phonicsSC SC
• Children can describe a city scene. They can make i-poster
•  Lesson 7: literacy
informed guesses about people inferring from More
phonics
i-flashcards
More
• Lesson
phonics
8: literacy
information presented.
• Children can spell words that contain the ee sound. IWB i-book
Audiovisual material:
•  Lesson 2: My friends
More More
i-poster P P
practice practice
•  Lesson 5: Scouts: past and present
Optional Resources i-flashcards F F
provides aSCvisual
SC
grammar presentation:
Teacher's Resource Book Photocopies: IWB i-book
• Lesson 9: review
More
•  Lesson 2: page 49, Speaking phonics
More
phonics

•  Lesson 4: page 25, Reading Use the Vocabulary Game Generator to create
•  Lesson 5: page 41, Listening your own interactive games to review the key
•  Lesson 6: page 59, Phonics vocabulary from the unit at any time.
•  Lesson 8: page 33, Writing i-poster

•  Lesson 9: pages 7-8, Language i-flashcards

•  Evaluation: pages 71-72 or 73-74, Unit 1 test

IWB i-book
Extras/Realia For ideas on how to exploit the course
• Lesson 2 and 10: ‘pair sticks’: get a set of wooden sticks. resources, see our Activity Bank: pages 17-24.
Put the name of each child on a stick. Take out two at
random when you want them to work in pairs

Key Competences
Linguistic Competence: Social and Civic Competences:
LC SCC
Children become familiar with vocabulary related to city Children identify the main aspects of living in a big city,
buildings, daily routines, after-school activities and language as well as the similarities and differences among other children’s
for getting into groups. lifestyles and countries.
MST
Competence in Maths, Science and Technology: CAE
Cultural Awareness and Expression:
Children reinforce numeracy skills with ordinal numbers. Children become familiar with the Scout movement.
They practise telling the time when describing daily routines.
DC Digital Competence: LL Learning to Learn:
Children work together on the unit content using the IWB. Children become familiar with a way to organise information when
They further practise the unit content individually. planning a piece of writing.
IE Sense of Initiative and Entrepreneurship:
Children become aware of the importance of improving skills
and achieving personal goals.
33

737228 _ 0032-0055.indd 33 19/04/16 17:59

 Lesson 1

1 All together now I wonder...

‡ Are all your friends from school?
‡ What games do you play with
your friends?
‡ What do you like more,
computer games or board games?
Lee

Place:
Days online: Maria

Place:
Days online:

Jake
Grace
Place:
Days online: Place:
Days online:

2
1 Mexico
Sundays
g Saturdays an
Hong Kon d Sundays
Fridays and
Alaska the weekend
every day
Ireland

LC
1 1.4 Listen and find the missing information. 3 Write about yourself for
a new friend.
SCC
2 Make four questions and ask a classmate.
Hi! My name’s ... .
I play ... . I don’t play ... .
computer games at the weekends?
Do you play I play computer games on/at ... .
IE online games on school days? My favourite game is ... .

Meeting new friends | Days of the week, Places | I (don’t) play. Do you play … ? 7

492044 _ 0007-0016.indd 7 20/02/14 12:33

LC Children improve their listening skills in the Key competences continuous assessment
context of online activities in order to complete
Check if children:
the missing information.
SCC 1 Are able to follow the listening to do the activity.
Children demonstrate skills to work in pairs 2 Can work in pairs to find out information about
to find out about their friends’ online activity. their friends.
IE 3 Show initiative to write basic information about
Children use their initiative to write about their
themselves.
playing habits.
34

737228 _ 0032-0055.indd 34 19/04/16 17:59

 Unit 1 Lesson 1
Fast Finishers
CLIL Objective The children write an email to one of the children pictured.
To understand about meeting new friends.
Wrap-up
Language Objectives Make a pie chart or graph of the most popular online activities
To revise days and times of the week: school day, weekend according to the class and discuss it.
To practise the Present Simple: I (play). I don’t (play).
Do you (play)? I love (playing hide and seek).
To introduce places: Alaska, Hong Kong, Ireland, Mexico Initial Evaluation
To introduce outdoor and indoor activities: board games, Check if the children can:
card games, computer games, cooking, hide and seek, indoors, Introduce themselves.
outdoors, playing in a band, running races, skateboarding, skiing, Talk and write about their online activity.
table tennis, tree house Ask questions about their friends’ online activity.
Talk about activities they do indoors and outdoors.
Materials
– Teacher's i-book – Poster for Unit 1
– CD 1

More
practice
More
P P Activity Book
Lead-in
practice

F F Unit 1, page 5, Lesson 1. See page 230 for answer key.

1.3 Display the poster. Ask the name of the activities pictured.
SC SC
Draw a Venn diagram on the board. One circle represents outdoors
More
phonics activities, the other indoors activities, where they overlap represents
More
phonics

indoors and outdoors activities. As they listen to the audio the

children come up and write the activities in the corresponding circle.
Alternatively, they could do this activity individually in their notebooks.
i-poster
Finally, discuss the questions in the I wonder box.
(See transcript page 54.)
i-flashcards

IWB i-book Open the i-poster. Ask the name of the activities. Use the
text and the keyboard in the Richmond i-tools to write the words
beside each activity. Then, the children drag the words (indoors and
outdoors) to the correct place to classify the activities. Play the audio
to validate. For further practice, restart the activity and describe one
of the activities using the vocabulary they have learned. The children
find and circle it using the Richmond i-tools.

1  1.4 Listen and find the missing information. Ask

individual children to describe the children. Then, guess where
they are from. Check around the class that they have found out
the relevant information.
(See transcript page 54.)
Answers:
Lee: Hong Kong, every day
Maria: Mexico, Saturdays and Sundays
Jake: Alaska, Sundays
Grace: Ireland, Fridays and the weekend

2  Make four questions and ask a classmate. The children

get into pairs and ask questions about their online habits using
the model given. They then report back to the class.

3  Write about yourself for a new friend. The children write

basic information about themselves in their notebooks using
the model as a guide.

35

737228 _ 0032-0055.indd 35 19/04/16 17:59

 More More
phonics phonics

Unit 1 Lesson 2

SCC 1 1.5 Guess information

i-poster about the children. Then, listen and check.
I think Maria lives on a farm.
i-flashcards
I don’t agree. I think she lives in a flat.

IWB i-book
Maria Lee Jake

lives ... goes to school ... likes ... plays with ...
in a house on foot skiing neighbours
in a flat by car riding brothers and sisters
on a farm by bus skateboarding school friends

I wonder...
Pair Work ‡ What country is Hong Kong in?
‡ Find the name of two cities in Alaska.
SCC 2 Ask a classmate and find out more about
the children.
Student A, go to page 89.
MST
Student B, go to page 96. 3 Choose a child and compare with
yourself.
Maria play with friends? Jake likes ... . I don’t like ... .
Where 88 floors!
does Lee do homework?
When Jake doesn’t live in a flat. I live in a ... .
Jake go to bed?
Jake does homework at ... .
I do my homework at ... .
Jake goes to bed at ... .
I go to bed at ... .

More
pract8
ice
More
practice P P
Contrasting children’s lives | Routines, Times, Places | He lives … . When/Where does she ... ?

F F
492044 _ 0007-0016.indd 8 20/02/14 12:33

SCC Children acknowledge similarities and differences Key competences continuous assessment
SCother
when finding out about SCchildren’s lifestyles
Check if children:
and countries.
More More
phonics
SCC phonics 1 Identify different lifestyles.
Children demonstrate skills to work in pairs to ask 2 Work well in pairs to talk about daily routines.
and answer questions about the children’s routines. 3 Can say at what time they do things.
MST
Children show their ability to tell the time
when talking about daily routines.
36 i-poster

i-flashcards
737228 _ 0032-0055.indd 36 19/04/16 17:59
 Knowledge Strand Unit 1 Lesson 2
More
practice Fast Finishers
P
More
practice P
CLIL Objective The children look at
F the
F I wonder box and try to answer the
To be able to contrast children’s lives. questions. They then
SC SC similar questions for the rest of
write
Language Objectives More
the class to answer when they finish.
More
phonics phonics

To revise functional language for guessing: I think … . Wrap-up More More

P P
I don’t agree. practice practice

Play Who am I describing? A child describes biographical details

To practise the Present Simple: Jake (lives) in a flat. F F
She (goes) to bed. and the routine of one of the children pictured or of a member
i-poster SC SC
To practise interrogatives When and Where to talk about of class. The other children have to guess. The child who guesses
More More

routines: When does (he) play? Where does (she) do homework? i-flashcards phonics
correctly then has a turn. phonics

People: brother, friend, neighbour, sister IWB i-book Watch the video My friends. Complete the onscreen
Places: farm, flat, house
Transport expressions: by car, by bus, on foot comprehension activity with the children. For further practice,
i-poster

Leisure activities: skateboarding, skiing, riding open the worksheet before you watch and then use the
i-flashcards
Richmond i-tools to complete it as you watch. Alternatively,
More
practice
More
practice P P
print outIWB copiesi-book
for the children to work on individually.
Materials
F F
More
practice
More
– Teacher's
practice P P – Flashcards for Unit 1: farm, flat, house
i-book The children drag the words to form correct sentences.
– CD 1 F F –O  ptional realia: ‘pair sticks’ For further practice, ask the SC
SC children to write the sentences
in the
Morenegative form More using the Richmond i-tools.
SC SC phonics phonics

More
phonics Lead-in More
phonics

Ask if anyone in the class has family or friends that live in another Optional Resources
province or even another country. Ask how they keep in touch. Teacher’s Resource Book page 49, Speaking.
Display the flashcards for flat, farm and house. Ask: How many i-poster
i-poster
of you live (in) a (flat)? Write the number of children on the board
next to the written word.
i-flashcards Continuous Assessment
i-flashcards

Check
IWB
if the children can:
i-book
IWB i-book Open the i-flashcards and follow the instructions above. Talk and write about their own routine and others’ routines.
Then, open the lead-in activity. The children listen and choose Ask questions to elicit information about routines using
the correct picture that corresponds to a flat, a farm or a house. the structures learned in the unit.

1  1.5 Guess information about the children.

Then, listen and check. Write on the board the most popular
guesses. After playing the audio, check how many of the guesses Activity Book
were right. Unit 1, page 6, Lesson 2. See page 230 for answer key.
(See transcript page 54.)
Answers:
Maria lives on a farm, goes to school on foot, likes riding,
plays with her brothers and sisters.
Lee lives in a flat, goes to school by bus, likes skateboarding,
plays with his neighbours.
Jake lives in a house, goes to school by car, likes skiing,
plays with his school friends.

2  Pair Work: Ask a classmate and find out more about the
children. The children get into pairs to ask and answer questions
and fill in the missing parts of the chart on their corresponding
pages. You could use the ‘pair sticks’ if you have made them
(see page 33).

3  Choose a child and compare with yourself. The children

write contrasting sentences in their notebooks following the
model given. These could be copied onto card and accompanied
by a photo and displayed around the class.

37

737228 _ 0032-0055.indd 37 19/04/16 17:59

 Unit 1 Lesson 3

LC 1 1.6 Listen and write the letters. Then, sing the song.
r k !
y

office flat
bank hotel

e s

restaurant museum

r s

library university

s p c a

shopping centre car park market sports centre

My city never sleeps. There’s lots of noise and traffic.

top floor It’s always awake. All night and day!

MST 2 Sketch and label the skyscraper in the photo.

Then, ask a classmate.
88 floors! Are there offices in your skyscraper?
Yes, there are offices on the 10th floor.
In my skyscraper there’s a bank on the 10th floor.

CAE ground 3 Take a photo or draw a street, and describe it.

floor On ... street there's a ... and there are ... .
There ... skyscrapers.

City photography | Buildings | There’s a … . There are … . Is there a … ? Are there any... ? 9

492044 _ 0007-0016.indd 9 20/02/14 12:33

LC
Key competences continuous assessment
Children become familiar with vocabulary
related to city buildings. Check if children:
MST 1 Understand the meaning of vocabulary related
Children reinforce numeracy skills by practising
to city buildings.
ordinal numbers when describing a skyscraper.
2 Can use ordinal numbers.
CAE 3 Can take a photo or draw a street and sketch
Children demonstrate their artistic skills by taking a
a skyscraper.
photo or drawing a street and sketching a skyscraper.
38

737228 _ 0032-0055.indd 38 19/04/16 17:59

 Creative Strand Unit 1 Lesson 3
CLIL Objective Continuous Assessment
To photograph or draw a street. Check if the children can:
Name the city buildings introduced in the lesson.
Language Objectives Use the structure There is / There are correctly.
To learn vocabulary for city buildings: bank, car park, Describe a skyscraper saying what is on each floor using
hotel, library, market, museum, office, restaurant, shopping centre, the vocabulary and structures learned.
skyscraper, sports centre, university
To learn the nouns: ground floor, noise, top floor, traffic
To practise There is / There are: Are there (offices) in your
skyscraper?
To introduce quantifier lots of: There is lots of noise. Activity Book
Unit 1, page 7, Lesson 3. See page 231 for answer key.
Materials
– Teacher's i-book – Flashcards for Unit 1
– CD 1

Lead-in
Display the flashcards on the board (or open the i-flashcards
on the Teacher’s i-book). Ask about the nearest city: Is there a
(shopping centre) in the city? Talk about each building and ask:
More Do youMorego to the (museum)?
P P
practice practice

F F
1  1.6 Listen and write the letters. Then, sing the song.
The children writeSCtheSC letter of the building as it is mentioned
More
phonics in the song.
phonics When they have finished, play the song again and sing
More

along. You could have competitions to see who sings the best,
boys or girls, right side of class or left.
(See transcript page 54.)
i-poster
Answers:
skyscrapers!
i-flashcards

IWB i-book Touch to open the activity. The children listen to the
song and drag the words to complete the lyrics. Alternatively, cover
the words using the shade in the Richmond i-tools and ask the
children to fill in the gaps. Listen to the song to validate.

2  Sketch and label the skyscraper in the photo. Then, ask

a classmate. The children work in pairs using the features from
Activity 1. Later the children could report to the rest of the class
what their skyscraper has on each floor.

3  Take a photo or draw a street and describe it. If possible,

take the children out on a field trip to photograph or draw a street.
If this is not possible, then they can draw from memory. The children
then make a written description using the structures and vocabulary
learned in the unit. Make a display with the results.

Fast Finishers
The children make an imaginative drawing of a street, or a street at
night with light shining through the windows.

Wrap-up
If you have made a class display, discuss that. If not, ask individual
children to describe their photos or drawings to the rest of the class.
39

737228 _ 0032-0055.indd 39 19/04/16 17:59

 Unit 1 Lesson 4
Functional language
At school ...
1 do you work in groups?
2 do you choose the classmates in your group? My secret diary
3 does your group have a name?
Name: Molly Bevan
Age: 10 years and 5 months
This diary is Top Secret! Address: 15, Chestnut Road, Elderford,
Birmingham, BR225X3
Monday, 2nd October England - The world
The universe
We've got new groups Come with me, Justin.
at school. Mr Meaner
never chooses the people
for each group. So, as usual,
all the Ôbest friendsÕ
sit together. There's a new boy
in class, today. I think
he's Camilla's friend.
Get into groups
of four.

SCC I go and sit with my best friend, Harry. Surprise, surprise! I'm in a group with Camilla
And guess what??? He's at Camilla's table. and her new friend! I sit opposite Camilla and
I think he knows the new boy, too. next to Harry. Camilla is next to Justin.

Can I sit here? So… what about a

name for the group?

How about the

Dragons? I want
to be a dragon.

That’s Justin’s place. I like my group. Harry is fun and Justin is OK, Camilla!
You can sit there. really kind and Camilla is... well, Camilla!

1 Answer the questions.

LC
2 1.7 1.8 Listen for the mistakes. Then, listen and read the diary.
3 Write your own version and act out the scene.
CAE

More
pract10
ice
More
practice P P Language for getting into groups

F F
492044 _ 0007-0016.indd 10 20/02/14 12:33

SCC
Children demonstrate social skills by learning
Key competences continuous assessment
SC SC
language for getting into groups. Check if children:
More LC More
phonics Children demonstrate their reading and listening skills
phonics 1 Become familiar with language that helps them engage
to find mistakes in the recording of a secret diary. effectively with others.
2 Are able to understand the reading and the listening.
CAE Children use their imagination and creativity 3 Develop their creativity to write their own diary
when writing their own diary page and acting out and act out a scene.
the scene for the rest of the class.
40 i-poster

i-flashcards
737228 _ 0032-0055.indd 40 19/04/16 17:59
 Functional Strand Unit 1 Lesson 4
Fast Finishers
CLIL Objective The children write a diary page about their day so far, or a typical
To act out a scene that takes place at a school. day in their English class.
Language Objectives Wrap-up
To introduce classroom language for getting into groups: Tell the children what you have observed as they worked
best friend, to choose, classmate, group, (my) place, to sit together
in groups on the plays. Talk about the good aspects, like
To introduce functional language for suggestions:
How about (the Dragons)? What about (a name)? cooperation, and the bad aspects, like everyone talking at once.
Functional language: Guess what! Surprise, surprise! You could then draw up a list of recommendations for successful
More
practice
More
P P
group work. practice

F F
Materials The children do a quiz choosing the correct words
– Teacher's i-book to complete the sentences SC
SC about working in groups.
– CD 1 More More
phonics phonics

Optional Resources
Lead-in Teacher’s Resource Book page 25, Reading.
Talk about the pros and cons of working in groups in class.
Then, ask how they form groups for games in the playground. Teach i-poster

them Eeny meeny miney mo. Ask them if there is a local equivalent.
Continuous Assessment
i-flashcards

Check if the children can:

1  Answer the questions. The children have a class discussion Understand
IWB and use the vocabulary for getting into groups.
i-book
based on the questions. Write any commonly held opinions Make suggestions to the group using the functional language
on the board. introduced in the lesson.
Understand and interpret the story outlined in the diary.
2  1.7 1.8 Listen for the mistakes. Then, listen
and read the diary. If the children find it too difficult to find
the mistakes the first time, pause the audio after the section that
contains the mistake. Make sure they have understood by asking
More questions
practice
More about the characters and the events in the story.
practice P P Activity Book
(See transcripts pages 54-55.) Unit 1, page 8, Lesson 4. See page 231 for answer key.
F F
Answers:
10 years and 7 (5) SC SC
months; 50 (15) Chestnut Road; Monday
More
phonics October the third (second); get into groups of five (four); there’s
More
phonics

a new girl (boy) in class; she’s (he’s) Camilla’s friend; my next door
neighbour (best friend) Harry; the new girl (boy); that’s Janet’s
(Justin’s) place; I sit next to (opposite) Camilla and opposite (next to)
i-poster
Harry; how about the Butterflies (Dragons)? I want to be a butterfly
(dragon). Harry is clever (fun).
i-flashcards

IWB i-book Touch to open the activity. The children read the
sentences and choose the ones they would use to get into a group.
For further practice, open My notes and ask the children to write
more correct sentences using the Richmond i-tools.

3  Write your own version and act out the scene. The children
get into groups using one of the methods discussed in the lead-in.
Then, they agree on a version of the story in the diary, rehearse it
and act it out for the rest of the class. Encourage class discussion
of the issues raised in the plays.

41

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 SC SC
More More
phonics phonics

Unit 1 Lesson 5
Culture
Theuts
Sco Lots of boys and girls belong to the Scouts.
i-poster

i-flashcards
They meet every week and they do lots of fun activities.
The Scouts' motto is “Be prepared”.
IWB i-book

IE 1 1.9 Listen
and say the name. Lucy David Zoe Tom

go camping 3
go sailing 3
do cooking 3
do sports 3 3
learn about history 3
learn about
the environment 3 3
SCC 2 Find the activities for the badges. 3 Choose a scout from Activity 1.
Then, ask your classmate.
1 2 3
Does your scout go sailing?
CAE No, ... doesn’t.
Does your scout learn
4 5 6
about history?
Yes, ... does.

I wonder...
8
dge ‡ How many scouts are there in
I think this ba
7
the United Kingdom?
is for cooking. • What is the Scouts, motto?
I agree.

The Scouts | After school activities | Does he … ? Yes, he does. / No, he doesn’t. 11

492044 _ 0007-0016.indd 11 20/02/14 12:33

IE Children acknowledge the importance of achieving Key competences continuous assessment

objectives and improving specific skills by
Check if children:
understanding the concept of scout activity badges.
SCC Children demonstrate skills by working in pairs 1 Recognise that Scouts earn badges through
to ask and answer questions about the Scouts working hard to achieve their objectives.
from the listening activity. 2 Work well in pairs to ask and answer questions.
CAE
3 Understand what the Scout movement is and
Children are introduced to the basic tenets what it is to be a Scout.
of the Scout movement.
42

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 Cultural Strand
More
practice
More
practice
Unit 1 Lesson 5
P P

F F
Fast Finishers
SC SC
CLIL Objective The children find the answers to the I wonder questions and
More More
To become aware of the Scout movement. phonics phonics
invent more questions about the Scouts for the rest of the class
to find out.More P P
More

Language Objectives practice practice

F F
To learn activities used with the verbs go and do: Wrap-up
(go) camping, (do) cooking, (go) sailing, (do) sports i-poster SC SC
The children design and make a badge for themselves depicting
To learn words related to the Scouts: badge, to belong, More More

to meet, motto an activity phonics

i-flashcards
they feel they excel or have valuable experience of.
phonics

To practise the Present Simple: This person (does) (cooking). IWB i-book Watch the video Scouts: past and present. Complete
More
practice
More
practice P P the onscreen comprehension activity with the children. For
i-poster

Materials F F further practice, open the worksheet before you watch the
i-flashcards

SC SC – Optional realia: card for making

– Teacher's i-book video and use the Richmond i-tools to complete it as you
More
– CDMore1 badges watch. Alternatively,
IWB i-book print out copies for the children to work
phonics phonics
individually.

Lead-in
Explain what the Scouts are. Ask if there is a Scouts movement Optional Resources
i-poster
in their country and if anyone is a member. Ask the children about Teacher's Resource Book page 41, Listening.
after-school activities and write them on the board.
i-flashcards

IWB i-book Open the lead-in activity. The children look at the pictures
and say what activities they can see. Use the Richmond i-tools Continuous Assessment
to write the name of the activities on the IWB. Then, the children Check if the children can:
tell you where to drag the sentences to classify what activities can Talk about Scout activities and their own after-school activities
or can’t be done in the Scouts. using the structures learned in the lesson.
Understand the basic tenets of the Scout movement
and what it is to be a Scout.
1  1.9 Listen and say the name. Focus on each child
in the chart and draw attention to their badges and coloured
scarves. Explain the concept of Scout activity badges: the Scouts
do challenges in a chosen activity and are awarded a badge
at that level. They listen and say the names of the children. Activity Book
(See transcript page 55.) Unit 1, page 9, Lesson 5. See page 232 for answer key.
Answers:
1 Tom, 2 Lucy, 3 David, 4 Zoe

2  Find the activities for the badges. The children discuss as

a class or in groups which badge represents which activity.

3  Choose a scout from Activity 1. Then, ask your classmate.

In pairs, the children play a guessing game where they choose
a Scout and their partner has to guess which one it is by asking
yes/no questions.

43

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 Unit 1 Lesson 6
The girl from Clare Island
LC
CAE 1 1.10 Read and listen to the story. Grace O’Malley lives in a castle on Clare Island.
Every summer Grace’s father goes to sea in a
big boat.
1 2

Please, can I
go with you?

Hi, there! Let me tell you a story

from my hom e. My nam e is
Grace and it’s a very popular No, you can’t! Go home
name here, on Clare Island. It’s to your mother!
the name of a famous Irish Sea
queen, Grace O’Malley. This is
her story.
When the ship comes back, Grace helps on the beach
with all the men. “I’m strong”, Grace says, “I can work.”
Grace stays on the island but she doesn’t
stay in the castle with her mother. There 4
are lots of things to do outside.

And I’m very tall.

She rides her horse, she goes

swimming and she climbs trees.

LC 2 1.11 Listen and say the missing letters. IE

More
practice
More
practice P P

gr ? n
F F b ? ch tr ? s?
m? pl ? se
SC SC
DC More More DC
12
phonics phonics Alternative spellings for ee | Appearance, Character, Activities, Routines

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CAE Children acquire increased enjoyment of listening Key competences continuous assessment
to and reading a story about an Irish historical
Check if children:
figure: Grace O’Malley.
i-poster
LC 1  Enjoy listening to and reading the story.
Children learn to differentiate the spelling 2 Are able to recognise the alternative spelling
i-flashcards of words from the story with the ee sound. combinations for the sound ee.
DC
Children work together on the IWB and do 3  Use the digital resources to practise phonics.
IWB further phonics practice individually.
i-book
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 Unit 1 Lesson 7

LC 5 Then, Grace shows off to her father. She climbs tall trees, she 6 In the evening, she asks,
swims in cold sea water and she sails in dangerous winds. “Please, can I go to sea?”

Look at me, now!

No, you can’t.
Why not?

Then, Grace picks

up a sharp knife
from the table… Finally Grace’s father changes his mind.
8
7 “You’re very brave, my daughter”, he
answers. “And you’re clever and strong.
So, yes, you can come with us!”
9

Can I go with
you now?

Because your hair is very long. … and she cuts off all her And this is how Grace O’Malley
It’s dangerous on a boat. beautiful, curly hair. starts her adventures at sea.

IE 1 Read the story again and answer the questions.

1 Who is telling the story? 4 On the beach, does Grace do the same
2 Who is the story about? work as the men?
3 Does Grace O’Malley like indoor 5 Does Grace’s father want her to go to sea?
or outdoor activities? 6 Why does he change his mind?

DC
Comprehension | She lives … . She doesn’t stay … .
More
practice
More
practice 13 P P

F F
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LC
Key competences continuous assessment
Children develop increased comprehension skills when SC SC
focusing their attention on questions related to a story. Check if children:
IE Children acknowledge the importance of being 1 Are able to answerMore
phonics
More
the questions about the story.
phonics
determined and strong-willed to achieve their 2 Realise the importance of determination
personal goals. and perseverance to achieve objectives.
DC 3 Use the digital resources to practise
Children work together on the IWB and do further
the new language.
practice individually.

i-poster
45

i-flashcards
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 Literacy Strand Unit 1 Lesson 6
CLIL Objective Optional Resources
To acquire skills in phonics while reading a story. Teacher’s Resource Book page 59, Phonics.

Language Objectives
To learn the nouns: beach, boat, castle, home, island, sea, queen
To learn the verbs: climb, come back, help, stay
Continuous Assessment
To learn the prepositions: inside, outside Check if the children can:
To learn the adjectives: big, famous, popular, strong, tall Recognise and produce the ee sound.
To learn the alternative spellings for the ee sound: Spell words correctly with the ee sound.
green, me, beach

Materials
– Teacher's i-book Activity Book
– CD 1 Unit 1, page 10, Lesson 6. See page 232 for answer key.

More Lead-in
practice
More
practice P P
The children look at the pictures before reading. Ask: Is this story
F F
set in today’s world? Why? Focus on the characters’ appearance
and their clothes. SC SC
Then, ask the children to name the objects they
More
phonics can see: I can see a (castle).
More
phonics

1  1.10 Read and listen to the story. The children listen

to the story. Ask questions to make sure they understand: Does
i-poster
Grace O’Malley live in a flat? Does Grace O’Malley play video games?
(See transcript page 55.)
i-flashcards

IWB i-book Touch the story to open the i-story in a new window.
Read and listen to the story with the children.
Hot spots: Show off, Pick up. Use the Hot spots to highlight this
potentially difficult vocabulary before the reading activities.

2  1.11 Listen and say the missing letters. Before doing the
activity, make sure the children can recognise what the photos are.
(See transcript page 55.)

Fast Finishers
The children write the words from Activity 2 into their notebooks
with pictures.

Wrap-up
The children write five sentences about Grace O’Malley and
five contrasting sentences about themselves: Grace O’Malley
More
practice
More
practice P P
lives in a castle. I live in a flat.
F F
The children listen and drag the letters to complete
the words choosing theSCcorrect SC spelling (alternative
spellings
More For further practice, open My notes and the
for ee).More
phonics phonics
Richmond i-tools and ask the children to write sentences so
they use these words in context.

i-poster

i-flashcards

46 IWB i-book

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 Literacy Strand Unit 1 Lesson 7
CLIL Objective Continuous Assessment
To understand a story based on a historical figure. Check if the children can:
Understand the story.
Language Objective Answer the questions.
Comprehension.

Materials
– Teacher’s i-book Activity Book
– CD 1 Unit 1, page 11, Lesson 7. See page 233 for answer key.

Lead-in
Write all the adjectives from the story on the board. Ask for
nouns from the story to go with them: Who is clever? Grace.
What is dangerous? The sea. The children retell the story; give
prompts when needed.

1  Read the story again and answer the questions.

More
practice The children
More
practice
answer
P theP questions orally around the class
and then write them into their notebooks.
F F
Answers:
SC SC
1 Grace is telling the story.
More
phonics 2 The story
phonics is about Grace O'Malley, a famous Irish Sea queen.
More

3 She likes outdoor activities.

4 Yes, she does.
5 No, he doesn’t want her to go to sea.
i-poster
6 He changes his mind because he sees she is brave, strong and
i-flashcards
clever.
IWB i-book Touch to open the activity. Play Who says these words?
The children read the sentences and choose the correct person
from the story (Grace or Grace’s father). For further practice, restart
the activity and open the Richmond i-tools. Ask the children to
write another sentence with the same meaning on each screen.
Touch the correct person to move to the next screen.

Fast Finishers
The children write their opinion of the story using the structure
I like / don’t like this story because … .

Wrap-up
The children get into groups and try and come up with a sketch
based on the story, setting it in modern times or setting it in a part
of their
More country. Give
More them some ideas. If this is too complicated
practice practice P P
they act out the story as it is.
F F
The children play a game matching the sentence
halves to form correct SC SC
sentences. This activity can be set
up between
More twoMore
or more teams. Alternatively, cover the second
phonics phonics
halves of the sentences using the shade in Richmond i-tools
and ask the children to complete them in their notebooks using
their own ideas.

i-poster

i-flashcards 47
IWB i-book

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 Unit 1 Lesson 8

LL 1 Imagine Grace O’Malley and make word lists.

What does she look like?

tall, ...
What is she like?
brave, ...

CAE 2 Imagine Grace’s life. Then, choose a season and tell a classmate.

In the summer … . carry sacks

climb trees
In the winter … . swim
cook
sleep in the castle
study maps ride
stay on
read
go to sea In the summer,
the ship
Grace doesn’t
ride her horse.
IE 3 Write a description of Grace’s life. She goes to sea.
Instructions
• Follow the plan and use the word lists from Activity 1.

The life of Gra

ce O'Malley
1 Introduction. Grace O'Malle
Grace: y lives in ... on
2 Description of She is a ... girl ... .
aracter. with ... . She is
appearance d ch
an In the winter,
Grace ... .
... and ... .
es.
3 Winter activiti In the summer
, she ... .
iti es.
4 Summer activ

More
pract14
ice
More
practice PInference;
P planning and writing a description | She’s strong, she carries sacks.

F F
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LL Key competences continuous assessment

Children develop theirSC SC techniques by gaining
learning
an understanding of how to plan a piece of writing. Check if children:
More More
phonics
CAE phonics
Children becomeaware of the differences between 1 Can infer details about a character from a story.
winter and summer activities and routines. 2 Can identify and classify summer and winter
activities and routines.
IE Children use their imagination when writing a 3 Use the imagination to describe a character.
description of the appearance and life of Grace
O’Malley.
48 i-poster

i-flashcards
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 Literacy Strand More
practice
Unit 1 Lesson 8
More
practice P P

F F
The children play a game choosing the correct words
CLIL Objective SC SC
to complete the sentences. This helps them consolidate
To plan and write a description about the main character theirMore
reading comprehension
More skills and the Present Simple
of the story. phonics
structure.
phonics

Language Objectives
To make inferences from a story. Anticipated Difficulties
To plan a piece of writing. Some children find it very difficult to plan and write
i-poster
To write a description. descriptions and may need extra help and motivation.
To practise the Present Simple: She (doesn’t) (ride) her horse. i-flashcards
To revise the seasons: summer, winter
Optional
IWB i-book
Resources
Materials Teacher’s Resource Book page 33, Writing.
– Teacher's i-book

Lead-in Continuous Assessment

More
practiceTalk about
More the character of Grace O’Malley. Ask the children to think
practice P P Check if the children can:
of modern equivalents, real or fictional. Ask: What does (famous Understand the difference between What is she like?
F F and What does she look like?
person) look like? What is she like? Then, ask the same questions
Write a description using the structures, vocabulary
about members ofSCtheSCclass. Write the adjectives on the board
More
and plan given in the lesson.
phonics under the
phonicsheadings: What does she look like? What is she like?
More

1  Imagine Grace O’Malley and make word lists. The children

make lists of adjectives using the same headings as on the board.
i-poster
They can use the adjectives learned in the story and others that Activity Book
they already know.
i-flashcards Unit 1, page 12, Lesson 8. See page 233 for answer key.

IWB Touch
i-book to open the activity. Children read the words
and choose the five that best describe Grace O’Malley.
For further practice, open the Richmond i-tools and invite two
volunteers out. Ask one of them to choose other words different
from the correct answers. The other child draws ‘a new Grace
O’Malley’ following their classmate’s instructions.

2  Imagine Grace’s life. Then, choose a season and tell

a classmate. Ask the children about differences in their routines
from summer to winter. In pairs the children imagine what
Grace’s daily routine would be in summer and in winter.

3  Write a description of Grace’s life. Focus on the writing

model. If necessary elaborate it on the board. Talk about how
important it is to think before you write. Then, focus on the
first lines of the model and explain that they are the first line
of each paragraph.

Fast Finishers
The children write a description of how their routine is different
in summer and in winter.

Wrap-up
Ask children to read out their descriptions. Focus on and praise
the good parts and gently point out any errors.

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 Unit 1 Lesson 9

LL
1 1.12 Copy the spelling chart. Then, listen and complete.

ee ea e

LC 2 Look back at the unit and do the word quiz.

e Places people
a go, to work or
Places in the world. (4) learn. (4)

f Activities people do for fun. (3)

b Buildings for living in. (3)

g Groups of people. (4)

c Tall buildings. (1)
ns. (4)
t. (3) h Verbs for everyday actio
d Modes of transpor
More
practice
More
practice P P

F F
Grammar help
SC SC
Present Simple More
phonics
More
phonics
I live in a … . Jake lives in a … .
I don’t live in a … . Lee doesn’t live in a … .
Do you live in a … ? Does Grace live in a … ?

LC 3 Use the spinners and make sentences. i-poster

i-flashcards

Maria doesn’t
IWB
live in Alaska. i-book

Language review | ee, Present Simple, Buildings, Activities 15

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LL Key competences continuous assessment

Children develop learning techniques by
categorising vocabulary in a spelling chart. Check if children:
LC Children reinforce their vocabulary skills 1 Are able to categorise vocabulary in a chart.
by doing the word quiz to review the vocabulary 2 Can understand and reproduce the vocabulary
introduced in the unit. and structures of the unit.
LC
Children strengthen their knowledge of the unit 3 Understand and use the grammar practised
grammar. in the unit

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 Review Unit 1 Lesson 9
Fast Finishers
CLIL Objective Invent more questions for the word quiz in Activity 2.
To use the Present Simple in questions and answers If there are enough you can play it again.
about where people live.
Wrap-up
Language Objective Play Who am I? using characters from the unit. Choose a child
To review the vocabulary and structures of the unit.
and give them a piece of paper with the name of a character:
More
practice
More
P P
practice
You’re Grace O’Malley’s father. The rest of the class have to guess
Materials F F who it is by asking yes/no questions.
SC SC – Extra material: paper clips to
– Teacher's i-book
– CDMore1 make spinners
More
phonics phonics Optional Resources
Teacher’s Resource Book page 7 and 8, Language.
Lead-in
Ask the children what they remember about the unit.
i-poster
Look at the class displays you have made and ask questions:
What is this badge for?
i-flashcards
Continuous Assessment
Check if the children can:
IWB i-book Use the Vocabulary Game Generator to review the Spell the ee sound in the forms learned in the unit.
vocabulary covered in the unit. Understand and reproduce the vocabulary for places, buildings,
See pages 22-24 for interactive games description and ideas. transport, activities and routines introduced in the unit.

1  1.12 Copy the spelling chart. Then, listen and complete.

The children copy the spelling chart into their notebooks
and fill it in. Make sure they understand the meaning of the words. Activity Book
Check that they have it correct on the board. Unit 1, page 13, Lesson 9. See page 234 for answer key.
(See transcript page 55.)
Answers:
ee: green, tree, queen
ea: beach, please, tea, clean
e: me, she, he, we
More
practice 2  Look back at the
More
practice P and do the word quiz. This
P unit

could be done in small

F Fgroups or as a class activity using a
stopwatch and theSCwinner
SC is the one who finds the word before
More
the designated
More
time.
phonics phonics

3  Use the spinners and make sentences. Let the children

look at Lesson 2 for a few minutes to refresh their memories
More
practice
More
P P
before the game.
practice

i-poster
F F
i-flashcards
Visual grammar presentation.
SC SC
More
IWB i-book
More
Touch to open the activity. The children read the
phonics
sentences and choose the correct Present Simple verb forms to
phonics

complete them. For further practice, open the Richmond i-tools

and ask the children to write more sentences using the wrong
options from the activity.
i-poster

i-flashcards

IWB i-book

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 Unit 1 Lesson 10

SCC 1 1.13 Listen and say the correct picture.

a b

LC 2 Read and answer the questions about Lee.

My Life by Lee
1 Where does Lee live?
I live in Hong Kong in a flat in a
2 What does he study at school?
big skyscraper. I go to school at 7.00
every day. I study English at school. 3 What sport does Lee play?
After school‚ I play basketball. 4 Where does his father work?
At the weekends‚ I help my father 5 What does Lee like doing
in his shop and I go skateboarding. at the weekends?
I really like skateboarding. 6 Where does Lee go for his
In the summer‚ I go to London
to see my grandparents.
summer holidays?

LL
3 Interview a classmate.
4 Write about your classmate.
Where do I live in a
you live? My classmate, ... , lives in a ... . She likes ... and ... .
flat in … .
Her mum works in ... and her dad works in ... .
At the weekends, she ... . After school, she ... .

Type of house Favourite Where Weekend After-school

sport parents work activities activities

16 Oral review | Asking and answering personal questions

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SCC Key competences continuous assessment

Children become familiar with icons representing city buildings.
Check if children:
LC
Children develop increased comprehension skills when focusing 1 Can interpret the signs for city buildings.
their attention on questions related to a short text. 2 Are able to answer the questions about a
short text.
LL
Children develop learning skills by taking part in a summative 3 Are able to complete the unit review.
assessment procedure at the end of the unit.
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 Review Unit 1 Lesson 10
Fast Finishers
CLIL Objective The children write the answers to the questions in Activity 2
To consolidate structures and vocabulary by asking in their notebooks.
and answering personal questions.
Wrap-up
Language Objective Ask individual children to read out what they have written
To review the vocabulary and structures of the unit.
about their classmates.
More
practice
More
practice P P

Materials F F
– Teacher's i-book
SC SC – CD 1
More
phonics
– Flashcards
More
phonics
unit 1 Final Written Evaluation
In the next lesson give the children the tests from the
Teacher’s Resource Book pages 71-72 or 73-74 depending
Lead-in on each child’s ability. Give as much support as necessary
Put the flashcards face down on your table. The children come for them to understand the structure of the tests.
i-poster
and take one and say something about it: You can see cows here.
The rest of the class guess what place it is.
i-flashcards
Note: The listening is the same for both tests.
IWB i-book Use the Vocabulary Game Generator to review the
vocabulary covered in the unit. Final Assessment
See pages 22-24 for interactive games description and ideas. Check if the children can:
Then, open the i-poster. The children listen to the sentences and Write a description of a classmate’s routine.
find the pictures. For further practice, once the activity is completed, Ask and answer personal questions.
restart the activity and ask the children to use the Richmond i-tools Understand and use the vocabulary for buildings.
to write the activities under the pictures.

1  1.13 Listen and say the correct picture. First, go through

the icons to make sure the children know what they refer to.
Then, play the audio twice.
(See transcript page 55.) Activity Book
Answer: Unit 1, page 14, Lesson 10. See page 234 for answer key.
a is the correct picture.

2  Read and answer the questions about Lee. Ask the questions
orally around the class.
Answers:
1  He lives in a flat in Hong Kong.
2  He studies English at school.
3  He plays basketball.
4  His father works in a shop.
5  He likes skateboarding at the weekends.
6  He goes to London for his summer holidays.

3  Interview a classmate. The children get into pairs

(using the pair sticks if you have made them, see page 33).
One child interviews the other and vice versa.

4  Write about your classmate. Using the information

gathered in the interviews the children write a description
of their classmate and their daily routine in their notebooks,
using the writing model as a guide.

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 Transcripts
1.3   Poster, Unit 1. Listen and classify the activities.
Boy: I play lots of games with my friends. When I’m outdoors,
I like playing football and playing in my tree house. Indoors,
I like computer games and card games and playing in a band.
Girl: I like playing card games and board games when I’m indoors.
And I like computer games as well. Oh! And I really love playing hide
and seek.
Boy: Indoors or outdoors?
Girl: Indoors and outdoors!
1.4   Listen and find the missing information.
Jake: Hi! You’re new in this game. What’s your name?
Maria: Maria.
Jake: Where do you live?
Maria: I live in San Miguel de Allende. That’s in Mexico.
Jake: Do you play this game every weekend?
Maria: Yes, I play on Saturdays and Sundays. And what’s your name?
Jake: I’m Jake.
Maria: Where do you live?
Jake: I live in Alaska.
Maria: Do you play this game every weekend?
Jake: Yes, but I only play on Sundays.
Lee: Hi! I’m new, too. I’m Lee.
Jake: Do you live in Mexico as well?
Lee: No, I live in Hong Kong.
Maria: Wow! How often do you play online?
Lee: I play every day of the week, just about.
Grace: Hi everyone! I’m Grace.
Lee: Where do you live, Grace?
Grace: I live on Clare Island. That’s in Ireland.
Lee: And do you play online every day?
Grace: No, I don’t. Only at the weekends and on Fridays.
All: Come on! Let’s play!
54
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1.5   Guess information about the children.
Then, listen and check.
Narrator: Maria lives on a farm in Mexico. She goes to school on foot.
She likes riding. After school she plays with her brothers and sisters.
Lee lives in a flat in Hong Kong. He goes to school by bus.
He likes skateboarding. After school he plays with his neighbours.
Jake lives in a house in Alaska. He goes to school by car. He likes skiing.
After school he plays with his school friends.
1.6   Listen and write the letters. Then, sing the song:
The city that never sleeps.
My city never sleeps. It’s always awake,
There’s lots of noise and traffic.
All night and day!
There are shopping centres and lots of flats,
There are banks and universities.
There are markets and libraries,
And there’s lots of noise and traffic.
All night and day!
There are sports centres and car parks,
There are restaurants and offices.
There are museums and hotels,
And there’s lots of noise and traffic.
All night and day!
1.7   Listen for the mistakes.
Molly to diary: My secret diary, by Molly Bevan.
Age: 10 years and 7 months.
Address: 50, Chestnut Road, Elderford, Birmingham,
BR225X3 England – The world - The universe
This diary is Top Secret!
Monday, 3rd October.
We’ve got new groups at school. Mr Meaner never chooses
the people for each group. So, as usual, all the ‘best friends’ sit together.
Male teacher: Get into groups of five.
Camilla: Come with me, Justin.
Molly to diary: There’s a new girl in class, today.
I think she’s Camilla’s friend.
I go and sit with my next door neighbour, Harry.
And guess what??? He’s at Camilla’s table.
I think he knows the new girl, too.
Molly: Can I sit here?
Camilla: That’s Janet’s place. You can sit there.
Molly to diary: Surprise, surprise! I’m in a group with Camilla and
her new friend! I sit next to Camilla and opposite Harry.
Camilla is next to Justin.
Harry: So… what about a name for the group?
Camilla: How about the Butterflies? I want to be a butterfly.
Molly: OK, Camilla!
Molly to diary: I like my group. Harry is clever and Justin is really
kind and Camilla is… well, Camilla!
19/04/16 18:00
 Transcripts
1.8   Listen and read the diary. 1.10   Read and listen to the story: The girl from
Molly to diary: My secret diary, by Molly Bevan. Clare Island.
Age: 10 years and 5 months. Girl narrating: Hi, there! Let me tell you a story from my home.
Address: 15 Chestnut Road, Elderford, Birmingham, BR225X3 My name is Grace and it’s a very popular name here, on Clare Island. It’s
England – The world – The universe the name of a famous Irish Sea queen, Grace O’Malley. This is her story.
This diary is Top Secret!
Monday, 2nd October. Girl narrating: Grace O’Malley lives in a castle on Clare Island.
We’ve got new groups at school. Mr Meaner never chooses Every summer, Grace’s father goes to sea in a big boat.
the people for each group. So, as usual, all the ‘best friends’ sit together. Grace O’Malley: Please, can I go with you?
Male teacher: Get into groups of four. Grace O’Malley’s father: No, you can’t! Go home to your mother!
Camilla: Come with me, Justin.
Molly to diary: There’s a new boy in class, today. Girl narrating: Grace stays on the island but she doesn’t stay
I think he’s Camilla’s friend. in the castle with her mother. There are lots of things to do outside.
I go and sit with my best friend, Harry. And guess what??? Girl narrating: She rides her horse, she goes swimming and
He’s at Camilla’s table. I think he knows the new boy, too. she climbs trees.
Molly: Can I sit here?
Camilla: That’s Justin’s place. You can sit there. Girl narrating: When the ship comes back, Grace helps on the
Molly to diary: Surprise, surprise! I’m in a group with Camilla beach with all the men. "I’m strong", Grace says, "I can work".
and her new friend! I sit opposite Camilla and next to Harry. Grace O’Malley: And I’m very tall.
Camilla is next to Justin.
Girl narrating: Then, Grace shows off to her father. She climbs tall
Harry: So… what about a name for the group? trees, she swims in cold, sea water and she sails in dangerous winds.
Camilla: How about the Dragons? I want to be a dragon.
Molly: OK, Camilla! Grace O’Malley: Look at me, now!
Molly to diary: I like my group. Harry is fun and Justin is really Girl narrating: In the evening, she asks: "Please, can I go to sea?"
kind and Camilla is… well, Camilla!
Grace O’Malley’s father: No, you can’t.
1.9   Listen and say the name. Grace O’Malley: Why not?
Narrator: This person does sport and learns about the environment, Grace O’Malley’s father: Because your hair is very long.
but doesn’t go sailing. Who is it? It’s dangerous on a boat.
This person does sports and goes camping, but doesn’t learn
about history. Who is it? Girl narrating: Then, Grace picks up a sharp knife from the table…
This person does cooking and learns about history, but Grace O’Malley: Can I go with you now?
doesn’t go camping. Who is it?
This person learns about the environment and goes sailing, Girl narrating: … and she cuts off all her beautiful, curly hair.
but doesn’t do cooking. Who is it? Girl narrating: Finally Grace’s father changes his mind.
"You’re very brave, my daughter", he answers. "And you’re clever
and strong. So, yes, you can come with us!"
Girl narrating: And this is how Grace O’Malley starts her
adventures at sea.

1.11   Listen and say the missing letters.

Green. G R * * N
Me. M *
Beach. B * * C H
Tree. T R * *
Please. P L * * S E
Sea. S * *

1.12   Copy the spelling chart. Then, listen

and complete.
Green, green Me, me Queen, queen Clean, clean
Beach, beach Please, please Tea, tea We, we
Tree, tree She, she He, he

1.13   Listen and say the correct picture.

Narrator: Lee lives in a flat in a skyscraper. From his bedroom
window he can see other skyscrapers. He can see lots of offices
and a big hotel as well. And he can see some restaurants.
There’s also a bank and a school near his flat.

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 Unit 2 Overview
Vocabulary
Pond words: bamboo, beetle, bridge, butterfly, dragonfly,
duck, fish, frog, grass, nature trip, path, pond, pondweed,
rocks, water lily, wetlands
Park words: club, corner, cruise, cup, meadow, place, plant,
race, rowing, speaker, theme park
Words related to life cycles: algae, eggs, frogs, froglets,
gills, insects, land, lungs, snails, tadpoles, tails, worms;
become, breathe, float, grow, hop, lay eggs, leave, swim
Adjectives: colourful, famous, large, loud, low, modern,
old, peculiar, popular, real, shocked, solar-powered, wild
Prepositions: around, beside, inside, on, over, through, under
Structures Recycled
There is/are with any/some: (Is) there any
Language
(pondweed) in the water? There are some fish.
There is / There are
Present Simple for scientific facts: Froglets don’t
Present Simple
lay eggs but frogs do.
Prepositions: on, under
To learn the functional language: I know how
(we can stop them). Are you sure (about this)?
Functional language: What’s the best place to (go
rowing)? Can you (see) that? Something’s moving!
It’s somewhere (on the water). It sounds like a (duck).
Where? Over there. It’s in the grass. Be careful!
I think it’s a (frog).

Cultural Strand Creative Strand

s:
Language Objective CLIL Objective:
To describe a park. es.
To learn about M
onet’s water gard
als, plants and activiti en.
To review park anim : Language Object
about famous places ive:
To learn how to ask There is / There ar
to (go rowing)? e questions with
What’s the best place (Is) there any (pon any:
dweed) in the wat
er?

Waterworld
Functional Strand
Language Objective:
To learn language related to
observing nature.

Knowledge Str
and
CLIL Objective
To understand
:
the life cycle of
Literacy Strand Language Obje a frog.
To learn the wor
ctives:
CLIL Objectives: ds related to an
To practise writing a report. To use the Pres imal life cycles.
ent Simple for sc
To learn how to collect information. They become frog ientific facts:
lets.
Language Objectives:
To learn the spelling of words ending
in ar, er and or.
To learn the functional language
for collecting information, gathering
evidence and writing a report.

56

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 More More
phonics phonics

i-poster

i-flashcards

Skills Objectives Teacher’s i-book

IWB i-book

Listening: To listen and say if the facts are true or false. Use the Richmond i-tools to complete
To listen to a song and identify missing words. the activities with the children on the IWB.
Reading: To understand written texts. To read and
understand comprehension questions about a text. Activities in and provide
Writing: To make a word web. To describe a picture. a digital alternative to introduce the children
To write comparative sentences. To write a short to the lesson.
sketch based on a situation they read about. To spell
words ending in or, ar and er. To write a police report Activities with beside the rubric offer
using the structures and vocabulary of the unit. an additional interactive activity to reinforce
To write riddles and definitions. the activity content:
• Lesson 3: activity 1
Speaking: To ask and answer questions about pictures.
• Lesson 4: activity 2
To talk about nature, pond life, the life cycle of a frog
• Lesson 7: activity 1
and water parks.
practice • Lesson 8: activity
P P1
More More
practice

• Lesson 9: grammar
F F
provides extra interactive practice which can be
Assessment Criteria SC SC
used for Fast Finishers or as a Wrap-up activity.
More More
• Children can talk and write about pond life, the Alternatively,
phonics it can be used as homework:
phonics
More More
P P
life cycle of a frog, water parks and observing nature. practice
• Lesson 3: knowledge
practice

• Children can make definitions and comparisons. •  Lesson 4: functional

F F
• Children can write a description of a place. • Lesson 6: phonicsSC SC
i-poster
• Children can write a report. •  Lesson 7: literacy
More More
• Children can answer questions about a text. phonics
i-flashcards • Lesson
phonics
8: literacy
IWB i-book
Audiovisual material:
•  Lesson 3: The life cycle of a frog
Optional Resources More
practice
More
i-poster
practice P P
•  Lesson 5: The Serpentine
Teacher's Resource Book Photocopies: i-flashcards F F

•  Lesson 1: page 42, Listening provides aSCvisual

SC
grammar presentation:
IWB i-book
• Lesson 2: page 50, Speaking • Lesson 9: review
More More
phonics phonics
•  Lesson 4: page 26, Reading
•  Lesson 5: page 34, Writing Use the Vocabulary Game Generator to create
•  Lesson 6: page 60, Phonics your own interactive games to review the key
• Lesson 9: pages 9-10, Language vocabulary from the unit at any time.
i-poster

• Evaluation: pages 75-76 or 77-78, Unit 2 test

i-flashcards

Extras/Realia
IWB i-book
• Lesson 2: print-outs of Monet’s water garden paintings For ideas on how to exploit the course
• Lesson 5: ‘pair sticks’ (see page 33) resources, see our Activity Bank: pages 17-24.
• Lesson 9: dice

Key Competences
LC Linguistic Competence: SCC
Social and Civic Competences:
Children reinforce their language skills by learning functional
Children demonstrate skills to work in pairs.
language for observing nature.
MST Competence in Maths, Science and Technology: CAE Cultural Awareness and Expression:
Children apply basic mathematical principles and skills by Children are introduced to Monet’s paintings of water gardens
understanding the concept of countable and uncountable objects. and London’s Hyde Park.
DC Digital Competence: LL Learning to Learn:
Children work together on the unit content using the IWB. Children develop learning techniques by making a word web and
They further practise the unit content individually. classifying living and non-living things according to their habitats.
IE Sense of Initiative and Entrepreneurship:
Children show individual initiative and perseverance to make
clues for words and play a guessing game.
57

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 Lesson 1

2 Waterworld I wonder...
‡ Can we live withou
t water?
‡ Can we live underw
ater?
‡ What can live unde
rwater?

over
the water
bridge dragonflies butterfly

on
the water
water lilies beetle duck

under
the water
fish rocks frog pondweed

around
the water
path grass bamboo

LC 1 1.15 Listen and say True or False. 3 Use the picture and your own ideas and
make a word web.
2 Make sentence chains.
IE Around the water Around the water

There is a… on the water.

Living things Ponds Non-living things
There isn’t any … around the water.
LL
There are some … under the water.
over the water. On the water On the water
There aren’t

Pond life | Living and Non-living things |

There is/are some … . There isn’t/aren’t any … around, over, on, under.
17

492044 _ 0017-0026.indd 17 25/02/14 16:37

LC Children improve their listening skills in the context Key competences continuous assessment
of a pond and decide whether the statements they
Check if children:
hear are true or false.
IE 1 Are able to follow the listening to do the activity.
Children use their initiative to make sentence
2 Show initiative to make sentence chains.
chains.
3 Are able to make a word web and classify living
LL Children develop learning techniques by making and non-living things.
their own word web and classifying living and
non-living things according to their habitats.
58

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 More
practice
More
practice
Unit 2 Lesson 1
P P

F F
Fast Finishers
SC SC
CLIL Objective The children write sentences about their classroom: There (are)
More More
To recognise living and non-living features in and around phonics phonics
(some) (books) in my classroom.
a pond.
Wrap-up
Language Objectives Look at the poster again (print or interactive). Ask each child
To learn the words for living and non-living things in i-poster
to make a sentence about it using the structures learned in the
or around a pond: bamboo, beetle, bridge, butterfly, dragonfly,
duck, fish, frog, grass, path, pond, pondweed, rocks, water lily lesson.
i-flashcards

To practise the prepositions: around, on, over, under IWB i-book Open the i-poster again. The children take turns to drag
To introduce the structure There is/are used with some the words to the correct place. For further practice, describe one
and any: There is a (bridge). There are (some) water lilies.
of the items in the poster and ask the children to find and circle
it using the Richmond i-tools.
Materials
– Teacher's i-book – Flashcards for Unit 2
– CD 1 – Poster for Unit 2
Optional Resources
More More
P P
Teacher’s Resource Book page 42, Listening.
practice practice

F F
Lead-in
1.14 DisplaySCthe SC
poster. Take each flashcard and teach the Initial Evaluation
More
phonics words. phonics
Call on individual children to place a flashcard near the same
More

Check if the children can:

feature on the poster. Then, put the word card underneath. Write Name things that can be found in and around a pond.
the headings Plant and Animal on the board. Play the audio. Pause Use the prepositions on, over, under and around correctly.
after each sentence and the children place the flashcard under the Use There is and There are with some and any.
i-poster
correct heading or they write it in their notebooks.
(See transcript page 78.)
i-flashcards

IWB i-book Open the i-flashcards and teach the words. Then, open
the i-poster. Open the Richmond i-tools and choose two colours Activity Book
to classify the items in the poster: Plants and Animals. Ask two Unit 2, page 15, Lesson 1. See page 235 for answer key.
volunteers out. One circles the animals and the other circles the
plants. Play the audio and pause after each sentence for the children
to find and circle the correct item using the correct colour category.
Finally, discuss the questions in the I wonder box.

1  1.15 Listen and say True or False. Check that the children
know the prepositions by demonstrating with objects: Where are
the rubbers? They are around the book. Then, talk about the photos
in the book and make sure they know what everything is. Finally,
play the audio and ask individual children to say true or false and
ask the rest if they agree.
(See transcript page 78.)
Answers:
1 True, 2 False, 3 True, 4 False, 5 False, 6 False, 7 True,
8 True, 9 False, 10 True, 11 True, 12 False, 13 True

2  Make sentence chains. In small groups the first child starts a

sentence and the next child finishes it so that it is true about the
picture. Then, that same child begins another sentence and they
work around in a circle.

3  Use the picture and your own ideas and make a word web.
Encourage the children to look up new words in the dictionary
to make the word webs more diverse. They can draw a picture
of the word.

59

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 Unit 2 Lesson 2

SCC
1 1.16 Listen and answer the questions.

The Japanese Bridge by Claude Monet

Monet’s paintings of ponds are famous all over the world.

This painting is of the pond in his garden. Look at the colour of the water.

CAE 2 Add more features to the painting and ask your

classmate.
I wonder...
‡ Find some more paintings of water
Are there any dragonflies Yes, there are. gardens by Monet.
in your painting?
• What can you see in the paintings?
They’re over the water.
Where are they?

CAE 3 Draw and describe your own

version of a water garden.
In my water garden, there are
some … around the water.
There is some … . There isn’t any … .
There aren’t any … .

Monet’s water gardens | Living and Non-living things |

18 Is/Are there any ... ? Where are they?

492044 _ 0017-0026.indd 18 20/02/14 13:16

SCC
Children demonstrate skills by working in pairs
to ask and answer questions about the painting.
CAE Children show their imagination and creativity
when drawing and describing their own version
of a water garden.
CAE
Children are introduced to Monet’s paintings.
Key competences continuous assessment
Check if children:
1 Work well in pairs to ask and answer questions.
2 Use their imagination and creativity to draw
and describe a water garden.
3 Identify and recognise paintings of water
gardens by Monet.

60

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 Creative Strand Unit 2 Lesson 2
Fast Finishers
CLIL Objective The children draw cartoon pond creatures.
To identify and recognise Monet’s paintings of water
gardens. Wrap-up
Draw an outline of a pond on the board and the children come
Language Objectives up one by one and add features to the pond. When you have
To use There is / There are questions with any: (Is) there any
finished ask questions about it. Then, you could reproduce it on
(pondweed) in the water?
To revise pond vocabulary: bamboo, beetle, bridge, butterfly, a roll of paper and write sentences around it.
dragonfly, duck, fish, frog, grass, path, pond, pondweed, rocks,
water lily Optional Resources
Teacher’s Resource Book page 50, Speaking.
Materials
– Teacher’s i-book – Optional realia: print-outs
– CD 1 of Monet’s water garden
More
practice – Poster P2 P
practicefor Unit
More
paintings Continuous Assessment
F F Check if the children can:
Ask questions using the structures Is there / Are there using
SC SC
Lead-in some and any, where appropriate.
More
phonics Display the poster. Ask questions to revise the pond vocabulary:
More
phonics

How many butterflies are there? Explain who Monet was: Claude
Monet was born on 14th November 1840. He was an impressionist
painter. He liked to paint the same scene many times to capture the
i-poster Activity Book
changing light. He painted a lot of pictures showing water lilies and
Unit 2, page 16, Lesson 2. See page 235 for answer key.
Japanese bridges. If possible have some prints to show.
i-flashcards

IWB i-book Open the lead-in activity. The children look at the
painting and describe what they can see. Use the sample questions
provided to review the key vocabulary from Lesson 1 and add your
own if needed.

1  1.16 Listen and answer the questions. Focus on the

painting. Ask the children what they can see, if they like it and what
colours they can see. Play the audio and ask individual children to
answer the questions.
(See transcript page 78.)
Answers:
1 Yes, there is.
2 Yes, there are.
3 No, there aren’t.
4 Yes, there are.
5 Yes, there is.
6 No, there isn’t.
7 Yes, there is.

2  Add more features to the painting and ask your classmate.

The children make little drawings of five or six of the flashcard words.
They make two of each. Then, they cut them out and take it in turns
to place them on the picture in the book and their partner has to
mirror their version of the painting without looking, only asking
questions. The winners are the pair whose paintings coincide the most.

3  Draw and describe your own version of a water garden.

The children can copy Monet or use their own ideas. They use the
model to guide their writing.

61

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 SC SC
More More
phonics phonics

Unit 2 Lesson 3

MST
1 i-poster
1.17 Listen and say tadpoles, froglets or frogs. Then, sing the song.

i-flashcards
y cl e
h e life c tadpole froglet frog
T f frogs
o IWB i-book
2 They breathe
They eat with gills.
pondweed.

They eat insects and worms.

They breathe They live on the land.
1 with lungs. 3
The eggs become ***. They grow
long, thin tails. And they swim
around with the fish and snails.

The *** lay eggs in the pond. The *** become ***. They grow
And the eggs float around all legs and feet. And they swim
day long. around and eat and eat.
They lose their tails.
The *** become *** and they
live by the pond. Hop, hop, they
hop around the pond all day.

SCC 2 Choose a life cycle stage. Then, ask your classmate. I wonder...
‡ Choose another animal from
frogs froglets tadpoles Lesson 1.
• eat insects • grow legs and feet • Find out about the life cycle.
• eat pondweed • breathe with lungs
• live under the water • breathe with gills
• live on the land • swim
• grow tails • lay eggs
LL 3 Write comparisons.
Do tadpoles grow long, thin tails?
Yes, they do. Tadpoles breathe with gills,
but frogs don't.
Do froglets lay eggs?
Froglets don't lay eggs,
No, they don’t.
but frogs do.

Frog life stages | They become ... . Do they ... ?

More
practice
More
practice 19 P P

F F
492044 _ 0017-0026.indd 19 20/02/14 13:16

MST
Key competences continuous assessment
Children are introduced to the life cycle of a frog. SC SC
Check if children:
More
cycle of a frog. More
1 Understand the lifephonics
SCC phonics
Children demonstrate skills by working in pairs
2 Work well in pairs to ask and answer questions.
to ask and answer questions about a life cycle stage.
3 Are able to compare different stages of a cycle.
LL
Children develop learning techniques by comparing
the different stages of the life cycle of a frog.
62 i-poster

i-flashcards
737228 _ 0056-0079.indd 62 19/04/16 18:00
 More More
phonics phonics

More
practice
More
practice P P

F F

Knowledge Strand
i-poster

i-flashcards
More
phonics
Unit 2 Lesson 3
More
phonics
SC SC

IWB i-book Watch the video The life cycle of a frog. Complete
CLIL Objective the onscreen comprehension activity with the children.
i-poster
To learn about the life cycle of a frog. For further practice, open the worksheet before you watch
i-flashcards
the video and use the Richmond i-tools to complete it as you
Language Objectives
To learn the nouns: algae, eggs, frogs, froglets, gills, insects, land, watch Morethe IWBvideo. Alternatively, print out copies for the children
i-book
practice
More
practice P P
lungs, snails, tadpoles, tail, worms to work individually.
To learn the verbs: become, breathe, eat, float, grow, hop, F F
The children drag the words to form correct sentences.
lay eggs, leave, swim SC SC their understanding
This will help them consolidate
To use the Present Simple for scientific facts: They
of the Morefrog’s lifeMorestages. For further practice, once the activity
become froglets. phonics phonics

To use the conjunction but: Froglets don’t lay eggs, but frogs do. is completed, children work in groups. Open the timer in the
Richmond i-tools and set five minutes. The children work
together to turn the affirmative sentences into questions in their
Materials notebooks. When the time is up, close the interactive activity.
– Teacher's i-book i-poster
The children take turns to read and answer the questions orally.
– CD 1
Open My notes to write the questions and answers on the IWB.
i-flashcards

IWB i-book
Lead-in Continuous Assessment
Ask questions about life cycles. Choose a simple one like a chicken
Check if the children can:
that hatches from an egg and becomes a hen. Then, ask if they know
Understand and explain the frog’s life cycle.
anything about a frog’s life cycle. Explain that the frog’s life cycle is a Write a description of a life cycle.
bit more complicated than most. Write or draw the four stages on
More the board:
More egg, tadpole, froglet, frog.
P P
practice practice

F F
1  1.17 Listen and say tadpoles, froglets or frogs. Then,
sing the song. LetSCtheSCchildren read through the life cycle of frogs. Activity Book
More
phonics Explainphonics
any words they don’t know. Play the audio twice. Once to Unit 2, page 17, Lesson 3. See page 236 for answer key.
More

order the verses and twice to join the verse to the picture. Then,
they all sing the song.
(See transcript page 78.)
i-poster
Answers:
1 frogs; 2 tadpoles; 3 tadpoles, froglets; 4 froglets, frogs
i-flashcards

IWB i-book Touch to open the activity. The children listen

to the song and drag the words to complete the lyrics.
Alternatively, cover the words using the shade in the
Richmond i-tools and ask the children to fill in the gaps.
Listen to the song to validate.

2  Choose a life cycle stage. Then, ask your classmate.

The children get into pairs to ask and answer questions using
the models in their book. Alternatively, say a name and the children
describe their features.

3  Write comparisons. The children write sentences in their

notebooks comparing the different stages of the life cycle of a frog.

Fast Finishers
The children draw pictures illustrating the life cycle of a frog.

Wrap-up
Children look at the I wonder box. Ask them what they know about
other life cycles and set a task to find out about another of the pond
creature’s life cycle for a project. Display the projects in class.

63

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 Unit 2 Lesson 4
Functional language
1 Are there any wetlands in your area?
2 Do you go on nature trips with your school?
3 What activities do you do on these trips?
4 What senses do you use when you observe nature?

frog Friday, 20th October

A trip to
duck
butterfly
dragonfly
snail the wetlands Later on
tadpole that morning...
beetle
Look!
Where?
Something’s Over there!
Can you It’s somewhere It sounds moving. It’s in
hear that? on the water. like a ***.
the grass.

LC
No! I think
it’s a ***.

Is it a ***?
a! No! No!
Be careful, Poor Camill
o r It’s a ***!
And po
After lunch... Camilla! Do tadpoles!
n ’t… !

Aah!

1 Answer the questions.

LC

2 1.18 Listen and identify the animals. Then, listen and read the diary.
***
CAE 3 Write your own version and act out the scene.

More
pract20
ice
More
practice P P Language for observing nature

F F
492044 _ 0017-0026.indd 20 20/02/14 13:16
LC Key competences continuous assessment
Children reinforce their language skills by learning
SC SC
functional language for observing nature. Check if children:
More LC Children
Moredemonstrate their reading and listening
phonics phonics 1 Are able to use language for observing nature.
skills by identifying the missing animals in the 2 Are able to understand the reading and the listening
recording of a secret diary. to complete the activity.
CAE Children use their imagination and creativity 3 Use their creativity to write their own diary
when writing their own diary page and acting out and act out a scene.
the scene for the rest of the class.
64 i-poster

i-flashcards
737228 _ 0056-0079.indd 64 19/04/16 18:00
 Functional Strand Unit 2 Lesson 4
CLIL Objective Optional Resources
To act out a scene that takes place on a nature trip. Teacher’s Resource Book page 26, Reading.

Language Objective
To introduce functional language for observing nature:
Can you (see) that? Something’s moving! It’s somewhere Continuous Assessment
(on the water). It sounds like a (duck). Over there. It’s in the grass. Check if the children can:
Be careful! I think it’s a (frog). Use the functional language introduced for observing nature.
Understand and name the animals and water plants introduced.
Follow the events outlined in the diary and create their own
Materials version.
– Teacher's i-book – Flashcards for Unit 2
– CD 1

Lead-in Activity Book

Display the flashcards (or open the i-flashcards on the Teacher’s Unit 2, page 18, Lesson 4. See page 236 for answer key.
i-book) and check that the children can name them all. Explain
that the term wetland refers to any area where there is a lot of water.
Explain that the ecosystems in wetlands are very diverse and so they
are useful for nature observation.

1  Answer the questions. Use the questions for a teacher-led

class discussion. If they have not been on a nature trip try and
More More
organisepractice
practice one. P P

F F
2  1.18 Listen and identify the animals. Then, listen and
SC SC
read the diary. Remind the children that Molly is the writer of
More
phonics the diary. Ask if they remember anything about the last entry:
More
phonics

Who is the girl with the long red hair? Play the audio. Check answers
around the class.
(See transcript page 78.)
i-poster
Answers:
duck, frog, dragonfly, butterfly
i-flashcards

IWB i-book Touch to open the activity. The children listen to a

sound or look at a picture and guess the animals.

3  Write your own version and act out the scene. The children
get into groups of five (one child does animal impressions).
The theme of the sketch will be a nature trip but the events and
ending could be different. The children act out their sketch in front
of the class. At the end discuss what you liked about each sketch.

Fast Finishers
The children write about a place near water that they visit regularly
and what they observe when they go there.

Wrap-up
Ask the children to write a diary entry over the next weekend.
Encourage them More
to illustrate it and stick any souvenirs, like cinema
More
practice practice P P
tickets or labels to their work.
F F
The children take a quiz choosing the correct words
to complete the sentences. SC SC
More More
phonics phonics

65

i-poster
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 SC SC
More More
phonics phonics

Unit 2 Lesson 5
Hydeark Culture
P i-poster

CAE 1 Read and find the descriptions for the photos.

i-flashcards
a b c d
IWB i-book

e f g h

1 The Serpentine Lido club

is the oldest outdoor 5
swimming club in Britain. On Christm
as Day, Hyde Park is the most popular park
s
there is a swimming race called the Pete
r Pan Cup. in London. There are lots of water bird
on and around the lake.
2
The most famous place in Hyde Park is
6
Speaker’s Corner. You can listen to people giving There are lots of wild plants and insects in The
their opinions about lots of different things. Meadow. This is a big open part of the park.
Is it a ***? 3
No! No! You can go rowing or use a pedalo on the
7
It’s a ***! lake. You can also go for a cruise in the most Kensington Gardens is right beside Hyd
e Park.
modern solar-powered boat in the UK. You can see the most colourful flowers
there.
4
The Serpentine is the biggest lake in London. 8
It is in the middle of Hyde Park. Another The Serpentine Bridge divides the part
name for part of the lake is The Long Water. of the lake called The Serpentine from
the part called The Long Water.

Pair Work
SCC 3 Answer the questions and write a description
2 Ask a classmate and find out more.
Student A, go to page 90.
of Hyde Park.
Student B, go to page 95. 1 Where is Hyde Park?
LC
2 What animals and plants can you see there?
Where’s the best place to … ? 3 What can you do there?
At the … . 4 Where are the best places to do these things?

The Serpentine in Hyde Park | Animals, Plants, Activities | What’s the best place to ... ? 21

492044 _ 0017-0026.indd 21 20/02/14 13:16

CAE Key competences continuous assessment

Children are introduced to London’s most famous
park: Hyde Park. Check if children:
SCC 1 Learn interesting facts about Hyde Park.
Children demonstrate skills by working in pairs, taking
2 Work well in pairs to ask and answer questions.
turns to ask and answer questions about Hyde Park.
3 Improve their ability to write in English.
LC
Children improve their writing skills by describing
Hyde Park.
66

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 Cultural Strand Unit 2 Lesson 5
CLIL Objective Optional Resources
To find out about London’s most famous park: Hyde Park. Teacher’s Resource Book page 34, Writing.

Language Objectives
To learn the nouns: club, corner, cruise, cup, meadow, place,
plant, race, rowing, speaker Continuous Assessment
To learn the adjectives: colourful, famous, modern, old, Check if the children can:
popular, solar-powered, wild Match the text with the correct pictures.
To introduce the functional language: What’s the best place Understand the vocabulary for animals, plants and activities
to (go rowing)? introduced.
Write a description of a place including what you can see
More
practice
More
P P
practice
and do there.
Materials F F
– Teacher's i-book – Optional realia: ‘pair sticks’ (see page 33)
SC SC
More More
phonics phonics

Lead-in Activity Book

Ask if anyone in the class has been to London. Ask if they know Unit 2, page 19, Lesson 5. See page 237 for answer key.
of any famous places in London. Tell them they are going to learn
i-poster
about Hyde Park. Explain that Hyde Park is the most popular park
in London.
i-flashcards

IWB i-book Open the lead-in activity. Use the activity to introduce
the topic of the lesson to the children. The children read the
questions about Hyde Park and guess the correct answers.

1  Read and find the descriptions for the photos. Before the
children start the activity ask them to briefly describe each photo.
Answers:
1 d, 2 h, 3 c, 4 a, 5 b, 6 g, 7 e, 8 f

2  Pair work: Ask a classmate and find out more. The children
use the structures given to fill in the missing information on their
assigned page. Use the ‘pair sticks’ to make the pairs.

3  Answer the questions and write a description of Hyde Park.

Using the questions as a guide the children write a short description
of Hyde Park in their notebooks.
More
practice
More
practice P P

Fast Finishers
F F
If they have Internet SC access,
SC the children find out more information
More
about Hyde
More
Park. If you do not have Internet access, the children
phonics phonics
write eight things they want to do in Hyde Park: I want to see the
More
colourful flowers.
practice P P
More
practice

F F

i-poster
Wrap-up SC SC
Play a mime game. One child mimes an activity you can do in Hyde
More More
i-flashcards phonics
Park and the others guess: You are rowing on the lake.
phonics

IWB i-book Watch the video The Serpentine. Complete the

onscreen comprehension activity with the children. For further
i-poster

practice, open the worksheet before you watch the video and
i-flashcards
use the Richmond i-tools to complete it as you watch the
video. Alternatively,
IWB i-book print out copies for the children to work on

individually.

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 Unit 2 Lesson 6
The wetlands heroes 5 MST
LC 1 1.19 Read and listen to the story. 2 That night, it rains heavily. The next day, the
1 The children from the primary school are doing projects children go back to the wetlands. They check
the water level, but it is even lower now.
for the Town Council. Melissa, Tarik and Adam are doing
their project on the Moss Wetlands. There are small This is very
rivers and lots of ponds in the wetlands. It is full of wild peculiar.
plants and animals.

The water level is

very low today. That isn’t good.We
really need rain.
This is the best
place to watch
the building.
Let’s come and check I think we need help
again tomorrow. with this problem.

3 The children organise watch teams 7

with their friends. They watch all that
4 On the second night, they see a big tractor arriving.
night and all the next day. Some men get out of the tractor. They put a large
pipe in the water. Suddenly, there’s a loud noise.

It’s a pump!

They’re draining
the wetlands!

MST
LC 2 1.20 Listen to the clues and say the words.

More
practice
More
practice P P LC
visitor popular teacher binoculars investigator
F Flower tractor water peculiar

SC SC
DC More More
22
phonics phonics Final spellings: er, ar, or | Investigation, Water

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LC Key competences continuous assessment

Children acquire increased enjoyment of listening
to and reading a story. Check if children:
i-poster
LC 1 Enjoy listening to and reading the story.
Children learn to spell words from the story with
2 Are able to spell words with er, ar and or endings.
i-flashcards
er, ar and or endings.
3 Use the digital resources to practise phonics.
DC
Children work together on the IWB and do further
IWB phonics practice individually.
i-book
68

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 Unit 2 Lesson 7

MST 5 The children follow the men. They drive through a 6 The children watch the men for a long time.
gate and stop outside a big building. The children They take lots of photos and make notes for their
can’t follow the men inside so they hide in the bushes. investigation. Then, they ride home to search on
the Internet. They find an article about Super Parks.

But the wetlands are really

important. They stop floods.
This is a plan to make
the wetlands the
biggest theme park
This is the best in the country.
place to watch And we can
the building. take photos.

I can see them with

the binoculars. Yes! And
I know how
7 That night, the children prepare their project on we can
the wetlands. They make a big poster and include stop them!
all their photos. The next day, all the visitors are at
the Town Hall to see the projects. Their teacher, 8 Ms James calls the police. The police
Ms James, is very shocked. arrest the men and the next day the
children are in the news.

Are you sure Oh, yes! Look at

about this? the evidence.
They’re draining
the wetlands!

MST
1 Read the story again and answer the questions.
1 What do the children think the problem is in the beginning?
LC 2 What is the real problem?
3 What do they do to solve the problem?
4 How do they watch the men and collect evidence?
5 What do the children do with the evidence?
6 What do the police do?

Comprehension | They see … . They follow … .

More
practice
More
practice 23 P P

F F
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MST Key competences continuous assessment

Children are aware of the importance of protecting SC SC
and preserving the natural environment. Check if children:
More More
MST Children apply science skills by acknowledging 1 Realise the importance
phonicsof protecting and preserving
phonics
the use of technological tools as well as scientific the environment.
data to reach an evidence-based conclusion. 2 Understand the use of technological tools and
LC scientific data to reach evidence-based conclusions.
Children develop increased comprehension skills when
3 Are able to answer the questions about the story.
focusing their attention on questions related to a story.

i-poster
69

i-flashcards
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 Literacy Strand Unit 2 Lesson 6
Fast Finishers
CLIL Objective The children write three columns in their notebooks with
To acquire skills in phonics while reading a story. the headings AR, OR and ER. Then, they fill in the words from
Language Objectives Activity 2. Finally, they try and add two or three words more
To learn the nouns: binoculars, help, investigation, level, pipe, on the end of each list.
primary school, problem, project, pump, rain, team, town council,
town hall, tractor, visitor
Wrap-up
To learn the verbs: arrive, check, drain, need, organise, watch The More
children try and
More tell the story. Give them prompts as
practice practice P P
To learn the adjectives: large, loud, low, peculiar, wild necessary.
To learn the spelling of words ending in ar, er and or. F F
The children listen and drag the letters to form the words.
They choose the correctSC finalSC
spelling (er, ar, or). Use the
Materials hintMore
to focus theMore
children’s attention exclusively on the final
phonics phonics
– Teacher's i-book spelling. For further practice, open My notes and the Richmond
– CD 1 i-tools and dictate more words containing this sound.

More
practice
More
P P
Optional Resources
practice

Lead-in F F
i-poster

Talk about ecology and protecting the environment. Give examples Teacher’s Resource Book page 60, Phonics.
i-flashcards
SC SC
of what can be done: saving water, recycling, not wasting paper.
More
phonics Ask the children what they do to protect the environment.
More
phonics
IWB i-book
Continuous Assessment
1  1.19 Read and listen to the story. After listening to the Check if the children can:
first part of the story ask what consequences draining the wetlands Understand the story and recognise the new vocabulary
i-poster
may have. related to the wetlands project.
(See transcript page 79.)
i-flashcards Spell words that end in er, or and ar.
IWB Touch the story to open the i-story in a new window.
i-book

Read and listen to the story with the children.

Hot spots: Moss, Wetland, Pipe, Flood, Evidence. Use the Hot
spots to highlight this potentially difficult vocabulary before Activity Book
the reading activities. Unit 2, page 20, Lesson 6. See page 237 for answer key.

2  1.20 Listen to the clues and say the words. Read

the words in the box and make sure the children know what
they mean. Stop the audio after the clue is given and ask a child.
Then, write the word on the board. At the end the children
repeat the list on the board. Make sure they repeat the same
uh (schwa) sound at the end of each word.
(See transcript 79.)
Answers:
1 lower, 2 teacher, 3 tractor, 4 water, 5 visitor,
6 peculiar, 7 popular, 8 investigator, 9 binoculars

70

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 Literacy Strand Unit 2 Lesson 7
CLIL Objective Continuous Assessment
To understand a fictional story. Check if the children can:
Understand the story and answer questions about it.
Language Objective
Comprehension.

Materials
– Teacher’s i-book Activity Book
– CD 1 Unit 2, page 21, Lesson 7. See page 238 for answer key.

Lead-in
Make sure the children know what evidence is. Ask for examples,
like following the smell of sweets to see who is eating in class.

1  1.19 Read the story again and answer the questions.

Play the whole story again and make sure the children understand
it and explain any of the words they don’t understand. They then
answer the questions orally and write both questions and answers
in their notebooks.
(See transcript page 79.)
Answers:
More 1 In theMore beginning,P thePchildren think the problem is that
practice practice

it hasn’t rained.
F F
2 The real problem is that some men are draining the
SC SC
wetlands because they want to open a theme park there.
More
phonics 3 Theyphonics
investigate what is happening.
More

4 They use binoculars to watch the men and take photos

to collect evidence.
5 They prepare a project and make a big poster using their
i-poster
photos, which they show at the Town Hall.
6 The police arrest the men.
i-flashcards

IWB i-bookTouch to open the activity. The children read the

sentences and drag them to the pictures to put the story in order.

Fast Finishers
The children create a Protect Your Environment poster.

Wrap-up
The children get into groups of nine or ten and act out the story.
Taking
Moreinto accountMore where the school is, the story could be set in
practice practice P P
another protected area such as a forest or a beach.
F F
The children play a game matching the sentence halves
to form correct sentences. SC activity can be set up
SC This
between
More two or more
More teams. Alternatively, cover the second halves
phonics phonics
of the sentences using the shade in Richmond i-tools and ask the
children to complete them in their notebooks using their own ideas.

i-poster

i-flashcards

IWB i-book
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 Unit 2 Lesson 8
Imagine you are a po
lice officer.
You are preparing to
CAE 1 Talk about the evidence with a classmate. write a crime report.

Moss Town Police

Crime report
• plants
• insects
• frogs
• water
• birds
• water lilies
• grass
• bamboo

There isn’t much … .

There isn’t any … .

There aren’t many … .

There aren’t any … .

LC 2 Complete the sentences to gather the facts
with a classmate. 3 Complete the sections and write
a police report.
LL
Moss Town Police
Moss Town Police
The facts
.
The children go to … because they … Description of the crime
scene
They notice that … . Moss Wetlands is an impo
rtant water park.
…. There is … and there are …
That night it … a lot but the next day .
The children ask their friends to … . The evidence
On the second night they see … . Now, there aren’t many …
.
And there isn’t much … .

Go
The men … .
Witness
The children think … .
Name: … Age: …
They go home and … .
The facts
They find out about … .
The children go to the we
tla nds to do a … .

More
pract24
ice
More
practice P P
Collecting information; writing a report | There isn’t much … . There aren’t many … .

F F
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CAE Key competences continuous assessment

SC SCwhen discussing
Children use their imagination
the evidence of a crime. Check if children:
More More
phonicsLC phonics 1 Use their imagination when discussing the evidence.
Children improve their language skills by
2 Collect information to make a report.
collecting information to make a police report.
3 Learn to write a report.
LL
Children develop their learning techniques by
gaining an understanding of how to write a report.
72 i-poster

i-flashcards

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 Literacy Strand Unit 2 Lesson 8
CLIL Objective Continuous Assessment
To collect information and practise writing a report. Check if the children can:
Collect information to make a report.
Language Objectives Understand and use structures with much and many.
To collect information and write a report.
To learn the structures: There isn’t much (water). There aren’t
many (water lilies).

Materials Activity Book

– Teacher's i-book Unit 2, page 22, Lesson 8. See page 238 for answer key.

More
practice Lead-in More
practice P P
Explain what a report is. Refer to the story in Lessons 6 and 7.
F F
Ask if they remember the methods the children used to collect
SC SC
information (watch team, photos, Internet).
More More
phonics phonics

1  Talk about the evidence with a classmate. The children

get into pairs to make observations about the picture using
the structures given. Explain that much is for uncountable nouns:
i-poster
There isn’t much water, and that many is for countable nouns:
There aren’t many water lilies.
i-flashcards

IWB i-book Touch to open the activity: Sentence formation.

The children drag the words to form correct sentences.

2  Complete the sentences to gather the facts with

a classmate. The same pairs collaborate to fill in the missing
information in what is effectively a summary of the story in
the present tense. They write it in their notebooks.

3  Complete the sections and write a police report. Each

child copies the format of the police report into their notebooks
and fills it in using the information from Activities 1 and 2.

Fast Finishers
The children invent newspaper headlines for the Moss
Wetlands mystery.

Wrap-up
Individually or as a class choose a famous fairy tale, for example,
Goldilocks Three Bears, and write a police report like the
and theMore
More
practice practice P P
one in Activity 3. Give help with vocabulary where needed.
F F
The children play a game choosing the correct words
to complete the sentences. SC SCThis helps them consolidate
the key
More structures learned in the lesson: There isn’t much … ,
More
phonics phonics
There aren’t any … .

i-poster

i-flashcards

IWB i-book

73

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 Unit 2 Lesson 9

LL 1 1.21 Copy the spelling chart. Then, listen and complete.

ar er or

IE 2 Make clues for the words. Then, play a guessing game.

water lilies tadpoles dragonflies ducks froglets snails

bamboo grass pondweed butterflies frogs beetles

plant
around/on/ swim
flower small More More
P P
under/over/ fly practice practice
animal big
in the water move
legs colourful F F
tail
Grammar help SC SC
These animals fly over the water.
They are very colourful. Singular, plural and uncountable Morenouns
phonics
More
phonics

Are they … ? There is a frog on a flower.

There isn’t a duck on the pond.
This plant is very big.
There are some dragonflies over the water.
It lives around the water.
There aren’t any butterflies in the water.
Is it … ? There is some grass around thei-poster
water.
There isn’t any bamboo under the water.
i-flashcards

MST 3 Collect pictures to make six sentences about pond life.

IWB i-book

2 3 4 5 6 7

e ... .
In this pond ther
Go 1 8

14 13 12 11 10 9

Language review | er, ar, or, Uncountable nouns, Animals, Plants 25

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LL Key competences continuous assessment
Children develop learning techniques by categorising
vocabulary in a spelling chart. Check if children:
IE
Children show individual initiative and perseverance 1 Are able to categorise vocabulary in a spelling chart.
to make clues for words and play a guessing game. 2 Use their initiative and perseverance to make clues
for words and play a guessing game.
MST Children apply basic mathematical principles and 3 Understand the concept of countable and
skills by understanding the concept of countable uncountable objects.
and uncountable objects.
74

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 Review Unit 2 Lesson 9
Fast Finishers
CLIL Objective The children draw a picture of the pond they have described
To use countable and uncountable nouns in sentences in Activity 3.
related to animals and plants.
Wrap-up
Language Objective Give a pictorial dictation. Describe a pond in detail using the
To review the vocabulary and structures of the unit.
structures and vocabulary of the unit. The children draw what
you describe. Choose the picture that most resembles your own.
Materials Then, ask the children to do it in pairs.
– Teacher's i-book – Flashcards for Unit 2
More
practice
More
– CDpractice
1 P P – Extra material: dice
– Poster for UnitF 2 F Optional Resources
Teacher’s Resource Book page 9-10, Language.
SC SC
More
phonics Lead-in More
phonics

Display the poster (or open the i-poster on the Teacher’s i-book).
Continuous Assessment
Ask one child to say what animals they can see. Ask another what
Check if the children can:
plants they can see: There is a water lily. Put the flashcards on your
i-poster Spell words ending in ar, er and or.
table face down. Ask a child to take one and then locate that feature Describe a pond including the plants and animals around it.
on the map using a preposition: The dragonfly is (over) the water.
i-flashcards
Understand and use correctly some and any.
IWB i-bookUse the Vocabulary Game Generator to review the Understand the concept of grammatically countable and
uncountable nouns and use them correctly in sentences.
vocabulary covered in the unit.
See pages 22-24 for interactive games description and ideas.

1  1.21 Copy the spelling chart. Then, listen and complete.

The children copy the spelling chart into their notebooks and fill it Activity Book
in. Make sure they understand the meaning of the words. Unit 2, page 23, Lesson 9. See page 239 for answer key.
(See transcript page 79.)
Answers:
ar: peculiar, popular
er: teacher, water, lower
or: tractor, visitor, investigator

2  Make clues for the words. Then, play a guessing game.

This could be done as a whole class activity, separating the class
More
practice
More
practice P P
into teams and each team coming up with definitions of the words
to be given to the Fother F team. Alternatively, the children work
in pairs asking andSCanswering
SC questions.
More
phonics 3  Collect pictures to make six sentences about pond life.
More
phonics

The pairs take it in turns to roll the die and note the picture
theyMore
land on. When they have collected six pictures they write
More
practice practice P P
i-poster
six sentences in their notebooks about their pond.
F F
i-flashcards
Visual grammar presentation.
SC SC
More
IWB i-book
More
Touch to open the activity. The children read the
phonics
sentences
phonics
and choose the correct answers to complete them.
For further practice, open the Richmond i-tools and ask the
children to write more sentences using the wrong options from
the activity.
i-poster

i-flashcards

IWB i-book
75

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 Unit 2 Lesson 10

LC 1 1.22 Listen and say the picture each time.

a b

Rowing Swimming Picnic area Observation area

IE
2 Make notes about an imaginary water park. Then, interview your classmate.

What’s your water Are there any animals?

park called?

Is there a café?
Is there any bamboo
Can I have a around the water?
picnic there?

CAE
3 Write a brochure for your water park.

There are ... . You can ... .

There is ... . The best place to ... .

26 Oral review | Asking and answering questions about an imaginary park

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LC Key competences continuous assessment

Children improve listening skills by understanding
which picture is being referred to each time. Check if children:
IE 1 Are able to understand the listening activity.
Children use their initiative to make notes of an
2 Show initiative to make notes.
imaginary water park.
3 Use their imagination to make a brochure.
CAE
Children use their imagination, creativity and
artistic skills to make a brochure for a water park.
76

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 Review Unit 2 Lesson 10
CLIL Objective
To consolidate structures and vocabulary by asking
and answering questions about a water park.
Final Written Evaluation
In the next lesson give the children the tests from the
Language Objective Teacher’s Resource Book pages 75-76 or 77-78 depending
To review the vocabulary and structures of the unit. on each child’s ability. Give as much support as necessary
More More
P P
for them to understand the structure of the tests.
practice practice

Materials F F Note: The listening is the same for both tests.

– Teacher's i-book
SC SC
More
– CDMore1 Final Assessment
phonics phonics

Check if the children can:

Describe a water park both orally and in writing using
Lead-in the vocabulary and structures learned in the unit.
Talk about water parks. Ask who has been to one and ask about
i-poster
the features: What is there in (Benidorm) water park? Where is the
best place to (eat)?
i-flashcards

IWB i-book Open the i-poster. The children listen to the sentences
and find the pictures.
Activity Book
Unit 2, page 24, Lesson 10. See page 239 for answer key.
1  1.22 Listen and say the picture each time. Talk about the
pictures. Ask what they can see in each picture. Ask if they can see
differences between them. Finally, play the audio and ask individual
children which picture is being referred to each time.
(See transcript page 79.)
Answers:
1 Picture b, 2 Picture a, 3 Picture b, 4 Picture b,
5 Picture a, 6 Picture b

2  Make notes about an imaginary water park. Then,

interview your classmate. The children compare notes about
what features they would include in their water park. Encourage
them to use the dictionary if they want to add other features.

3  Write a brochure for your water park. The children write

a brochure following the outline in the book. They can be as creative
as they like about the design and can bring in photos to decorate it.
You could make a class display with the finished results.

Fast Finishers
The children invent a ride for a water park and describe it.

Wrap-up
Discuss water parks. Ask them to describe water parks they have
visited. Ask them about what they like to do there and then, discuss
the water parks they have designed.

77

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 Transcripts
1.14   Poster, Unit 2. Pond life: Animal or plant? 1.17   Listen and say tadpoles, froglets or frogs.
There are lots of living things in a pond. Some are plants and some Then, sing the song: The frog pond.
are animals. Let’s classify them. Oh, it’s the frog pond rock song.
There’s some grass. One, two, three!
There’s a dragonfly. The frog pond rock song.
There are some snails. Sing with me!
There’s some bamboo.
There are some butterflies. The frogs lay eggs in the pond.
There’s a duck. And the eggs float around all day long.
There’s a frog. The eggs become tadpoles. They grow long, thin tails.
There’s some pondweed. And they swim around with the fish and snails.
There’s a water lily.
There are some beetles. The tadpoles become froglets. They grow legs and feet.
And they swim around and eat and eat.
1.15   Listen and say True or False. The froglets become frogs and they live by the pond.
1 The grass is around the water. Hop, hop, they hop around the pond all day.
2 The dragonflies are under the water. Oh, it’s the frog pond rock song.
3 The duck is on the water. Sing with me!
4 The pondweed is around the water. Wooooh!
5 The bamboo is under the water.
6 The fish are over the water. 1.18   Listen and identify the animals. Then, listen
7 The frog is under the water. and read the diary.
8 The butterfly is over the water. Molly to diary: Friday, 20th October.
9 The water lilies are around the water. A trip to the wetlands.
10 The beetle is on the water.
11 The path is around the water. Harry: Can you hear that?
12 The bridge is on the water. Camilla: It’s somewhere on the water.
13 The rocks are under the water. Molly: It sounds like a duck.
Justin: No, I think it’s a frog.
1.16   Listen and answer the questions. Narrator: Later on that morning…
1 Is there any grass around the water? Justin: Look! Something’s moving.
2 Are there any water lilies in the water? Molly: Where?
3 Are there any dragonflies over the water? Camilla: Over there! It’s in the grass.
4 Are there any trees around the water? Harry: Is it a dragonfly? No! No! It’s a butterfly!
5 Is there a bridge over the water? Narrator: After lunch…
6 Is there a duck on the water?
7 Is there any pondweed in the water? Justin: Be careful, Camilla! Don’t… !
Camilla: Aah!
Molly: Poor Camilla! And poor tadpoles!

78

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1.19   Read and listen to the story: The wetlands heroes.
Narrator: The children from the primary school are doing projects
for the Town Council. Melissa, Tarik and Adam are doing their project
on The Moss Wetlands. There are small rivers and lots of ponds in
the wetlands. It is full of wild plants and animals.
Melissa: The water level is very low today.
Tarik: That isn’t good.We really need rain.
Adam: Let’s come and check again tomorrow.
Narrator: That night, it rains heavily. The next day, the children go back
to the Wetlands. They check the water level, but it is even lower now.
Adam: This is very peculiar.
Melissa: I think we need help with this problem.
Narrator: The children organise watch teams with their friends.
They watch all that night and all the next day.
Narrator: On the second night, they see a big tractor arriving.
Some men get out of the tractor. They put a large pipe in the water.
Suddenly, there’s a loud noise.
Tarik: It’s a pump!
Adam: They’re draining the wetlands!
Narrator: The children follow the men. They drive through a gate
and stop outside a big building. The children can’t follow the men
inside so they hide in the bushes.
Adam: This is the best place to watch the building.
Melissa: I can see them with the binoculars.
Tarik: And we can take photos.
Narrator: The children watch the men for a long time. They take lots
of photos and make notes for their investigation. Then, they ride home
to search on the Internet. They find an article about Super Parks.
Adam: This is a plan to make the Wetlands the biggest theme
park in the country.
Tarik: But the Wetlands are really important. They stop floods.
Melissa: Yes! And I know how we can stop them!
Narrator: That night, the children prepare their project on the
Wetlands. They make a big poster and include all their photos.
The next day, all the visitors are at the Town Hall to see the projects.
Their teacher, Ms James, is very shocked.
Teacher: Are you sure about this?
Adam: Oh, yes! Look at the evidence.
Narrator: Ms James calls the police. The police arrest the men
and the next day the children are in the news.
737228 _ 0056-0079.indd 79
Transcripts
1.20   Listen to the clues and say the words.
Welcome to the Inter-schools vocabulary challenge. Let’s begin
with the questions. Please, shout out your answers.
Guess the words!
The sound at the end of all the words is uh.
1 The last letters are e-r. It’s the opposite of higher.
2 The last letters are e-r. This is a person who works in a school.
3 The last letters are o-r. This is a vehicle that you see on farms
and in the countryside.
4 The last letters are e-r. This is something you drink or you wash in.
5 The last letters are o-r. This is a person who doesn’t live in the place
but just comes for a day or so.
6 The last letters are a-r. This means something strange or unusual.
7 The last letters are a-r. This means that everybody likes something.
8 The last letters are o-r. This person finds out what happened.
It’s a bit like a detective.
9 The sound at the end of this word is uhs and the last letters
are a-r-s. The children in the story use them to watch the men.
1.21   Copy the spelling chart. Then, listen and complete.
Listen and write the words in the correct columns.
Teacher, teacher
Tractor, tractor
Water, water
Peculiar, peculiar
Popular, popular
Visitor, visitor
Investigator, investigator
Lower, lower
1.22   Listen and say the picture each time.
1 What’s the best place to see the birds?
Girl: The best place to see the birds is from the observation
area beside the bridge.
2 Can you go rowing in the park?
Boy: Yes, you can hire a boat from the boat house near the gate.
3 What’s the best place to see butterflies?
Girl: The best place to see the butterflies is in the meadow.
4 Can you go swimming in the park?
Girl: Yes, you can, near the gate.
5 Can you have a picnic?
Boy: Yes, you can, near the bridge.
6 Are there any water lilies in the park?
Girl: Yes, there are, near the restaurant.
79
19/04/16 18:00
 Unit 3 Overview
Vocabulary
Materials: bamboo, fabric, glass, gold, leather,
metal, paper, plastic, silver
Properties of materials: bend, burn, cut,
fold, see through, shatter, tear
Jewellery: bracelet, brooch, earring, jewel,
ring, stone
Structures Recycled Language
Present Simple: It’s made of (silver). Furniture
Is it made of (leather)? Parts of the body
Do you wear it on your (finger)? Days of the week
The (bottles) are made of (glass).
Can you (cut) it? I can (cut) leather.
Functional language: Where (does)
this (tin) go? The (red) bin’s full.
Put it in the (metal) recycling bin.

Creative St
Cultural Strand CLIL Object
rand
s:
Language Objective To design a
ive:
e for recycling.
To learn the languag p iece of jewe
llery.
lk about Language O
To understand and ta b
jectives:
in the UK. To learn the
a recycling schedule words for je
wellery.
To describe
a jewel using
It is made of the structure
(leather).

Functional Strand
Language Objectives:
To learn the functional
language related to sortin
g Material
material for recycl ing
different categories.
To talk about different
int

recycling routines at home

o

world
and at school.

Knowledge
CLIL Objec
Strand
To learn abo
tiv e:
ut the prop
of different erties
materials.
Literacy Strand Language O
To learn the
b
jectives:
CLIL Objectives: words for c
To describe an action. To learn the ommon ma
words to de terials.
To write an extra scene. of materials scribe the p
. roperties
Language Objectives: To learn the
words for th
To learn the e parts of a
To learn alternative spellings for the ie sound. structure C chair.
an you (ben
To write an additional scene in a story. d) it?
To learn adjectives for describing
and comparing materials.

80

737228 _ 0080-0103.indd 80 19/04/16 18:02

 More More
phonics phonics

i-poster

i-flashcards

Skills Objectives Teacher’s i-book

IWB i-book

Listening: To understand conversations about materials Use the Richmond i-tools to complete
and recycling. To isolate words with the same ie sound in the activities with the children on the IWB.
the story.
Reading: To read and understand a Venn diagram and Activities in and provide
a crossword, and short texts about materials. To read a digital alternative to introduce the children
descriptions of jewellery. To read a story and answer to the lesson.
comprehension questions.
Writing: To describe a bedroom and a piece of jewellery. Activities with beside the rubric offer
To write crossword clues. To spell words containing the ie an additional interactive activity to reinforce
sound. the activity content:
• Lesson 3: activity 2
Speaking: To talk about materials and how we can • Lesson 4: activity 1
recycle them. To describe action scenes in a story. • Lesson 7: activity 1
practice • Lesson 8: activity
P P1
More More
practice

• Lesson 9: grammar
F F
Assessment Criteria provides extra interactive practice which can be
SC SC
• Children can talk and write about materials. used for Fast Finishers or as a Wrap-up activity.
• Children can describe jewellery and furniture. More
Alternatively,
phonics
More
it can be used as homework:
phonics

• Children can spell the words with the ie sound. More More
P P
practice
• Lesson 2: knowledge
practice

• Children can use a wide range of adjectives and •  Lesson 4: functional

F F
can classify words into actions and objects. • Lesson 6: phonicsSC SC
• Children can understand a story and add a new scene i-poster
•  Lesson 7: literacy
to the story. More
phonics
i-flashcards
More
• Lesson
phonics
8: literacy
IWB i-book
Audiovisual material:
Optional Resources More More
i-poster
•  Lesson 2: Are you green?
P P
practice practice
•  Lesson 5: How do they make … ?
Teacher's Resource Book Photocopies: i-flashcards F F
• Lesson 1: page 43, Listening provides aSCvisual grammar presentation:
SC
• Lesson 4: page 35, Writing IWB i-book
• Lesson 9: review
•  Lesson 5: page 51, Speaking More
phonics
More
phonics

• Lesson 6: page 61, Phonics Use the Vocabulary Game Generator to create
•  Lesson 7: page 27, Reading your own interactive games to review the key
•  Lesson 9: pages 11-12, Language vocabulary from the unit at any time.
• Evaluation: pages 79-80 or 81-82, Unit 3 test i-poster

Extras/Realia i-flashcards

• Lesson 2: small samples of different materials IWB i-book

• Lesson 3: two or three pieces of jewellery or a For ideas on how to exploit the course
jewellery catalogue resources, see our Activity Bank: pages 17-24.
• Lesson 4: plastic bottles, old newspapers, fizzy drink
can, clear jam jar and any other material for recycling
• Lesson 7: plastic beads, plasticine or modelling clay,
old costume jewellery for making a kaleidoscope jewel
• Lesson 9: dice

SCC
Key Competences Social and Civic Competences:
Children are introduced to different recyclable household items.

LC Linguistic Competence: CAE Cultural Awareness and Expression:

Children become familiar with vocabulary related to materials, Children develop their creativity and imagination to design
properties of materials, jewellery and language for recycling. a piece of jewellery.
MST Competence in Maths, Science and Technology: LL Learning to Learn:
Children apply mathematical skills by doing a report on the classroom. Children apply learning techniques by classifying the vocabulary
They also interpret a dice number code and a Venn diagram. of the story into materials, actions and objects.
DC Digital Competence: IE Sense of Initiative and Entrepreneurship:
Children work together on the unit content using the IWB. Children become aware of the importance of coping with stress
They further practise the unit content individually. and finding solutions.
81

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 Lesson 1

3 Material world I wonder...

‡ How many objects in the classroom
1 can you name?
2
‡ How many different materials can
you see?
• What’s the most common mat
erial?

back

arms

seat
leg

LC 1 1.24 Listen and answer the questions.

2 Do a report on the classroom.

MST leather glass paper plastic metal wood fabric 3 Write about the things in
your bedroom.

IE In my bedroom, the table

The chairs are made of … . is made of … .
The window is made of … . The shelves are made of … .

Materials, Parts of a chair | … is/are made of ... . 27

492044 _ 0027-0036.indd 27 20/02/14 13:17

LC Children improve their listening skills in the
context of materials and answer the questions
about the parts of a chair.
MST Children apply mathematical skills by doing a report
on the classroom and classifying the things that have
components made of each material in a table.
IE
Children show initiative in writing about the things
in their bedroom and what they are made of.
82
Key competences continuous assessment
Check if children:
1 Are able to follow the listening to do the activity.
2 Are able to classify objects in a table.
3 Are able to write a short text about the things
in their bedroom.

737228 _ 0080-0103.indd 82 19/04/16 18:02

 Unit 3 Lesson 1
Fast Finishers
CLIL Objective The children draw a picture of their bedroom labelling the
To understand a listening activity about different materials different materials.
and parts of a chair.
Wrap-up
Language Objectives Play I spy. Say: I spy with my little eye, something beginning with
To introduce the words for common materials: fabric,
(W). The children ask yes/no questions about the materials:
glass, leather, metal, paper, plastic, wood
To introduce the words for the parts of a chair: arms, Is it made of glass?
back, legs, seat
To introduce the Present Simple passive structure: Optional Resources
The (chairs) (are) made of (wood).
To revise words for furniture. Teacher’s Resource Book, page 43, Listening.

Materials
– Teacher's i-book – Flashcards for Unit 3
Initial Evaluation
– CD 1 – Poster for Unit 3 Check if the children can:
More More
P P
Name the materials introduced in the lesson.
practice practice
Name the parts of a chair.
F F
Lead-in Look at a common object and say what it is made of using
the structures presented in the lesson.
1.23 Display SC SC
the flashcards and say the names of the materials.
More
phonics Tell thephonics
children to take the flashcards and place them on or near
More

objects of that material in the classroom. Display the poster. The

children match the word cards with the poster. Explain that all
i-poster
materials come from an animal, a plant or a mineral and give them Activity Book
some examples. Play the audio and the children answer the questions. Unit 3, page 25, Lesson 1. See page 240 for answer key.
(See transcript page 102.)
i-flashcards

IWB Open the i-flashcards and say the names of the materials.
i-book

Then, open the i-poster. Children practise the materials vocabulary

dragging the words to the correct place. Explain that all materials
come from an animal, a plant or a mineral and give them some
examples. Play the audio and the children answer the questions orally.
For further practice, describe one of the items on the poster, and ask
the children to circle it using the Richmond i-tools.

1  Ask the I wonder questions.

1.24 Listen and answer the questions. Teach the names
of the parts of the chair. Then, ask what material each part of their
chair is made of. Look at the pictures in the book and ask the
children what they think the chairs are made of. Play the audio.
(See transcript page 102.)
Answers:
4, 1, 3, 2

2  Do a report on the classroom. The children copy the chart

into their notebooks and write the things in the classroom that
have components made of each material. Then, individual children
explain their charts.

3  Write about the things in your bedroom. The children write

about their bedroom using the model as a guide.

83

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 More More
phonics phonics

Unit 3 Lesson 2

i-poster
LC 1 1.25 Listen and find the materials. Then, sing the song.

i-flashcards Can you ... it? Can you ... it?

Yes, you can! Yes, you can!
IWB i-book

cut tear fold see through

paper 3 3 3 7
leather 3 7 3 7
wood 3 7 7 7

burn bend shatter fold

fabric 3 3 7 3
metal 7 3 7 7
glass 7 7 3 7

Can you ... it? Can you ... it? I know what it is!
No, you can't! No, you can't! Then tell me now.
It's ...

CAE 2 Write your own verse with a classmate.

Then, sing your verse.
I wonder...
‡ Find out about plastic.
MST 3 Choose two materials and write riddles. • What is it made of?
• What can we use it for?
You can … it and … it and … it,
• Why is it bad for the environment?
but you can’t … it. What is it?

More
pract28
ice
More
practice P P
Properties of materials | Materials, Properties | Can you … it? You can/can’t … .

F F
492044 _ 0027-0036.indd 28 20/02/14 13:17

LC Children increase their knowledge of vocabulary Key competences continuous assessment

SCtheirSC
related to materials and properties through
a song. Check if children:
More More
phonics
CAE phonics 1 Learn the new vocabulary through the song.
Children show their imagination and creativity
2 Use their imagination and creativity to invent
when inventing new verses of the song.
new verses of the song.
MST 3 Understand the various properties of materials.
Children develop their understanding of materials
and their properties.
84 i-poster

i-flashcards
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 Knowledge Strand Unit 3 Lesson 2
Fast Finishers
CLIL Objective More
practice
More
The children
practice
find the P
P names of other materials, for example, clay
To become familiar with the properties of different materials. or rubber, and make F a chart
F of their properties like in Activity 1.
Language Objectives Wrap-up SC SC
To learn verbs for demonstrating the properties More
phonics Play Animal, Vegetable, Mineral. The children think of an object
More
phonics
of materials: bend, burn, cut, fold, see through, shatter, tear
and say its More
origin. The rest of the
More
P class
P have to guess what is by
To revise the words for common materials. practice practice

To learn structures with modal verb can and the asking yes/no questions. They are F F
allowed a maximum of five
impersonal you: Can you (bend) it? You can’t (bend) it. questions.
i-poster SC SC
You can (shatter) it. Set the I wonder questions for homework. You could do a project
More More
i-flashcards phonics
based on this too and display the results around the class.
phonics

Materials IWB i-book Watch the video Are you green? Complete the
– Teacher's i-book – Optional realia: small samples onscreen comprehension activity with the children. For further
i-poster
– CD 1 of different materials: leather, practice, open the worksheet before you watch the video and
– Poster for Unit 3 fabric, wood and metal i-flashcards
use the Richmond i-tools to complete it as you watch the
– Flashcards for Unit 3
video. MoreAlternatively,
IWB i-book print out copies for the children to work on
practice
More
practice P P
individually.
Lead-in F F
The children drag the words to form correct sentences.
Display the poster (or open the i-poster on the Teacher’s i-book) This will help them review SCtheSCproperties of materials. For
and ask the children what materials are pictured. If you have real furtherMore oral practice,
More once the activity is completed, the children
phonics
samples ask them to match the real sample with the poster. phonics
answer the questions and make questions for the affirmative
Take a piece of paper and demonstrate the new verbs: I can (bend) sentences on the screen.
the paper. For the verb shatter you could put a boiled sweet in a plastic
bag and shatter it. Write each verb on the board. Then, put the
flashcards on the board. The children draw arrows from the words Continuous Assessment
i-poster

More to the flashcards

practice
More
practice
and
P say:
P You can (shatter) (glass). Check if the children can:
i-flashcards
Understand and use the verbs introduced to describe
F F the properties of materials.
1  1.25 Listen and find the materials. Then, sing the song. IWB i-book
Say what the objects around them are made of using
The children look SC SC
at the chart in the book and describe the
More
the vocabulary and structures introduced.
phonics properties
phonicsof each material. If you have the real thing they can check
More

the properties themselves. Play the audio and the children say what
material is being described. They then join in with the song.
(See transcript page 102.)
i-poster
Answers: Activity Book
Leather, Glass
i-flashcards Unit 3, page 26, Lesson 2. See page 240 for answer key.
IWB i-book Touch to open the activity. The children listen to
the song and drag the verbs to the correct place as they listen.
Once the activity is completed, open My Notes and write the verbs
using the Richmond i-tools. The children take turns to tell you
which materials you can burn, shatter, fold, etc.

2  Write your own verse with a classmate. Then, sing your verse.
The children invent a new verse and sing it for the rest of the class to
guess the material.

3  Choose two materials and write riddles. Each child writes two
riddles using the model as a guide. They get into groups and ask each
other the riddles.

85

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 Unit 3 Lesson 3

LC 1 Read and find the jewellery.

1
This piece of jewellery is made of gold.
It’s got a big, black stone in the shape
of a beetle. You wear it on your finger.

2
This piece of jewellery is made of silver.
bracelet
sword It’s got green stones and a horse’s head.
You wear it at your waist.

3
This piece of jewellery is small and
made of gold. It’s got two eyes.
You wear it in your ear.
ring

earrin
g

bracelet
earring

brooch

sword

ring brooch

SCC 2 Choose a piece of jewellery and take turns

asking questions.
3 Design and describe a piece
CAE Is it made of silver?
of jewellery.
Yes, it is.
Has it got red and green stones? My piece of jewellery is a ... .
It's made of ... .
No, it hasn’t.
It's got ... and ... .
Do you wear it on your clothes? You wear it ... .
Yes, you do.

Jewellery | It’s made of ... . It’s got ... . You wear it … . 29

492044 _ 0027-0036.indd 29 20/02/14 13:17

LC Children increase their knowledge of vocabulary Key competences continuous assessment

about jewellery and develop their reading skills
by matching pictures and descriptions. Check if children:
SCC 1 Learn new vocabulary related to jewellery and
Children practise taking turns to ask and answer are able to match the pictures and descriptions.
questions. 2 Take turns to ask and answer questions.
CAE 3 Use their creativity and imagination to design
Children develop their creativity and imagination
a piece of jewellery.
to design a piece of jewellery.
86

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 Creative Strand Unit 3 Lesson 3
CLIL Objective Continuous Assessment
To design a piece of jewellery. Check if the children can:
Understand and use the words related to jewellery.
Language Objectives Describe a piece of jewellery in detail using the structures
To learn words related to jewellery: bracelet, brooch, ear, presented in the lesson.
earring, jewellery, piece, ring, stone, sword, waist; gold, silver
To practise the structures: It’s made of (leather).
You wear it (on your wrist).

Materials
Activity Book
Unit 3, page 27, Lesson 3. See page 241 for answer key.
– Teacher's i-book – Optional realia: two or three pieces
– CD 1 of jewellery or a jewellery catalogue

Lead-in
Show pieces of jewellery: This is a gold ring. This is a silver earring
with a red stone. If you do not have the real thing show pictures
from a catalogue. Discuss the materials and the colours and if
the children like the jewellery or not.
More
practice
More
practice P P

1  Read and findFthe Fjewellery. Ask volunteers to read the texts

out loud and helpSC withSCpronunciation and vocabulary as necessary.
More
Answers:
More
phonics phonics
1 ring (picture) 2 sword (picture) 3 earring (photo)

2  Choose a piece of jewellery and take turns asking questions.

One child chooses a piece of jewellery from the pictures. Ask them
i-poster
yes/no questions to demonstrate the activity. They then work in
pairs or small groups.
i-flashcards

IWB i-book Touch to open the activity. Play I can read your mind!
Ask the children to look at the pictures, choose an item and write
the word on a piece of paper. Individual children take turns to read
and answer the questions on the screen according to the piece of
jewellery they have chosen. Once the answer is provided on the
screen, the children show their piece of paper to validate.

3  Design and describe a piece of jewellery. The children draw a

piece of jewellery and make a written description in their notebooks
using the model as a guide. They show it to the rest of the class.

Fast Finishers
The children design another piece of jewellery.

Wrap-up
Draw a boy and a girl on the board. Children take it in turns to come to
the board and the rest of the class say what jewellery to draw: The boy
has got a blue earring in his left ear.

87

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 Unit 3 Lesson 4
Functional language
SCC 1 Do you recycle at home?
2 Do you recycle at school? Saturday, 12th December
3 Do you reuse as well as recycle?
4 What do you recycle most? Magnetic earrings!
My new silver
earrings brown
,
leather
bbish is You’ve got three
All this ru
strips
!
silver chains classroom different types of
from the it ? material there.
lieve
Can you be
silver circle with
a snake's head

There’s some metal, some So, what’s it

plastic plastic and some paper. all made of?
red glass
flowers Where does it all go?
for the eyes

The red bin’s full. Can I

put it in the yellow one?
Well, put the
metal in the red
recycling bin.

our
I just love y
Wood, glass, cloth! How olly!
earrings, M
No! That do you sort all this out?
one’s not for
metal.
Read the
instructions,
Justin!

Well, think!
Can you bend it? Or you can
just check it,
Magnet
like this!

LC
1 Answer the questions.
2 1.26 1.27 Look at the earrings and listen for the mistakes. Then, listen and read the diary.

CAE 3 Write your own version and act out the scene.

More
pract30
ice
More
practice P P Language for recycling

F F
492044 _ 0027-0036.indd 30 25/02/14 16:42

SCC
Key competences continuous assessment
SC SC
Children talk about recycling and recognise its
importance. Check if children:
More More
Children demonstrate their reading and
phonicsLC phonics 1 Recognise that it is important to recycle and reuse.
listening skills to find mistakes in the recording 2 Are able to understand the reading and the listening
of a description of a piece of jewellery. to complete the activity.
CAE Children use their imagination and creativity 3 Develop their creativity to write their own diary
when writing their own diary page and acting and act out a scene.
out the scene for the rest of the class.
88 i-poster

i-flashcards
737228 _ 0080-0103.indd 88 19/04/16 18:02
 Functional Strand Unit 3 Lesson 4
3  Write your own version and act out the scene. The children
CLIL Objective get into groups of four or more and write their own version of
To act out a scene related to recycling rubbish. the scene. Encourage them to be creative, for example, they find
Language Objectives a gold ring in the recycling bin, or a note passed in class. They act
To learn words related to recycling: bin, cloth, recycling, out their scenes for the rest of the class.
rubbish, strips, type
To learn verbs related to recycling: check, recycle, reuse, Fast Finishers
sort out The children make recycling posters for the school.
Functional language: Can you believe it? What’s it all made of?
Where does it all go? The (red) bin’s full. Can I put it in the Wrap-up
(yellow) one? No! That one is for (glass). How do you sort all Do a recycling project. There are many ideas online on how to
this out? make decorations out of recycled material, for example, jewellery
made Moreout of used coffee capsules. Choose one that suits your
practice
More
practice P P
Materials class and resources and display the results.
– Teacher's i-book – Optional realia: plastic bottles, old F F
The children take a quiz. Encourage them to search
– CD 1 newspapers, fizzy drink can, clear jam SC
SC answers.
the book to find the correct
– Flashcards for Unit 3 jar and any other material for recycling
More More
phonics phonics

Optional Resources
Lead-in Teacher’s Resource Book page 35, Writing.
Display the material for recycling and the flashcards (or open the
More i-flashcards
More on theP Teacher’s
P i-book). Ask what each item is made
practice practice i-poster

of. Where possible put the object with the flashcard. Ask about the
F F Continuous Assessment
colours of the local recycling bins. For the purpose of the story i-flashcards

SC SC Check if the children can:

explain that the yellow bin is for plastic and tetra bricks, the blue for
More
Understand
IWB and use the words related to recycling.
i-book
phonics paper, the
phonicsgreen for glass and the red for metal. Take each object and
More

Reproduce the functional language related to recycling.

ask: Which recycling bin does this (can) go into? Write a sketch based on what they have read and act it out
using the language and structures introduced.
i-poster
1  Answer the questions. Have a class discussion based on
the questions. Write headings on the board, for example: Reuse,
Recycle, Home, School and write up any significant facts.
i-flashcards

IWB i-book Touch to open the activity. The children learn about Activity Book
the recycling bins and what to recycle in each. Then, they drag the Unit 3, page 28, Lesson 4. See page 241 for answer key.
pictures to the correct bin. For further practice, ask them to name
other objects to recycle and where to put them.

2  1.26 1.27 Look at the earrings and listen for the

mistakes. Then, listen and read the diary. First, ask the children
to describe the earrings. Then, play the audio and ask individual
children what the mistake is each time or, alternatively, they could
write the words in their notebooks and check the answers later.
Then, they read and listen to the diary.
(See transcripts page 102.)
Answers:
Look at my lovely new earrings! They’re made of gold (silver).
They’ve got gold (silver) chains with triangles (circles) at the end.
There are lions’ (snakes’) heads in the triangles (circles).
The lions’ eyes are made of green (red) glass.
Then, they’ve got strips of red plastic (brown leather)
hanging from the top.
At the ends of the strips they’ve got paper (plastic) flowers.

89

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 SC SC
More More
phonics phonics

Unit 3 Lesson 5
Culture
Recycling
i-poster

People recycle some of their rubbish at home. Theyi-flashcards

have a
calendar to show when they can leave their rubbish out for
collection. They take other things to the local recycling centre.
IWB i-book
SCC
1 1.28 Listen and say Yes or No.

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

clear plastic
bottles cans old bottles batteries
newspapers old clothes
So, what’s it
all made of?

No
garden coloured clear coloured cans collection
waste bottles glass old
plastic newspapers

Pair Work
SCC 2 Look at the recycling schedule in Activity 1. See who can throw out all the rubbish first.
Student A, go to page 91. Student B, go to page 94.
It’s Wednesday.
Have you got any … to throw out? I wonder...
Yes, I have. ‡ Choose a country.
• Find out the colour of the
recycling bins for plastic, glass,
LC 3 Compare recycling at home and at school. metal and paper.
At home, we recycle … .

Recycling | Household items, Days of the week | We’ve got … . Can I put them … ? Have you got any … ? 31

492044 _ 0027-0036.indd 31 20/02/14 13:17

SCC
Key competences continuous assessment
Children are introduced to different recyclable
household items. Check if children:
SCC 1 Identify and recognise different recyclable
Children demonstrate skills by working in pairs to
household items.
ask and answer questions about a recycling schedule.
2 Work well in pairs to ask and answer questions.
LC 3 Improve their ability to write in English.
Children improve their writing skills by comparing
recycling at home and at school.
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 More More
phonics phonics

More
practice
More
practice P P

F F

Cultural Strand
i-poster

i-flashcards
More
phonics
Unit 3 Lesson 5
More
phonics
SC SC

IWB i-book Watch the video How do they make … ? Complete

CLIL Objective the onscreen comprehension activity with the children.
i-poster
To become aware of different recyclable household items. For further practice, open the worksheet before you watch
i-flashcards
the video and use the Richmond i-tools to complete it as you
Language Objectives
To introduce language for recyclable household items: watch theIWBvideo. Alternatively, print out copies for the children
i-book

batteries, cans, clear bottles, coloured glass, coloured plastic, to work on individually.
garden waste, old clothes, old newspapers, plastic bottles; schedule
To revise the days of the week. Optional Resources
To practise the verb have got with any and the modal
verb can (permission): Can I put the (garden waste) out on Teacher’s Resource Book page 51, Speaking.
(Wednesday)?

More
practice Materials
More
practice P P Continuous Assessment
– Teacher's i-book
F F Check if the children can:
– CD 1 Understand and use the words for recyclable household items.
SC SC
Understand and interpret a recycling schedule and ask and
More
phonics
More
phonics answer questions about it using the structures and vocabulary
Lead-in introduced.
Ask the children about their recycling habits and the colour of Write about their recycling habits at home and at school.
the recycling bins in the area. Explain that in the UK there is a
i-poster
rubbish collection service door to door for certain items. Explain
what a recycling centre is and what a compost bin is.
i-flashcards

IWB i-book Open the lead-in activity. Play Guess it! The children have Activity Book
to guess the picture. Divide the class in groups. Touch play to start. Unit 3, page 29, Lesson 5. See page 242 for answer key.
The children look at the picture and try to guess what it is. When the
children want to have a guess they raise their hand. Stop the timer.
If the answer is correct, give one point to the team. If it’s not correct,
restart the timer. Use the Richmond i-tools to write each team’s
score and time on the chart provided.

1  1.28 Listen and say Yes or No. Play the audio and the
children vote yes or no: Hands up all who say yes! After the activity
invite a child to ask another the same question: Today is (Monday).
I’ve got lots of (garden waste). Can I put (it) out today?
(See transcript page 102.)
Answers:
1 Yes, 2 No, 3 No, 4 Yes, 5 Yes, 6 Yes

2  Pair work: Look at the recycling schedule in Activity 1.

See who can throw out all the rubbish first. The children use
the days of the week spinner and the structures given to see who
gets to throw out their rubbish first.

3  Compare recycling at home and at school. Before writing,

remind them of the discussion at the beginning of the class.
If the words are on the board leave them there.

Fast Finishers
The children divide an A4 sheet into four quarters and draw similar
recyclable objects made of paper, plastic, glass and metal.

Wrap-up
If you don’t have Internet access, set the I wonder questions for
homework. If you do, set the task and discuss the findings.
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 Unit 3 Lesson 6
The kaleidoscope jewel 5 IE

LC 1 1.29 Read and listen to the story. 2 They land the capsule and climb out. It’s very
dark but they can see with their special lights.
1 Team 55 has got a new mission. They are looking for Tana and Klip walk slowly. They shine their Come on, Tana!
a mysterious jewel. They fly down a deep tunnel into torches on the walls. Hurry up!
the centre of the Earth. Tana and Klip are looking at
the amazing view from the windows of their capsule.
Look at the I wonder what
waterfalls, Klip! they are made of?
Wow! In here even
the walls are made of
metals and jewels.

4 The liquid in the samples is thick and clear.

3 Klip shines his torch on the ground. Tana tests it using her special kit.
It is very bright and hard.
What’s the
liquid made of?
Quick! Get
out of here!

We need to take
Look! The path some samples. Pass I can’t believe it! It’s
is made of gold my bag, please. made of liquid diamonds!
and silver.

LC 2 1.30 Find the sound in the story. Then, listen and check. LC

More More Instructions

P P
practice practice
• Look at the list: light, shine, fly, climb
• Find more words in the story with the same sound.
F and Fcheck.
• Listen

SC SC
DC More More DC
32
phonics phonics Alternative spellings for the long i sound | Materials, Adjectives, Equipment

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LC
Key competences continuous assessment
Children acquire increased enjoyment of listening
to and reading a story. Check if children:
i-poster
LC 1 Enjoy listening to and reading the story.
Children learn to differentiate the alternative
2 Are able to differentiate the alternative spellings
i-flashcards
spellings for the long i sound.
for the long i sound.
DC 3 Use the digital resources to practise phonics.
Children work together on the IWB and do
IWB further phonics practice individually.
i-book
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 Unit 3 Lesson 7
IE 5 All the rivers flow in the same direction.
Klip and Tana decide to follow them.
Tana remembers to mark their route 6 After several minutes, the tunnel opens into a huge cave.
so they know the way back. There is a lake in the middle of the cave and a shiny island in
the middle of the lake. All the different rivers mix in the lake.
Come on, Tana!
Hurry up! Why is that island so bright?

I wonder what
they are made of? Just a minute.
I need to bend
these clips and put
this wire through.
Wow! I think it’s a huge diamond.
7 Tana takes another sample. Then, she folds some
fabric around the samples and puts them in her bag. 8 Tana and Klip run
Suddenly, there is a loud explosion and the liquid back to the capsule.
begins to burn. The situation is very
dangerous now.
Tana uses her
brooch to throw a
safety line to the
capsule. They start
the capsule and fly
Quick! Get back to the surface.
out of here!
Back on the surface, Tana 10
9 and Klip look at their
samples. They aren’t liquid
anymore. They are now
beautiful jewels. The
most beautiful jewel is
the sample from the lake.
Close your It’s striped with all the
eyes, Klip! This jewel is made of all
colours and is shinier and
the others. It’s so beautiful.
harder than the others.
What can we call it?
Let’s call it a
LC 1 Read the story again and answer the questions. kaleidoscope jewel!

1 Is this story about real or fantasy events? 4 What can they see in the lake?
2 What are the waterfalls made of? 5 Why do Tana and Klip run quickly
3 Can they see through the liquid back to the capsule?
in the samples? 6 Why do they call it a kaleidoscope jewel?

DC
Comprehension | What’s it made of? It’s bright and hard.
More
practice
More
practice 33 P P

F F
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IE Children acquire skills in personal development by Key competences continuous assessment
becoming aware of the importance of coping with SC SC
Check if children:
stress and finding solutions to overcome difficulties.
More More
LC Children develop increased comprehension 1 Realise the importance
phonicsof coping with stress
phonics

skills when focusing their attention on questions and finding solutions to overcome difficulties.
related to a story. 2 Are able to answer the questions about the story.
DC
3 Use the digital resources to practise
Children work together on the IWB and do further the new language.
practice individually.
i-poster
93

i-flashcards
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 Literacy Strand Unit 3 Lesson 6
Fast Finishers
CLIL Objective The children write sentences in their notebooks with the
To acquire skills in phonics while reading a fictional story. adjectives on the board: I have got an (amazing) pet.
Language Objectives Wrap-up
To learn the nouns: capsule, earth, diamond, jewel, kit, With their books closed, the children tell the story around
liquid, mission, path, sample, torch, tunnel, view, wall, waterfall
the class.
To learn the adjectives: amazing, bright, clear, dark, hard,
mysterious, special, thick Note: Tell the children for next lesson to bring in plastic beads,
To learn the verbs: believe, land, look for, pass, shine, test plasticine or modelling clay, old costume jewellery and modelling
More
practice
More
practice P P
To introduce alternative spellings for the long i sound. glue to make a kaleidoscope jewel.
F F
The children listen and drag the letters to form the
Materials words. They choose theSCcorrect SC spelling for the long
– Teacher's i-book i sound
More (igh, i, i_e,
More y). Use the hint to focus the children’s
phonics phonics
– CD 1 attention exclusively on the spelling of the long i sound. For
further practice, open My notes and the Richmond i-tools and
dictate more words containing this sound.
More Lead-in
practice
More
practice P P
Preteach some of the new nouns. Ask if they know of any adventure i-poster
F F
stories involving jewels, like Harry Potter and the Philosopher’s Stone
Optional Resources
i-flashcards
or King Arthur andSCtheSCHoly Grail. Point to the pictures in the story: Teacher’ s Resource Book page 61, Phonics.
More
phonics This is a capsule. Write the adjectives on the board.
More
phonics
IWB i-book

1  1.29 Read and listen to the story. Ask the children Continuous Assessment
to find the adjectives which are on the board. Ask comprehension Check if the children can:
i-poster
questions: Where is Team 55? Recognise and spell the words that contain the long ie sound.
(See transcript page 103.)
i-flashcards Understand and reproduce the adjectives introduced in the
story.
IWB i-book Touch the story to open the i-story in a new window.
Read and listen to the story with the children.
Hot spots: Capsule, Jewel, Flow. Use the Hot spots to highlight
this potentially difficult vocabulary before the reading activities.
Activity Book
2  1.30 Find the sound in the story. Then, listen and check. Unit 3, page 30, Lesson 6. See page 242 for answer key.
Read out the words given as examples and tell the children to repeat.
Then, play the story again and the children note down the words
with the long i sound. Finally, play the audio and write the words on
the board to see if they were right.
(See transcript page 103.)
Answers:
light, bright
shine, five, decide, striped, line, wire
fly, my, why
climb, island, diamonds, I
eyes

94

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 Literacy Strand Unit 3 Lesson 7
CLIL Objective Optional Resources
To understand a fictional story. Teacher’s Resource Book page 27, Reading.

Language Objective
Comprehension.
Continuous Assessment
Materials Check if the children can:
Follow the story and answer comprehension questions
– Teacher's i-book – Optional realia: plastic beads,
about the events in the story.
– CD 1 plasticine or modelling clay,
Understand and use the new verbs introduced in the story.
old costume jewellery for making
a kaleidoscope jewel

Lead-in
Encourage the children to retell the story without looking
Activity Book
in their books. Unit 3, page 31, Lesson 7. See page 243 for answer key.

1  1.29 Read the story again and answer the questions.

Play the whole story again and make sure they understand it.
The children answer the questions orally and then write both
questions and answers in their notebooks.
More (See transcript
More page
P 103.)
P
t
prac ice practice

Answers:
F F
1 The story is about fantasy events.
SC SC
2 The waterfalls are made of liquid diamonds.
More
phonics 3 Yes, they
phonics can see through the liquid in the samples.
More

4 They can see a shiny island in the middle of the lake.

5 They run back because there is a loud explosion
and the liquid begins to burn.
i-poster
6 They call it a kaleidoscope jewel because it is striped
i-flashcards
with all the colours.
IWB i-book Touch to open the activity. The children review the
story completing the sentences on the screen.

Fast Finishers
The children write sentences with ten of the new verbs introduced
in the story. The sentences can be about the story or not. If necessary
write a list of the verbs on the board.
Wrap-up
The children use the materials they have brought in to make their
own kaleidoscope jewel. Alternatively, they can draw a picture of a
kaleidoscope jewel. When they have finished, they describe the jewel
More
practice
More
practice P P
to their classmates.
F F
The children play a game matching the sentence halves
to form correct sentences. SC activity can be set up
SC This
between
More two or more
More teams. Alternatively, cover the second halves
phonics phonics
of the sentences using the shade in Richmond i-tools and ask the
children to complete them in their notebooks using their own ideas.

i-poster

i-flashcards

95
IWB i-book

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 Unit 3 Lesson 8

LL 1 Use the story to complete the lists with a classmate.

Actions
fly,...
s
Material
silver,...

Objects
bag,...

LC 2 Make sentences and find the pictures in the story.

s.
some clip
the view.
looking at g the river
s.
Tana cuttin
Klip tearing the liquid.
is pointing at
.
Tana and Klip
are jumping the torch
bending some rocks.
shinin .
g ond
folding the diam
the clo
island.
th.
Tana and Klip are looking at the view.
That’s picture 1. Klip is … .

CAE 3 Use your imagination and add a scene to the story.

Instructions
• Choose a place to add a picture. • Write the speech bubbles.
• Draw the picture. • Write a caption describing the action.

More
pract34
ice
More
practice P P
Describing action; writing an additional scene | They are looking at … .

F F
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LL
Key competences continuous assessment
SCtechniques
Children apply learning SC by classifying
the vocabulary of the story. Check if children:
More More
phonicsLC Children strengthen
phonics their language skills by 1 Can classify the vocabulary into different categories.
making sentences about the actions in the story 2 Can make sentences about the story to practise
using the Present Continuous. the Present Continuous.
CAE 3 Use their imagination to write an additional scene
Children use their imagination to write an
to the story.
additional scene to the story.
96 i-poster

i-flashcards
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 Literacy Strand Unit 3 Lesson 8
CLIL Objective Continuous Assessment
To learn how to write an additional scene. Check if the children can:
Classify the new words learned into objects, actions
Language Objectives and materials.
To practise structures with the Present Continuous: Make sentences about the actions in the story using
Tana (is) (looking at) (the waterfall). the Present Continuous.
To revise the words for materials, adjectives and verbs Write in a new scene to add to the story.
introduced in Lessons 6 and 7.
To write a descriptive text about an action scene.

Materials
– Teacher’s i-book Activity Book
– CD 1 Unit 3, page 32, Lesson 8. See page 243 for answer key.
More
practice
More
practice P P

F F
Lead-in
SC SC
Look back at the story and ask if the children remember any new
More
phonics vocabulary
phonics learned. Try and tell them to use the new words in
More

another context: Striped! My football shirt is striped.

i-poster
1  Use the story to complete the lists with a classmate.
The children get into pairs and write groups of words. Encourage
i-flashcards
them to do an explanatory drawing where possible.
IWB i-book Touch to open the activity. The children review the
vocabulary learned in previous lessons classifying the words into
categories. They look at the pictures, read the words and choose the
correct category: materials, actions and objects. For further practice,
once the activity is completed, ask the children to add more words
to each category using the Richmond i-tools.

2  Make sentences and find the pictures in the story.

Demonstrate a few example sentences and tell the children to find
the pictures. Whoever guesses the correct picture makes up the
next one and so on around the class.

3  Use your imagination and add a scene to the story. Give

an example: I am adding a picture between picture 5 and 6. Tana
is putting a wire trail along the tunnel so they know their way back.
They see a strange pair of eyes in the dark.

Fast Finishers
The children write a diary entry from the point of view of one
of the characters from the story.
Wrap-up
Ask for their opinion of the story and why they liked or disliked it.
Remind
More them of the
More other stories they have read. Ask which is their
practice practice P P
favourite and why.
F F
The children play a fun game choosing the correct verbs
to complete the sentences.SC SC This will help them consolidate
the Present
More Continuous.
More
phonics phonics

97
i-poster

i-flashcards

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IWB i-book
 Unit 3 Lesson 9

LL 1 1.31 Copy the spelling chart. Then, listen and complete.

i i+e y igh

IE 2 Make crossword clues for your classmate. p

a
p
You can tear and fold this material. 3
e
This metal is yellow.
e a t
2 l h e r
You wear this on your finger.
a
5 4 b r o o c h
7
c r
8
6 p l a s t i c
10
m o i n
9 b r a c e l e t l 11 g l a s s
i t h v s
n a 13 e
g l 12 s w o r d
o
14 g o l d
More More dP P
practice practice

F F
MST Grammar help 3 Describe things in the classroom.
SC SC
Singular/plural nouns and
More verbs
phonics
More
phonics
plastic and wood glass and metal
The ring is made of gold.
The earrings are made of silver. wood and metal leather and fabric
What is/are the ... made of? plastic and metal fabric and metal

i-poster
6! Fabric and metal!
i-flashcards Mmm… I know! My jeans are made
of fabric and metal.
IWB i-book

Language review | long i sound, Singular and plural nouns, Materials, Properties 35

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LL Key competences continuous assessment

Children develop learning techniques by
categorising vocabulary in a spelling chart.
IE Children show individual initiative to make
clues for a crossword puzzle with vocabulary
related to materials and jewellery.
MST Children apply mathematical skills when
rolling the die and using a number code
to identify different materials.
98
Check if children:
1 Are able to categorise vocabulary in the chart.
2 Use their initiative to make clues for the crossword
puzzle with vocabulary from the unit.
3 Interpret a die number code to identify different
materials.

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 Review Unit 3 Lesson 9
Fast Finishers
CLIL Objective The children invent their own crossword with clues.
To use singular and plural nouns and verbs in questions
and answers about materials and properties. Wrap-up
Have a Spelling Bee with words from Activity 1.
Language Objective
To review the vocabulary and structures of the unit.
Optional Resources
Materials Teacher’s Resource Book pages 11-12, Language.
– Teacher’s i-book – Flashcards for Unit 3
More
practice
More
– CDpractice
1 P P – Extra material: dice
– Poster for UnitF 3 F
Continuous Assessment
SC SC Check if the children can:
More
phonics Lead-in More
phonics
Spell words with the ie sound.
Talk and write about the materials introduced
Display the poster. Ask about the materials. Ask the children to
and their properties.
point at something in the class made of different materials. Put
Talk about what things are made of.
the flashcards in a pile face down on your desk. A child takes a
i-poster
flashcard and has to name the material and two properties of that
material: Glass. You can shatter it and you can cut it.
i-flashcards

IWB i-book Open the i-poster. The children listen to the materials
and find them in the poster. Ask the children to point at something
Activity Book
in the class made of the materials shown in the poster. Alternatively, Unit 3, page 33, Lesson 9. See page 244 for answer key.
use the Vocabulary Game Generator to review the materials
vocabulary covered in the unit.
See pages 22-24 for interactive games description and ideas.

1  1.31 Copy the spelling chart. Then, listen and complete.

The children copy the spelling chart into their notebooks and fill
it in. Make sure they understand the meaning of the words.
(See transcript page 103.)
Answers:
i: island, diamond, climb, I i_e: five, shine, line, striped
y: fly, my, why igh: bright, light

2  Make crossword clues for your classmate. Remind the

children of the words clues, across and down. Each child writes down
More
practice
More
practice P P
a set of clues. Then, you copy the crossword onto the board and
F Fto read out a clue. The first child to guess the
ask individual children
word correctly readsSC out
SC their clue and so on around the class.
More They can More also work in pairs.
phonics phonics

3  Describe things in the classroom. The children get into groups.

Each group has a die. They say classroom objects that are made of
More
practice
More
practice P P
i-poster
the materials that correspond to the numbers on the die.
F F
i-flashcards
Visual grammar presentation.
SC SC
More
IWB i-book
More
Touch to open the activity. The children practise
phonics
the phonics
singular and plural of verbs and nouns. They read the questions
and choose the correct answers to complete them.
For further practice, ask them to answer the questions orally
or write the answers on the IWB using the Richmond i-tools.
i-poster

i-flashcards
99
IWB i-book

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 Unit 3 Lesson 10

LC 1 1.32 Copy the chart, then listen and complete. Discuss your opinions.

Jessica's Tom's My
opinion opinion opinion
ring
sword
bracelet
brooch
earrings

I think the brooch

is made of
recycled glass.

MST 2 Interpret the Venn diagram.

Properties of:
leather glass

bend
shatter
fold cut
u gh
burn e e thro
s

I can’t shatter leather but I can shatter glass.

I can’t tear leather or glass.
I can cut leather and glass.
IE
3 Choose two materials. Then, make a Venn diagram and write a description.

36 Oral review | Jewellery, Describing the properties of materials

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LC Key competences continuous assessment

Children improve their listening skills by
completing a chart with the missing information. Check if children:
MST 1 Are able to understand the listening activity.
Children apply mathematical skills to interpret
2 Can interpret a Venn diagram.
a Venn diagram.
3 Show initiative to make a Venn diagram.
IE
Children use their initiative to make their
own Venn diagram.
100

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 Review
CLIL Objective
To consolidate structures and vocabulary by describing
pieces of jewellery and the properties of materials.
Language Objective
To review the vocabulary and structures of the unit.
Unit 3 Lesson 10
Final Written Evaluation
In the next lesson give the children the tests from the
Teacher’s Resource Book pages 79-80 or 81-82 depending
on each child’s ability. Give as much support as necessary
for them to understand the structure of the tests.

Materials Note: The listening is the same for both tests.

– Teacher's i-book – Flashcards for Unit 3
– CD 1 Final Assessment
Check if the children can:
Understand and make a Venn diagram about materials
Lead-in and their properties.
Revise the jewellery vocabulary. If someone in the class is wearing
jewellery ask: What (are) (your earrings) made of?

1  1.32 Copy the chart, then listen and complete.

Discuss your opinions.
The children look at the pieces of jewellery, name them and say Activity Book
what they think they are made of. Play the audio and the children Unit 3, page 34, Lesson 10. See page 244 for answer key.
mark off the opinions they hear.
(See transcript page 103.)
Answers:
Jessica’s opinion: Tom’s opinion:
bracelet - leather bracelet - plastic
ring - glass ring - plastic
sword - metal sword - plastic
brooch - glass brooch - metal
earrings - plastic earrings - wood

2  Interpret the Venn diagram. Draw the Venn diagram on

the board. Then, ask individual children to make sentences based
on the diagram.

3  Choose two materials. Then, make a Venn diagram

and write a description. The children make their own Venn
diagram and describe it to the class.

More
practice Fast Finishers
P
More
practice P

The children makeFa Venn

F diagram of jewellery that can be worn
in school, out of school,
SC SC or both.
More
phonics Wrap-up More
phonics

Play a flashcard game. Put the flashcards face down on your desk.
Ask a child to choose one and say: If you can shatter it, it's yours.
If the flashcard shows a material that you can shatter the child gets
i-poster
a point. The child (or group) with the most points wins.
See page 18 for more flashcard games.
i-flashcards

IWB i-bookUse the Vocabulary Game Generator to review the key

vocabulary covered in the unit.
See pages 22-24 for interactive games description and ideas.

101

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 Transcripts
1.23   Poster, Unit 3. Animal, plant or mineral? 1.26   Look at the earrings and listen for the mistakes.
Teacher: Look at the first picture. Do you know what material it is? Molly: Look at my lovely new earrings! They’re made of gold.
Yes, that's right! It's paper! Does paper come from animals, plants They’ve got gold chains with triangles at the end. There are lions’ heads
or minerals? in the triangles. The lions’ eyes are made of green glass. Then, they’ve
got strips of red plastic hanging from the top. At the ends of the strips
Look at the second picture. Do you know what material it is? Yes, that's
they’ve got paper flowers. Aren’t they just beautiful?
right! It's plastic! Does plastic come from animals, plants or minerals?
Look at picture number 3. Do you know what material it is? Yes, 1.27   Listen and read the diary.
that's right! It's bamboo! Does bamboo come from animals, plants
Molly to diary: Saturday, 12th December.
or minerals?
Magnetic earrings!
Look at picture number 4. Do you know what material it is? Yes, that's Justin: All this rubbish is from the classroom! Can you believe it?
right! It's wood! Does wood come from animals, plants or minerals? Harry: You’ve got three different types of material there.
Camilla: So, what’s it all made of?
Look at picture number 5. Do you know what material it is? Yes, that's
right! It's glass! Does glass come from animals, plants or minerals? Justin: There’s some metal, some plastic and some paper.
Where does it all go?
Look at picture number 6. Do you know what material it is? Yes, that's Harry: Well, put the metal in the red recycling bin.
right! It's leather! Does leather come from animals, plants or minerals? Justin: The red bin’s full. Can I put it in the yellow one?
Look at picture number 7. Do you know what material it is? Yes, that's Camilla: No! That one’s not for metal.
right! It's metal! Does metal come from animals, plants or minerals? Harry: Read the instructions, Justin!
Look at picture number 8. Do you know what material it is? Yes, that's Justin: Wood, glass, cloth! How do you sort all this out?
right! It's fabric! Does fabric come from animals, plants or minerals? Harry: Well, think! Can you bend it?
Or you can just check it, like this!
1.24   Listen and answer the questions. Camilla: I just love your earrings, Molly!
Narrator: In this chair, the seat is made of fabric and the legs
are made of bamboo. What number is it? 1.28   Listen and say Yes or No.
In this chair, the seat is made of leather and the arms are made Narrator: Today is Wednesday.
of metal. What number is it? Boy: Mum! We’ve got lots of old newspapers and clear glass bottles.
Can I put them out for recycling today?
In this chair, the back is made of paper and the arms are made Narrator: Today is Saturday.
of plastic. What number is it? Girl: Dad! There’s loads of garden waste and old clothes in the garage.
In this chair, the back is made of glass and the legs are made of wood. Can I put them out for recycling today?
What number is it? Narrator: Today is Monday.
Boy: Dad! We’ve got lots of batteries and cans.
Can I put them out for recycling today?
1.25   Listen and find the materials. Then, sing the song:
Narrator: Today is Friday.
The materials song.
Girl: Mum! There are lots of clear plastic bottles and old newspapers.
Can you cut it? Can you cut it? Can I put them out today?
Yes, you can! Yes, you can! Narrator: Today is Tuesday.
Can you tear it? Can you tear it? Boy: Dad! We’ve got lots of cans and coloured plastic.
No, you can’t! No, you can’t! Can I put them out for recycling today?
Can you fold it? Narrator: Today is Thursday.
Yes, you can! Girl: Mum! There are lots of coloured glass bottles and old clothes.
Can you see through it? Can I put them out today?
No, you can’t!
I know what it is!
Then tell me now!
It’s…
Can you burn it? Can you burn it?
No, you can’t! No, you can’t!
Can you bend it? Can you bend it?
No, you can’t! No, you can’t!
Can you shatter it?
Yes, you can!
Can you fold it?
No, you can’t!
I know what it is!
Then tell me now!
It’s…

102

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 Transcripts
1.29   Read and listen to the story: The kaleidoscope jewel. 1.30   Find the sound in the story. Then, listen and check.
Narrator: Team 55 has got a new mission. They are looking for Narrator: Listen to the sound: ie ie ie.
a mysterious jewel. They fly down a deep tunnel into the centre Light, light Five Bright
of the Earth. Tana and Klip are looking at the amazing view from Shine, shine My Line
the windows of their capsule. Fly, fly Island I
Climb, climb Diamonds Striped
Klip: Wow! In here even the walls are made of metals and jewels.
Decide Why Wire
Narrator: They land the capsule and climb out. It’s very dark but they
can see with their special lights. Tana and Klip walk slowly. They shine 1.31   Copy the spelling chart. Then, listen and complete.
their torches on the walls.
Fly, fly My, my Line, line
Tana: Look at the waterfalls, Klip! Bright, bright Five, five I, I
Island, island Shine, shine Striped, striped
Klip: I wonder what they are made of? Diamond, diamond Climb, climb Wire, wire
Narrator: Klip shines his torch on the ground. It is very bright and hard. Light, light Why, why Eyes, eyes
Klip: Look! The path is made of gold and silver.
1.32   Copy the chart, then listen and complete.
Tana: We need to take some samples. Pass my bag, please. Discuss your opinions.
Narrator: The liquid in the samples is thick and clear. Tana tests Jessica: Look at this recycled jewellery, Tom. It’s really funky, isn’t it?
it using her special kit. Tom: Wow! And it’s all made of recycled materials.
Klip: What’s the liquid made of? Jessica: I think the bracelet is made of leather… the ring is made of
Tana: I can’t believe it! It’s made of liquid diamonds! glass… the sword is made of metal… the brooch is made of glass…
and… the earrings are made of plastic.
Narrator: All the rivers flow in the same direction. Klip and Tana
decide to follow them. Tana remembers to mark their route so they Tom: Mmm. I’m not sure. I think the bracelet is made of plastic… and
know the way back. the ring is made of plastic. And I think the sword is made of plastic too!
The brooch is made of metal, and… the earrings are made of wood!
Klip: Come on,Tana! Hurry up!
Jessica: Maybe.
Tana: Just a minute. I need to bend these clips and put this wire through.
Narrator: Now. What do you think?
Narrator: After several minutes, the tunnel opens into a huge cave.
There is a lake in the middle of the cave and a shiny island in the
middle of the lake. All the different rivers mix in the lake.
Klip: Why is that island so bright?
Tana: Wow! I think it’s a huge diamond.
Narrator: Tana takes another sample. Then, she folds some fabric
around the samples and puts them in her bag. Suddenly, there is
a loud explosion and the liquid begins to burn.
Klip: Quick! Get out of here!
Narrator: Tana and Klip run back to the capsule. The situation is very
dangerous now. Tana uses her brooch to throw a safety line to the
capsule. They start the capsule and fly back to the surface.
Tana: Close your eyes, Klip!
Narrator: Back on the surface, Tana and Klip look at their samples.
They aren’t liquid anymore. They are now beautiful jewels. The most
beautiful jewel is the sample from the lake. It’s striped with all the
colours and is shinier and harder than the others.
Tana: This jewel is made of all the others. It’s so beautiful.
What can we call it?
Klip: Let’s call it a kaleidoscope jewel!

103

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 Unit 4 Overview
Vocabulary
Words for equipment: camera, insect repellent,
matches, rope, rucksack, sleeping bag, tent, torch,
water bottle
Words for landscape features: beach, cave,
desert, forest, lake, mountains, river, sea
Names of countries: Australia, China, Germany,
Egypt, India, Japan, Morocco, Panama, Switzerland,
United Kingdom, USA
Names of famous cities and places
Words for outdoor activities: camp, canoe,
climb, explore, hike, sail, swim
Structures Recycled Language
Present Simple: I need (a sleeping bag). Do I need Present Simple
(a sleeping bag)? I don’t need (a sleeping bag). Wh- questions
Going to + place: I’m going to (China). Months and dates
Going to + verb: I’m (not) going to (take) Ordinal numbers
(a torch). Are you going to (take) (insect repellent)? British currency
Wh- questions: Where are you going? Words for landscape features,
What are you going to (take)? When are you going? countries and outdoor activities
How are you going to (travel)?
Who are you going with?
Functional language for travelling by train:
The train leaves from platform 8. How much is a
single ticket? Ticket, please! By train. On my own.

Cultural Strand Creative Strand

Language Objectives: CLIL Objective: To learn to
draw a map.
To learn nouns to describe Australia. Language Objectives:
To revise words for outdoor activities and equipment. To practise verbs for outdo
or activities.
To revise questions words. To revise words for landscap
e features.
To practise using prepositions at the end of questions: To learn verb preposition co
mbinations:
Who are you going with? to camp by, to canoe on, to
hike in, to swim in.
To learn the Future with goi
ng to.
To revise ordinal numbers:
first, second.
To introduce functional lan
guage
for suggestions: Let’s explor
e!
Functional Strand
Language Objectives:
To learn functional language
for travelling by train.
To learn vocabulary for
transport travel. Expeditions
To learn time expressions:
late, six-month, tomorrow.
To revise dates and British
currency: Saturday 3rd February,
ten pounds, fifty pence.
Knowledge Strand
CLIL Objective: To become
aware
of different countries and
their natural
Literacy Strand features.
Language Objectives:
CLIL Objective: To imagine and To learn the names of coun
tcard.
describe scenery by writing a pos To learn structures with go
tries and places.
Language Objectives: I’m going to (Panama).
ing to + place:
To revise dates and the time. To learn structures with go
of the f sound.
To learn the different spellings I’m going to (take) (insect
ing to + verb:
To learn the names of places . repellent).
How.
To use questions with Why and
To write a postcard.
rney
Whole literacy: following a jou
and imagining the scenery.

104

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 More More
phonics phonics

i-poster

i-flashcards

Skills Objectives Teacher’s i-book

IWB i-book

Listening: To understand conversations about Use the Richmond i-tools to complete

expeditions. To listen to and understand a story following the activities with the children on the IWB.
a timeline. To listen to a journey being described and
identify it on a map. To listen and spell words containing Activities in and provide
the f sound. a digital alternative to introduce the children
Reading: To read about plans and decide which picture to the lesson.
is being referred to. To read a story and understand its
relation to the map of the world and a timeline. Activities with beside the rubric offer
an additional interactive activity to reinforce
Writing: To write about a country and its natural features.
the activity content:
To write a description of a route. To write about outdoor
•  Lesson 3: activity 1
activities.
• Lesson 4: activity 1
Speaking: To talk about different landscapes and useful • Lesson 7: activity 1
equipment for taking on specific trips. To act out a sketch •  Lesson 8: activity 1
about train travel. To talk about an ideal trip. More
practice
More
• Lesson
practice P P
9: grammar
F F
provides extra interactive SC SC
practice which can be
Assessment Criteria used for Fast Finishers or as a Wrap-up activity.
More More
Alternatively,
phonics it can be used as homework:
phonics

• Children can understand and talk about expeditions, More More

P P
practice
• Lesson 2: knowledge
practice

the equipment necessary for an expedition and the

•  Lesson 4: functional
F F language
activities they are going to do there.
•  Lesson 6: phonics
SC SC
• Children can describe different landscapes and natural i-poster
•  Lesson 7: literacy
features of different countries around the world. More More
phonics
i-flashcards •  Lesson
phonics
8: literacy
• Children can write words with the f sound.
• Children can use the functional language necessary IWB i-book
Audiovisual material:
for train travel.
•  Lesson 2: Britain’s natural wonders
More More
i-poster P P
practice practice
•  Lesson 5: Australia’s natural wonders
i-flashcards F F
Optional Resources IWB
provides aSCvisual
i-book SC
grammar presentation:
• Lesson 9: review
Teacher's Resource Book Photocopies: More
phonics
More
phonics

• Lesson 2: page 44, Listening Use the Vocabulary Game Generator to create
• Lesson 4: page 28, Reading your own interactive games to review the key
•  Lesson 5: page 52, Speaking vocabulary from the unit at any time.
• Lesson 6: page 62, Phonics i-poster

•  Lesson 8: page 36, Writing i-flashcards

•  Lesson 9: pages 13-14, Language

• Evaluation: pages 83-84 or 85-86, Unit 4 test IWB i-book
For ideas on how to exploit the course
Extras/Realia resources, see our Activity Bank: pages 17-24.
• Lessons 2, 5, 6, 7 and 8: a map of the world
• Lessons 2 and 9: dice

SCC
Social and Civic Competences:
Key Competences Children are introduced to signs representing outdoor activities.

Cultural Awareness and Expression:

LC Linguistic Competence: CAE
Children reinforce their cultural knowledge by learning
Children become familiar with vocabulary related to equipment,
about different countries. They are also introduced to the novel
landscape features, outdoor activities and language for travelling.
Around the World in 80 Days.
MST Competence in Maths, Science and Technology: LL Learning to Learn:
Children become familiar with British currency and having Children develop their learning techniques by gaining an
enough money to pay for things. understanding of how to write a postcard.

DC Digital Competence: IE Sense of Initiative and Entrepreneurship:

Children work together on the unit content using the IWB Children show personal initiative when inventing
and do further practice individually. an expedition.
105

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 Lesson 1

4 Expeditions
I wonder...
‡ How many different ways can you …
0 basket • get from your city to New York
Hello ‡ My list ‡ ‡ ?

Out nd
• get from your house to the airp
ort?
a • travel across a desert?

About!
ropes boots
‡ ‡

tent camera torch matches sleeping bag

‡ ‡ ‡ ‡ ‡

forest

desert
rucksack water bottles insect repellent mountains
‡ ‡ ‡

LC

1 1.34 Listen and answer the questions.

LL 2 Copy and complete the chart. Then, tell a classmate.

Instructions beach lake forest river
• Choose three places.
• Make a list of equipment and circle the most important piece. desert mountains

I’m going to the beach. I need a tent and a sleeping bag.

I think the most important thing for the beach is the
IE 3 Write a plan for an
insect repellent. expedition.
Expedition to … Equipment I'm going on an
I need … expedition to ... .
I need ... . I don't need ... .

Expeditions | Equipment, Landscapes | I’m going to … , I need … . 37

492044 _ 0037-0046.indd 37 20/02/14 13:20

LC
Key competences continuous assessment
Children improve their listening skills in the context of
equipment for outdoor trips and answer the questions. Check if children:
LL Children develop learning techniques by classifying 1 Are able to follow the listening to do the activity.
equipment for outdoor trips into categories and 2 Classify equipment for outdoor trips and complete
completing a chart. the chart.
IE 3 Show initiative by writing a plan for an expedition.
Children show initiative by writing their own
plan for an expedition.
106

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 Unit 4 Lesson 1
2  Copy and complete the chart. Then, tell a classmate.
CLIL Objective The children copy, fill in and discuss their chart.
To recognise what equipment is necessary for expeditions
to various types of landscape. 3  Write a plan for an expedition. Display the poster (or open
the i-poster on the Teacher’s i-book). Ask the children their
Language Objectives favourite place to go and why. Then, using the model as a guide,
To learn the names of equipment for outdoor trips:
the children write a plan for their own expedition.
camera, insect repellent, matches, rope, rucksack, sleeping bag,
tent, torch, water bottle
To learn the words for landscape features: beach, desert,
More
practice Fast Finishers
P
More
practice P

forest, lake, mountains, river The children draw Fthe Fplace where they have planned
To learn to use verbs with prepositions: to get to/from, their excursion. SC SC
to travel across
To use the Present Continuous: I’m going on an expedition.
More
phonics Wrap-up More
phonics

To use the Present Simple: Do we need a (sleeping bag)? Finally, play a memory game. One child starts by saying an object:
I’m going to (the forest) and I’m taking (insect repellent). The next
Materials child says that object and adds another and so on until someone
i-poster
forgets an object. The winner is the child who remembers the
– Teacher's i-book – Flashcards for Unit 4
– Poster for Unit 4 – CD 1 longest list.
i-flashcards

IWB i-book Use the Vocabulary Game Generator to review the

More More
P P key vocabulary covered in the lesson.
Lead-in
practice practice

See pages 22-24 for interactive games description and ideas.

F F
1.33 Display the poster, elicit or teach the words for the places
and write them onSCtheSCboard. Then, display the flashcards and teach
More
Initial Evaluation
phonics the words.
phonicsDraw a rucksack on the board. Play the audio. As they
More

Check if the children can:

listen, ask individual children to take the flashcards of the equipment
Name the places and the equipment introduced in the lesson.
mentioned and place them inside the rucksack outline. Play the Use the Present Simple and the Present Continuous to write
audio again and ask the class for their opinion: Do we need boots about an expedition and say what equipment they need
i-poster
when we are going to the mountains? to take.
(See transcript page 126.)
i-flashcards

IWB i-bookOpen the i-flashcards and introduce the new vocabulary.

Then, open the i-poster. The children listen to the audio and drag
the words at the bottom of the screen to the correct place on the Activity Book
poster as they hear them. As they listen, pause the audio after each Unit 4, page 35, Lesson 1. See page 245 for answer key.
question and ask the children to answer it. For further practice, the
teacher spells one of the words on the poster, and the children must
find, circle and write it using the Richmond i-tools.
More Talk about
More the I wonder questions.
P P
practice practice

F F
1  Discuss the questions in the I wonder box.
SC answer
1.34 Listen and SC the questions. Place the flashcards on
More the board More and as each object is mentioned a child puts it on one side.
phonics phonics

Then, ask the class where they think the children are going.
(See transcript page 126.)
Answers:
i-poster
Girl: desert
Boy: mountains
i-flashcards

IWB Open the i-poster. Invite a volunteer to come to the IWB.

i-book

As each object is mentioned, ask the volunteer to circle the objects

on the poster. Pause after each child asks Where am I going?
Can you guess? to ask the class to answer.

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 More More
phonics phonics

Unit 4 Lesson 2

CAE 1 1.35 Test youri-poster

general knowledge. Then, listen and check.

i-flashcards

IWB i-book
Switzerland UK Germany Egypt Morocco Panama

beaches deserts lakes forests mountains rivers

Are there any mountains in Switzerland?

Yes, I think so.
LL 2 Play the Expedition game. Are there any deserts in the UK?
Of course not!
Choose a country and Are there any forests in Egypt?
collect equipment. I don’t know.

Switzerland Germany Morocco Panama UK Egypt

The The The

Alps Black Nile FiNIsH
Forest

The
Lake
District

Bocas The
STaRt del
Toro Sahara

I’m going to … . I’m not going to … .

I’m going to take … . I’m not going to take … .
I wonder...
‡ Choose a country.
IE • Write about its natural features. 3 Make travel plans.
I’m going to … . I’m going to travel by … and by … .

More
pract38
ice
More
practice P P
Countries and their natural features | Countries, Landscapes |
I’m (not) going to take … . Are there any … in … ?

F F
492044 _ 0037-0046.indd 38 20/02/14 13:20

CAE Key competences continuous assessment

Children reinforce theirSC SCknowledge by learning
cultural
about different countries and their landmarks. Check if children:
More More
phonicsLL Children apply the learning technique of using a colour
phonics 1 Learn facts about the countries and their landmarks.
code and previous knowledge to match the countries to 2 Are able to use the colour code to complete the
their landscape features and the equipment they need. activity.
IE 3 Show initiative to make their own travel plans.
Children show individual initiative when writing
about a country they want to visit.
108 i-poster

i-flashcards
737228 _ 0104-0127.indd 108 19/04/16 18:03
 Knowledge Strand Unit 4 Lesson 2
3  Make travel plans. The children write about a country they
CLIL Objective want to visit based on the template. Remind them of modes of
To become aware of different countries and their natural transport vocabulary: by bus, by car, by boat, by plane.
features. More
practice
More
practice P P

Language Objectives Fast Finishers

F F
To learn the names of countries: Germany, Egypt, Morocco, The children continue playing the board game choosing
SC SC
Panama, Switzerland, United Kingdom More
a different
More
country.
phonics
To learn the names of places: the Alps, the Black Forest, phonics

the Lake District, the Nile, the Sahara Wrap-up More

practice
More
practice P P
To revise structures with the Present Continuous: I’m going If you have Internet access, ask FtheFchildren to do the I wonder
to (Panama). section as a project. They explain their findings to the rest
i-poster SC SC
To revise structures with There is / There are: Are there any of the class. If you don’t have Internet access, they can do it
More
(forests) in (Germany)? as homework.
i-flashcards phonics
More
phonics

To introduce the Future with going to for making plans:

I’m going to (take) (insect repellent). IWB i-book Watch the video Britain’s natural wonders.
Complete the onscreen comprehension activity with the
i-poster

Materials children. For further practice, open the worksheet before you
i-flashcards
More
practice
More
P P watch the video and use the Richmond i-tools to complete it
– Teacher's
practice
i-book – Optional realia: a map
– Poster for UnitF 4 F of the world as you
Morewatch
IWB the video. Alternatively, print out copies for the
i-book
practice
More
practice P P
– CD 1 – Extra material: dice children to do the worksheet individually.
SC SC F F
More More
The children play a fun game dragging the words
phonics phonics
to form correct sentences SC toSCconsolidate their
Lead-in knowledge of language for expeditions.
More More
Look at the countries in the book and ask the children to try phonics phonics

and find them on the world map. Alternatively, ask about the flags
i-poster
and if they know anything about the countries: What is (Switzerland) Optional Resources
famous for?
i-flashcards
Teacher’s Resource Book page 44, Listening.
i-poster
IWB i-book Open the lead-in activity. The children look at a series
of images of landscapes and match them with flags belonging to i-flashcards

the countries they think feature the landscapes. Continuous Assessment

IWB i-book
Check if the children can:
1  1.35 Test your general knowledge. Then, listen and check. Name the countries introduced and talk about the features
Display the poster (or open the i-poster on the Teacher’s i-book) of their landscapes.
and review the places. Then, open the Richmond i-tools and draw Talk and write about where they are going to go, how they are
a grid on the board with the names of the six countries at the top and going to travel and what they are going to take with them on
the places (beach, desert, forest, lake, mountains, river) down the side. an expedition.
Ask the children what they know about each country: Are there lakes
in Morocco? The children copy the grid into their notebooks and put
ticks in the boxes as each geographical feature is mentioned.
(See transcript page 126.) Activity Book
Answers: Unit 4, page 36, Lesson 2. See page 245 for answer key.
Switzerland: mountains, forests, rivers, lakes
UK: beaches, mountains, forests, rivers, lakes
Germany: rivers, lakes, forests, mountains
Egypt: river, beaches, lakes
Morocco: desert, mountains, beaches
Panama: beaches, mountains, forest

2  Play the Expedition game. The children get into groups of six.
Each child chooses a country and makes a counter in that colour.
They decide what equipment they need first. They then collect
the equipment and the famous place by rolling the correct number
on the dice and landing on the corresponding square. They can
move backwards and forwards.
109

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 Unit 4 Lesson 3

SCC 1 1.36 Listen and find the route. Then, sing the song.

camp hike swim climb explore caves canoe sail

We're going on an expedition.

We're going to sail to the island.
IE 2 Invent an expedition with four activities With a one, two, three, four!
and two camp sites. Then, ask a classmate. With a one, two, three, four!
Let's see some more and... let's explore!

the beach
explore
the river
swim in the lake
canoe on the sea
hike in the forest
CAE
climb the mountains 3 Draw your route on a
the caves map and describe it.
camp by
On the first day, I'm going
to camp by ... .
Are you going to camp by the lake? I'm going to ... and ... .
Yes, I am. On the second day, ... .
Are you going to hike in the forest?
No, I’m not.

Map drawing | Landscape, Activities | We’re going … . Are you going to swim … ? 39

492044 _ 0037-0046.indd 39 20/02/14 13:20

SCC
Key competences continuous assessment
Children are introduced to icons representing
outdoor activities. Check if children:
IE
Children show personal initiative when inventing 1 Can interpret signs representing outdoor activities.
an expedition and creating their own route. 2 Show initiative when inventing an expedition
and creating a route.
CAE Children develop their imagination and artistic 3 Use their creativity and artistic skills to draw a route
skills when drawing a route on a map and making on the map and describe it.
a written description of the route.
110

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 Creative Strand Unit 4 Lesson 3
Fast Finishers
CLIL Objective The children invent five more activity symbols and write about
To draw a route on a map. them: I’m going to go skateboarding in the park.
Language Objectives Wrap-up
To revise verbs for outdoor activities: camp, canoe, climb, Ask about famous landscape features in their area or their
explore, hike, sail, swim
country: Where can I camp in a forest near (Valencia)?
To revise words for landscape features: beach, cave, desert,
forest, lake, mountains, river
To learn verb preposition combinations: to camp by,
to canoe on, to hike in, to swim in Continuous Assessment
To revise the Future with going to: I’m (not) going to camp Check if the children can:
by the lake. Use the verb/preposition combinations introduced in the
lesson to talk about outdoor activities.
Write and explain a route through a map using the vocabulary
Materials and structures introduced in the unit.
– Teacher's i-book
– CD 1
– Poster for Unit 4

Activity Book
Lead-in Unit 4, page 37, Lesson 3. See page 246 for answer key.
Display the poster (or open the i-poster on the Teacher’s i-book)
and remind the children of the places. Ask questions using
the new verbs: Can you hike in the desert? Can you explore caves
in the mountains? Mime the meaning when necessary.

More 1 
practice
More1.36 Listen
practice P and
P find the route. Then, sing the song.
Leave the poster (print or interactive) on display. Ask the children
F F
to point to the places on the map in the book that correspond
SC SC
to the poster. Make sure the children understand the symbols at
More
phonics the top of the page. Focus the children’s attention on the coloured
More
phonics

routes and icons. Then, play the audio and the children say which
route is being described. Finally, the children sing the song.
(See transcript page 126.)
i-poster
Answer:
Orange route
i-flashcards

IWB i-book Touch to open the activity. The children listen

to the song and drag the verses to put them in order. You could
divide the class into groups and have each group sing a verse
and do gestures related to each action (e.g. explore, sail, hike,
swim and camp).

2  Invent an expedition with four activities and two camp

sites. Then, ask a classmate. The children create their own route.
They take it in turns to answer questions about their expeditions.

3  Draw your route on a map and describe it. The children

draw a map with symbols based on the drawing in the book.
Then, they draw a route through the map and make a written
description of their route.

111

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 Unit 4 Lesson 4
Functional language
1 What types of public transport do you use?
2 Who do you normally travel with? Friday, 2nd February
3 Where do you go?
Tomorrow I'm going to
4 What is your favourite type of public transport? visit my aunt in
I'm going by train on my *** .
own!!
leaves It's a real expedition
The *** train . for me!!!!
from platform ***
Saturday, 3rd February
Come on! I'm OK now, but, what a
day!!
We’re
My dad
going is never
to be late! Ticket, please!
on time!

MST

Oh no!
I can’t find it!

How much is a ***

single ticket?
I think this is your ticket.
ot
I’ve only g
hat A new
***. Wster! friend!!!
a disa

Pair Work

And guess what??? My new friend and his family live near my aunt.
They are a very interesting family. Next year they are going
on a six-month expedition to Australia! It sounds brilliant.
And tomorrow we're all going on a boat trip down the River Thames!
It's very exciting.

LC 1 Answer the questions.

2 1.37 Listen and find the missing information. Then, listen and read the diary.
***
CAE 3 Write your own version and act out the scene.

More
pract40
ice
More
practice P P Language for train travel

F F
492044 _ 0037-0046.indd 40 20/02/14 13:20
MST Children apply basic mathematical principles by Key competences continuous assessment
SCof money
having the right amount SC to buy things.
They also become familiar with British currency. Check if children:
More More
phonicsLC phonics
Children demonstrate their reading and listening 1 Realise the importance of having enough money
skills to identify the missing information. and become familiar with British currency.
2 Are able to understand the reading and the listening
CAE Children use their imagination and creativity to complete the activity.
when writing their own diary page and acting 3 Work creatively to write their own diary and act
out the scene for the rest of the class. out a scene.
112 i-poster

i-flashcards
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 Functional Strand Unit 4 Lesson 4
CLIL Objective Optional Resources
To act out a scene related to train travel. Teacher’s Resource Book page 28, Reading.

Language Objectives
To learn functional language for travelling by train:
The train leaves from platform eight. How much is a single ticket? Continuous Assessment
To learn vocabulary for transport: boat trip, public transport, Check if the children can:
travel Understand and follow the situation outlined in the diary entry.
To revise dates and British currency: Saturday, 3rd February, Understand and reproduce the functional language for train
ten pounds, fifty pence. travel introduced in the lesson.

Materials
– Teacher's i-book
– CD 1
More
practice
More
practice P P Activity Book
F F Unit 4, page 38, Lesson 4. See page 246 for answer key.
Lead-in
Ask if the childrenSCtravelSC
by train: Is there a train station in the town?
More
phonics Then, ask if they ever travel on their own. Ask how much the train
More
phonics

ticket is.

i-poster
1  Answer the questions. Have a class discussion based on
the questions. Write relevant vocabulary and ideas on the board
in the form of a word web.
i-flashcards

IWB i-bookTouch to open the activity. The children see five

pictures and five phrases related to train travel and match them.
For further practice, open My notes and ask the children to write
more sentences for each picture using the Richmond i-tools.

2  1.37 Listen and find the missing information.

Then, listen and read the diary. Remind the children of British
currency. The children listen to the diary and write down the
missing information.
(See transcript page 126.)
Answers:
my aunt in London, / The 10.28 train leaves from platform 12. /
10 pounds, 50 pence / I’ve only got 50p.

3  Write your own version and act out the scene. Encourage
the children to make the story a little different if possible.
They then act out their sketches for the rest of the class.

Fast Finishers
The children write another sketch about public transport in their
own country using their own currency.

Wrap-up
Talk about the advantages and disadvantages of travelling by train.
Ask what you need to bring if you are travelling alone. Discuss what
MollyMorecould haveMore
done if the boy hadn’t found her ticket (such as
practice practice P P
call her parents on the mobile phone!)
F F
The children take a quiz choosing the correct words
to complete the sentencesSC about
SC language for train travel.
More More
phonics phonics
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i-poster
 SC SC
More More
phonics phonics

Unit 4 Lesson 5
Culture
lia
AustraAustralia
i-poster

is the biggest island on the planet.

i-flashcards
It is a very dry place but it also has rivers, lakes and mountains.
There are lots of places for expeditions in Australia.
IWB i-book
CAE 1 Read the expedition plans and find the photos.

ach
Bondi Be
Great Sandy Desert Ayers Rock

Blue Moun
tains
Blue Lake Mary River

I’m going to hike to the top of a famous landmark. I’m going to swim under a waterfall.
I’m going to surf in the Pacific Ocean. I’m going to see crocodiles from a boat.
I’m going to hike around the crater of an extinct volcano. I’m going to take photos of sand dunes.

Pair Work
SCC 2 Plan an expedition to Australia.
Then, ask a classmate. 3 Copy and complete the plan for an expedition.
Destination: Team:
IE
Student A, go to page 92.
Dates: Equipment:
Student B, go to page 91.
Where are you going?
What are you going to do?
I wonder...
Who are you going with? ‡ Locate the famous landmarks on a map of Australia.
When are you going? • Find out more facts about the landmarks.
What are you going to take?

Australian landmarks | Landscape, Activities, Equipment |

Where/When are you going? Who/What are you going … ?
41

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CAE
Key competences continuous assessment
Children are introduced to famous
Australian landmarks. Check if children:
SCC 1 Identify and recognise famous Australian landmarks.
Children demonstrate skills by working
2 Work well in pairs to plan an expedition to Australia.
in pairs to plan an expedition to Australia.
3 Are able to write a plan for their own expedition.
IE
Children take the initiative by writing
a plan for their own expedition.
114

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 Cultural Strand Unit 4 Lesson 5
More
practice Fast Finishers
P
More
practice P
CLIL Objective The children copy Fone Fof the pictures and write a description
To become familiar with famous Australian landmarks. of it in their notebooks.
SC SC
Language Objectives More
phonics Wrap-up More
phonics

To learn nouns to describe Australia: crater, destination, If you haveMore

Internet access, askPthePchildren to find information
More
island, landmark, ocean, place, sand dune, waterfall, volcano practice practice

about famous Australian landmarks. If not, set it for homework.

To revise words for outdoor activities and equipment. F F
To revise The final results could be used as the basis for a small
practice Wh- questions.
P P
More More
practice i-poster SC SC
presentation to the class about the landmark they have found
More
F F More

out about. phonics

i-flashcards phonics

Materials SC SC
– Teacher's i-book – Optional realia: a map IWB i-book Watch the video Australia’s natural wonders.
More More
phonics
– CDphonics
1 of the world Complete the onscreen comprehension activity with the children.
i-poster

For further practice, open the worksheet before you watch the
i-flashcards
video and use the Richmond i-tools to complete it as you watch
i-poster
Lead-in the video.IWBAlternatively,
i-book print out copies for the children to do
Ask the children to find Australia on a map of the world. Ask if the worksheet individually.
i-flashcards
they have heard of any famous places or landmarks in Australia.
IWB i-book Open the lead-in activity. Ask the children if they know Optional Resources
which country the geographical features belong to. Ask them Teacher’s Resource Book page 52, Speaking.
to drag the names of the features to the correct part of the photo.

1  Read the expedition plans and find the photos. Teach

the words surf, take photos, volcano, crocodile and waterfall by Continuous Assessment
using the photos or drawing on the board. Ask the children Check if the children can:
to describe the photos using There is / There are or I can see. Make questions about expeditions using the question
Then, they read the quotes and point to the corresponding picture. structures presented in the lesson.
Answers: Name and describe famous Australian landmarks.
Talk about their plans using going to.
Purple speech bubble: Ayers Rock
Yellow speech bubble: Bondi Beach
Green speech bubble: Blue Lake
Blue speech bubble: Blue Mountains
Red speech bubble: Mary River Activity Book
Orange speech bubble: Great Sandy Desert
Unit 4, page 39, Lesson 5. See page 247 for answer key.
2  Pair work: Plan an expedition to Australia. Then, ask
a classmate. Write the question words where, what, who and
when on the board. Tell the children that you have planned an
expedition to Australia. They ask questions to find out as much
information as possible using the words on the board. Then,
the children get into pairs and do the pair work activity.

3  Copy and complete the plan for an expedition. Using

the information from the Pair Work exercise, the children write
a plan for their own expedition to Australia.

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 Unit 4 Lesson 6
Phileas Fogg MST

CAE 1 1.38 Read and listen to the story. 2 nd

2 Oct.
1 My new boss, Mr Phileas Fogg, is a serious,
rational man, but he believes everything 6
in the newspapers.
Now we’re going on a trip around the world!
It isn’t possible!
Yes, it is and
We’re going this evening on the train to Paris.
Mr Fogg says we are going to be back at his
23rd Nov.
I can prove it!
club by 8.45 pm on 21st December.
is going to dress up.
Don’t worry, Passepartout!
3
23rd Oct. and he isn’t going
to the party.
It’s a bet!! re!”
“The rail line ends he
So Mr Fogg sa ys .
“Now, we’re going to !!!
London
Paris travel by elephant.”
Brindisi
Turin Yokohama

Suez Calcutta
Bombay It’s not for me.
4 Hong Kong I’ve got a bad
Singapore 1st Nov. cough. I’m going
Tomorrow we’re going to cro Singapore to study train
ss the
South China Sea to Hong Ko
ng. timetables.

Yokohama 14 Nov.
5 th

ss the
Finally we’re going to cro
ca. No w the trip
Pacific to Ameri
is going to be eas ier !

LC 2 1.39 Listen and say the missing letters. LC

More
practice
More
practice P P

F F
? ish ele ? ant lau ? ? ileas ? ogg ? oto cou ? Paci ? ic
SC SC
DC DC
More More
42
phonics phonics Alternative spellings for f | Transport, World

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CAE
Key competences continuous assessment
Children are introduced to scenes from a popular
adventure novel: Around the World in 80 Days. Check if children:
i-poster
LC 1 Become familiar with a famous adventure novel.
Children learn to differentiate alternative spellings
2 Are able to differentiate alternative spellings
for the f sound.
i-flashcards for the f sound.
DC 3 Use the digital resources to practise phonics.
Children work together on the IWB and do further
IWB phonics practice individually.
i-book
116

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 Unit 4 Lesson 7

MST

Liverpool
6 New York London
Pacific Ocean San Francisco
8
London 21st
23rd Nov. Dec.
Today there is a party
Our journey is over.
on the boat. Everyone
Are we going We arrive back in
is going to dress up. 7 London at 9 pm.
I’m going as a clown! The trip across the Atlantic to be late?
We are 15 minutes
Mr Fogg isn’t very well is very difficult. The captain late! Mr Fogg is very
and he isn’t going is not a gentleman. In the quiet tonight. I think
to the party. middle of the Atlantic he’s sad.
he suddenly says “We
aren’t going to London.
!!! We’re going to Liverpool.” I don’t know.
9
The next day… 10 Later…
Now I understand the
It’s not for me. Look at the date! mistake. When you cross
I’ve got a bad the International Date Line
cough. I’m going from east to west, you
to study train Of course! subtract a day. “Are we
timetables. The Date Line late, Mr Fogg?” I ask.
is in the Pacific! He laughs at my question
“No, we aren’t. We are
a day early. Tonight,
I’m going to my club.
I’m going to arrive at
8.45 pm exactly and I’m
going to win my bet!”

LC 1 Read the story again and answer the questions.

1 Who is telling the story? 4 What is the real date when they arrive in London?
2 How do they travel? 5 Why do they make a mistake about the date?
3 How many continents do they visit? 6 Does Mr Fogg win his bet?
Paci ? ic

DC
Comprehension | We’re going to travel by elephant.
More
practice
More
practice 43 P P

492044 _ 0037-0046.indd 43
F
07/05/15 08:40
F
MST Children apply mathematical skills by following Key competences continuous assessment
the sequence of events. They apply science skills SC SC
Check if children:
when introduced to the International Date Line.
More More
LC 1 Say the dates and follow
phonics the sequences of events
phonics
Children develop increased comprehension skills
in the story. Understand the concept of the
when focusing their attention on the questions.
International Date Line.
DC 2 Are able to answer the questions about the story.
Children work together on the IWB and do
3 Use the digital resources to practise the new language.
further practice individually.
i-poster
117

i-flashcards

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 Literacy Strand More
practice
Unit 4 Lesson 6
More
practice P P

F F
  The children listen and drag the letters to form the
CLIL Objective words. They choose the SC spelling for the f sound.
SCcorrect
To acquire skills in phonics while reading a story. For further
More practice,
More open My notes and the Richmond i-tools
phonics phonics
and ask the children to write more sentences using these words
Language Objectives
in context.
To learn the nouns: bet, boss, club, evening, newspaper,
rail line, trip
To learn the verbs: believe, cross, prove Optional Resources
i-poster
To learn the adjectives: easy, rational, serious Teacher’s Resource Book page 62, Phonics.
To revise dates and the time: the (fourteenth) of (November) i-flashcards
To learn alternative spellings for the f sound: laugh,
fish, elephant IWB i-book
Continuous Assessment
Materials Check if the children can:
– Teacher's i-book – Optional realia: a map Spell the words containing the various f sounds.
– CD 1 of the world Say the dates and follow the sequence of events in the story.

Lead-in
More Ask theMorechildren ifPtheyP have heard of the story Around the World
practice practice

in 80 Days. Explain that it is a story written by Jules Verne in 1873.

Activity Book
F F Unit 4, page 40, Lesson 6. See page 247 for answer key.
It is set in the time before cars and aeroplanes.
SC SC
More
phonics 1  1.38 Read and listen to the story. Display the map
More
phonics

of the world. After listening and reading the story, the children
take it in turns to find the places mentioned on the map of the
world. Talk about how long a journey would be today between,
i-poster
for example, London and Paris.
(See transcript page 127.)
i-flashcards

IWB i-book Touch the story to open the i-story in a new window.
Read and listen to the story with the children.
Hot spots: Bet, Boss, Gentleman, Subtract. Use the Hot spots
to highlight this potentially difficult vocabulary before the
reading activities.

2  1.39 Listen and say the missing letters. Stop the

audio after each word and ask a child to say the missing letter.
(See transcript page 127.)
Answers:
f, ph, gh, Ph, F, ph, gh, f

Fast Finishers
The children copy the f sound words into their notebooks and try
and find one or two more words with the same sound and spelling.

Wrap-up
Look at the map of the world with the places marked or use the
map in the Student’s Book. Ask questions about the places using
after and dates: Where are they going after (Calcutta)? What are
they going to do on (14th) (November)?

118

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 Literacy Strand More
practice
Unit 4 Lesson 7
More
practice P P

F F
  The children play a fun game matching the two
CLIL Objective SC SC their understanding
sentence halves to consolidate
To understand a story based on a popular adventure novel. Morestory. This
of the activity can be set up between two or more
More
phonics phonics
teams. You could also cover the second halves of the sentences
Language Objectives
using the shade in Richmond i-tools and ask the children to
To introduce the names of places: Atlantic Ocean, China,
Hong Kong, India, Liverpool, London, Pacific Ocean, Paris, complete the sentences in their notebooks after playing the
Singapore; east, west game, as extra revision.
i-poster
To learn the nouns: cough, date line, gentleman, journey,
mistake, timetable
To learn the verbs: arrive, dress up, make a mistake, subtract Continuous Assessment
i-flashcards

To revise the adjectives: bad, difficult, early, quiet, well Check

IWB if the children can:
i-book
Ask and answer comprehension questions about the story.
More P P Use the vocabulary learned in the story in other contexts.
Materials
More
practice practice

– Teacher's i-book
F F – Optional realia: a map
– CD 1 SC SC
of the world
More More
phonics phonics
Activity Book
Lead-in Unit 4, page 41, Lesson 7. See page 248 for answer key.
Practise some of the new vocabulary introduced in the story both
in its context and using other examples. Ask how the characters
i-poster
made a mistake in the story. Ask: What does Passepartout dress up
as in the story? When do you dress up?
i-flashcards

IWB i-bookTouch the story to open the i-story in a new window.

Read and listen to the story with the children again.

1  Read the story again and answer the questions. The children
read the story again and answer the questions, first orally and then
practicethey write
More the answers in their notebooks.
More
practice P P
Answers:
F F
1 Passepartout is telling the story.
SC SC
2 They travel by train, by elephant and by boat.
More
phonics 3 Theyphonics
visit four continents: Europe, Africa, Asia and America.
More

4 The real date is 20th December.

5 They make a mistake about the date because they cross
the International Date Line from east to west which means
i-poster
you subtract a day.
6 Yes, he does.
i-flashcards

IWB i-book Touch to open the activity. The children drag

the sentences to the correct dates to put the story in order.

Fast Finishers
The children write three more questions about the story.

Wrap-up
The children try and tell the story using the real map of the world
with the places marked on it, or the map in the book.

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 Unit 4 Lesson 8

IE
1 Choose the six most important things for the trip.

passport tent comb water bottle

suitcase matches pyjamas swimsuit

money sleeping bag ropes insect repellent

What are they going to need on the journey?

I think they’re going to need passports.
train timetables toothbrush

CAE 2 Match the words and make sentences.

the jungle.
France the ocean.
Egypt mountains.
India see a big river.
In they are going to
China travel by a desert.
Japan boat.
the USA train.
elephant.

LL 3 Write a postcard.
Dear Mother, (1)
Instructions 1. Date. Today we are in (2) in
the middle of (3).
• Pretend you are 2. First place. scenery. Tomorrow we are going
to (4) by (5).
Passepartout. 3. Describe the Please send me some new
equipment.
4. Next place. I am going to need (6)
• Follow the plan. 5. Transport. .
6. Equipment. Your loving son,
Passepartout.

More
pract44
ice
More
practice P P
Imagining scenery; writing a postcard | In Egypt they are going to see a desert.

F F
492044 _ 0037-0046.indd 44 20/02/14 13:20

IE Children show a sense of initiative and Key competences continuous assessment

SC SCthe most important
entrepreneurship by choosing
Check if children:
items to take travelling.
More More
phonics
CAE phonics 1 Show initiative by choosing the most important
Children strengthen their cultural knowledge by
things for a trip.
matching different countries to their features.
2 Can match different countries to their features.
LL 3 Learn to write a postcard.
Children develop their learning techniques by gaining
an understanding of how to write a postcard.
120 i-poster

i-flashcards
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 Literacy Strand Unit 4 Lesson 8
Wrap-up
CLIL Objective The children draw or print out a photo of a famous landmark
To learn how to write a postcard describing imaginary they would like to visit as part of a trip around the world. They
scenery.
makeMorethis photo More
or drawing into a postcard with writing on the
practice practice P P
Language Objectives back talking about their journey and what they are going to see.
To introduce more items to take travelling: comb, money, F F
  The children play a fun game choosing the correct
passport, pyjamas, suitcase, swimsuit, toothbrush, timetable words to complete theSC SC
sentences, which helps them
To introduce more places: Egypt, Japan, jungle, USA
consolidate
More theMore
structure going to, as well as key vocabulary
To practise structures with going to: (They are) going to phonics phonics

(see the ocean). from the lesson.

Materials Optional Resources

– Teacher's i-book – Optional realia: a map Teacher’
i-poster s Resource Book page 36, Writing.

– CD 1 of the world
i-flashcards

More
practice Lead-in More
practice P P Continuous
IWB i-book
Assessment
Explain that this story was written in 1873 and that travelling Check if the children can:
F F
around the world was very different. The railways were new and had Talk about the equipment they need for a long trip.
SC SC
opened up the world for travellers. Ask questions about the map of Talk about the scenery they would see in different places
More
phonics the world,
phonicsif you have one: What ocean can they see in Yokohama?
More
around the world.
Write a postcard to a family member outlining a journey
1  Choose the six most important things for the trip. Have a and what their plans are.
class discussion. Remind the children of the functional language
i-poster
for agreeing and disagreeing: Of course, I think … because … .
I (don’t) agree. Good idea! Write the chosen items on the board.
i-flashcards

IWB i-book Touch to open the activity. The children play a Activity Book
memory game to learn vocabulary related to travelling. Children find Unit 4, page 42, Lesson 8. See page 248 for answer key.
pairs of pictures and corresponding words. For further practice, ask
students why the items in the game might be useful for the trip.

2  Match the words and make sentences. Use a map of the

world to situate the places in the exercise. If you have Internet access,
ask the children to find out a little about famous landmarks in each
country. If you don’t have either of these options, the children can
make sentences out of the words given.

3  Write a postcard. Some children will not be familiar with the

idea of a postcard, so explain it first. Then, look back at the map in
the story in Lessons 6 and 7 and focus on the journeys, dates and
places. Then, the children write the postcard into their notebooks.

Fast Finishers
The children write sentences in their notebooks using the words
in Activity 2. Encourage them to add sentences about their own
country using local landmarks.

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 Unit 4 Lesson 9

LL 1 1.40 Copy the spelling chart. Then, listen and complete.

f ph gh

LC 2 Choose words and complete the text orally.

Tomorrow, I’m going on an expedition

More
practice
More
practice P P
to (1). I’m going with (2) and (2).
We’re going to travel by (3). When we F F
get there, we’re going to (4) and (4). Grammar help
Tonight I’m going to pack my rucksack.
SC SC
I’m going to take (5). Future: going to More More
phonics phonics
Next summer …
I’m going to hike in the forest.
1 places I’m not going to canoe in the river.
2 people Are you going to camp in the forest?
3 transport
4 adventure activities i-poster

5 equipment
i-flashcards

SCC 3 Collect words and make sentences. IWB i-book

James are walk in the James

and Maggie mountains

in the forest not am I is

going to sleep we not not

I need a 5 to finish my sentence. James is going to … in the forest!

Language review | f, Future with going to, Activities, Places 45

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LL Key competences continuous assessment

Children develop learning techniques by
categorising vocabulary in a spelling chart. Check if children:
Children reinforce their speaking skills by 1 Are able to categorise vocabulary in a chart.
LC
completing the text with the vocabulary for places, 2 Can reproduce the vocabulary of the unit.
transport, adventure activities and equipment 3 Work cooperatively to make sentences and
introduced in the unit.
SCC
play the game.
Children acquire skills in cooperation by making
sentences and playing a game.
122

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 Review Unit 4 Lesson 9
Fast Finishers
CLIL Objective The children create their own version of the game in Activity 3
To use the Future with going to in questions and answers and draw it in their notebooks. They then play with other
about activities and places.
children when they finish.
Language Objective Wrap-up
To review the vocabulary and structures of the unit.
Do a Spelling Bee with the words from Activity 1.

Materials
Optional Resources
– Teacher’s i-book – Poster for Unit 4
More
practice
More
– CDpractice
1 P P – Extra material: dice Teacher’s Resource Book pages 13-14, Language.
– Flashcards forFUnitF 4

SC SC
More
Lead-in
Moretice
prac
phonics
More
practice
More
phonics
P P Continuous Assessment
Write four columnsF on Fthe board: Places, Transport, Activities and Check if the children can:
Talk and write about the places, modes of transport,
Equipment. DisplaySCtheSCposter and flashcards to remind the children
activities and equipment introduced in the unit.
More of the words they have learned. They take it in turns to write words
phonics
i-poster
More
phonics Use going to + verb in the affirmative, negative and
from the unit in the respective column. Leave the columns on the question forms.
board to help with Activity 2; add the word People.
i-flashcards
Spell words with the f sound.
IWB i-book Open the i-poster. Point to one of the places and ask:
i-poster
What kind of place is this? What would you take if you were going there?
What would you do there? How would you travel there?
i-flashcards

IWB Use the Vocabulary Game Generator to review the

i-book Activity Book
vocabulary covered in the unit. Unit 4, page 43, Lesson 9. See page 249 for answer key.
See pages 22-24 for interactive games description and ideas.

1  1.40 Copy the spelling chart. Then, listen and complete.

The children copy the spelling chart into their notebooks and fill it
More in. Make sure theyPunderstand
More
P
the meaning of the words.
practice practice
(See transcript page 127.)
F F
Answers:
SC
f: February, France,SCPacific
More ph: telephone,
More elephant, photo
phonics phonics

gh: laugh, cough

More
practice
2  Choose wordsP andP complete the text orally. Using the words
More
practice

i-poster from the board the children invent versions of the model text.
F F
i-flashcards
Visual grammar presentation.
SC SC
More
IWB i-book
More
Touch to open the activity. The children drag
phonics
the phonics
words to form sentences, which will help them review the
going to structure.

3  Collect words and make sentences. The children play the game
i-poster in groups of three or four. They write down the words they land
on and try to write correct sentences. The child with the most
i-flashcards
sentences wins.
IWB i-book

123

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 Unit 4 Lesson 10

MST
1 1.41 Listen and say the route. Then, test your classmate,s memory.

1
London
San Francisco New York
Madrid
Liam

Sydney

2 London
San Francisco New York
Madrid
Jason

Sydney

How is Liam going to travel from

New York to San Francisco?

CAE 2 Invent an expedition and tell your classmates. 3 Write about the activities
on your expedition.
I’m going on an expedition
to the mountains. What are you going to ...
LC
I’m going to travel by train do? see? eat? take?
to Switzerland. In ... I'm going to ... .

46 Oral review | Describing an imaginary expedition

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MST Key competences continuous assessment

Children apply mathematical and scientific
skills to interpret a map of the world. Check if children:
CAE
Children use their imagination to invent their 1 Can interpret a map of the world.
own expedition using the map of the world. 2 Use their imagination to invent an expedition.
3 Use the language learned in the unit to write
LC Children show consolidation of structures about their expedition.
and vocabulary by writing about the activities
on their expedition.
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 Review Unit 4 Lesson 10
Fast Finishers
CLIL Objective The children draw a picture of themselves on their expedition
To consolidate structures and vocabulary by describing More
practice doing one
More
practice P P
of the activities.
an imaginary expedition.
F F
Wrap-up
Language Objective SC aSCfamily (with unlimited amounts of
Discuss possible trips
To review the vocabulary and structures of the unit. More
phonics money)phonics
could make around the world today. The children get
More

into groups to create a travel agency style poster offering the

Materials Trip of a lifetime mentioning the places they are going to visit
More
practice – Teacher’
practice s i-book
More
P P – Poster for Unit 4 and the landmarks they are going to see. Each group explains
– CD 1 – Flashcards for Unit 4 i-poster
their poster to the rest of the class. Make a display outside the
F F
classroom with the results.
i-flashcards
SC SC
More
phonics Lead-in More
phonics
IWB i-book Use the Vocabulary Game Generator to review
Display the poster. Put the flashcards down on your desk. Make the key vocabulary covered in the lesson.
transport symbols imitating the symbols on the map and put them See pages 22-24 for interactive games description and ideas.
face down too. Invite a child to choose a place on the poster, a
i-poster
flashcard and a symbol. Then, they make a sentence: I’m going on
an expedition to (the lake) (by car) and I’m going to take (a torch).
i-flashcards

IWB i-book Open the i-poster. The children listen to the words on the
audio and touch the correct part of the poster to revise vocabulary
for natural features. This activity can be played in teams, with one
child from each team standing at the IWB. The child who first
touches the correct part of the poster wins a point for their team.
1  1.41 Listen and say the route. Then, test your
classmate’s memory. The children listen and say which route is
being described. Then, with the books closed they ask questions
about the two routes in pairs.
(See transcript page 127.)
Answers:
Route 1, Route 2
Final Written Evaluation
In the next lesson give the children the tests from the
Teacher’s Resource Book pages 83-84 or 85-86 depending
on each child’s ability. Give as much support as necessary
for them to understand the structure of the tests.
Note: The listening is the same for both tests.
Final Assessment
Check if the children can:
Talk and write about the places, modes of transport,
activities and equipment introduced in the unit.
Use going to in the affirmative and question forms.

2  Invent an expedition and tell your classmates. Using

the map of the world the children invent their own expeditions
and tell the class.
Activity Book
3  Write about the activities on your expedition. The children Unit 4, page 44, Lesson 10. See page 249 for answer key.
add more details to the expedition in Activity 2. They write about
the activities they are going to do there and the equipment they are
going to take using the vocabulary and structures learned in the unit.

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 Transcripts
1.33   Poster, Unit 4. Listen and decide what equipment
you need.
Narrator: Find a picture with mountains.
Imagine an expedition to the top of the mountains.
What equipment do we need?
Do we need boots? Do we need ropes?
Do we need a swimsuit or trunks? Do we need a rucksack?
Now, find a picture of a forest.
We are going to camp in the forest. What equipment do we need?
Do we need a tent? Do we need a sleeping bag?
Do we need insect repellent? Do we need a torch?
Do we need a camera? Do we need matches?
Now, find a picture of a desert.
Imagine an expedition to a desert. What equipment do we need?
Do we need a water bottle? Do we need a rucksack?
Do we need insect repellent? Do we need boots?
Now, find a picture of a river. Imagine an expedition up the river.
Do we need insect repellent? Do we need boots? Do we need ropes?
Now, find a picture of an island. Imagine an expedition to the island.
Do we need a water bottle? Do we need a swimsuit or trunks?
Do we need insect repellent? Do we need boots?
Do we need a camera?
Now, find a picture of a lake. Imagine an expedition to the lake.
Do we need ropes on the expedition? Do we need a water bottle?
Do we need boots? Do we need matches?
1.34   Listen and answer the questions.
Girl: I’m going on an expedition so I need a big rucksack
and I need good boots. Oh! Of course! I need a tent and a sleeping
bag, but I don’t need ropes. Let’s see… I need a torch, and two
water bottles, because it’s very hot where I’m going…
and insect repellent, of course! Hmm… I don’t need matches.
I think that’s everything! Oh! A camera! I need a camera as well!
Where am I going? Can you guess?
Boy: My turn! Well, for my expedition I need a tent and a rucksack,
and I need a sleeping bag and boots… and of course!
I need ropes as well. Hmm… what else… ? Let’s see. I need a torch
and I need matches but I don’t need a camera. Oh, yes! A water bottle.
I need a water bottle. And that’s it! Where am I going? Can you guess?
126
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1.35   Test your general knowledge. Then, listen
and check.
Narrator: Switzerland is a country in the centre of Europe.
It is famous for its mountains. The Alps go through Switzerland.
The mountains are covered in forests and there are many rivers and
lakes. Switzerland hasn’t got a coastline so there aren’t any beaches.
The United Kingdom is an island in the north of Europe so there
are lots of beaches. There are mountains, forests and lots of rivers.
The most famous lakes are in the Lake District.
Germany is a large country in the north of Europe. Some of the biggest
European rivers flow through Germany and there are lots of lakes.
There are also some famous forests like the Black Forest. There are
many mountains in the south of the country. To the north there is
the Baltic Sea and the North Sea.
Egypt is in the north of Africa. It’s a very dry country. There aren’t
any high mountains or any forests in Egypt but there is a very
important river, the Nile. There are lots of beaches and lakes.
Morocco is in the north of Africa. Part of the Sahara Desert is in
Morocco. There are very high mountains in Morocco and there
are also many beaches. There aren’t any big forests, rivers or lakes.
Panama is in Central America. It is between the Pacific and the Atlantic
Ocean so there are long beaches in Panama. One of the most famous
beaches is Bocas del Toro. There are mountains going from north to
south and there is a thick rainforest. There aren’t any big rivers or lakes.
1.36   Listen and find the route. Then, sing the song:
The expedition song.
Ok, move it! Let’s go!
Oh! We’re going on an expedition,
And we’re going to sail to the island.
With a one, two, three, four!
With a one, two, three, four!
Let’s see some more and… let’s explore!
Oh! We’re going to hike in the forest,
And we’re going to swim in the lake.
With a one, two, three, four!
With a one, two, three, four!
Let’s see some more and… let’s explore!
Oh! We’re going to climb the mountain,
And we’re going to explore the caves.
With a one, two, three, four!
With a one, two, three, four!
Let’s see some more and… let’s explore!
Oh! We’re going to canoe in the river,
And we’re going to camp on the beach.
With a one, two, three, four!
With a one, two, three, four!
Let’s see some more and… let’s explore!
Because we’re going on…
Two, three, four!
An expedition!
19/04/16 18:03
 Transcripts
Passepartout: The trip across the Atlantic is very difficult.
1.37   Listen and find the missing information. The captain is not a gentleman. In the middle of the Atlantic he
Then, listen and read the diary. suddenly says “We aren’t going to London. We’re going to Liverpool.”
Molly to diary: Friday, 2nd February. Passepartout: Are we going to be late?
Tomorrow I’m going to visit my aunt in London. Phileas Fogg: I don’t know.
I’m going by train on my own!! It’s a real expedition for me!!!! Woman: Liverpool, London.
Molly to diary: Saturday, 3rd February.
I’m OK now, but… what a day! Passepartout: London – 21st December.
Narrator: At the train station. Our journey is over. We arrive back in London at 9 pm.
Loudspeaker: The 10.28 train to London leaves from platform 12. We are 15 minutes late! Mr Fogg is very quiet tonight. I think he’s sad.
Molly: Come on! We’re going to be late!
Narrator: The next day…
Molly: My dad is never on time.
Passepartout: Look at the date!
Ticket inspector: Ticket, please!
Phileas Fogg: Of course! The Date Line is in the Pacific!
Molly: Oh, no! I can’t find it!
Molly: How much is a single ticket? Narrator: Later…
Ticket inspector: 10 pounds, 50 pence. Passepartout: Now I understand the mistake. When you cross
Molly: I’ve only got 50p. What a disaster!! the International Date Line from east to west, you subtract a day.
Boy: I think this is your ticket. “Are we late, Mr Fogg?” I ask. He laughs at my question,
Molly: A new friend!!! “No, we aren’t. We are a day early. Tonight, I’m going to my club.
I’m going to arrive at 8.45pm exactly and I’m going to win my bet!”
Molly to diary: And guess what??? My new friend and his family
live near my aunt. They are a very interesting family. Next year
they are going on a six-month expedition to Australia! It sounds 1.39   Listen and say the missing letters.
brilliant. And tomorrow we’re all going on a boat trip down the River F-I-S-H, Fish.
Thames! It’s very exciting. E-L-E-P-H-A-N-T, Elephant.
L-A-U-G-H, Laugh.
1.38   Read and listen to the story: Phileas Fogg. P-H-I-L-E-A-S, Phileas.
F-O-G-G, Fogg.
Three men: It isn’t possible!
P-H-O-T-O, Photo.
Phileas Fogg: Yes, it is and I can prove it!
C-O-U-G-H, Cough.
Three men: It’s a bet!!
P-A-C-I-F-I-C, Pacific.
Passepartout: 2nd October.
My new boss, Mr Phileas Fogg is a serious, rational man,
but he believes everything in the newspapers. 1.40   Copy the spelling chart. Then, listen and complete.
Now we’re going on a trip around the world! February, February.
We’re going this evening on the train to Paris. Laugh, laugh.
Mr Fogg says we are going to be back at his club by 8.45 pm Telephone, telephone.
on 21st December. France, France.
Elephant, elephant.
Woman: London, Paris, Turin, Brindisi, Suez, Bombay.
Cough, cough.
Passepartout: 23rd October. Photo, photo.
The rail line ends here! So Mr Fogg says. Pacific, Pacific.
“Now, we’re going to travel by elephant.”
Phileas Fogg: Don’t worry, Passepartout! 1.41   Listen and say the route. Then, test your
Narrator: Bombay, Calcutta, Singapore. classmate’s memory.
Boy 1: I’m going on a fabulous trip for my summer holidays.
Passepartout: Singapore – 1st November.
I’m starting from London.
Tomorrow we’re going to cross the South China Sea to Hong Kong.
First, I’m going by boat to New York.
Woman: Singapore, Hong Kong, Yokohama Then, I’m going by train from New York to San Francisco.
Then, I’m going by plane to Sydney.
Passepartout: Yokohama – 14th November. And finally, I’m going to Madrid by plane.
Finally we are going to cross the Pacific to America.
Now the trip is going to be easier! Boy 2: Oh really? Well, I’m going on a fabulous trip too.
rd
And I’m starting from London.
Passepartout: Pacific Ocean – 23 November. First, I’m going by plane to New York.
Today there is a party on the boat. Everyone is going to dress up. Then, I’m going by car to San Francisco.
I’m going as a clown! Mr Fogg isn’t very well and he isn’t going Then, I’m going by boat to Sydney.
to the party. And finally, I’m going to Madrid by plane.
Phileas Fogg: It’s not for me. I’ve got a bad cough. I’m going
to study train timetables.
Woman: San Francisco, New York.

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 Unit 5 Overview
Vocabulary
Animals: beast, dog, half-man, horse, lion,
monster, rabbit, snake, tiger
Animal body parts: arms, claws, ears, eyes,
feathers, fins, head, horns, legs, nose, scales,
tail, tongue, wings
Countries: Australia, China, Ethiopia, Iran, Mexico
Adjectives: brave, bored, dangerous, famous,
full, hairy, happy, healthy, impossible, interesting,
kind, ugly, wise
Language related to the story of King Arthur
and the Knights of the Round Table: ancient,
battle, castle, dragon, king, knight, legend, lion, queen,
round table, shield, throne, wizard
Structures Recycled Language
Verb to be in the Past Simple: Was it … ? Verb to be in the Present Simple
Yes, it was. / No, it wasn’t. Adjectives
There was / There were: There (were) Animals
(three) (wings) on its back. Animal body parts
Functional language for describing
a theme park: It was (brilliant)!
I wasn’t scared of (the Harpies).
I was a little bit scared. Scaredy cat!
The best ride was (the Tunnel of Terror).
It was a (great) party.

Creative Strand
Cultural Strand CLIL Objective:
Language Objectives: To describe and invent dra
gons.
d to the story
To learn language relate ble. Language Objectives:
Knights of the Round Ta
of King Arthur and the To learn language for anim
: al body parts.
To practise the structures To revise adjectives.
rd ). / There were (knights).
There was (a wiza To use the Past Simple of
the verb to be.

Functional Strand
Language Objective: Mythical
To learn functional language
for describing reactions. creatures
Knowledge Strand
CLIL Objective:
Literacy Strand To learn about famous cre
atures from
CLIL Objective: Greek mythology.
aph
To write an introductory paragr Language Objectives:
for a narrative. To learn words to describe
creatures
Language Objectives: from Greek mythology.
the ai sound.
To learn alternative spellings of To practise structures with
the verb
To introduce story language: to be in the Past Simple.
py
Once upon a time, They were hap To practise and learn som
e new adjectives.
ever after, In an instant… To practise comparative str
uctures.
aph
To write an introductory paragr
to a narrative.

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 More More
phonics phonics

i-poster

i-flashcards

Skills Objectives Teacher’s i-book

IWB i-book

Listening: To listen to a description of a mythical Use the Richmond i-tools to complete

creature. To listen to a rap about dragons. the activities with the children on the IWB.
To understand a sketch about a theme park. To listen
to a story and answer questions about it. Activities in and provide
Reading: To read and understand texts about a digital alternative to introduce the children
monsters in Greek mythology. To understand texts to the lesson.
about King Arthur.
Activities with beside the rubric offer
Writing: To write a verse of a rap describing dragons.
an additional interactive activity to reinforce
To write a paragraph about monsters from
the activity content:
Greek mythology. To write a description of a shield.
•  Lesson 2: activity 1
To write an introductory paragraph for a story.
•  Lesson 4: activity 2
Speaking: To describe mythical creatures. To ask • Lesson 7: activity 1
and answer questions in the past tense. To spell words • Lesson 8: activity 1
containing the ai sound. More
practice
More
•  Lesson
practice P P
9: grammar
F F
provides extra interactive SC SC
practice which can be
Assessment Criteria used for Fast Finishers or as a Wrap-up activity.
More More
Alternatively,
phonics it can be used as homework:
phonics

• Children can describe a mythical creature. More

practice
More
P P
• Lesson 3: knowledge
practice

• Children can use the Past Simple of the verb to be. •  Lesson 4: functional
F F language
• Children can describe a theme park. •  Lesson 6: phonics
• Children can use the appropriate adjectives i-poster SC SC
•  Lesson 7: literacy
to describe characters from a story. More
phonics
i-flashcards
More
•  Lesson
phonics
8: literacy
• Children can spell words containing the different
forms of the ai sound. IWB i-book
Audiovisual material:
•  Lesson 3: Greek mythology
i-poster
•  Lesson 5: King Arthur and the Knights
of theP Round
P
More More
practice
Table
Optional Resources
practice
i-flashcards

F F
Teacher's Resource Book Photocopies: IWB i-book
provides aSCvisual grammar presentation:
SC
• Lesson 2: page 53, Speaking • Lesson 9: review
More More
• Lesson 4: page 29, Reading phonics phonics

•  Lesson 5: page 45, Listening Use the Vocabulary Game Generator to create
• Lesson 6: page 63, Phonics your own interactive games to review the key
•  Lesson 8: page 37, Writing vocabulary from the unit at any time.
i-poster
•  Lesson 9: pages 15-16, Language
• Evaluation: pages 87-88 or 89-90, Unit 5 test i-flashcards

Extras/Realia IWB i-book

• Lessons 1 and 9: a map of the world

For ideas on how to exploit the course
• Lesson 3: images of creatures from Greek Mythology, resources, see our Activity Bank: pages 17-24.
for example, Medusa, Scylla or Typhon

SCC Social and Civic Competences:

Key Competences Children acknowledge the importance of promises
and looking after someone when they are ill.
Linguistic Competence:
LC
Children become familiar with vocabulary related
CAE Cultural Awareness and Expression:
to animals, body parts and language for describing reactions Children are introduced to famous mythical creatures.
and telling stories. They also become familiar with the legend of King Arthur.
MST Competence in Maths, Science and Technology: LL Learning to Learn:
Children apply basic mathematical principles and skills by Children gain an understanding of how to write introductory
understanding the concept of different time expressions. paragraphs for narratives.
DC Digital Competence: IE Sense of Initiative and Entrepreneurship:
Children work together on the unit content using the IWB Children show a sense of initiative by choosing new words from
and do further practice individually. a brainstorming session to describe characters and places.
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 Lesson 1

5 Mythical creatures
I wonder...
Qilin Pegasus
‡ How is a dragon different
from a crocodile?
‡ Is a dragon a real animal
or a mythical animal?
‡ Can you name any other
mythical animals?

beast: part dragon creature: part horse

features: horns, green scales features: wings

Manticore Bunyip Quetzalcoatl

beast: part lion

features: man's face, beast: part dog, part horse beast: part snake
dangerous tail features: fins (lives in water) features: feathers

e
legends ar
Myths and as t.
om the p
stories fr fr om
myths
There are
ound the world
all ar ts
erous beas
about dang r es.
l creatu
and magica

CAE 1 2.2 Listen and find the beasts, countries.

China Mexico Ethiopia Australia Iran

SCC
2 Choose a mythical creature and ask and answer with 3 Choose a mythical creature
a classmate. and write a description.
LC Was it from China? Was it a snake with feathers? The … was from … .
No, it wasn’t. Yes, it was. It was a … with a … .

Identifying mythical creatures | Countries, Animals, Body parts | It was … . Was it … ? Yes, it was/No, it wasn’t. 47

492044 _ 0047-0056.indd 47 20/02/14 13:06

CAE
Key competences continuous assessment
Children are introduced to famous mythical creatures.
Check if children:
SCC Children demonstrate skills by working in pairs 1 Are able to identify and recognise famous
to ask and answer questions about mythical creatures.
the mythical creatures. 2 Work well in pairs to complete the activity.
LC 3 Improve their ability to write in English.
Children improve their writing skills by describing
a mythical creature.
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 Unit 5 Lesson 1
2  Choose a mythical creature and ask and answer with
CLIL Objective a classmate. The children get into pairs and ask and answer
To understand a listening activity about mythical questions about the mythical creatures.
creatures.
3  Choose a mythical creature and write a description.
Language Objectives The children write a description of the mythical creature of
To learn the verb to be in the Past Simple: Was (it)
their choice in their notebooks following the guidelines given.
(from China)? No, it wasn’t. / Yes, it was.
To learn the words for animals and body parts: dragon,
horse, lion, monster, snake; feathers, fins, hooves, scales, tail, Fast Finishers
tongue, wings The children copy the picture of the mythical creature they have
To learn the countries: Australia, China, Ethiopia, Iran, Mexico
More
practice
More
described.
practice P P
To learn the nouns: beast, creature, legend, myth F F
To learn the adjectives: mythical, real Wrap-up
SC
Display the poster.SCChoose an animal, for example the fish, and
More
Materials phonics draw itphonics
on the board. Then, put the flashcards face down on
More

your table. A child comes and takes a flashcard and says the body
– Teacher's i-book – Flashcards for Unit 5
– CD 2 – Optional realia: a map part. Another child draws this body part onto the fish. When you
– Poster for Unit 5 of the world have drawn four monsters the children make a drawing of their
i-poster
More
practice
More
practice P P favourite and invent a name and a country for it. Then, they write
F F
a description. The finished results could form a class display.
i-flashcards

Lead-in IWB i-book Use the Vocabulary Game Generator to review the key
SC SC
Ask the children the questions from the I Wonder box. Talk about
More
vocabulary covered in the lesson.
phonics myths phonics
and ask the children if they know any mythical creatures.
More

See pages 22-24 for interactive games description and ideas.

2.1 Display the poster and teach the animal body parts.
Play the audio and stop after each question. A child points
to the body part and the animal being mentioned and another Initial Evaluation
i-poster
child answers: Yes, it has or No, it hasn’t.
Check if the children can:
(See transcript page 150.)
i-flashcards
Name the animals and the body parts introduced in the lesson.
IWB i-book Open the i-poster and teach the animal body parts. Ask and answer questions using the verb to be in the Past Simple.
Invite volunteers to come to the IWB. Play the audio and stop after Write a description of a mythical creature.
each question. Ask the volunteer to drag the word they hear in the
question to the correct place on the poster, and then ask the class
to answer the question. For further practice, point to one of the
animals and one of the body parts at the top of the poster and ask Activity Book
the class: In the real world, has a bird got horns? Has a bull got hooves? Unit 5, page 45, Lesson 1. See page 250 for answer key.
Tell the children to give short answers: No, it hasn’t. Yes, it has.
Alternatively, invite volunteers to ask such questions for the rest
of the class to answer, helping where necessary.

1  2.2 Listen and find the beasts’ countries. Display

the map of the world and find the countries on the map.
Write the names of the countries in a circle on the board and
the names of the creatures around the circle. Play the audio.
The children draw a line from the creature to the country and say:
The (Qilin) was from (China).
(See transcript page 150.)
Answers:
Qilin: China
Pegasus: Ethiopia
Manticore: Iran
Bunyip: Australia
Quetzalcoatl: Mexico

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 Unit 5 Lesson 2

LC 1 2.3 Listen and find the dragons. Rap along.

1 2

The dragons were big.

The dragons were bad.
The dragons were
the terror of all the land.

3 4

LL
2 Invent a dragon. Choose words for a new verse. Then, do your rap.
colours
The dragon was . Its were red.
wings, legs, ears,
eyes, claws,
And there were , , on its head. horns, feathers
tail, tongue,
Its was . Its were black. head, nose,
long, short, big,
And there were , , in the middle of its back. small, fat, thin
numbers

CAE
3 Draw a dragon. Then, write your verse.

48 Describing and inventing dragons | Body parts, Adjectives | Its … was/were … .

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LC Children improve their listening skills by listening Key competences continuous assessment
to the rap and deciding which dragons are being
Check if children:
referred to.
LL Children apply the learning technique of using 1 Understand the rap to complete the activity.
a colour code and previous knowledge to invent 2 Are able to use the colour code to invent a dragon.
a dragon. 3 Develop their creativity to draw a dragon.
CAE
Children use their imagination and creativity
to draw a dragon.
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 Creative Strand Unit 5 Lesson 2
CLIL Objective Optional Resources
To describe and invent dragons. Teacher’s Resource Book page 53, Speaking.

Language Objectives
To learn animal body parts: claws, ears, eyes, feathers, head,
horns, legs, tail, tongue, wings Continuous Assessment
To revise adjectives: bad, big, fat, long, short, small, thin Check if the children can:
To use the Past Simple of the verb to be: The dragons Describe a dragon using the adjectives in the correct order.
were (big). There were (three wings) on its (back). Use the Past Simple of the verb to be in the singular and
plural forms.
Materials Understand and use the vocabulary for the parts
of an animal’s body.
– Teacher's i-book
– CD 2
– Flashcards for Unit 5

Activity Book
Lead-in Unit 5, page 46, Lesson 2. See page 250 for answer key.
Have a class discussion about dragons. Ask children about famous
dragons in films and books. Display the flashcards (or open
the i-flashcards on the Teacher’s i-book) and ask if the dragon
More they remember
More hasP those
P parts. Ask about other body parts:
practice practice

Has the dragon got (big) (claws)?

F F

SC SC
1  2.3 Listen and find the dragons. Rap along. Look at
More
phonics the four dragons and ask questions: What colour are its (legs)?
More
phonics

Then, the children listen to the rap and decide which two dragons
are being referred to.
(See transcript page 150.)
i-poster
Answers:
dragon 4, dragon 1
i-flashcards

IWB i-book Touch to open the activity. The children listen

to the rap and drag the words to complete the lyrics.

2  Invent a dragon. Choose words for a new verse. Then,

do your rap. The children use the colour coded vocabulary
to invent a dragon and then say it to the class.

3  Draw a dragon. Then, write your verse. The children draw

a dragon and write a verse based on the rap. You could ask them
to bring in craft materials to make really spectacular dragons. Finally,
they rap about their dragons. Make a class display with the results.

Fast Finishers
The children invent a cartoon strip about dragons, for example,
The Baby Dragons or The Dragon Family.

Wrap-up
The children describe their pictures and other children ask questions:
Where was it from?

133

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 SC SC
More More
phonics phonics

Unit 5 Lesson 3

CAE 1 Read and find the picture. Then, write a description of the other pictures.
i-poster

Cyclopes Chiron Gegenees

i-flashcards

IWB i-book

2
1 ree heads. They were women with a bird’s body and wings.
It was a dog with th
dangerous. They weren’t beautiful.
It was very big and
3 4
He was a centaur. He was half-man and half-horse. They were men with one
eye.
He wasn’t dangerous. They were fat and hairy.

Cerberus Harpies Hydra

Pair Work
3 Choose a creature and compare
SCC 2 Ask a classmate and complete
the information. with the others.
Student A, go to page 93. farmer servant teacher giant
LL Student B, go to page 90.
dangerous ugly wise kind
Was Chiron a teacher?
Yes, he was. The ... were ... . They weren't ... .
They were (more) ... than the ... .
Were the harpies farmers?
... was (more) ... than the ... .
No, they weren’t.

Creatures from Greek mythology | Animals, Body parts, Adjectives | More

practice
More
practice 49 P P
They were/weren’t. It was/wasn’t ... . Was it/Were they … ?

F F
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CAE
Key competences continuous assessment
Children are introduced to some of the most SC SC
well-known creatures from Greek mythology. Check if children:
More More
SCC Children demonstrate skills to work in pairs to find 1 Learn about some phonics
creatures from Greek
phonicsmythology.

out more information about the mythical creatures. 2 Work well in pairs to complete the activity.
3 Are able to compare the creatures.
LL Children apply learning techniques when they
compare their creatures with the others using
the structures practised in the lesson.
134 i-poster

i-flashcards
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 Knowledge Strand
More
practice
More
practice

Unit 5 Lesson 3
P

F
P

SC SC
More
Fast Finishers
CLIL Objective
More
phonics phonics
The children draw one of the creatures.
To learn about famous creatures from Greek mythology. More
practice
More
practice P P
Wrap-up F F
Language Objectives Play Acrostics with the names of the monsters. This can be done
To describe creatures from Greek mythology: bird, dog, i-poster SC SC
as a class, group or individual activity. Encourage the children
giant, half-man, horse, man, people, shepherd, servant, snake, More More
i-flashcards phonics
to be creative. phonics

women
To practise structures with the verb to be in the Past Simple: IWB i-book Watch the video Greek mythology. Complete the
Were (the Harpies) (farmers)? No, they weren’t. onscreen comprehension activity with the children. For further
To use adjectives: beautiful, big, dangerous, fat, hairy, kind, i-poster

practice, open the worksheet before you watch the video

ugly, wise i-flashcards
and use the Richmond i-tools to complete it as you watch
To practise comparative structures: The (Cyclopes) (were)
(more dangerous) than the (Gegenees). the video.
More IWBAlternatively,
i-book print out copies for the children
practice
More
practice P P
to do the worksheet individually.
F F
Materials The children play a fun game dragging the words
More
practice
More
– Teacher’ P P – Optional realia: images of creatures
practice s i-book to form correct sentences SC toSCconsolidate their
– Poster for UnitF 5 F from Greek mythology, for example, understanding
More of
Morevocabulary related to animals and
phonics phonics
– Flashcards for Unit 5 Medusa, Scylla or Typhon the verb to be in the Past Simple.
SC SC
More More
phonics
Continuous Assessment
phonics

Lead-in
Display the poster and remind the children of the body parts Check if the children can:
i-poster

Describe mythological creatures using the animal body part

using the flashcards. Then, show the images you have of creatures i-flashcards
i-poster words and the adjectives introduced in the lesson.
from Greek mythology and see how many body features they can Make comparisons using adjectives of one, two and more
describe: Scylla has a dragon’s head.
i-flashcards IWB
syllables i-book
using the structures practised in the lesson.
IWB i-book Display the i-poster and remind the children of the body Use the verb to be in the Past Simple.
parts at the top. Then, open the lead-in activity. The children look
at the four mythological creatures and drag the phrases to the
correct sentences describing each.
Activity Book
1  Read and find the picture. Then, write a description of the Unit 5, page 47, Lesson 3. See page 251 for answer key.
other pictures. The children read the descriptions and say which
creature is being described. Then, they describe the two remaining
creatures in their notebooks.
Answers:
1  Cerberus, 2  Harpies, 3  Chiron, 4  Cyclopes
Gegenes were people with six arms.
Hydra was a snake with nine heads.

2  Pair work: Ask a classmate and complete the information.

The children get into pairs and do the Pair Work exercise to find out
more information about the mythical creatures. Make sure they are
using questions and answers with the verb to be in the Past Simple.

3  Choose a creature and compare with the others. Using

the visual and written information along with the information
in the Pair Work charts, the children write comparative sentences.
Write a few examples on the board to help them.

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 Unit 5 Lesson 4
Functional language
1 When was the last time you were at a theme park?
2 What was the park’s name? Sunday, 14th April
3 Were there lots of different rides? On Saturday, it was Camilla's
birthday and
4 Were you scared by any of the rides? there was a big party at the
new theme park
with all the kids from our cla
ss.
Me!!!
There were some fantastic ride
s! There was a
ride on a . And there was
*** a ride called !
***

Birthday
girl

Scaredy cats!
LC
What was the best ride? Opinions The rides were
What do you think, Molly? Molly:
It was brilliant!
exciting. They
weren’t scary!
! Molly
It was fantastic
Justin
It was
sooo scary! It was Camilla wasn't scared
for babies! of the *** and she
Dave wasn't scared of any
Camilla
of the rides.
For me the best ride of all was the *** .
Everyone was scared... except Camilla!
As usual, Camilla
Look at was ready with
But guess what??
There were some Camilla! an answer.
photographers at
the park and at Well, yes… I was a little bit
the exit there were
scared of the *** ride but
lots of photos. She w
as I wasn’t scared of the ***.
One of the photos scared
was of Camilla.
!
It was a great party!
LC

1 Answer the questions.

CAE 2 2.4 Listen and put the rides in order. Then, listen and read the diary.
***
3 Write your own version and act out the scene.

More
pract50
ice
More
practice P P Language for describing reactions

F F
492044 _ 0047-0056.indd 50 20/02/14 13:07
LC
Children reinforce their language skills by learning
Key competences continuous assessment
SC SC
functional language for describing reactions. Check if children:
More LC Children
Moredemonstrate their reading and listening
phonics phonics 1 Are able to use language for describing reactions.
skills when putting the missing information in 2 Are able to understand the reading and the listening
the correct order in the recording of a secret diary. to complete the activity.
CAE Children use their imagination and creativity 3 Develop their creativity to write their own diary
when writing their own diary page and acting and act out a scene.
out the scene for the rest of the class.
136 i-poster

i-flashcards
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 Functional Strand More
practice
Unit 5 Lesson 4
More
practice P P

F F
The children take a quiz choosing the correct words
CLIL Objective to complete the sentences SC
SC about the Past Simple of
To act out a scene that takes place at a theme park. the More
verb to be. More
phonics phonics

Language Objective
To learn functional language for describing reactions: Optional Resources
It was brilliant/fantastic! I was/wasn’t scared of (the Harpies). Teacher’s Resource Book page 29, Reading.
I was a little bit scared. Scaredy cat! The best ride was
i-poster
(the Tunnel of Terror). It was a (great) party. It was exciting/scary.
i-flashcards

Materials
Continuous Assessment
Check
IWB if the children can:
i-book
– Teacher's i-book
Use the functional language introduced in the lesson to express
– CD 2
a positive or negative reaction to an event.
Understand and reproduce the events outlined in the sketch
and react with the correct intonation and facial expressions.
Lead-in
Have a class discussion about theme parks. Ask if they go regularly.
Ask: Do you like feeling scared? What is your favourite ride?
Do you go to birthday parties at theme parks? Where was your
last birthday party? Activity Book
Unit 5, page 48, Lesson 4. See page 251 for answer key.
1  Answer the questions. The children answer the questions
and talk about their experiences of theme parks.

2  2.4 Listen and put the rides in order. Then, listen

and read the diary. Focus on the posters for the rides at the top
of the page. Ask what they think they are like. Play the audio and
More the children
More say the
P rides
P as they are mentioned. Then, they listen
t
prac ice practice

and read the diary.

F F
(See transcript page 150.)
SC SC
Answers:
More
phonics There was
phonicsa ride on a Snake with ten tails.
More

And there was a ride called the Dragons and Flying Horses!
For me the best ride of all was the Tunnel of Terror.
Camilla wasn’t scared of the Tunnel of Terror.
i-poster
I was a little bit scared of the Harpies ride but
I wasn’t scared of the Tunnel of Terror.
i-flashcards

IWB i-book Touch to open the activity. The children match

questions related to the diary with the correct answers.

3  Write your own version and act out the scene. The children
get into groups to write their own version. They could set the story
in a popular local theme park. Encourage them to be creative and
to be expressive when acting out the reactions.

Fast Finishers
The children draw a poster for a ride they like or an imaginary ride.

Wrap-up
Draw emoticons for happy and sad on the board. Then, ask the
children to create their own emoticons for brilliant, scary, exciting.

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 SC SC
More More
phonics phonics

Unit 5 Lesson 5
Culture
King
Arthur
i-poster

Arthur Pendragon was i-flashcards

a mythical king of ancient Britain.

There are many legends about the IWB i-book
There was a adventures of King Arthur.
***!
CAE 1 2.5 Read and guess the correct ending. Listen and check.

In the legends about King Arthur, …

there was a wizard … … called Camelot.
there was a castle … … called Sir Lancelot and Sir Galahad.
there were knights … … between knights and monsters.
there were battles … … called Merlin.

At Camelot, …
there was a round table … … on the walls.
there were thrones … … on King Arthur’s shield. I think there was a
there were shields … … with chairs for all the knights. wizard called Merlin.
there was a dragon … … for the king and queen.
I agree.
LC 2 Ask questions and find the shield.
*** and she

Sir Henry Sir Boris Sir Kaye Sir John

*** ride but
***. Was there a lion on the shield? Yes, there was.
Were there snakes on the shield? No, there weren’t.

I wonder...
CAE 3 Invent a knight and describe the shield.
‡ What was the name of King
On Sir George’s shield there was / there were … . Arthur’s sword?
‡ Who was King Arthur’s queen?

The Legend of King Arthur | Knights | There was/were … . Was/Were there … ? 51

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CAE
Key competences continuous assessment
Children are introduced to the legend of
King Arthur and the Knights of the Round Table. Check if children:
LC 1 Learn about the legend of King Arthur.
Children demonstrate increased oral skills by
2 Can ask appropriate questions to complete
asking yes/no questions about the shields.
the activity.
CAE 3 Use their imagination and creativity to invent
Children use their imagination and creative skills
a knight.
to invent and draw a knight and describe the shield.
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 Cultural Strand More More
Unit 5 Lesson 5
P P
practice practice

Fast Finishers
F F
CLIL Objective If you have Internet
SCaccess,
SC the children go online to find out
To become aware of the story of King Arthur and more information about King Arthur. If you do not have Internet
More
the Knights of the Round Table. phonics
More
phonics
access, the children invent a shield for their class or their school.
More More
P P
Language Objectives Wrap-up
practice practice

To learn language related to the story of King Arthur: F F

Children close their books and say what they have learned
ancient, battle, castle, dragon, king, knight, legend, lion, queen, i-poster SC SC
round table, shield, throne, wizard about King Arthur. Write the sentences on the board.
More More

To practise the structures There was / There were:

i-flashcards phonics
The children look for information from the I wonder box at home.
phonics

There was (a wizard). Were there (snakes) on the (shield)? IWB i-book Watch the video King Arthur and the Knights of the
More
practice
More
P P
practice
Round Table. Complete the on screen comprehension activity
i-poster
Materials F F with the children. For further practice, open the worksheet before
i-flashcards
– Teacher's i-book
SC SC you watch the video and use the Richmond i-tools to complete
More
– CDMore2 it as you IWB
watchi-book
the video. Alternatively, print out copies for the
phonics phonics
children to do the worksheet individually.

Lead-in
Ask what the children know about the Arthurian legends: Optional Resources
i-poster
What was Arthur’s sword called? Where was it? What was the Teacher’s Resource Book page 45, Listening.
wizard called? What is a knight?
i-flashcards

IWB i-book The children drag the words related to the legend of King
Arthur to the pictures. Ask the children what they know about Continuous Assessment
each item and about the legend. Check if the children can:
Understand and use vocabulary related to the legend
1  2.5 Read and guess the correct ending. Listen of King Arthur.
and check. The children guess the endings of the sentences. Describe a shield using the structures from the lesson.
Play the audio and the children read out the correct sentences.
(See transcript page 150.)
Answers:
In the legends about King Arthur, …
Activity Book
there was a wizard called Merlin.
Unit 5, page 49, Lesson 5. See page 252 for answer key.
there was a castle called Camelot.
there were knights called Sir Lancelot and Sir Galahad.
there were battles between knights and monsters.
At Camelot, …
there was a round table with chairs for all the knights.
there were thrones for the king and queen.
there were shields on the walls.
there was a dragon on King Arthur’s shield.

2  Ask questions and find the shield. Explain that knights

were referred to as Sir. Talk about each knight’s physical appearance
and their shield. Then, in groups the children take it in turns to
choose a shield and the rest of the group ask yes/no questions
to discover which shield it is.

3  Invent a knight and describe the shield. The children draw

their own knight and give him a name. You could help them with
an English version of their own name. Then, they make a written
description in their notebooks. They could make larger card versions
of the shields and these could form part of a class display.

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 Unit 5 Lesson 6
The Questing Beast 5
SCC 1 2.6 Read and listen to the story. SCC
I can’t find
1 2 One of the Knights of the Round Table was Sir Pellinore. the Beast.
Once upon a time, when Arthur He wasn’t a young knight and he wasn’t famous, but he was
was King of Britain, the land kind and brave.
My lord, I am going
was full of forests. And in the to hunt for the
forests, there were dragons and Questing Beast.
other dangerous beasts.

3 The Questing Beast was a monster with a snake’s

head, a tiger’s body and a lion’s tail. There were scales
on its head and neck but its feet were like a rabbit’s feet 7
and its voice was like the sound of a thousand dogs.

His reasons were strong. “It was a promise to my Where was

father. The Questing Beast was born hundreds of the beast?
years ago near my family castle. This hunt is my
family’s destiny and my destiny too.”

4 Every day the forest was full of the noise of the Questing Beast. Sir Pellinore wasn’t very good at hunting.

Come and find me!

Stop playing! Come
out and fight!

LC 2 2.7 Spell the words out loud. Then, listen and check. LC

More
practice
More
practice P P

F F
t?l r?n sn ? k ? sc ? l ? s d? pl ?
SC SC
DC DC
More More
52
phonics phonics Alternative spellings for ai | Animals, Knights, Landscape

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SCC Children develop their personal and civic Key competences continuous assessment
competence by acknowledging the importance Check if children:
i-poster
of keeping a promise.
LC
1 Recognise the importance of keeping a promise.
Children learn alternative spellings 2 Are able to differentiate alternative spellings for
i-flashcards for the ai sound. the ai sound.
DC
3 Use the digital resources to practise phonics.
Children work together on the IWB and
IWB i-book
do further phonics practice individually.
140

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 Unit 5 Lesson 7

5 Sir Pellinore was away from Arthur’s court 6 Some months later, another knight, Sir Ganmore, was
SCC
for many years, but his hunt was impossible. in the forest. Suddenly there was a strange noise from
behind some rocks.
I can’t find Give up the hunt.
the Beast.

Stay with Pellinore!

us here, at Where are you?
Camelot.

7 There were lots of parties and tournaments at 8 Soon, Sir Pellinore was with his beast. The Questing
Camelot but Sir Pellinore was bored without his Beast was sick for many months but Pellinore was a
beast. Sir Ganmore’s news was very interesting. good nurse. There were many long conversations
“Was it really the Questing Beast?” “Of course between the knight and his beast.
it was! It’s very sick and it’s calling for you.” I was bored at King
Take the road south. The Arthur’s court.
Where was
the beast? beast was near a lake in
the middle of the forest.

And I was bored

without you!

Questing Beast! I’m

9 Then one day, there was a noise in coming to find you!
the forest. It was the sound of a thousand
dogs. The Questing Beast was strong
and healthy again. In an instant, And they were
Sir Pellinore was on his horse. happy ever after.

LC 1 Read the story again and answer the questions.

1 Who was Sir Pellinore? 5 Where was the Questing Beast
2 What was his promise to his father? when it was sick?
3 Was the Questing Beast scared of Sir Pellinore? 6 Why were Sir Pellinore and the Beast
4 Was Sir Pellinore happy at Camelot? Why not? happy at the end of the story?

DC
Comprehension | There were parties. The beast was sick.
More
practice
More
practice 53 P P

F F
492044 _ 0047-0056.indd 53 20/02/14 13:07

SCC Children develop this competence by Key competences continuous assessment

understanding the importance of looking after SC SC
Check if children:
someone when they are ill.
More More
LC Children develop increased comprehension 1 Are aware of the importance
phonics of looking after
phonics

skills when focusing their attention on questions someone when they are ill.
related to the story. 2 Are able to answer the questions about the story.
DC
3 Use the digital resources to practise the
Children work together on the IWB and new language.
do further practice individually.
i-poster
141

i-flashcards
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 Literacy Strand More
practice
Unit 5 Lesson 6
More
practice P P

F F
  The children listen and drag the letters to form the
CLIL Objective words. They choose the SC spelling for the ai
SCcorrect
To acquire skills in phonics while reading a story. More For further
sound. Morepractice, open My notes and the Richmond
phonics phonics
i-tools and ask the children to write more sentences using these
Language Objectives
words in context.
To practise structures with the verb to be in the
Past Simple: There (was) a (castle called Camelot).
To review the words for body parts: body, feet, head, neck, Optional Resources
i-poster
scales, tail Teacher’s Resource Book page 63, Phonics.
To review the words for animals: beast, dog, horse, lion, i-flashcards
monster, rabbit, snake, tiger
To learn adjectives: brave, bored, famous, full, happy, IWB i-book
healthy, impossible, interesting
To learn nouns: conversation, destiny, forest, lake, noise,
Continuous Assessment
party, rock, tournament Check if the children can:
To introduce alternative spellings for the ai sound. Spell words containing the ai sound.
Understand the new words introduced in the lesson.
Follow the events in the story.
Materials
– Teacher's i-book
– CD 2

Activity Book
More
practice Lead-in More
practice P P Unit 5, page 50, Lesson 6. See page 252 for answer key.
Teach the word destiny. Ask the children what they understand
F F
about it. Then, by looking at the pictures ask if they can imagine
SC SC
what the story is about.
More More
phonics phonics

1  2.6 Read and listen to the story. Ask a few questions

to make sure they understand the new vocabulary. Ask them
to describe the Questing Beast. Ask: Who follows his destiny in
i-poster
the story? Was Sir Pellinore good at hunting? What was he good at?
(See transcript page 151.)
i-flashcards

IWB i-book Touch the story to open the i-story in a new window.
Read and listen to the story with the children.
Hot spots: Beast, Knight, Tournament, Court. Use the Hot spots
to highlight this potentially difficult vocabulary before the reading
activities.

2  2.7 Spell the words out loud. Then, listen and check.
Review the letters a, e, i and y. Then, the children spell the words
and check with the audio. Finally, the whole class repeats
the correct spelling.
(See transcript page 151.)
Answer:
ai, ai, a_e, a_e, ay, ay

Fast Finishers
The children make a drawing of the Questing Beast in their
notebooks.

Wrap-up
Draw three columns on the board with an example word at
the top of each: rain, snake and play. The children copy the columns
into their notebooks and in pairs see who can write the most
similarly spelt words.
142

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 Literacy Strand Unit 5 Lesson 7
CLIL Objective Continuous Assessment
To understand a story based on a popular legend. Check if the children can:
Answer comprehension questions about the story.
Language Objective Appreciate and understand underlying ideas in the story.
Comprehension. Give an opinion of the story.
Use story vocabulary when retelling events.
Materials
– Teacher's i-book
– CD 2

Activity Book
Lead-in Unit 5, page 51, Lesson 7. See page 253 for answer key.
Ask the children what they can remember about the story.
Play 2.6 audio again. Ask their opinion: Is it (sad)?
What is your favourite part? Who is your favourite character?
Why? What do you learn from this story?
(See tanscript page 151.)

1  Read the story again and answer the questions.

More
practice The children
More
practice
answer
P theP questions about the text orally
around the class.
F F
Answers:
1 Sir Pellinore wasSC oneSCof the Knights of the Round Table.
More
phonics 2 He promised his father that he would hunt the Questing Beast.
More
phonics

3 No, the beast wasn’t scared of Sir Pellinore.

4 No, he wasn’t. Sir Pellinore was bored at Camelot because
he wasn’t with the beast.
i-poster
5 The beast was near a lake in the middle of the forest.
6 They were happy because they enjoyed their hunting game.
i-flashcards

IWB Touch
i-book to open the activity. The children further
consolidate their understanding of the text and the key language
by reading descriptions of the two central characters and matching
them. For further practice, ask the class to write more descriptions
of each character. Use the Richmond i-tools to write some of
their sentences on the IWB and ask the class to say which character
they are describing.

Fast Finishers
The children write a description of the appearance and character
of Sir Pellinore and the Questing Beast.

Wrap-up
The children get into groups to re-enact the story. Encourage
themMoreto add scenes
Moreand maybe incorporate a song into the story
practice practice P P
sung by all the characters. Be on hand to help and give ideas.
F F
  The children play a fun game matching the two
SC SC their understanding
sentence halves to consolidate
of the
Morestory. More
phonics phonics

i-poster
143
i-flashcards

IWB i-book
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 Unit 5 Lesson 8

CAE 1 Classify the words. Brainstorm four more pairs. Use your imagination!
Imagine an ancient legend…

king forest knight

Characters description Places description

castle queen island king wise forest dark

kitchen farmer
wizard bridge

IE 2 Choose words from the lists and tell a classmate.

In my ancient legend, there was a castle. I wonder...
It was very beautiful.
‡ Can you find more stories
In my ancient legend, there were three dragons
about dragons?
but they weren’t dangerous.
• Where is the story from?
• What is the creature like?
LL 3 Write an introduction for your legend.

Follow the plan

1 Name and description of place.
2 Description of monster or hero.

Once upon a time, in a place called ... .

There was a ... . It was ... .
There were lots of ... .
In the middle of the ... there was a ... .
It/He/She was ... .

More
pract54
ice
More
practice P P
Writing introductory paragraphs for narratives | There was a castle and there were three dragons.

F F
492044 _ 0047-0056.indd 54 20/02/14 13:07

CAE Key competences continuous assessment

Children develop theirSC SC when they take
imagination
part in a brainstorming session to classify the words. Check if children:
More IE More
phonics Children show
phonics a sense of initiative by choosing new 1 Use their imagination to think of more words.
words from the brainstorming session to describe 2 Show initiative by choosing new words
characters and places. to make sentences.
LL 3 Learn to write introductory paragraphs
Children develop their learning techniques by
for narratives.
understanding how to write an introductory paragraph.
144 i-poster

i-flashcards
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 Literacy Strand Unit 5 Lesson 8
Fast Finishers
CLIL Objective The children write another introductory paragraph. If possible
To practise writing introductory paragraphs for narratives. make it entirely different from the first. For example, if the first
Language Objectives one was scary, the next one should be funny.
To learn how to write an introductory paragraph Wrap-up
for a narrative story.
Ask More
the children More
to write the paragraph on a piece of card
To practise structures with the verb to be in the practice practice P P
Past Simple: There (was) a (castle called Camelot). and then decorate it.
To use story language: Once upon a time, They were happy F F
  The children play a fun game choosing the correct
ever after, In an instant… words to complete theSC SC
sentences which helps them
consolidate
More introductions
More for narratives and the structures
Materials phonics phonics
There was / There were.
– Teacher's i-book
– CD 2
Optional Resources
More
practice
More
practice P P Teacher’
i-poster s Resource Book page 37, Writing.

Lead-in F F i-flashcards
Ask the children if they know any similar legends that begin with
SC SC
Once upon a time… Ask about the characters that appear in those
IWB i-book
More
phonics stories phonics
like knights, princesses and dragons.
More
Continuous Assessment
Check if the children can:
1  Classify the words. Brainstorm four more pairs. Use your Write an introductory paragraph of a narrative story.
imagination! Write the table on the board. As a class fill in Match nouns with suitable descriptive adjectives to describe
i-poster
the table and then ask for more examples: dragon, scary. people and places in a story.
The children copy the completed list into their notebooks.
i-flashcards

IWB i-book Touch to open the activity. Play Guess it! The children
have to guess the images related to myths and legends. Divide
the class in groups. The children look at the screen and try to guess Activity Book
the image. When the children want to have a guess they raise their Unit 5, page 52, Lesson 8. See page 253 for answer key.
hand. Stop the timer. If the answer is correct, give one point to the
team. If it’s not correct, restart the timer. Use the Richmond i-tools
to write each team’s score and time on the chart provided.

2  Choose words from the lists and tell a classmate.

The children form sentences with the word pairs they compiled
in the brainstorming session.

3  Write an introduction for your legend. Talk about traditional

stories. They are always set in faraway places, dark forests or fantasy
lands. Tell them that they now have enough vocabulary to write
the beginning of such a story. Focus on the plan and go over
a few examples orally before setting the writing task. Finally,
the children write their introduction in their notebooks. Encourage
them to think of a title as well.

145

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 Unit 5 Lesson 9

LL
1 2.8 Copy the spelling chart. Then, listen and complete.

ai a_e ay

LC
2 Read and complete the description of the monster.
The Montagon beast was from . It was a with ’s .

There were on its back and there was a ’s Moreits head.

on
practice
More
practice P P

F F
country animal
Grammar help
body part adjective SC SC
Present and Past More More
phonics phonics
Present: Ms Fit is my teacher.
MST
3 Use the spinner and make ten true sentences. We are good students.
Past: Arthur was king of Britain.
His knights were very brave.
Today it … sunny.
i-poster

Yesterday it … cold. i-flashcards

My teacher … happy
with us yesterda y.
Last year we … in year 4. IWB i-book

w
This year we … in year 5. er My friends … in the
e
t

–
n’

w playground now.
is

er
–

en
is

It … April last month. ’t

w
as My friends … in the
t

–
’
en

It … April this month. w

as playground yesterday
ar

n’
–

t at lunchtime.
e
ar

My teacher … happy with us now.

y.
There … lots of cars in the streets toda
There … lots of cars in the streets last night.

Language review | ai, Past tense of to be, Animals, Body parts 55

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LL
Key competences continuous assessment
Children develop learning techniques by categorising
vocabulary in a spelling chart. Check if children:
LC 1 Are able to categorise vocabulary in a chart.
Children reinforce their speaking skills by completing
2 Can reproduce the vocabulary of the unit.
the text with vocabulary introduced in the unit.
3 Understand the concept of time expressions.
MST Children apply basic mathematical principles
and skills by understanding the concept of different
time expressions.
146

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 Review Unit 5 Lesson 9
3  Use the spinner and make ten true sentences. Make a list
CLIL Objective of time expressions on the board under the headings Present/
To use the present and the past tense of the verb to be Past. Remind the children to look at the time expressions before
to play a game.
they make a sentence using the spinner, a paper clip and pen.
Language Objectives
To review the vocabulary and structures of the unit. Fast Finishers
To establish the temporal difference between The children make alternative sentences to be used with
the Present Simple and the Past Simple. the spinner and then play again.

Wrap-up
Materials Practise the use of the past tense. Say: Today (Pablo) is here.
– Teacher’s i-book – Optional realia: a map A child answers: Yesterday (Pablo) wasn’t here.
– CD 2 of the world
– Poster for Unit 5 – Extra material: paper clips
– Flashcards for Unit 5 Optional Resources
More
practice
More
practice P P
Teacher’s Resource Book pages 15-16, Language.
F F
Lead-in
Display the posterSC(orSC
open the i-poster on the Teacher’s i-book)
More
phonics and ask the names of the animals. Put the flashcards down in two Continuous Assessment
More
phonics

piles (animals and animal parts) on your desk. One child comes and
Check if the children can:
takes an animal flashcard and says: Understand and use the Present Simple and the Past Simple
Once upon a time there was a (horse). The next child takes a of the verb to be with the corresponding time expressions.
i-poster
flashcard from the other pile and says: Once upon a time there Describe a monster, referring to where it was from and its
was (a horse) (with feathers)! Continue until everyone has had a turn.
i-flashcards physical characteristics.
Spell words that contain the ai sound.
IWB i-book Open the i-flashcards on the Teacher’s i-book to review
the vocabulary for animals and animal parts. Then, tell the children
you are going to describe a strange animal and they have to draw
it in their notebooks. Say: Once upon a time there was a (dragon)
(with horns). Wait for the children to draw it and hold up their Activity Book
drawings, and then repeat with a different animal and animal part. Unit 5, page 53, Lesson 9. See page 254 for answer key.
Alternatively, use the Vocabulary Game Generator to review
the key vocabulary covered in the lesson.
See pages 22-24 for interactive games description and ideas.

1  2.8 Copy the spelling chart. Then, listen and complete.

The children copy the spelling chart into their notebooks and fill
it in. Make sure they understand the meaning of the words.
Check that they have it correct on the board.
(See transcript page 151.)
Answers:
More ai: tail, More
rain, snail, train
P P
practice practice
a_e: snake, strange, date, name
F F
ay: day, stay, away, say
SC SC
More
2  Read and complete the description of the monster. If you
More
phonics phonics
have a map of the world, ask how many places the children can
name in English. Then, ask if they remember some of the adjectives
More
practice
introduced
More
practice
in thePunit:Pstrange, dark, beautiful. The children give
i-poster a description of the Montagon Beast.
F F
i-flashcards
Visual grammar presentation.
SC SC
More
IWB i-book
More
Touch to open the activity. The children read
phonics
the sentences and choose the correct form of the verb to be
phonics

to complete them. 147

i-poster

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i-flashcards
 Unit 5 Lesson 10

LC 1 2.9 Listen and say True or False.

Name Origin Appearance Qualities

Chiron Greece man-horse kind, wise, good

beautiful,
Siren Indian Ocean fish-woman
dangerous, bad

Sphinx Egypt bird-woman wise, dangerous

CAE 2 Invent and describe monsters at a round table.

Instructions
• Choose a number of monsters.
• Describe and compare the monsters.

There were four monsters

at the round table. The most
dangerous monster was a
snake with a lion’s head.

LL 3 Write about all the monsters at your round table.

Once upon a time, there was a round table for ... monsters.
There was a ... monster called ... . It was a ... with ... .

56 Oral review | Describing imaginary monsters

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LC Key competences continuous assessment

Children improve their listening skills by deciding
whether the information is true or false. Check if children:
CAE
Children develop their imagination by inventing 1 Are able to understand the listening activity.
their own monsters. 2 Use their imagination to invent monsters.
3 Use the language learned in the unit to write
LL
Children show consolidation of structures and about the monsters.
vocabulary by writing about the monsters.
148

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 Review Unit 5 Lesson 10
CLIL Objective
To consolidate structures and vocabulary by describing Final Written Evaluation
imaginary monsters.
In the next lesson give the children the tests from the
Language Objective Teacher’s Resource Book pages 87-88 or 89-90 depending
To review the vocabulary and structures of the unit. on each child’s ability. Give as much support as necessary
More
practice
More
practice P P for them to understand the structure of the tests.
F F
Materials Note: The listening is the same for both tests.
SC SC
– Teacher’s i-book
More
phonics – CDMore
2
phonics
Final Assessment
Check if the children can:
Describe a monster using the structures and vocabulary
i-poster
Lead-in from the unit.
Remind the children of the mythical creatures they have seen
i-flashcards
in the unit. Ask them about the appearance of one.
IWB i-book Open the i-poster. The children listen to the audio
and find the things being described on the poster. For further
practice, ask individuals to say sentences describing parts of Activity Book
the animals on the poster like in the audio, and have the rest Unit 5, page 54, Lesson 10. See page 254 for answer key.
of the class find them on the poster.

1  2.9 Listen and say True or False. The children listen

and take it in turns to say true or false and see who agrees
with them: Stand up if you think it’s true!
(See transcript page 151.)
Answers:
Chiron: 1 True, 2 False, 3 False, 4 True
Siren: 5 False, 6 True, 7 True, 8 False
Sphinx: 9 False, 10 True, 11 False, 12 True

2  Invent and describe monsters at a round table. On the

board brainstorm a list of animals and animal body parts that
the children know. Give them time to think and then describe
their ‘monster round table’ with help from the words on the board.
More
practice 3  Write about allP theP monsters at your round table.
More
practice

The children write FwhatF they have described, perhaps adding more
details. They couldSCthen
SC make a picture of the ‘monster round table’.
More More
phonics
Fast Finishers
phonics

The children write a mythical monster comic strip.

i-poster
Wrap-up
The children get into groups and invent a ‘monster round table’
i-flashcards
sketch. Then, they act it out for the rest of the class.
IWB i-book Use the Vocabulary Game Generator to review
the key vocabulary covered in the lesson.
See pages 22-24 for interactive games description and ideas.

149

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 Transcripts
2.1   Poster, Unit 5. Listen and answer the questions.
Narrator: In the real world…
has a bull got feathers?
has a bull got horns?
has a bull got a fin?
Narrator: In the real world…
has a snake got scales?
has a snake got wings?
has a snake got horns?
Narrator: In the real world…
has a bird got fins?
has a bird got scales?
has a bird got wings?
Narrator: In the real world…
has a fish got hooves?
has a fish got a tail?
has a fish got wings?
2.2   Listen and find the beasts’ countries.
Girl: I like the dragon with horns. Where was that from?
Teacher: That was the Qilin. It was from China.
Boy: Wow! Look at the horse with wings!
Teacher: Its name was Pegasus. It was from Ethiopia in Africa.
Boy: What about the lion with a man’s head?
Teacher: That was the Manticore. It was from Iran.
Girl: What about the monster with the tail and fins?
Where was that from?
Teacher: That was the Bunyip. It was from Australia.
Girl: Wow! Look at the snake with feathers.
Teacher: Its name was Quetzalcoatl. It was from Mexico.
2.3   Listen and find the dragons. Rap along:
The dragons song.
The dragons were big. The dragons were bad.
The dragons were the terror of all the land.
One dragon was orange. Its legs were red.
And there were yellow feathers on its head.
Its tongue was long. Its claws were black.
And there were two big wings in the middle of its back.
Oh! The dragons were big. The dragons were bad.
The dragons were the terror of all the land.
The other dragon was blue. Its wings were red.
And there were two green horns on its head.
Its tail was long. Its eyes were black.
And there were four big wings in the middle of its back.
Oh! The dragons were big. The dragons were bad.
The dragons were the terror of all the land.
150
737228 _ 0128-0151.indd 150
2.4   Listen and put the rides in order. Then, listen
and read the diary.
Molly to diary: Sunday, 14th April.
On Saturday, it was Camilla’s birthday and there was a big party
at the new theme park with all the kids from our class!
There were some fantastic rides! There was a ride on a snake with
Ten tails… And there was a ride called The Dragons and Flying horses!
Girl: What was the best ride? What do you think, Molly?
Molly to diary: For me, the best ride of all was the Tunnel of Terror.
Everyone was scared… except Camilla!
Molly: It was brilliant.
Justin: It was fantastic!
Dave: It was soooo scary.
Camilla: It was for babies!
Camilla: Scaredy cats! The rides were exciting. They weren’t scary!
Molly to diary: Camilla wasn’t scared of the Tunnel of Terror
and she wasn’t scared of any of the rides.
But guess what?? There were some photographers at the park and at
the exit there were lots of photos. One of the photos was of Camilla.
Justin: Look at Camilla!
Dave: She was scared!
Molly to diary: As usual, Camilla was ready with an answer.
Camilla: Well, yes I was a little bit scared of The Harpies ride
but I wasn’t scared of the Tunnel of Terror.
Molly to diary: It was a great party!
2.5   Read and guess the correct ending. Listen
and check.
Narrator: In the legends about King Arthur, there was a wizard
called Merlin. There was a castle called Camelot. There were knights
called Sir Lancelot and Sir Galahad and there were battles between
knights and monsters.
At Camelot, there was a round table with chairs for all the knights.
There were thrones for the king and queen. There were shields on
the walls and there was a dragon on King Arthur’s shield.
19/04/16 18:07
 Transcripts
2.6   Read and listen to the story: The Questing Beast. 2.7   Spell the words out loud. Then, listen and check.
Narrator: Once upon a time, when Arthur was King of Britain, Narrator:
the land was full of forests. And in the forests, there were dragons A and I makes ai, as in
and other dangerous beasts. Tail. T-A-I-L
Rain. R-A-I-N
Narrator: One of the Knights of the Round Table was Sir Pellinore. He
wasn’t a young knight and he wasn’t famous, but he was kind and brave. A, consonant, E makes ai, as in
Snake. S-N-A-K-E
Sir Pellinore: My lord, I am going to hunt for the Questing Beast.
Scales. S-C-A-L-E-S
Narrator: His reasons were strong. “It was a promise to my father.
A and Y makes ai, as in
The Questing Beast was born hundreds of years ago near my family
Day. D-A-Y.
castle. This hunt is my family’s destiny and my destiny too.”
Play. P-L-A-Y
Narrator: The Questing Beast was a monster with a snake’s head, a tiger’s
body and a lion’s tail. There were scales on its head and neck but its feet 2.8   Copy the spelling chart. Then, listen and complete.
were like a rabbit’s feet and its voice was like the sound of a thousand dogs.
Narrator:
Narrator: Every day the forest was full of the noise of the Snake, snake
Questing Beast. Sir Pellinore wasn’t very good at hunting. Tail, tail
Day, day
Questing Beast: Come and find me! Stay, stay
Sir Pellinore: Stop playing! Come out and fight! Rain, rain
Strange, strange
Narrator: Sir Pellinore was away from Arthur’s court for many years, Snail, snail
but his hunt was impossible. Train, train
Sir Pellinore: I can’t find the Beast. Away, away
Say, say
King Arthur: Give up the hunt. Date, date
Queen Guinevere: Stay with us here, at Camelot. Name, name.

Narrator: Some months later, another knight, Sir Ganmore, was in

2.9   Listen and say True or False.
the forest. Suddenly there was a strange noise from behind some rocks.
1 Chiron was from Greece.
Questing Beast: Pellinore! Where are you? 2 Chiron was half man and half goat.
Narrator: There were lots of parties and tournaments at Camelot 3 He was famous because he wasn’t very wise.
but Sir Pellinore was bored without his beast. Sir Ganmore’s news was 4 He was famous because he was kind.
very interesting. “Was it really the Questing Beast?” “Of course it was! 5 The Sirens were from Greece.
It’s very sick and it’s calling for you.” 6 They were half fish and half woman.
7 They were very beautiful.
Sir Pellinore: Where was the beast? 8 They weren’t dangerous.
Sir Ganmore: Take the road south. The beast was near a lake in the 9 The Sphinx was from the Indian Ocean.
middle of the forest. 10 She was half bird and half woman.
11 She wasn’t very wise.
Narrator: Soon, Sir Pellinore was with his beast. The Questing Beast 12 She was very dangerous.
was sick for many months but Pellinore was a good nurse. There were
many long conversations between the knight and his beast.
Sir Pellinore: I was bored at King Arthur’s court.
Questing Beast: And I was bored without you!
Narrator: Then one day, there was a noise in the forest. It was the
sound of a thousand dogs. The Questing Beast was strong and healthy
again. In an instant, Sir Pellinore was on his horse.
Sir Pellinore: Questing Beast! I’m coming to find you!
Narrator: And they were happy ever after.

151

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 Unit 6 Overview
Vocabulary
Vocabulary related to inventions and vehicles:
air, bird, blade, blueprint, butterfly, button, deck,
flying machine, frame, gadget, helicopter, land, mirror,
parachute, robot, rocket, rope, sail, seat, ski,
solar panel, space, spray, square, submarine, tank,
technology, wheel, wing
Past Simple of regular verbs: announced, asked,
called, classified, copied, designed, enjoyed, explained,
invented, listed, lived, looked, pointed, showed, smiled,
talked, tried, visited, waited
Functional language for talking about gadgets:
You just (click your fingers) and… . I really need one
of those. What’s that? What does it do? Turn it (down)!
The (red) button doesn’t work.
Structures Recycled Language
Structures with the Past Simple of regular Parts of vehicles
verbs, affirmative + closed interrogative There was / There were
+ short answers: Leonardo da Vinci designed
a helicopter with a spiral blade.
Did he design a helicopter? Yes, he did /
No, he didn’t.
Wh- questions with the Past Simple:
When did (he) invent it? Where did (she)
design it? What did (he) use?
Who did (she) work with?

Creative Strand
CLIL Objective:
To identify and recognise
Cultural Strand Leonardo da Vinci’s bluep
rints.
Language Objectives:
Language Objectives:
ence fairs in the UK. To learn vocabulary relate
To learn about school sci rts. d to inventions.
transport and vehicle pa To revise structures with
To learn words related to
s with the Past Simple. There was / There were.
To practise Wh- question
To learn structures with the
Past Simple of regular ver
bs.

Functional Strand
Language Objective: Incredible
inventions
To learn functional language
for talking about and
describing gadgets.

Knowledge Strand
CLIL Objective:
Literacy Strand To learn about the inventor
s
CLIL Objective: Thomas Edison and Ada Lo
velace .
cess.
To describe problems and a pro Language Objectives:
Language Objectives: To learn regular verb forms
in the
ular verbs.
To learn the Past Simple of reg Past Simple and spelling rul
es.
spelling rules
To learn the pronunciation and Questions with the regula
r Past Simple tense.
ple.
for regular verbs in the Past Sim
ns for sto rytelling.
To learn time expressio
.
To learn how to write a report

152

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 More More
phonics phonics

i-poster

i-flashcards

Skills Objectives Teacher’s i-book

IWB i-book

Listening: To understand biographical details of an Use the Richmond i-tools to complete

inventor. To understand a description of a blueprint. the activities with the children on the IWB.
To listen to a story and follow the sequence of events.
Reading: To read a biography of an inventor. To read Activities in and provide
details of an invention and decide which invention is a digital alternative to introduce the children
being referred to. To read a story written in the past tense. to the lesson.
Writing: To write a description of a design blueprint.
Activities with beside the rubric offer
To write a sketch about an invention going wrong
an additional interactive activity to reinforce
and an inventor’s report.
the activity content:
Speaking: To ask and answer questions using the Past •  Lesson 3: activity 1
Simple. To act out a sketch about an invention going • Lesson 4: activity 2
wrong. To pronounce the ed endings of Past Simple verbs. • Lesson 7: activity 1
• Lesson 8: activity 1
More More
P P
practice
•  Lesson
practice
9: grammar
Assessment Criteria F F
provides extra interactive SC SC
practice which can be
• Children can understand and talk about
used for Fast Finishers or as a Wrap-up activity.
biographies of real and imaginary inventors. More
More More
More
P P
Alternatively,
practice
phonics it can be used
practice
phonics
as homework:
• Children can use the Past Simple tense to ask and
•  Lesson 3: knowledge
F F
answer questions about inventors and their inventions.
•  Lesson 6: phonicsSC SC
• Children can pronounce ed endings.
•  Lesson 7: literacy
• Children can understand a story in the Past Simple. More
i-poster More
phonics •  Lesson
phonics
8: literacy
i-flashcards

Audiovisual material:
IWB i-book
Optional Resources •  Lesson 3: Thomas Edison
i-poster
• Lesson 5: Inventions that changed
Teacher's Resource Book Photocopies: More
practice
More
practice
i-flashcards theP world
P

• Lesson 2: page 46, Listening F F

IWB i-book
• Lesson 4: page 30, Reading provides aSCvisual
SC
grammar presentation:
•  Lesson 5: page 54, Speaking • Lesson 9: review
More More
• Lesson 6: page 64, Phonics phonics phonics

•  Lesson 8: page 38, Writing Use the Vocabulary Game Generator to create
•  Lesson 9: pages 17-18, Language your own interactive games to review the key
• Evaluation: pages 91-92 or 93-94, Unit 6 test vocabulary from the unit at any time.
i-poster

Extras/Realia
i-flashcards

• Lesson 2: print-outs of some of Leonardo da Vinci’s

famous paintings or sculptures IWB i-book

• Lesson 6: cards for writing 21 regular verbs

For ideas on how to exploit the course
• Lesson 7: cards for writing story language resources, see our Activity Bank: pages 17-24.

SCC Social and Civic Competences:

Key Competences
LC Linguistic Competence:
Children become familiar with vocabulary related to inventions,
vehicles and language for describing gadgets.
MST Competence in Maths, Science and Technology:
Children apply mathematical skills by learning how
English dates are read out. They can also describe problems.
DC Digital Competence:
Children work together on the unit content using the IWB
and do further practice individually.
Children develop their social skills by discussing problems
at school with their classmates.
CAE Cultural Awareness and Expression:
Children are introduced to famous inventors and inventions.
They acknowledge the importance of creativity and imagination.
LL Learning to Learn:
Children develop their learning techniques by gaining
an understanding of how to write a report.
IE Sense of Initiative and Entrepreneurship:
Children acknowledge the importance of working hard
to achieve objectives.
153

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 Lesson 1

6 Incredible inventions
I wonder...
1 2 3 ‡ What is the most important
invention you use every day?
‡ What is the most important
invention for travelling?

Johannes Gutenberg Ada Lovelace Thomas Edison ‡ What’s your favourite invention?

4 5

11 12

Alexander Graham Bell John Logie Baird

England – 1815 Scotland – 1847
13
6 7 8

USA – 1847
television computer program telephone 14 15
9 10
Germany – 1395 Scotland – 1888

light bulb printing press

MST

1 2.11 Listen and write the numbers

CAE
to connect the information.
2 Check with your classmate.
3 Choose and write about two of
Was Alexander Graham Bell the inventors.
LC
the inventor of the light bulb?
… was born in … , in … . He was
No, he wasn’t.
the inventor of the … .
Was Ada Lovelace born in 1815?
… was born in … , in … . She was
Yes, she was. the inventor of the … .

Famous inventors | Inventions, Dates, Countries | She was the inventor of … . He was born in … . 57

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MST Children apply mathematical skills by learning how Key competences continuous assessment
English dates are read out. They also write numbers to
Check if children:
connect the information they hear in the recording.
CAE 1 Can say dates in English and use numbers
Children check their knowledge of famous to connect information.
inventors and their inventions. 2 Identify famous inventors and their inventions.
LC 3 Improve their ability to write in English.
Children improve their writing skills by writing
about two inventors.
154

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 Unit 6 Lesson 1
More 3  Choose
More
and write about two of the inventors. The
P P
CLIL Objective practice practice
children write about two of the inventors in their notebooks.
To understand a listening activity about famous inventors They can accompany F with either a drawing or a print out
F this
and their inventions.
of the invention. SC SC
Language Objectives More
phonics
More

Fast Finishers
phonics

To learn the words for inventions: camera, computer

program, light bulb, printing press, telephone, television, wheel The children write a paragraph about three more recent
To learn how to say dates in English. inventions that make life easier for them. Give them ideas:
To introduce the structure: (Ada Lovelace) was born in (1815). i-poster a calculator, a mobile phone…

To revise structures with the verb to be in the Past Simple:

Was (Alexander Graham Bell) the inventor of (the light bulb)?
i-flashcards
Wrap-up
No, he wasn’t. IWB i-book Display the poster (or open the i-poster on the
Teacher’s i-book). The children point to each item and say:
Materials Fire was a discovery. The camera was an invention.
– Teacher's i-book – Poster for Unit 6
– CD 2
More
practice
More
practice P P Initial Evaluation
Check if the children can:
F F
Lead-in Understand the difference between a discovery and an invention.
SC
Display the poster.SCWrite on the board a list of items shown Say dates in English.
More
phonics on the poster and two headings: Discovery and Invention.
More
phonics
Talk and write about inventors and the time and place they
created their inventions.
2.10 Play the audio. After each question take a vote
as to whether the item is a discovery or an invention.
Write the number of votes under the corresponding heading.
i-poster
Later check the results.
(See transcript page 174.)
i-flashcards
Activity Book
IWB i-book Open the i-poster. The children listen to the audio Unit 6, page 55, Lesson 1. See page 255 for answer key.
and drag the words to the correct part of the poster. As they
hear and drag each word, pause the audio and ask them to circle
the word, using the Richmond i-tools, with different colours
to show whether they are discoveries or inventions.

1  Discuss the questions in the I wonder box. Give examples

of inventions and discoveries to stimulate their interest.
2.11 Listen and write the numbers to connect
the information. The children look at the pictures of inventors,
their inventions and flags. Ask if they know any of the names
and what they invented. Explain how English dates are read out.
Play the audio and the children write series of three numbers.
(See transcript page 174.)
Answers:
1 – 10 – 14
2 – 7 – 11
3 – 9 – 13
4 – 8 – 12
5 – 6 – 15

2  Check with your classmate. Write the correct answers

to Activity 1 on the board. The children ask and answer questions
about the inventors and inventions using the Past Simple
of the verb to be.

155

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 Unit 6 Lesson 2

r
Leonardo da Vinci was born in Italy in 1452.
He was a famous painter. He was also an incredible
inventor. His blueprints for different kinds of flying
machines and objects are very famous.
r
CAE 1 Read and find Leonardo’s blueprints.

1 a He designed a helicopter with a spiral blade on the top. 6 wings

It was small and light, and there was only enough space
for four people. In the design the helicopter
was made of bamboo and fabric.
sail b He designed a triangular parachute. It was about seven
ropes
metres wide and seven metres high. In the design the
parachute was made of light wood and fabric.
c He designed a flying machine with a bird’s wings, called
2 the ornithopter. The wings were ten metres wide. 5
In the design the frame was made of wood and the
wings were covered with fabric. There was only enough
space for one person.

4 wheels
3
blade

skis
basket

2 Check your classmate,s knowledge.

Did Leonardo design a flying machine with a basket? No, he didn’t.
IE 3 Design your invention and ask a classmate. Leonardo Da Vinci
Instructions
• Imagine you were Leonardo’s helper.
• Choose an invention.
• Choose some components: baskets, sails...
• Design it! submarine tank bridge
Did you invent a tank with skis?
CAE 4 Draw and write a description of your invention.

Leonardo da Vinci’s blueprints | Flying machines, Vehicle parts |

58 He designed a … . Did he design … ?

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CAE Key competences continuous assessment

Children are introduced to Leonardo da Vinci’s
blueprints. Check if children:
IE 1 Learn interesting facts about Leonardo da Vinci.
Children show personal initiative when 2 Develop their personal initiative to design
designing their own invention. an invention.
CAE
3 Show their artistic skills when making a drawing.
Children develop their artistic skills by making
a blueprint style drawing of their invention.
156

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 Creative Strand Unit 6 Lesson 2
4  Draw and write a description of your invention. The
CLIL Objective children make a blueprint style drawing of the invention they
To identify and recognise Leonardo da Vinci’s blueprints. described. This could be done on a sheet of white paper stained
Language Objectives with coffee to make it look old. Then, they write a description
To learn vocabulary related to flying machine inventions: of their invention. This could be made into a class display.
blade, blueprint, butterfly, flying machine, frame, helicopter,
mirror, parachute, rope, sail, seat, ski, space, submarine, tank, Fast Finishers
wing, wheel If you have Internet access, the children find out more about
To learn adjectives: enough, famous, high, light, spiral, Leonardo’s inventions. If you do not, the children describe and
triangular, wide invent a name for one of the inventions not covered in Activity 1.
To revise structures with There was / There were.
To learn structures with the Past Simple of regular verbs, Wrap-up
affirmative + closed interrogative + short answers: Leonardo The children present their inventions to the class.
da Vinci designed a helicopter with a spiral blade. Did he design
a helicopter? Yes, he did. / No, he didn’t.
Optional Resources
Materials Teacher’s Resource Book page 46, Listening.
– Teacher's i-book – Optional realia: print-outs of
More
practice
More
– CDpractice
2 P P some of Leonardo da Vinci’s
F F famous paintings or sculptures
Continuous Assessment
SC SC Check if the children can:
More
phonics Lead-in
More
phonics
Use the Past Simple in the affirmative and question forms
of irregular verbs and give yes/no answers.
Explain that Leonardo da Vinci, apart from being famous for his
Describe inventions in some detail using the vocabulary
paintings and sculptures, was also an inventor, a botanist, a geologist,
and structures introduced in the lesson.
a mathematician and many other things. Ask the children what Write a description of an invention they have created based
i-poster
they know about him and discuss the print-outs of his work if on blueprints they have seen.
you have them.
i-flashcards

IWB i-book Open the lead-in activity. The children look at the
pictures, describe what they see and answer questions about
the inventions. Ask the children if they can think of modern Activity Book
versions of each invention. Unit 6, page 56, Lesson 2. See page 255 for answer key.

1  Read and find Leonardo’s blueprints. Explain what a

blueprint is. Explain that long ago, everything was hand drawn,
there were no computers! Make sure they understand the adjectives
high, wide and enough by using examples from the class: The shelf
is two metres high and one metre wide. There is enough space
for all our books.
The children read the information and match it to the blueprints.
Answers:
a – 2, b – 1, c – 6

2  Check your classmate’s knowledge. Look at the three

paragraphs again. Focus on the ed ending on designed. Explain
that to change a verb into the past we put ed at the end and to
make a question we use Did instead of Do. The children close their
books and ask each other questions about the blueprints.

3  Design your invention and ask a classmate. The children

choose one of the blueprints and think of ways to improve
or customise it. They write their ideas down in note form in
their notebooks.

157

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 SC SC
More More
phonics phonics

Unit 6 Lesson 3

CAE 1 2.12 Choose the correct options. Listen and check. Then, sing the i-poster
song.

i-flashcards

• He lived in the USA/UK.

wings
Thomas Edison 1847-1931
y smart,
Oh, Thomas Edison was ver
He invented lots of stu ff!
IWB i-book
• He worked in his factory/workshop.
• He designed electric/plastic lamps.
• He wanted his name on the two
cent/dollar stamp.
• He visited the King/President.
• The King/President liked Edison.
• He invented new light bulbs/cars.
• He studied at university/at home.

I wonder...
IE 2 Make true or false sentences for your classmate.
‡ Find out more about Thomas Edison.
Edison invented lots of stuff.
• When did he start work?
That’s true!
Edison didn’t invent new light bulbs. • Where did he work first?
wheels • How many different things did he
That’s false!
invent?

LC 3 Use the clues to write about Ada Lovelace.

a flying machine
when she was 13
Leonardo Da Vinci Charles Babbage
light bulb

Ada Lovelace the UK

the USA computer program
live in design work with invent the first

Thomas Edison and Ada Lovelace | Inventions | She didn’t live in … .

More
practice
More
practice 59 P P

F F
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CAE
Key competences continuous assessment
Children are introduced to Thomas Edison’s SC SC
life through a song. Check if children:
More More
IE 1 Use the song to learn about Thomas
phonics Edison.
phonics
Children take the initiative in making
2 Show initiative to make sentences about
sentences about Thomas Edison.
Thomas Edison.
LC 3 Apply their knowledge of the language
Children show consolidation of structures
to write a descriptive text.
and vocabulary to write about Ada Lovelace.
158 i-poster

i-flashcards

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 More More
phonics phonics

More
practice
More
practice P P

F F

Knowledge Strand
i-poster

i-flashcards
More
phonics
Unit 6 Lesson 3
More
phonics
SC SC

IWB i-book Watch the video Thomas Edison. Complete

CLIL Objective the onscreen comprehension activity with the children. For
i-poster
To learn about Thomas Edison and Ada Lovelace. further practice, open the worksheet before you watch the video
i-flashcards
and use the Richmond i-tools to complete it as you watch
Language Objectives
To learn regular verb forms in the Past Simple: designed, the video.
More IWBAlternatively,
i-book print out copies for the children to do
practice
More
practice P P
invented, liked, lived, studied, visited, worked, wanted the worksheet individually.
Questions with regular Past Simple tense: When did (he) F F
The children play a fun game dragging the words to
(start work)? Where did (he) (work)? How many things did
form correct sentencesSC SC
to consolidate their knowledge
(he) (invent)?
of Thomas
More Edison Moreand Ada Lovelace and the learning points
phonics phonics
of the Past Simple.
Materials
– Teacher’s i-book
– CD 2 Continuous Assessment
i-poster
Check if the children can:
Usei-flashcards
the Past Simple regular verbs introduced to give
Lead-in biographical details about inventors.
Tell the children they are going to learn about another famous Ask
IWBand answer
i-book open questions using the Past Simple.
inventor. Point to a light bulb in the classroom and ask:
Who invented that? Clue: He is one of the inventors on the first
page of Unit 1 and he invented a lot of other things as well. Thomas
Edison in fact invented a longer-lasting light bulb.
Activity Book
More 1 
practice
More 2.12 Choose
practice P the
P correct options. Listen and check. Unit 6, page 57, Lesson 3. See page 256 for answer key.
Then, sing the song. Look at the picture of Edison. Ask:
F F
When was he born? When did he die? Then, look at the list of
SC SC
sentences about Edison and the children vote for which they think
More
phonics is the correct option. Write the results on the board. Then, play
More
phonics

the audio and check. Finally, the children sing along with the song.
(See transcript page 174.)
Answers:
i-poster
USA, workshop, electric, cent, President, President,
light bulbs, at home
i-flashcards

IWB i-book Touch to open the activity. The children listen

to the song and drag the verses to put them in order. For further
practice, blank out some of the words using the spotlight function
on Richmond i-tools, and ask the children to listen again and
write the missing words.

2  Make true or false sentences for your classmate. The children

get into groups and make sentences about Thomas Edison.

3  Use the clues to write about Ada Lovelace. Remind them

of the information they learned in Lesson 1. They use the verbs
and pictures to write a paragraph about Ada Lovelace.

Fast Finishers
The children write about the inventions that make life easier
in the classroom, for example pencils, pens, books.

Wrap-up
Discuss recent inventions. Ask them to think about how they affect
their daily lives. Ask them to try and imagine what life would be like
without electricity. Set the I wonder box questions for homework.

159

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 Unit 6 Lesson 4
Functional language
Sc i
1 What gadgets do you use?
p
2 What machines use electricity?
3 What kind of robot do you want for the classroom?
Tuesday, 6th March c om
Technology troubles!
Yesterday was the worst day of my life!
We all invented different things for the inventors' competition.
I really wanted to win but now I am in big trouble!
makes vegetables
taste delicious

Camilla
Harry
Justin cts lays the
LC corre rk changes the
table
Fatima o
homew colour of clothes

It’s a robot fo What does it do?

Hi there, Molly. r
What’s that? my bedroom.

Well, it tidies
my bedroom.
Look! There are
six blades and Hey!
some mirrors.
And…
Turn it down!
Turn it off! I’m trying, but the red What happened to you two?
Molly! button doesn’t work!

Well! Molly invented a robot

that…

LC
1 Answer the questions.
2 2.13 2.14 Listen and find the children,s inventions. Then, listen and read the diary.

CAE 3 Write your own version and act out the scene.

More
pract60
ice
More
practice P P Language for describing gadgets

F F
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LC
Children reinforce their language skills by learning
Key competences continuous assessment
SC SC
functional language for describing gadgets. Check if children:
More Moredemonstrate their reading and listening
Children
phonicsLC phonics 1 Are able to use language for describing gadgets.
skills when matching the inventions to the 2 Are able to understand the reading and the listening
characters in the recording of a secret diary. to complete the activity.
CAE Children use their imagination and creativity 3 Develop their creativity to write their own diary
when writing their own diary page and acting out and act out a scene.
the scene for the rest of the class.
160 i-poster

i-flashcards

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 Functional Strand Unit 6 Lesson 4
Fast Finishers
CLIL Objective The children describe and draw a classroom robot.
To act out a scene related to gadgets and technology
troubles. Wrap-up
Play a flashcard game. Put the flashcards face down on your
Language Objectives desk.More
The childrenMore
come and take one and the rest have to ask
To learn functional language for talking about gadgets: practice practice P P
yes/no questions to find out what it is: Does it fly?
You just (click your fingers) and… I really need one of those.
F F
What does it do? Turn it (down)! The (red) button doesn’t work. The children take a quiz choosing the correct words to
To learn the nouns: button, gadget, robot, spray, technology complete the sentencesSCabout SC gadgets, consolidating
To learn the verbs: change, correct, lay the table, taste, tidy theirMoreuse of question forms.
More
phonics phonics

Materials
– Teacher's i-book – Flashcards for Unit 6
Optional Resources
– CD 2 Teacher’s Resource Book page 30, Reading.
i-poster

Lead-in
i-flashcards

Ask the children if they have ever made anything, for example, Continuous
IWB i-book
Assessment
with Lego blocks or any other type of construction toy. Ask what Check if the children can:
they have built and ask what they would like to build. Understand and use the functional language introduced
to describe gadgets.
Write and act out a sketch based on what they have read.
1  Answer the questions. Have a class discussion based on
the questions and write up the conclusions on the board.

2  2.13 2.14 Listen and find the children’s inventions.

More
practice
More
P Pthe diary. Look at the different inventions.
Then, listen and read
Activity Book
practice

Ask questions about each one: What is it? What does it do?
F F
The children listen and match the inventions to the characters. Unit 6, page 58, Lesson 4. See page 256 for answer key.
SC SC
Then, they listen to the diary. Ask comprehension questions.
More
phonics (See transcripts page 174.)
More
phonics

Answers:
Camilla invented a spray. It changes the colour of your clothes.
Harry invented a liquid. It makes everything taste wonderful.
i-poster
Justin invented a robot to lay the table.
Fatima invented a gadget. It corrects your homework.
i-flashcards

IWB i-book Touch to open the activity. The children look

at the image of a strange invention, and read and listen to questions
and answers about it. As they hear each question and answer
on the audio, they choose which of the written answers is the one
they heard.

3  Write your own version and act out the scene. The children
create their own version of the sketch. Encourage them to be
creative with a different setting or a different invention. They act
out their plays for the rest of the class.

161

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 SC SC
More More
phonics phonics

Unit 6 Lesson 5

ie nc e Culture
c
S etitions
p
i-poster

c om In a UK school there was a competition called

i-flashcards

The NRG factor! The children designed and

described imaginary vehicles. IWB i-book
MST 1 2.15 Listen and find the winning vehicles.

1 3
2

Pair Work
SCC 2 Ask questions and complete the information about the inventors.
Student A, go to page 94. Student B, go to page 93.
¥ Automatic rubbish bin
¥ Grass-cutting shoes
¥ Wind-powered wheelchair
¥ Flying shopping bag
Sarah Grey Danny Smith
What did … invent?
When did … invent it?
Where did … design it?
What did … use?
Mei Huang Winston Garcia Who did … work with?

CAE 3 Draw and label an imaginary vehicle. I wonder...

Then, write a description. ‡ Choose a vehicle.
I designed a vehicle called the … . • Find out information:
I worked with … . Who invented it? When did … ?
I used… . Where did … ?

School science competitions | Transport, Vehicle parts | What did … invent? 61

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MST Children develop their competence in science Key competences continuous assessment
and technology when they are introduced
Check if children:
to school science competitions.
SCC 1 Become familiar with school science competitions.
Children demonstrate skills to work in pairs 2 Work well in pairs to ask and answer questions.
to ask and answer questions about the inventors. 3 Use their imagination and creativity to draw
CAE an imaginary vehicle.
Children use their imagination and creative skills
to draw an imaginary vehicle.
162

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 More More
phonics phonics

More
practice
More
practice P P

F F

Cultural Strand
i-poster

i-flashcards
More
phonics
Unit 6 Lesson 5
More
phonics
SC SC

IWB i-book Watch the video Inventions that changed the world.
CLIL Objective Complete the onscreen comprehension activity with the children.
i-poster
To become aware of school science competitions. For further practice, open the worksheet before you watch the
i-flashcards

Language Objectives video and use the Richmond i-tools to complete it as you watch
To learn words related to transport and vehicle parts: the video.IWBAlternatively,
i-book print out copies for the children to do
air, deck, land, poster, prize, rocket, rope, seat, solar panel the worksheet individually.
To practise Wh- questions with the Past Simple:
When did (he) invent it? Where did (he) design it?
What did (he) use? Who did (he) work with?
Optional Resources
More More
P P
Teacher’s Resource Book page 54, Speaking.
practice practice

Materials F F
– Teacher's i-book
SC SC
More
– CDMore2 Continuous Assessment
phonics phonics
Check if the children can:
Ask and answer Wh- questions using the Past Simple
Lead-in to find out information about inventions.
Talk about school science fairs. Tell the children that they are Describe an imaginary vehicle.
i-poster
very popular in the UK and that children create their own Understand and use words related to transport and
inventions and projects to win prizes.
i-flashcards
vehicle parts.
IWB i-book Open the lead-in activity. The children look at
three imaginary inventions and match sentences that describe
each invention.
Activity Book
1  2.15 Listen and find the winning vehicles. Before Unit 6, page 59, Lesson 5. See page 257 for answer key.
playing the audio ask children to describe the vehicles and give
their opinion as to which is the best one.
(See transcript page 174.)
Answers:
Third prize 2, Second prize 3, First prize 1

2  Pair Work: Ask questions and complete the information

about the inventors. Ask individual children to describe
the inventors and guess what country they are from. Then,
the children get into pairs and complete the information
using the question models.

3  Draw and label an imaginary vehicle. Then, write

a description. This activity can be done in their notebooks
or separate sheets to make a class display.

Fast Finishers
The children write a description of a vehicle in Activity 1.

Wrap-up
Write the names of the inventions from Activity 2 on the board.
Discuss how useful each one would be. Then, the children get into
pairs and they have three minutes to come up with their own
version of one of the inventions. They then tell the class about it.
Set the I wonder box for homework.

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 Unit 6 Lesson 6
Adam's invention 5

LC 1 2.16 Read and listen to the story.
1 Last week Dr Betty Brains, the inventor, visited Green
IE Park School. She talked to the pupils about famous
inventors and their inventions. It was very interesting and
all the children really enjoyed the day. In the afternoon,
she asked them to do a project for their homework.
2 Adam worked hard all weekend. He didn’t CAE
watch television and he didn’t use the telephone.
He listed and classified all the problems with
school bags. Then he designed lots of different
school bags. He studied the designs very hard.
He tried and tried, but he wasn’t happy with any
of them. Then, suddenly…

That’s it! I’ve got it!

I want you to design a new school bag I’ve got a great idea.
7
for a national competition. The prize
is an incredible inventor’s kit. 4 The boys walked to school. When they
arrived, there was a lot of of noise and
3 Ricky, Adam’s friend, activity. It was very exciting. Everybody
What did you invent, Adam?
wanted to win the competition.
lived next door. He
invented some special Aah...
school bag shoes. On
Monday morning, he
called at Adam’s house So, what did
to go to school together, you invent?
as usual. He showed
Adam his shoes and
Wait and see! My invention is a flying
then he asked about
school bag! What did
Adam’s invention.
you invent, Adam?

LC 2 2.17 Listen and repeat the verbs. Find and classify more verbs. Then, listen and check. LC

More
practice
More
practice P P like talked
sounds sounds like lived sounds like wanted
asked arrived invented
F F

SC SC
More More
DC
phonics
62 phonics Prounciation of ed | Verbs

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LC
Key competences continuous assessment
Children acquire increased enjoyment
i-poster of listening to and reading a story. Check if children:
IE 1 Enjoy listening to and reading the story.
i-flashcards Children acknowledge the importance
2 Realise the importance of working hard to achieve
of working hard to achieve objectives.
objectives.
IWB LC i-book 3 Are able to pronounce the different ed endings.
Children learn to pronounce the different
ed endings.
164

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 Unit 6 Lesson 7
5 There were lots of incredible inventions for the
competition. The children showed their inventions
to each other and everybody asked Adam about 6 It was time to judge the competition.
CAE
his invention. Dr Brains looked carefully at all the inventions. They
were all so different. She asked lots of questions and
I can sit on my scooter the children explained their inventions to her.
bag and ride to school!

Mmm... How did

you design this?

Look at my musical school bag Wait and see. Well, first I copied a picture
hat! What did you invent, Adam? of an old car. Then I…

7 Then, it was Adam’s turn. Everybody looked at 8 After lunch the children were in the hall again.
Adam. Where was his invention? Dr Brains asked They waited for a long time and then Mr Jones
Adam to tell her about his school bag. He smiled and announced the winner of the competition.
pointed to his back.
The winner is Adam
Smart. Take your
things out of your
school bag, please.
So, what did
you invent?

I invented The Incredible, Invisible

School Bag. It’s very big, very light and
it doesn’t take up any space at all.

LC 1 Read the story again and answer the questions.

1 What did Dr Brains ask the pupils to do?
2 How long did Adam work on his invention?
3 What was special about Adam’s invention?
4 Do you think Adam really invented an invisible school bag?
5 Do you think he can take his things out of his bag? Explain.
6 In your opinion, what was the best invention? Explain.

DC
Comprehension | He studied the designs. What did you invent?
More
practice
More
practice 63 P P

F F
492044 _ 0057-0066.indd 63 20/02/14 13:22

CAE
Key competences continuous assessment
Children acknowledge the importance of SC SC
using their creativity and imagination. Check if children:
More More
LC Children develop increased comprehension 1 Realise the importance
phonicsof using their creativity
phonics

skills when focusing their attention on questions and imagination.

related to a story. 2 Are able to answer the questions about the story.
DC
3 Use the digital resources to practise
Children work together on the IWB and the new language.
do further practice individually.
i-poster
165

i-flashcards

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 Literacy Strand Unit 6 Lesson 6
Fast Finishers
CLIL Objective The children try and add more verbs to the table.
To acquire skills in phonics while reading a fictional story.
Wrap-up
Language Objectives Write the 21 verbs from the lesson on individual cards and put
To learn the Past Simple of regular verbs: announced, asked, them face down. Write three columns as in their book on the
called, classified, copied, designed, enjoyed, explained, invented,
board. The children take a verb and write it in the corresponding
listed, lived, looked, pointed, showed, smiled, talked, tried, visited, More
practice
More
P P
waited, walked, worked column. This could be played as a team game.
practice

To learn time expressions for storytelling: after lunch, F F

  The children listen and drag the regular past tense
all weekend, on Monday morning, last week, Then, suddenly,
SC SC depending on the
verbs to the correct category,
First … and then …
To practise structures with the Past Simple in the pronunciation
More of their
More endings: t, d or ed.
phonics phonics
affirmative, negative and question form.
Optional Resources
Materials Teacher’s Resource Book page 64, Phonics.
– Teacher's i-book – Extra material: cards for writing i-poster

– CD 2 the 21 regular verbs used in the story

i-flashcards

More
practice
More
practice P P Continuous Assessment
Lead-in F F
IWB if the
Check i-book
children can:
Discuss the children’s school bags. Make a graph depicting Pronounce the different ed endings correctly and classify
SC
the different stylesSCof bags: rucksacks, wheelie bags or shoulder bags. them accordingly.
More Understand the temporal sequence of the story.
phonics Ask them the advantages and disadvantages of each one.
More
phonics

1  2.16 Read and listen to the story. Make sure they

have understood the story by asking questions about the pictures:
i-poster
Which boy is Adam? Who is this? What’s their homework? Activity Book
(See transcript page 175.)
i-flashcards
Unit 6, page 60, Lesson 6. See page 257 for answer key.
IWB Touch the story to open the i-story in a new window.
i-book

Read and listen to the story with the children.

Hot spots: Design, Competition, Judge, Take up. Use the Hot
spots to highlight this potentially difficult vocabulary before
the reading activities.

2  2.17 Listen and repeat the verbs. Find and classify

more verbs. Then, listen and check. The children copy the table
into their notebooks. Play the first part of the audio and the children
repeat the ed sounds a few times. Then, they go back to the story
and classify the verbs into the corresponding columns. Finally,
play the audio right the way through and the children write
the verbs in their notebooks.
(See transcript page 175.)
Answers:
Sounds like talked: worked, looked, walked, announced
Sounds like lived: enjoyed, smiled, designed, classified,
called, showed, tried, explained
Sounds like wanted: listed, copied, waited, visited, pointed, studied

166

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 Literacy Strand
CLIL Objective
To understand a fictional story.
Language Objective
To comprehend a story.
Materials
– Teacher’s i-book
Unit 6 Lesson 7
Continuous Assessment
Check if the children can:
Understand the story and discuss the implications
of the ending.
Retell the story and answer comprehension questions
about it.
– Extra material: cards for
writing story language

Activity Book
Lead-in Unit 6, page 61, Lesson 7. See page 258 for answer key.
Talk about the story. The children try and retell the story around
the class. To help them, write the names of the characters on
More the board:
More Adam, Ricky, Dr Betty Brains.
P P
practice practice

F F
1  Read the story again and answer the questions. Individual
SC SC
children answer the comprehension questions. Encourage a class
More
phonics discussion
phonicsof the last three questions.
More

Answers:
1 Dr Brains asked the children to do a project for homework.
2 Adam worked all weekend.
i-poster
3 Adam’s invention was invisible.
4, 5, 6 Child’s own answers.
i-flashcards

IWB i-bookTouch to open the activity. The children read

sentences related to the story and answer true or false.

Fast Finishers
The children draw their own version of one of the school bag
inventions from the story.

Wrap-up
Play a story game. Write the time expressions from the story
on pieces of card: after lunch, all weekend, on Monday morning,
last week, Then, suddenly, First … and then … Give the children
the first line of a story: Tom was at home doing his homework.
Then, a child adds another line. Every three lines a child comes
and takes a card and has to incorporate it into the story. Help
themMorewith vocabulary if necessary. You could also make a few sets
practice
More
practice P P
of cards and the children could play in groups.
F F
  The children play a fun game matching the two sentence
halves to consolidate their SC SC understanding of the story
andMore
use of the Past
More Simple.
phonics phonics

i-poster

i-flashcards

IWB i-book

167

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 Unit 6 Lesson 8

SCC 1 Complete the lists and talk about problems at school.

classroom, toilets, hall, books, school bag, homework, Maths, English,…

too ...

heavy, difficult, old, dirty, small, cold, long, easy, big, hot,…

The Maths homework I agree! And

is too long. the Maths book
is too difficult.

MST 2 Look at the pictures and describe the stages.

1 2 3

This school bag is too There’s a lot of information What do you think?
big and too heavy. on the Internet.
4 5 6

I’ve got some wheels and I know! The Incredible, Invisible, It’s big and very light.
some rope for my model. School Bag. That’s a great name.

invented a name designed a model described the invention collected information

asked friends decided on a problem First Adam…

LL 3 Write an inventor,s report. Then he…
Instructions
• Choose a problem from Activity 1.
• Follow the stages in Activity 2.
• Write your report.

More
pract64
ice
More
practice P P
Describing problems and a process | First, I decided on a problem. After that, I designed a model. |
Too big, heavy...

F F
492044 _ 0057-0066.indd 64 20/02/14 13:22

SCC
Key competences continuous assessment
Children develop theirSC
socialSC
skills by discussing
problems at school with their classmates. Check if children:
More More
phonics
MST Children apply
phonics basic mathematical principles 1 Use their social skills to have a discussion
and processes to describe a problem and the stages with their classmates.
of the process of solving that problem. 2 Can describe the stages of a process.
LL 3 Learn to write a report.
Children develop their learning techniques by gaining
an understanding of how to write a report.
168 i-poster

i-flashcards

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 Literacy Strand Unit 6 Lesson 8
Fast Finishers
CLIL Objective The children draw a blueprint of their invention.
To practise writing a report, describing problems
and the stages of a process. Wrap-up
Together,
More think ofMoresolutions to other problems discussed
Language Objectives practice practice P P
in Activity 1.
To learn structures to describe problems and processes:
F F
The (Maths book) is too (difficult). First … and then …   The children play a fun game choosing the correct
To practise structures with the Past Simple affirmative: words to complete theSC SC
sentences which helps them
First, Adam invented a name. consolidate structures to describe problems.
More More
To learn how to write a report. phonics phonics

Materials Optional Resources

Teacher’s Resource Book page 38, Writing.
– Teacher's i-book
i-poster

i-flashcards

Lead-in
ExplainMore
the structure
Continuous Assessment
More
practice practice P using
P too + adjective. Draw a measuring rod IWB i-book
on the board. Ask if they have seen a measuring rod in a theme park, Check if the children can:
F F Make inferences from what they understand in a story
where you have to stand to see if you are tall enough to go on a ride.
SC SC and tell it back.
Put the required height at 150 cm. Then, ask a child to come and Describe a problem and the process of solving that problem.
More
phonics be measured. Say: Erik is too short. He can’t go on the ride.
More
phonics

1  Complete the lists and talk about problems at school.

Look at the two lists and add more words on the board. Have a
i-poster
class discussion based on the children’s criticisms of their school life: Activity Book
The school day is too long.
i-flashcards
Unit 6, page 62, Lesson 8. See page 258 for answer key.
IWB Touch
i-book to open the activity. The children look at five
images in turn, and decide which of the six sentences that remain
at the bottom of the screen is correct for each image. For further
practice, display the five images again but with the sentences below
covered using the shade on Richmond i-tools, and ask the class
to remember and tell you the correct sentence for each.

2  Look at the pictures and describe the stages. This exercise

teaches the children to think outside the box and infer from
what they know about the story. The children can do the exercises
alone or in pairs.

3  Write an inventor’s report. Go back to the class discussion

and ask the children to create an invention to solve one of the
problems referred to following the same stages as Adam. They write
the report in their notebooks following the structures given in
the Student’s Book.

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 Unit 6 Lesson 9

LL 1 2.18 Copy the words in three different groups. Then, listen and check.

worked looked explained waited walked

designed invented showed visited

LL 2 Read and complete the description.

Dr lived in . In invented a .

Then, designed a in . In visited .

best invention was a . More More

P P
practice practice

name F F
place
Grammar help
SC SC
he/she/His/Her Past tense More More
phonics phonics
date Last year, Adam invented a new telephone.
invention Dr Brains arrived at the school last week.
The children copied the homework into
their notebooks.

i-poster

LC 3 Use the spinners and make past tenses. i-flashcards

IWB i-book
y

copy
stud

t
en ify
v ss
in
cla

+ ied
+ ed try
design

talk smile

ca ar
ll riv
+d
anno

e
live
unce

Language review | Regular verbs: ed endings 65

492044 _ 0057-0066.indd 65 20/02/14 13:22

LL Key competences continuous assessment

Children develop learning techniques by
categorising vocabulary in a spelling chart. Check if children:
LL Children apply the learning technique 1 Are able to categorise vocabulary in a chart.
of using a colour code and previous knowledge 2 Can use a colour code to complete the activity.
to complete a description. 3 Use the unit language to play a game.
LC
Children apply their newly acquired knowledge
in a language game.
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 Review Unit 6 Lesson 9
Fast Finishers
CLIL Objective The children write another imaginary description of an inventor
To use the past tense of regular verbs to play a game. More
practice
More
based on P P
themselves.
practice

Language Objective F F
Wrap-up
To review the vocabulary and structures of the unit. SC
The children makeSCanother regular verb game. They write the
More
phonics infinitive of the 21 verbs from Lessons 6 and 7 on cards, the
More
phonics

Materials endings d, ied and ed on another 21 cards, repeating each ending

– Teacher’s i-book – Extra material: cards with the regular seven times. The children then put the cards in two piles in the
– CD 2 verbs from Lessons 6 and 7 written on centre of the table and pick out an infinitive and an ed ending.
i-poster
one side. Paper clips for the spinners If they coincide they keep the pair. The winner is the child with
the most pairs.
i-flashcards

IWB i-book Use the Vocabulary Game Generator to review

Lead-in
the key vocabulary covered in the lesson.
Write the 21 regular verbs from Lessons 6 and 7 on pieces of card.
See pages 22-24 for interactive games description and ideas.
Put the cards face down on your desk. Invite children to come and
take two cards. If the ed ending is pronounced the same in each,
the child gets a point. This game could also be played in groups Optional Resources
with the children making their own set of cards. Teacher’s Resource Book pages 17-18, Language.

1  2.18 Copy the words in three different groups. Then,

listen and check. The children write three columns into their
notebooks: Sounds like lived, Sounds like talked, Sounds like wanted. Continuous Assessment
Then, they write the verbs into the correct column. Finally, they Check if the children can:
listen and check, and make any necessary changes. Pronounce and spell the regular verbs in the Past Simple
(See transcript page 175.) introduced in the unit.
Answers: Write a short description of an inventor indicating important
dates and places in their lives and what they invented using
1 t worked, looked, walked
More
practice
More
practice P P the Past Simple.
2 d designed, showed, explained
3 id invented, waited, F visited
F

SC SC
More
2  Read and complete the description. This exercise could
More
phonics be done as an imaginary description with the children filling
phonics

in imaginary details or they could choose a real inventor and go

Activity Book
backMorethrough the book to find the information. Finally, the children Unit 6, page 63, Lesson 9. See page 259 for answer key.
More
practice practice P P
i-poster
read their descriptions to the class.
F F
i-flashcards
Visual grammar presentation.
SC SC
More
IWB i-book
More
Touch to open the activity. The children read
phonics
sentences
phonics
with the regular past tense endings missing. They choose
the correct endings for each, practising the spelling of verbs with
regular past tenses. For further practice, open the Richmond i-tools
and ask the children to write different sentences but using the same
i-poster
verbs from the exercise.
i-flashcards
3  Use the spinners and make past tenses. In small groups,
the children take it in turns to spin (with a paper clip and pen)
IWB i-book
and if the verb coincides with the correct spelling, that child gets
a point. The winner is the child with the most points after ten
spins each.

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 Unit 6 Lesson 10

LC 1 2.19 Listen and make a note of the mistakes in the text. Then, correct them with a
classmate.

invented a
solar car – 2012

designed a
cube TV – 2009 Name: Dr
Lulu Smar
Date of b t
irth: 21 st A
Place of b pril 1980
irth: Man
Education chester, U
: 1999 – 2 K
London U 006,
Jobs: 200 n iv e rs it
6 – 2009,
LIF Labora y.
2009 – 20 tory;
10, New Y
2010 – Lo ork
ndon Univ University;
ersity.
visited the
Queen – 2013
presented a new
phone – 2007 In 2007 she didn’t work in … . She worked in … .

CAE 2 Imagine an inventor,s biography. Then, ask your classmate.

What was …
live name?
invent
work design Where … ? When … ?
study
show
work with What … ?
visit
Who … ? When was …
born?

LC 3 Write about your inventor. Where did she live?

She lived in China.
Thomas Adams was born in 1818. He lived in the USA ... .

66 Oral review | Asking and answering questions about an imaginary inventor

492044 _ 0057-0066.indd 66 20/02/14 13:22

LC
Key competences continuous assessment
Children demonstrate their reading and listening
skills to find mistakes in the text. Check if children:
CAE
Children develop their creativity by imagining 1 Are able to understand the listening and the text
an inventor’s biography. to complete the activity.
2 Use their creativity to imagine a biography.
LC 3 Use the language learned in the unit to write
Children show consolidation of structures
about an inventor.
and vocabulary by writing about an inventor.
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 Review Unit 6 Lesson 10
More
practice Fast Finishers
P
More
practice P
CLIL Objective If you have InternetF access,
F the children look for the names
To consolidate structures and vocabulary by asking of the inventors ofSCtheSCother inventions on the flashcards.
and answering questions about an imaginary inventor.
More
If not, they
More
write a biography of Russell Ohl from the notes
phonics phonics
Language Objective on the board.
To review the vocabulary and structures of the unit.
Wrap-up
Have a class discussion about the inventors and inventions
i-poster
Materials talked about in the unit. Ask if they know any modern
– Teacher’s i-book inventors or inventions.
i-flashcards

– CD 2
IWB i-bookUse the Vocabulary Game Generator to review
– Flashcards for Unit 6
More More
P P the key vocabulary covered in the lesson.
practice practice
See pages 22-24 for interactive games description and ideas.
F F
Lead-in
SC SC
Display the flashcards. Check that the children know the names
More
phonics of the inventions. Show them the solar panel. Explain that the
More
phonics

first solar cell was invented by Russell Shoemaker Ohl. Write his
biographical details on the board: Date of birth: 31st January, 1898.
Place: Pennsylvania, USA. Education: Pennsylvania State University
i-poster
1914-1918. Jobs: Army. 1927 – Bell Laboratory. 1955 – Institute
of Radio Engineers.
i-flashcards
Final Written Evaluation
In the next lesson give the children the tests from the
Teacher’s Resource Book pages 91-92 or 93-94 depending
on each child’s ability. Give as much support as necessary
for them to understand the structure of the tests.

IWB Open the i-poster. The children listen to the audio

i-book Note: The listening is the same for both tests.
and find the items they hear on the poster. For further practice,
ask individual students to describe one of the items, and then ask Final Assessment
the class to guess which item is being described. Encourage them Check if the children can:
to say things about the items that they learned in class. Listen to and understand a biography of an inventor
giving details of their birth date, studies, work
1  2.19 Listen and make a note of the mistakes in the text. and their inventions.
Then, correct them with a classmate. Ask questions about Write a biography of an inventor, ask and answer questions
the information: Where was Dr Lulu Smart born? Play the audio about it using structures introduced in the unit.
and the children, working in pairs, point out the mistakes.
(See transcript page 175.)
Answers:
Doctor Smart was born in 1980 in Oxford (Manchester).
She studied at university in Manchester (London). Activity Book
In 2006, she started work in the LIF Laboratory. (no mistake) Unit 6, page 64, Lesson 10. See page 259 for answer key.
She started work in London University in 2009 (2010).
In 2007, she presented a new type of telephone at an
international conference. (no mistake)
In 2009, she designed a new television with three sides
(cube/six sides).
In 2012, she invented a new ship (solar car).
Then, in 2013 she visited the Queen for a special award. (no mistake)

2  Imagine an inventor’s biography. Then, ask your classmate.

The children imagine an inventor and make some brief notes. Then,
in pairs they take it in turns to find out about each other’s inventor.

3  Write about your inventor. The children write a full paragraph

from the notes they have made about the imaginary inventor.

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 Transcripts
2.10   Poster, Unit 6. Some of these things are 2.13   Listen and find the children’s inventions.
discoveries and some of them are inventions. Listen Molly: Yesterday was the worst day of my life! We all invented
and answer the questions. different things for the inventors’ competition. I really wanted
Narrator: Is fire a discovery or an invention? to win but now I am in big trouble!
What about the wheel? Everybody invented something different.
Is the telephone a discovery or an invention?
And what about gold? Camilla invented a really incredible spray. It changes the colour
Is electricity a discovery or an invention? of your clothes. It’s like having new clothes every day!
And what about the light bulb?
Harry invented a fantastic liquid. It makes everything
Is Venus a discovery or an invention?
taste wonderful, even horrible vegetables!
And what about the printing press?
Is gravity a discovery or an invention? Justin invented a robot to lay the table. You just click your
And what about the camera? fingers and the robot does the work.
And Fatima invented a really useful gadget. It corrects
2.11   Listen and write the numbers to connect your homework. I really need one of those!
the information.
Narrator: Johannes Gutenberg was the inventor of the printing press. 2.14   Listen and read the diary.
He was born in Germany, in 1395.
Molly to diary: Tuesday, 6th March.
Ada Lovelace was the inventor of the first computer program.
Technology troubles!
She was born in England, in 1815.
Thomas Edison was the inventor of a new version of the light bulb. Justin: Hi there, Molly. What’s that?
He was born in the USA, in 1847. Molly: It’s a robot for my bedroom.
Alexander Graham Bell was the inventor of the telephone.
Justin: What does it do?
He was born in Scotland, in 1847.
Molly: Well, it tidies my bedroom. Look!
John Logie Baird was the inventor of the television.
There are six blades and some mirrors. And…
He was born in Scotland, in 1888.
Woman: Hey!
Justin: Turn it down! Turn it off Molly!
2.12   Choose the correct options. Listen and check. Molly: I’m trying, but the red button doesn’t work!
Then, sing the song: Edison.
Camilla: What happened to you two?
Oh, Thomas Edison was very smart.
Justin: Well! Molly invented a robot that…
He invented lots of stuff!
He lived in Ohio in the USA. 2.15   Listen and find the winning vehicles.
He worked in his workshop night and day. Child: The third prize was for a special rocket with two wings
He designed electric lamps. and wheels like a tank. It travelled on the land and in the air.
He wanted his name on the two cent stamp. There were three small windows and one big window.
Oh, Thomas Edison was very smart. Can you find the poster?
He invented lots of stuff! The second prize was for a lorry with long legs and
He visited the President with his phonogram. a solar panel on the top. There was a door and two windows.
And the President liked this clever man. Can you find the poster?
He invented new light bulbs and the microphone. And the first prize was for a special kind of boat with
He didn’t go to school. He studied at home. lots of sails and small wheels. There was a deck with chairs
Oh, Thomas Edison was very smart. and even a cinema!
He invented lots of stuff!! Can you find the poster?

174

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 Transcripts
2.16   Read and listen to the story: Adam’s invention. 2.17   Listen and repeat the verbs. Find and classify
Narrator: Last week Dr Betty Brains, the inventor, visited more verbs. Then, listen and check.
Green Park School. She talked to the pupils about famous inventors t t. Sounds like talked, talked
and their inventions. It was very interesting and all the children really d d. Sounds like lived, lived
enjoyed the day. In the afternoon, she asked them to do a project id id. Sounds like wanted, wanted
for their homework.
t t. Sounds like talked, talked
Dr Brains: I want you to design a new school bag for a national Asked, asked
competition. The prize is an incredible inventor’s kit. Worked, worked
Looked, looked
Narrator: Adam worked hard all weekend. He didn’t watch
Announced, announced
television and he didn’t use the telephone. He listed and classified
all the problems with school bags. Then he designed lots of different d d. Sounds like lived, lived
school bags. He studied the designs very hard. He tried and tried, Arrived, arrived
but he wasn’t happy with any of them. Then, suddenly… Enjoyed, enjoyed
Smiled, smiled
Adam: That’s it! I’ve got it! I’ve got a great idea.
Designed, designed
Narrator: Ricky, Adam’s friend, lived next door. He invented Classified, classified
some special school bag shoes. On Monday morning, he called at Called, called
Adam’s house to go to school together, as usual. He showed Showed, showed
Adam his shoes and then he asked about Adam’s invention. Tried, tried
Explained, explained
Ricky: What did you invent, Adam?
id id. Sounds like wanted, wanted
Adam: Wait and see!
Invented, invented
Narrator: The boys walked to school. When they arrived, Listed, listed
there was a lot of noise and activity. It was very exciting. Waited, waited
Everybody wanted to win the competition. Visited, visited
Pointed, pointed
Priya: My invention is a flying school bag! What did you invent, Adam?
Adam: Aah… 2.18   Copy the words in three different groups.
Narrator: There were lots of incredible inventions for the competition. Then, listen and check.
The children showed their inventions to each other and everybody tt
asked Adam about his invention. Worked, looked, walked
Wassim: I can sit on my scooter bag and ride to school! dd
Designed, explained, showed
Melissa: Look at my musical school bag hat! What did you invent,
Adam? id id
Invented, waited, visited
Adam: Wait and see.
Narrator: It was time to judge the competition. Dr Brains looked 2.19   Listen and make a note of the mistakes in the text.
carefully at all the inventions. They were all so different. She asked Then, correct them with a classmate.
lots of questions and the children explained their inventions to her.
Narrator: Doctor Smart was born in 1980, in Oxford.
Dr Brains: Mmm… How did you design this? She studied at university in Manchester.
In 2006, she started work in the LIF Laboratory.
Girl: Well, first I copied a picture of an old car. Then I…
She started work in London University in 2009.
Narrator: Then, it was Adam’s turn. Everybody looked at Adam. Her first invention was in 2007. She invented a new type of telephone
Where was his invention? Dr Brains asked Adam to tell her about and presented it at an international conference.
his school bag. He smiled and pointed to his back. In 2009, she designed a new television with three sides.
In 2012, she invented a new ship.
Dr Brains: So, what did you invent? Then, in 2013, she visited the Queen for a special award.
Adam: I invented The Incredible, Invisible School Bag. It’s very big,
very light and it doesn’t take up any space at all.
Narrator: After lunch the children were in the hall again.
They waited for a long time and then Mr Jones announced
the winner of the competition.
Mr Jones: The winner is Adam Smart. Take your things out of
your school bag, please.

175

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 Unit 7 Overview
Vocabulary Structures Recycled
Parts of a ship: anchor, cabin, crow’s nest, deck, galley, Past Simple of the verb to be: Was he (a pirate)?
Language
helm, mast, sails He wasn’t (a captain).
Dates
Nature: beach, coastline, continent, harbour, island, Regular and irregular verbs in the Past Simple:
Times
sea, storm, whales, wildlife, wind Did you (eat) (dry biscuits)? I (ate) (roast chicken).
Years
Cardinal points: north, south, east, west I didn’t (eat) (biscuits).
Places: Antarctic, Artic, Madeira, New Zealand, Pacific Wh- questions in the Past Simple:
Pirate clothes: eye patch, feather, hat, hook, jacket, Where did you go? What did you see?
trousers, tunic, turban, wig Regular verbs: climbed, explored, sailed, stayed,
Pirate language: All hands on deck. Ship ahoy! stopped, travelled, worked
Walk the plank! Skull and crossbones. Irregular verbs: ate, drank, had, made, sat, saw,
Facial features: beard, blond hair, red hair slept, stood, went, wore
People who work on a ship: cabin boy, crew, captain, sailor Sequencers: first, then, after that, and then, finally
Functional language for sharing opinions about
a film: brilliant, the best ever, rubbish, ugly, great, terrible;
What did you think? Did you like … ? She agreed. She’s right.
No way! I don’t think so. I totally agree. I didn’t really like … .
I really liked … .

Creative Strand
Cultural Strand CLIL Objective:
To draw a portra
s:
Language Objective Simple.
it of a pirate.
st Language Object
Topractise using the Pa To learn words fo
ives
:
ture and places.
To learn words for na To learn words to
r pirate clothes.
e cardinal points.
To learn words for th To practise the ve
describe facial feat
ures.
rbs to be, to have
in the Past Simpl and to wear
e to describe a po
rtrait.

Functional Strand
Language Objectives:
To learn functional language for
sharing opinions about a film. Life at
To learn words to describe films.

sea
Knowledge Strand
CLIL Objective:
Literacy Strand To find out about life on board a ship.
CLIL Objective: Language Objectives:
To learn how to write a fictional biography. To learn the Past Simple to talk about
life on board a ship.
Language Objectives:
To revise the words for parts of a ship.
To learn alternative spellings for the sound oa.
To learn the words for people on a ship.
To practise the Past Simple.
To learn pirate language.

176

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 More More
phonics phonics

i-poster

i-flashcards

Skills Objectives Teacher’s i-book

IWB i-book

Listening: To listen to a description of a galleon. Use the Richmond i-tools to complete

To understand a song about life on board a ship. the activities with the children on the IWB.
To understand people giving their opinions of a film.
Reading: To read and understand texts describing pirates. Activities in and provide
To understand an entry from a ship’s log book. To read a text a digital alternative to introduce the children
about a sea voyage. To read and understand a pirate story. to the lesson.
Writing: To write an explanation of where a treasure
Activities with beside the rubric offer
chest is hidden. To write a sketch about going to the
an additional interactive activity to reinforce
cinema. To write a description of a voyage. To write
the activity content:
an entry in an imaginary log book.
•  Lesson 3: activity 1
Speaking: To ask and answer questions about a •  Lesson 4: activity 2
hidden treasure. To ask and answer questions to identify • Lesson 7: activity 1
a portrait. To ask and answer questions about sea voyages. • Lesson 8: activity 1
To sing a ‘sea shanty’. To talk about a voyage. More
practice
More
•  Lesson
practice P P
9: grammar
F F
provides extra interactive SC SC
practice which can be
Assessment Criteria used for Fast Finishers or as a Wrap-up activity.
More More

• Children can describe a pirate’s appearance and Alternatively,

phonics it can be used as homework:
phonics
More More
P P
a galleon ship.
practice
• Lesson 3: knowledge
practice

• Children can talk about life at sea. •  Lesson 4: functional

F F language
• Children can write an imaginary biography •  Lesson 6: phonics
SC SC
i-poster

of a character including details about daily life. •  Lesson 7: literacy

More More

• Children can understand a text about a voyage.

phonics
i-flashcards •  Lesson
phonics
8: literacy
IWB i-book
Audiovisual material:
•  Lesson 3: Types of boats and ships
Optional Resources More
practice
More
i-poster
practice P P
•  Lesson 5: Captain Cook
Teacher's Resource Book Photocopies: i-flashcards F F

• Lesson 2: page 47, Listening provides aSCvisual

SC
grammar presentation:
IWB i-book
• Lesson 4: page 31, Reading • Lesson 9: review
More More
phonics phonics
•  Lesson 5: page 55, Speaking
• Lesson 6: page 65, Phonics Use the Vocabulary Game Generator to create
•  Lesson 8: page 39, Writing your own interactive games to review the key
•  Lesson 9: pages 19-20, Language vocabulary from the unit at any time.
i-poster

• Evaluation: pages 95-96 or 97-98, Unit 7 test

i-flashcards

Extras/Realia
IWB i-book
• Lesson 2: a photocopy of a photo of each member For ideas on how to exploit the course
of the class enlarged to A4 size resources, see our Activity Bank: pages 17-24.
• Lessons 5 and 8: a map of the world
• Lesson 9: strips of paper (six per child)
• Lesson 10: cold coffee for making white paper look old

SCC Social and Civic Competences:

Key Competences
LC Linguistic Competence:
Children become familiar with parts of a ship, nature,
places, pirate clothes and language.
MST Competence in Maths, Science and Technology:
Children apply mathematical and scientific skills to understand
and use the cardinal points to give directions on a map.
DC Digital Competence:
Children work together on the unit content using the IWB
and do further practice individually.
Children demonstrate skills working in pairs to play
a guessing game about pirates.
CAE Cultural Awareness and Expression:
Children are introduced to famous pirates in history.
They learn about Captain Cook.
LL Learning to Learn:
Children develop their learning techniques by gaining
an understanding of how to write a fictional biography.
IE Sense of Initiative and Entrepreneurship:
Children take the initiative to identify the advantages
and disadvantages of life at sea.

177

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 Lesson 1

7 Life at sea I wonder...

‡ When did Europeans start travelling
to America?
• How did they travel?
• How long did it take?

crow’s
nests (o) sails (n)

masts (e)

helm (l)
deck (a)
cabins (g)

anchor (s)
galley (l)

May 1652 e
e had three treasur
The Sweet Carolin go ld co ins,
was full of
chests. One chest an d on e was
r coins
one was full of silve
full of jewels.
LC

1 2.21 Listen and write the letters in order.

SCC
2 Ask your classmate and find the treasure.
Instructions g s
• Make labels for the three treasure chests.
LC J
• Hide the treasure chests on the ship.
3 Write about the treasure.
Was there a treasure Was it full of gold? There was a treasure
chest by the helm? No, it wasn’t. chest full of ... by the ... ,
Yes, there was. on the ... , in the ... .

Identifying parts of a ship | Parts of a ship

Identifying the parts of a ship | Treasure chest, gold, silver, jewels | Was there a ... by the ... ?
First they made the … Was there a …? Was it …?
67

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LC
Key competences continuous assessment
Children improve their listening skills by identifying the
parts of a ship and the order of how the ship was built. Check if children:
SCC 1 Are able to follow the listening to do the activity.
Children demonstrate skills working in pairs
2 Work well in pairs to find each other’s treasure.
to play a game.
3 Improve their ability to write in English.
LC
Children improve their writing skills by describing
where they hid the treasure on their ship.
178

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 More
practice
More
practice
Unit 7 Lesson 1
P P

F F
Fast Finishers
SC SC
CLIL Objective The children draw a galleon and label the parts.
More More
To understand a listening activity and identify the parts phonics phonics

of a ship. Wrap-up
Display the poster (or open the i-poster on the Teacher’s
Language Objectives i-book). Talk about what is happening on board: Where is
To learn the words for parts of a ship: anchor, cabin, crow’s i-poster
the (captain)? (At) the (helm). Then, do a Spelling Bee with parts
nest, deck, galley, helm, mast, sails
To revise sequencers: first, then, after that, finally of the ship.
i-flashcards

To learn the nouns: chest, coins, jewels, treasure
To practise the structures There was / There were.
To practise questions in the Past Simple: How long did
it take? How did they travel?
IWB i-book Use the Vocabulary Game Generator to review the
key vocabulary covered in the lesson.
See pages 22-24 for interactive games description and ideas.

Materials Initial Evaluation

– Teacher’s i-book – Poster for Unit 7 Check if the children can:
– CD 2 – Flashcards for Unit 7 Name the parts of a ship.
Ask and answer questions in the Past Simple to locate
treasure on board the ship.
Lead-in
The children take an educated guess at the questions in the
More
practice
More
practice P P
I wonder box, try to create an interesting debate about the period.
F the
If Internet is available, F children can find the answers to the
I wonder questionsSCthere.SC
Activity Book
Unit 7, page 65, Lesson 1. See page 260 for answer key.
More
phonicsDisplay the poster. Explain that it is an old ship
More
phonics 2.20
from 1652. Show the flashcards and say the names of the parts
asking the children to repeat. Place them around the poster.
Then, play the audio and the children say the number
i-poster
of the part described.
(See transcript page 198.)
i-flashcards

IWB i-book Open the i-flashcards and say the names of the parts
of a ship, telling the children to repeat. Then, open the i-poster.
Pause the audio after each sentence, and invite a different child
each time to drag the word they hear in the sentence to the correct
part of the poster.

1  2.21 Listen and write the letters in order. Tell the children
they are going to hear how the Sweet Caroline was built. As they
listen to the audio they write the letters. Write the words first,
then, after that, finally on the board and see if the children can
repeat the order of how the ship was built.
(See transcript page 198.)
Answers:
g-a-l-l-e-o-n-s

2  Ask your classmates and find the treasure. Explain that

galleons often carried treasure on board. The children make three
labels representing gold, silver and jewels and stick them in their
books. Then, they ask and answer questions with a partner to find
the treasure using the structures given.

3  Write about the treasure. The children write a description of

the treasure and the place where they hid it on their ship.

179

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 Unit 7 Lesson 2 a b

CAE 1 Read and find the portraits.

c
d

Captain Hook Barbarossa

1 … was very elegant. He wore a wig and a hat with

a feather. He didn’t have a beard and he didn’t have
long hair. He was the son of an African king.

Black Caesar 2 … had a thick red beard. He didn’t wear a hat and
Chin Shih he didn’t wear a jacket. He wore a turban and a tunic.
He was from the Mediterranean.
e
3 … had black hair and a black beard. He only had
one eye and one hand. He wore an eye patch and,
on his left hand, he had a hook.

4 … was very beautiful. She had black eyes and black hair. f
She didn’t wear men’s clothes. She wore trousers and
a long tunic.

5 … had blonde hair and blue eyes. She wore a man’s

helmet. She was born in the 5th century in Scandinavia
Awilda and she was a pirate in the North Sea.

6 … had curly red hair. She was born in Ireland in the 18th
century and she was a pirate in the Caribbean. She wore
SCC
men’s trousers but she didn’t wear a hat or a wig.
Anne Bonny

CAE
2 Make questions and ask your classmate.
have: a beard black hair red hair 3 Draw a pirate’s portrait.
blond hair a hook on his left hand Instructions
• Choose a friend.
wear: a wig an eye patch • Pretend your friend is
a pirate and draw a portrait.
a turban a tunic trousers • Describe the portrait.

Did he have a beard? Did she wear an eye patch? ... , the pirate, had ... . He/She wore ... .
Yes, he did. No, she didn’t.

Drawing pirates | Facial features, Clothes |

68 He wore a … . She didn’t wear … . He had a … . Did he have a … ?

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CAE Key competences continuous assessment

Children are introduced to famous pirates.
Check if children:
SCC 1 Learn interesting facts about famous pirates.
Children demonstrate skills working in pairs
2 Can work well in pairs playing a guessing game.
to play a guessing game about pirates.
3 Use their artistic skills when drawing a portrait.
CAE
Children develop their artistic skills by drawing
a pirate’s portrait.
180

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 Creative Strand Unit 7 Lesson 2
CLIL Objective Optional Resources
To draw a portrait of a pirate. Teacher’s Resource Book page 47, Listening.

Language Objectives
To learn words for pirate clothes: eye patch, feather, hat,
hook, jacket, trousers, tunic, turban, wig Continuous Assessment
To practise the verbs to be, to have and to wear in the Check if the children can:
Past Simple to describe appearance: He had a (beard). Describe a pirate using the verbs to be, to have and to wear
He wore (an eye patch). in the Past Simple.
Write a description of a pirate using the vocabulary
More More
P P introduced in the lesson.
practice
Materials
practice

F F– Optional realia: a photocopy of

– Teacher’s i-book
SC SC a photo of each member of the class
enlarged to A4 size
More More
phonics phonics

Activity Book
Lead-in Unit 7, page 66, Lesson 2. See page 260 for answer key.
Talk about famous fictional pirates they have read about or seen
i-poster
in films. Ask about their appearance: Did pirates have long hair?
Ask if they know of any female pirates.
i-flashcards

IWB i-book Open the lead-in activity. The children look at the picture
of a pirate, and drag words describing features of him to the correct
place on the picture. For further practice, cover the words with
the shade on Richmond i-tools, and ask the children to say
and spell the words for you to write in the gaps.

1  Read and find the portraits. Look at the pictures and

pre-teach some of the new vocabulary like eye patch and hook.
Then, the children read the texts and match them to the pictures.
Answers:
1 c, 2 b, 3 a, 4 d, 5 e, 6 f

2  Make questions and ask your classmate. In pairs the children

choose a pirate and write the name on a paper face down on
the table. Then, they ask and answer questions until they guess the
name. The winner is the child who guesses the pirate using
the least amount of questions.

3  Draw a pirate’s portrait. The children draw the portrait or,

if photocopies of photos are available, they use those. Encourage
them to invent pirate names for the friend too. Finally, the children
describe their drawing to the class. You could make a class display
with the results.

Fast Finishers
Draw a pirate flag for the class.

Wrap-up
Play the game Find the pirate. The children choose a pirate, either
from the ones they have drawn or from the book, and describe
them for the others to guess: I wore a hat. I had an eye patch.
I had a hook.

181

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 SC SC
More More
phonics phonics

Unit 7 Lesson 3

IE 1 2.22 Listen and find the pictures. Then, sing the song. i-poster

i-flashcards

good IWB i-book

Life on the ship was for me!
bad
good
Oh! The old life at sea.
bad
Captain Cabin boy
didn’t have

a hat and

1 4
2 3 ate dry biscuits and
didn’t wear a shirt
ate roast chicken and climbed the masts and
drank water
drank lemonade sat in the crow’s nest

5 8
stood at the helm 6 7 slept on deck
made a fortune and
slept in a cabin saw the world

CAE 2 Imagine you are a sailor. Then, invent a new verse about life at sea.
Life on the ship was … for me. I wore … and I saw … .
Oh, the … old life at sea. I stood on the … . I slept in … .
I ate … and I drank … . Oh, the … old, life at sea.

SCC 3 Ask a classmate about the new verse. I wonder...

eat drink sleep see wear stand climb sit ‡ What did ships carry from
the Caribbean to England
Did you eat fish? in the 19th century?
Yes, I did.

Life on board a ship | Clothes, Food, Parts of a ship, Verbs |

More
… ? tice
I ate … . Did you sleepprac
More
practice 69 P P

F F
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IE Key competences continuous assessment

Children take the initiative in identifying the advantages SC SC
and disadvantages of life at sea through the song. Check if children:
More More
CAE 1 Show initiative in identifying
phonics the advantages
phonics
Children use their imagination and creativity
and disadvantages of life at sea.
to invent a new verse about life at sea.
2 Develop their imagination and creativity
SCC to invent a new verse.
Children demonstrate skills working in pairs to ask
3 Work well in pairs asking and answering questions.
and answer questions about the new verses.
182 i-poster

i-flashcards
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 Knowledge Strand More
practice
Unit 7 Lesson 3
More
practice P P

F F
The children play a fun game dragging the words to
CLIL Objective form correct sentencesSC SC
to consolidate a mix of regular
To become aware of what life was like on board a ship. andMore MoreSimple forms. For further practice,
irregular Past
phonics phonics
ask students to write lists of positive and negative things about
Language Objectives
life at sea.
To learn the irregular Past Simple forms: ate, drank, had,
made, sat, saw, slept, stood, went, wore
To revise the words for parts of a ship.
To practise the Past Simple questions and short answers:
Continuous Assessment
i-poster

Did you (eat) (fish)? Yes, I did. / No, I didn’t. Check if the children can:
i-flashcards
Use the Past Simple of the irregular verbs introduced.
Write about life at sea.
IWB i-book
Materials
– Teacher’s i-book
– CD 2
– Poster for Unit 7
Activity Book
Unit 7, page 67, Lesson 3. See page 261 for answer key.
Lead-in
Display the poster (or open the i-poster on the Teacher’s i-book)
More
practice and revise
More the names of the parts of the ship. Ask the children to
practice P P
imagine life on board a ship. Ask if they think life was the same for
F F
the captain as for the rest of the crew.
SC SC
More
phonics 1  2.22 Listen and find the pictures. Then, sing the song.
More
phonics

The children note the number of the pictures. As they sing the song
encourage them to do actions and mime.
(See transcript page 198.)
i-poster
Answers:
7, 3, 2, 4, 5, 6, 1, 8
i-flashcards

IWB i-book Touch to open the activity. The children listen to

the song and drag the words to complete the lyrics. Alternatively,
cover the words with the shade in the Richmond i-tools and ask
the children to fill in the gaps.

2  Imagine you are a sailor. Then, invent a new verse about

life at sea. To help them you could write lists of words for food,
drink, clothes and places on the board.
More
practice 3  Ask a classmate
More
practice P
P about the new verse. In pairs, the children
ask questions in the
F Past
F Simple about the new verses: Did you
stand at the helm?SC
Yes,SC
I did. / No, I didn’t.
More More
phonics
Fast Finishers
phonics

More
The children
practillustrate
ice P P
their verses.
More
practice

F F

i-poster
Wrap-up SC SC
The children take it in turns to sing their verses. If you have Internet
More More
i-flashcards phonics
access, do the I wonder quest. If not, set it for homework.
phonics

IWB i-book Watch the video Types of boats and ships. Complete
the onscreen comprehension activity with the children. For further
i-poster

practice, open the worksheet before you watch the video and
i-flashcards
use the Richmond i-tools to complete it as you watch the video.
Alternatively,
IWB print
i-book out copies for the children to do the worksheet

individually.
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 Unit 7 Lesson 4
Functional language
1 When did you last see a film about pirates?
Ca
2 Who were the heroes? 2nd May
3 Who were the baddies? Opinions:
4 Who was your favourite actor in the film? a ugly best c better
b

rubbish e brillia
d
nt
f loved g hated h
didn't like

I went to the cinema today What did you

with Justin and some other
think? Did
friends. I really wanted to see He was
the new Oliver Lane film. He's my favourite actor. you like it? *** !
Guess who was at the cinema as well??
LC Camilla! After the film, we
had an ice cream
with Camilla and
we chatted
about the film.
I *** it!
It was the *** ever!

Yes! Exactly!
The other I'm not surprised some of
At first, I didn't say anything because, Then I got a actors were the other kids changed
well, Oliver was *** but I *** the film.
Then, Camilla asked me directly.
real surprise.
Camilla agreed
*** ! their minds about the film.
They always copy Camilla.
with me!
I
*** the music
k very mu
Well, I thin No! ch.
Pair Work
his last film No way!
was .
*** The costumes
were really ***.

It was an interesting day and Camilla

was very friendly. I think I like her now.

LC
1 Answer the questions.
2 2.23 Listen and find the missing opinions. Then, listen and read the diary.
***
CAE
3 Choose a film. Then write your own version and act out the scene.

More
pract70
ice
More
practice P
Getting into groups P | Can I sit there? You can sit there. What about a name? How about …?
Language for sharing opinions
present simple: I sit next to / opposite (my friend).

F F
492044 _ 0067-0076.indd 70 06/05/15 13:21

LC
Key competences continuous assessment
SClanguage
Children reinforce their SC skills by learning
functional language for sharing opinions. Check if children:
More More
Children demonstrate their reading and listening
phonicsLC phonics 1 Are able to use language for sharing opinions.
skills by identifying the missing information in the 2 Are able to understand the listening activity.
recording of a secret diary. 3 Use their creativity when writing their own version
CAE Children use their imagination and creativity of a film and act out a scene.
when writing their own version of a film and acting
out the scene for the rest of the class.
184 i-poster

i-flashcards

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 Functional Strand Unit 7 Lesson 4
Fast Finishers
CLIL Objective The children write a short paragraph about a film they have seen
To act out a scene of a film. recently and give their opinion.
Language Objectives Wrap-up
To learn functional language for sharing opinions about The More
different groups
More act out their scene and the rest of the class
a film: brilliant, the best ever, rubbish, ugly, great, terrible; practice practice P P
say what they liked about it.
What did you think? Did you like … ? She agreed. She’s right.
F F
No way! I don’t think so. I totally agree. I didn’t really like … . The children take a quiz choosing the correct words
I really liked … . to complete the sentences SC sharing opinions.
SC for
To learn words to describe films: baddies, cinema, costumes,
More More
film, hero phonics phonics

Optional Resources
Materials Teacher’s Resource Book page 31, Reading.
– Teacher's i-book
– CD 2 i-poster

Continuous Assessment
i-flashcards

Lead-in Check if the children can:

IWB i-book
Have a class discussion about pirate and seafaring films. Make Use the functional language introduced to share opinions
word webs with the name of the film in the middle and actors, about films.
opinions and additional information all around. Ask how often Understand a sketch about going to the cinema with friends
they go to the cinema. and write a sketch based on it.

1  Answer the questions. Explain the words heroes and baddies

using a story they all know. Elicit opinions from the children using
some of the words like rubbish or brilliant. Activity Book
2  2.23 Listen and find the missing opinions. Then, listen Unit 7, page 68, Lesson 4. See page 261 for answer key.
and read the diary. Classify the opinion words into positive and
negative on the board. Then, the children fill in the missing opinion
words. Finally, they read the diary. Ask questions to make sure they
understand: Who is Molly’s favourite actor?
More (See transcript
More page
P 198.)
P
practice practice

Answers:
F F
He was brilliant.
SC SC
I loved it.
More
phonics It was the best ever.
More
phonics

Oliver was brilliant but I hated the film.

His last film was better.
The other actors were rubbish.
i-poster
I didn’t like the music very much.
The costumes were really ugly.
i-flashcards

IWB i-book Touch to open the activity. The children look

at incomplete sentences expressing opinions about films and
drag words to the correct place to complete them. For further
practice, use the spotlight on Richmond i-tools to cover
different words in the sentences and ask the children to tell you
what words are missing.

3  Choose a film. Then write your own version and act out
the scene. The children get into groups of four or more to invent
their own version of the scene. Encourage them to use intonation
and facial expressions when giving opinions.

185

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 SC SC
More More
phonics phonics

Unit 7 Lesson 5
Culture
tain
Cap ok i-poster

CoHe wentCaptain Cook was a famous explorer.

on three voyages around the world and i-flashcards
he explored the Pacific, the Antarctic and the
Arctic. He made maps of the coastlines of New
Zealand, Australia and many other Pacific islands. IWB i-book

Captain Cook
CAE 1 Read about Cook’s first voyage and put the texts in order. 1728-1779
a We sailed south with a good, strong wind. There weren’t any storms
in the Atlantic and we arrived in Madeira without difficulties.
b After the islands, we sailed west across the Pacific. Then one afternoon I saw land.
I think it is the land called New Zealand. We sailed along the coast but we didn’t
see a safe harbour.
c From Madeira, we sailed to the coast of South America. The cabin boy saw some whales
but they didn’t go near the ship. We stopped in Rio de Janeiro for a few days.
d In the morning, I saw a safe harbour. I went ashore and explored the land.
We didn’t see any people. In the evening, I made a map of New Zealand. It is not one
continent but two islands.
e From Tierra del Fuego, we sailed west into the Pacific Ocean. We saw many
islands with people on the beaches. They wore grass skirts and they didn’t
wear shirts. The women had flowers in their hair.
f From Rio de Janeiro, we sailed south until we arrived at the bottom of
the continent, in the area called the cape of Tierra del Fuego. Last night,
there was a strong wind. I stayed at the helm and didn’t sleep.

Pair Work
MST 2 Ask a classmate and find out more about
Captain Cook’s voyages. 3 Imagine one of the voyages.
Student A, go to page 95. Student B, go to page 92. When did the ... expedition start/end?
SCC Where did Cook go on the ... expedition?
start What wildlife did he see?
When ... ? When did the What maps did he make?
end
In what direction ... ? second voyage start?
go
What ... ? The second voyage
see
What maps ... ? started in 1772.
make

Captain Cook | Directions, Places | We sailed west. We didn’t see … . 71

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CAE
Key competences continuous assessment
Children are introduced to a famous British
explorer and navigator: Captain Cook. Check if children:
MST Children apply mathematical and scientific skills 1 Learn interesting facts about Captain Cook.
to understand and use the cardinal points to give 2 Are able to understand and use the cardinal
directions on a map. points to give directions on a map.
SCC 3 Work well in pairs asking and answering questions.
Children demonstrate skills to work in pairs to ask
and answer questions about Captain Cook’s voyages.
186

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 Cultural Strand Unit 7 Lesson 5
More
practice Fast Finishers
P
More
practice P
CLIL Objective The children play aF game F with the map of the world. One child
To learn about Captain Cook. chooses a destination SC SC writes it down. Then, choose a point
and
Language Objectives More
of departure
More
from their country. The child gives his or her
phonics phonics

To learn words for nature: beach, coastline, continent, classmate navigation instructions: Sail (West) until (Ireland) and
harbour, island, sea, storm, whales, wildlife, wind
More
then sail (South).
practice The classmateP hasP to say the destination.
More
practice

To learn the cardinal points: north, south, east, west F F

To learn words for places: Antarctic, Artic, Madeira, i-poster
Wrap-up SC SC
New Zealand, Pacific Have a Spelling Bee with the irregular past tense verbs
More More

To practise verbs in the Past Simple: explored, had, made, introducedphonics

i-flashcards
so far. phonics

sailed, saw, stayed, stopped, went, wore IWB i-book Watch the video Captain Cook. Complete
To practise Wh- questions in the Past Simple:
Where did you go? What did you see? the onscreen comprehension activity with the children.
i-poster

For further practice, open the worksheet before you watch

i-flashcards
the video and use the Richmond i-tools to complete it as
Materials you watchIWBthe i-book
video. Alternatively, print out copies for
More
practice
More
P P
– Teacher's
practice
i-book – Extra material: a map of the children to do the worksheet individually.
– CD 2 F F the world
SC SC
Optional Resources
More
phonics Lead-in More
phonics
Teacher’s Resource Book page 55, Speaking.
Display the map of the world. Explain that Captain Cook was
a great mapmaker. Ask the children to point to the oceans on
the map. Explain that voyages in the 18th century were very difficult.
i-poster
Ask them to imagine what it would be like on board an old Continuous Assessment
galleon in a storm.
i-flashcards Check if the children can:
Understand and use the cardinal points to give directions
IWB i-book Open the lead-in activity. The children read words and on a map.
decide which of the three pictures below each correctly represents Understand a text about a sea voyage and relate it to a map
the word. For further practice, use the shade on the Richmond of the world.
i-tools to cover the words and ask the class to name the pictures. Ask and answer questions in the Past Simple to find out
information about a historical voyage.
1  Read about Cook’s first voyage and put the texts in order. Write a description of a sea voyage imagining
First, look at the portrait of Captain Cook. Ask the children the circumstances.
to describe him. Ask: Do you think he wore his wig on deck?
Make a list on the board of the places mentioned in the texts
and point them out on the map of the world before or after
the activity. Activity Book
Answers:
Unit 7, page 69, Lesson 5. See page 262 for answer key.
a, c, f, e, b, d

2  Pair work: Ask a classmate and find out more about

Captain Cook’s voyages. Display the map of the world and
ask questions to make sure the children know the cardinal points:
Where is (Britain)? It’s in the (north). Then, they get into pairs
to discover information about Captain Cook’s second and third
voyages asking questions in the Past Simple.

3  Imagine one of the voyages. Using the information gathered

in the Pair Work activity and looking at the map of the world the
children write a paragraph about one of the voyages.

187

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 Unit 7 Lesson 6
Pirates! 5

LC 1 2.24 Read and listen to the story. 2 The captain was a lazy man. He slept all night
and during the day he ate and he drank and he
1 The year was 1760. The Floating Beauty was full of slept some more. Thomas did most of the work.
MST sacks of coffee and sugar and it was ready to sail east
across the Atlantic Ocean to England. The sailors Hey you! Take the helm.
pulled on the ropes, the wind filled the sails and the
ship was on its way.

All hands on deck.

Aye, aye, Captain.

4 The first days of the journey were peaceful and

quiet. Then one cold, foggy night there was a
shout from across the waters. “Ahoy! Ship ahoy!”
A large ship sailed into view. At the top of the
tallest mast, there was a flag with the skull and
3 Thomas loved the sea and he was happy with
crossbones. It was a pirate ship!
his work. At night, he studied astronomy. He used
the stars for navigation and he had lots of books
explaining the movements of the planets.

The pirates had guns and swords and they were

ready to fight. They climbed onto the Floating
Beauty and captured all the crew.

LC 2 2.25 Spell the words out loud. Then, listen and check. LC

More
practice
More
practice P P

F F b?n?s
c ? st c?t N? g ? ld r?p?
SC SC
More More DC
72
phonics phonics Alternative spellings for oa | Sailing, Parts of a ship

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LC Key competences continuous assessment

Children acquire increased enjoyment of listening
to and reading a story. Check if children:
i-poster
MST Children apply basic mathematical skills and principles 1 Enjoy listening to and reading the story.
to understand and follow the temporal sequence 2 Can understand the temporal sequence of the
i-flashcards of the story and the different time expressions. story and the time expressions.
LC
Children learn to pronounce and spell words 3 Are able to pronounce and spell words with
with the oa sound. the oa sound.
IWB i-book
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 Unit 7 Lesson 7
5 The next morning, the pirate captain
made an offer to the sailors. 6 The sun was high in the sky. Thomas looked
at his pocket watch. Yes! It was nearly four
Then give me your o’clock and it was 17th May.
Oh! Please don’t kill me!
ship and join us. Walk the plank!
Walk the plank!

Don’t kill me! I can

control the sun!
The captain didn’t want any trouble.
“Yes! You can have the ship.”
Thomas didn’t agree. “No!” he shouted. “The
Floating Beauty is not going to be a pirate ship.”
7 And slowly a black shadow moved across the
sun. Five minutes later it was completely dark.
It was a solar eclipse.
He’s a wizard!
The pirates laughed. They didn’t believe him.
Thomas pointed at the sun. “Look! It’s disappearing!”
8 In Jamaica there was a reward for Thomas
and the rest of the crew.
Here is some gold and
this is your certificate.

The pirates were scared. Thomas took control A week later the Floating Beauty sailed out of the
of the ship and sailed back to Jamaica. harbour, with Captain Thomas Jones at the helm!

LC 1 Read the story again and answer the questions.

1 What was the name of the ship? 4 How did Thomas know about the solar eclipse ?
2 What were Thomas’ books about? 5 Why did Thomas get a reward?
3 How did they know it was a pirate ship? 6 What was Thomas’ job at the end of the story?
b?n?s

DC
Comprehension | They pulled on the ropes. The pirates laughed.
More
practice
More
practice 73 P P

F F
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LC Children develop increased comprehension Key competences continuous assessment

skills when focusing their attention on questions SC SC
Check if children:
related to a story.
DC
1 Are able to answerMore
phonics
More
the questions about
phonics
Children work together on the IWB and the story.
do further practice individually. 2 Use the digital resources to practise
the new language.

i-poster
189

i-flashcards
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 Literacy Strand More
practice
Unit 7 Lesson 6
More
practice P P

F F
The children listen and drag the letters to the words.
CLIL Objective They choose the correct SC for the sound oa.
SCspelling
To acquire skills in phonics while reading a fictional story. For further
More practice,
More open My notes and the Richmond i-tools
phonics phonics
and ask the children to write sentences so they use these words
Language Objectives
in context.
To learn alternative spellings for the sound oa.
To learn the words for people who work on a ship:
crew, pirate, sailor Optional Resources
i-poster
To learn verbs in Past Simple: ate, captured, did, drank,
Teacher’s Resource Book page 65, Phonics.
filled, had, pulled, shouted, slept, studied, went i-flashcards
To learn time expressions: at night, later, (five) minutes later,
the next morning IWB i-book
To practise the structures There was / There were. Continuous Assessment
To learn pirate story language: All hands on deck. Ship ahoy! Check if the children can:
Walk the plank! Skull and crossbones. Pronounce and spell words with the oa sound.
Understand and follow the temporal sequence of the story
Materials and the behaviour of the different characters in the story.
– Teacher's i-book – Poster for Unit 7
– CD 2

Lead-in Activity Book

More
practice
More
practice P P
Unit 7, page 70, Lesson 6. See page 262 for answer key.
Display the poster (or open the i-poster on the Teacher’s i-book).
F F
Ask the children where pirates could jump on board and what
see SC
defences they canSC on the ship (gunpowder, cannon balls).
More
phonics Check that they can name all the parts of the ship.
More
phonics

1  2.24 Read and listen to the story. Check the children

have understood the story: Who is the hero? What did the pirates have?
i-poster
Why were the pirates scared?
(See transcript page 199.)
i-flashcards

IWB Touch the story to open the i-story in a new window.

i-book

Read and listen to the story with the children.

Hot spots: Deck, Helm, Plank, Reward. Use the Hot spots to
highlight this potentially difficult vocabulary before the reading
activities.

2  2.25 Spell the words out loud. Then, listen and check.
Ask individual children to say and spell the words. Then, play the
audio and the children repeat. Finally, do a dictation with the words.
(See transcript page 199.)
Answers:
oa, oa, o, o, o_e, o_e

Fast Finishers
The children draw pirate flags.

Wrap-up
The children get into groups and play a story telling game.
Make cards with the beginning of a seafaring adventure, for example,
It was a stormy night at sea… Each group gets a card and each
child in the group adds two or three lines to the story. Each group
nominates a secretary to write the story down. Finally, stories are
read out and the children vote for the best one.

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 Literacy Strand Unit 7 Lesson 7
CLIL Objective Continuous Assessment
To understand a fictional story. Check if the children can:
Understand the story and answer comprehension
Language Objective questions about it.
To comprehend a story. Retell the events of the story using time expressions.
Understand the key vocabulary presented in the lesson.
Materials
– Teacher's i-book
– CD 2

Activity Book
Lead-in Unit 7, page 71, Lesson 7. See page 263 for answer key.
The children try and retell the story around the class. Put the time
expressions on the board to help them: The year was 1760…
The first days of the journey… The next morning… Five minutes later…
A week later…

1  Read the story again and answer the questions. Read

the story out loud around the class with different children narrating
and doing the voices of the characters. Then, the children answer
the questions.
Answers:
More 1 The name More of thePshipP was the Floating Beauty.
practice practice

2 Thomas’ books were about the movements of the planets

F F
(astronomy).
SC SC
3 They knew it was a pirate ship because the flag had
More
phonics a skull and crossbones on it.
More
phonics

4 He knew about the eclipse because he studied astronomy.

5 Thomas got a reward because he saved the Floating Beauty
from the pirates.
i-poster
6 At the end of the story Thomas was the captain
i-flashcards
of the Floating Beauty.
IWB Touch
i-book to open the activity. The children read sentences
summarising the story and drag them to put the summary in order.

Fast Finishers
Write and draw a pirate cartoon.

Wrap-up
Play a vocabulary game with the words from the story. Divide
the class into two teams. Put a chair with its back to the board
and write a word from the story on the board. The children take it in
turns to sit on the chair while the rest of the team have one minute
to help the child in the chair guess the word. Obviously they can’t
mention
More the word and they can’t do actions. The team who guesses
practice
More
practice P P
the word in the shortest time wins that round.
F F
The children play a fun game matching the two sentence
halves to consolidate their SC
SC understanding of the story
andMore
of languageMore
for life at sea.
phonics phonics

i-poster
191
i-flashcards

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 Unit 7 Lesson 8

CAE 1 Choose a character and make word lists. Use your imagination.

Ted Thomas Blackwig

First voyage at sea

Ship Daily life

name: ... destination: ... diet: ... free time: ...
description: ... sights: ... work: ... clothes: ...

SCC 2 Ask your classmate about a character’s first voyage.

go
work
Thomas sleep
Where see on his first voyage?
did Ted
What wear
Blackwig
do in his free time
On his first voyage,
Blackwig went to Italy.
He saw a volcano.
LL 3 Write about your character’s first voyage.
Instructions
• Follow the plan and use the word
lists from Activity 1.

The early life of

1 Place and date of birth. ...
Age at first voyage. ... was born in ...
2 . He first went to
ship. His first ship ha sea when he was
3 Description and name of d ... . Its name w
as ... .
... .
Every day he ... .
4 Daily life.

More
pract74
ice
More
practice PWritingPa fictional biography | He first went to sea when he was ... .

F F
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CAE Key competences continuous assessment

Children develop theirSC SC making
imagination
word lists. Check if children:
More SCC More
phonics Children demonstrate
phonics skills by working in 1 Are able to make word lists using their imagination.
pairs to ask questions about the characters. 2 Can work well in pairs to complete the activity.
3 Learn to write a fictional biography.
LL Children develop their learning techniques
by gaining an understanding of how to write
a fictional biography.
192 i-poster

i-flashcards
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 Literacy Strand Unit 7 Lesson 8
CLIL Objective Optional Resources
To practise writing a fictional biography. Teacher’s Resource Book page 39, Writing.

Language Objective
To practise asking and answering questions in the
Past Simple. Continuous Assessment
Check if the children can:
Materials Write lists using acquired vocabulary.
– Teacher's i-book – Extra material: a map of Write an imaginary biography of one of the characters from
the world the story Pirates!

Lead-in
More Talk about
More the characters in the story. Ask: What does (Blackwig)
P P
practice practice

look like? What is (Thomas) like? What did the captain do when Activity Book
F F
the pirates came on board? Unit 7, page 72, Lesson 8. See page 263 for answer key.
SC SC
More
phonics 1  Choose a character and make word lists. Use your
More
phonics

imagination. Write the names of the three characters on the board.

Display the map of the world to consult possible destinations.
Under each character write the names of possible destinations,
i-poster
diet, work and clothes for a voyage at sea. Leave the lists on
the board for the following exercises.
i-flashcards

IWB i-book Touch to open the activity. The children drag words
related to life at sea to the correct category to consolidate their
knowledge of the vocabulary of the unit.

2  Ask your classmate about a character’s first voyage. Each

child chooses a character and writes notes about an imaginary first
voyage. The other children in the class ask questions to find
out what the voyage was like.

3  Write about your character’s first voyage. The children write

an imaginary biography using the word lists and the outlines given.
Encourage the children to look for other words in their dictionaries,
be on hand to help them extend their vocabulary.

Fast Finishers
The children illustrate a scene from their biography.

Wrap-up
The More
children readMore
out their biographies and the rest of the class
practice practice P P
ask questions about them.
F F
The children play a fun game choosing the correct words
to complete the sentences SC inSCa biography, which helps
them Moretheir use of the Past Simple. For further
Moreconsolidate
phonics phonics
practice, ask the children to imagine that they are famous pirates
and write biographies in their notebooks. Alternatively, ask them
to collaborate in imagining a pirate biography to write up on the
IWB using the Richmond i-tools.
i-poster

i-flashcards

IWB i-book
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 Unit 7 Lesson 9

LL 1 2.26 Copy the spelling chart. Then, listen and complete.

o_e oa o

LC 2 Read and complete the text orally.

Thomas’s first ship had and . He worked in the

and he slept in the . On his journeys he saw and .

He ate and he wore .

More
practice
More
practice P P

F F
parts of a ship food Grammar help
SC SC
nature words clothes
Past tense: irregular and regular
More verbs More
phonics phonics
Yesterday…
I went to the park and I saw my friends.
I climbed a tree and I played football.

SCC 3 Play Liar with a classmate. i-poster

Instructions
i-flashcards
• Use the verbs and write true sentences about yesterday. eat drink
went to Italy. • Place the sentences face down on the table. go see
• Use the verbs and ask a classmate about yesterday. wear make i-book
IWB
• Is your classmate telling the truth or not? Make a guess.

What did you

eat yesterday? I ate a mango.

I ate a mango
Liar! I don’t yesterday.
believe you.
Look! It’s true!

Language review | oa, Regular and irregular verbs, Parts of a ship 75

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LL Key competences continuous assessment

Children develop learning techniques by categorising
vocabulary in a spelling chart. Check if children:
LC Children reinforce their speaking skills by completing 1 Are able to categorise vocabulary in a chart.
the text with the vocabulary for parts of a ship, nature 2 Can reproduce the vocabulary of the unit.
words, food and clothes introduced in the unit. 3 Take turns when playing a game.
SCC
Children practise taking turns to ask and answer
questions by playing a game.
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 Review Unit 7 Lesson 9
Fast Finishers
CLIL Objective The children make another version of the game in Activity 3
To use the past tense of regular and irregular verbs using six more verbs from the lesson.
to play a game.
Wrap-up
Language Objective Have a Spelling Bee with the words containing the oa sound.
To review the vocabulary and structures of the unit.

Materials Optional Resources

– Teacher’s i-book – Extra material: strips of Teacher’s Resource Book pages 19-20, Language.
– CD 2 paper (six per child)
More
practice
More
– Poster P7 P
practicefor Unit

F F
Continuous Assessment
SC SC
Lead-in Check if the children can:
More
Play a word
phonics phonics game. Display the poster (or open the i-poster on
More Spell the words with the oa sound.
the Teacher’s i-book). Using the Richmond i-tools, write the Use the vocabulary of the unit to talk about a voyage.
Use the irregular Past Simple verbs introduced to talk about
names for the parts of the ship with the letters scrambled around
activities in the past and ask questions.
the outside, for example lemh – helm. The children take it in turns
i-poster
to come up and order the letters and draw an arrow to the part
of the ship named.
i-flashcards

IWB i-book Use the Vocabulary Game Generator to review the

key vocabulary covered in the lesson. Activity Book
See pages 22-24 for interactive games description and ideas. Unit 7, page 73, Lesson 9. See page 264 for answer key.

1  2.26 Copy the spelling chart. Then, listen and complete.

The children copy the table into their notebooks. Remind them
of the words bone, coat and no. They write the words dictated
into the correct column.
(See transcript page 199.)
Answers:
More o_e: note,More phone, pole, bone
P P
practice practice
oa: coat, goat, soap, goal
F F
o: go, no, cold, old
SC SC
More
2  Read and complete the text orally. Write four columns
More
phonics phonics
on the board: parts of a ship, nature words, food, clothes.
See how many words the children remember from the unit.
More
practice
When Morethe lists are complete, the children read the text in groups
practice P P
i-poster to create their own versions.
F F
i-flashcards
Visual grammar presentation.
SC SC
More
IWB i-book
More
Touch to open the activity. The children read the
phonics
sentences
phonics
and choose the correct Past Simple verb forms to complete
them. For further practice, use the Richmond i-tools to highlight
the irregular verbs, and test the children on the infinitives of each.

i-poster 3  Play Liar with a classmate. Give each child six strips
of paper to write sentences about what they ate, drank, saw, wore,
i-flashcards
made and where they went yesterday. The children take it in turns
to ask and answer questions. If a child guesses correctly they
IWB i-book
keep the sentence. The winner is the child with the biggest
number of sentences.

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 Unit 7 Lesson 10

LC 1 2.27 Listen and say True or False.

Name of ship: Adventure Name of ship: Traveller

th th
Date: 18 th May–25 th May Date: 18 May–25 May
Location: Atlantic Ocean Location: coast of Australia
Weather: There was no wind last week. Weather: There was a storm with rain.
Distance: We are in the same location It was very cold.
as last week. Distance: We sailed south-west.

General: General:
Yesterday we finished the last biscuits. The cook made fish stew.
We have water for three days. There’s one I saw some islands to the west.
cup of water for each sailor. The cabin boy slept in the crow’s nest
and he didn’t see land.
It was hot in the cabins and I slept
on deck.

CAE 2 Invent a captain and a ship. Then, tell your classmates.

Captain Kate had long hair.

She wore trousers and a hat.
Her ship had three masts.
It was called the Blue Whale.

Name of ship:
Date:
LC 3 Write a log book for the ship. Location:
Weather:
1 Where did you sail to?
Instructions Distance:
2 What was the weather like?
• Think of a date. We sailed to ... .
3 What did you eat?
• Answer the questions.
4 What did you drink? General:
5 What did you see? We ate ... .
I saw ... .

76 Oral review | Describing an imaginary sea captain and ship

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LC
Key competences continuous assessment
Children improve their listening skills by saying
true or false about a text. Check if children:
CAE 1 Are able to understand the listening activity.
Children develop their imagination and creativity
2 Use their imagination and creativity to invent
by inventing a captain and a ship.
a captain and a ship.
LC 3 Use the language learned in the unit to write
Children show consolidation of structures and
a log book for the ship.
vocabulary by writing a log book for the ship.
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 Review Unit 7 Lesson 10
CLIL Objective
To consolidate structures and vocabulary by describing Final Written Evaluation
an imaginary sea captain and ship.
In the next lesson give the children the tests from the
Language Objective Teacher’s Resource Book pages 95-96 or 97-98 depending
To review the vocabulary and structures of the unit. on each child’s ability. Give as much support as necessary for
More More
P P
them to understand the structure of the tests.
practice practice

Materials F F
Note: The listening is the same for both tests.
– Teacher’s i-book
SC SC – Optional realia: cold coffee for
– CDMore2 making white paper look old
More
phonics phonics
Final Assessment
Check if the children can:
Lead-in Describe a sea captain and ship using the structures
Ask questions about the unit: Who was Captain Cook? and vocabulary from the unit.
i-poster
What film did Molly Bevan go to see? Let the children invent
their own questions and ask the class.
i-flashcards

IWB i-book Open the i-poster. Children listen to the audio and
find the parts of a ship on the poster. For further practice, once
the activity is completed, restart it and ask the children to use
Activity Book
Unit 7, page 74, Lesson 10. See page 264 for answer key.
the Richmond i-tools to write the parts of the ship on the poster.

1  2.27 Listen and say True or False. Explain that nowadays

all the equipment on big ships is digital but in the 18th century
everything was written down in a log book. Let them read the log
entries out loud. Make sure they understand them. They then
listen to the sentences and say if they are true or false as a class
or individually.
(See transcript page 199.)
Answers:
Adventure: 1 True, 2 False, 3 False, 4 True, 5 False
Traveller: 6 False, 7 False, 8 True, 9 False, 10 True

2  Invent a captain and a ship. Then, tell your classmates.

The children draw a ship and a captain using the images in
the unit to help them. Then, they write a description. Make
a class display with the results.

3  Write a log book for the ship. The children write a log
their ship.P YouP can make the paper look old by painting
More More
practice book forpractice

it with cold coffee Ffirst.F

SC SC
More
Fast Finishers
More
phonics phonics
The children make some more old paper with cold coffee
and draw a map to find hidden treasure.

i-poster
Wrap-up
Have a class discussion of the display. Compare the different
i-flashcards
ships and captains.
IWB i-book Use the Vocabulary Game Generator to review
the key vocabulary covered in the lesson.
See pages 22-24 for interactive games description and ideas.

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 Transcripts
2.20   Poster, Unit 7. Listen to the description 2.23   Listen and find the missing opinions. Then,
and say the number. listen and read the diary.
Narrator: This ship had one galley, the cook worked here. Molly to diary: 2nd May.
The cabin on this ship had two red beds. I went to the cinema today with Justin and some other friends.
This ship had three long masts. I really wanted to see the new Oliver Lane film. He’s my favourite actor.
On the three masts were four crow’s nests. Guess who was at the cinema as well?? Camilla! After the film,
This ship had one anchor. It was made of metal. we had an ice cream with Camilla and we chatted about the film.
This ship had one helm, it was round. The captain stood at the helm.
Camilla: What did you think? Did you like it?
This ship had one deck. The helm and the masts were on the deck.
Justin: He was brilliant!
Tarik: I loved it! It was the best ever!
2.21   Listen and write the letters in order. Molly to diary: At first, I didn’t say anything because well,
arrator: The Sweet Caroline was an ocean-going galleon.
N Oliver was brilliant but I hated the film. Then, Camilla asked me
It was hard work building the ship. directly…
The builders worked for months.
Molly: Well, I think his last film was better.
First, they made the cabins.
Boy: No! No way!
Then, they made the deck.
Molly to diary: Then I got a real surprise. Camilla agreed with me!
After the deck, they made the galley. That’s the ship’s kitchen.
Then, they made the bridge with the captain’s helm. Camilla: Yes! Exactly! The other actors were rubbish!
After that, they made the masts. Molly to diary: I’m not surprised some of the other kids changed
And then, they made the crow’s nests at the top of the masts. their minds about the film. They always copy Camilla.
Finally, they put up the sails and pulled up the anchor.
They were off! Tarik: I didn’t like the music very much.
But where did they hide the treasure chest? Boy: The costumes were really ugly.
Molly to diary: It was an interesting day and Camilla
was very friendly. I think I like her now.
2.22   Listen and find the pictures. Then, sing the song:
The Captain and the Cabin boy.
Captain: Life on the ship was good for me!
Oh! The good old life at sea.
Cabin boy: Life on the ship wasn’t good for me.
Oh! The bad old life at sea.
Captain: I made a fortune and I saw the world.
Oh! The good old life at sea.
Cabin boy: I climbed the masts. I sat in the crow’s nest.
Oh! The bad old life at sea.
Captain: I ate roast chicken and I drank lemonade.
Oh! The good old life at sea.
Cabin boy: I ate dry biscuits and I drank water.
Oh! The bad old life at sea.
Captain: I stood at the helm and I slept in a cabin.
Oh! The good old life at sea.
Cabin boy: I didn’t wear a shirt and I slept on the deck.
Oh! The bad old life at sea.
Captain: Oh! The good old…
Cabin boy: Oh! The bad old…
Both: Life at sea!

198

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 Transcripts
2.24   Read and listen to the story: Pirates! 2.25   Spell the words out loud. Then, listen and check.
Narrator: The year was 1760. The Floating Beauty was full of sacks Narrator:
of coffee and sugar and it was ready to sail east across the Atlantic An “O” and an “A” makes oh.
Ocean to England. The sailors pulled on the ropes, the wind filled Coast. C-O-A-S-T
the sails and the ship was on its way. Coat. C-O-A-T
Captain: All hands on deck. An “O” at the end of a word makes oh.
No. N-O
Narrator: The captain was a lazy man. He slept all night and
An “O” before “LD” makes oh.
during the day he ate and he drank and he slept some more.
Gold. G-O-L-D
Thomas did most of the work.
An “O” before a consonant and an “E” makes oh.
Captain: Hey you, Take the helm.
Rope. R-O-P-E
Thomas: Aye, aye, Captain! Bones. B-O-N-E-S
Narrator: Thomas loved the sea and he was happy with his work.
At night, he studied astronomy. He used the stars for navigation 2.26   Copy the spelling chart. Then, listen and complete.
and he had lots of books explaining the movements of the planets. Narrator:
Coat, coat
Narrator: The first days of the journey were peaceful and quiet. Go, go
Then one cold, foggy night there was a shout from across the waters. Note, note
“Ahoy! Ship ahoy!” A large ship sailed into view. At the top of the Goat, goat
tallest mast, there was a flag with the skull and crossbones. It was No, no
a pirate ship! Phone, phone
Narrator: The pirates had guns and swords and they were ready to Soap, soap
fight. They climbed onto the Floating Beauty and captured all the crew. Pole, pole
Goal, goal
Narrator: The next morning, the pirate captain made an offer Bone, bone
to the sailors. Old, old
Captain: Oh! Please don’t kill me!
2.27   Listen and say True or False.
Pirate captain: Then give me your ship and join us.
1  The Adventure sailed across the Atlantic Ocean.
Narrator: The captain didn’t want any trouble. 2  The Adventure didn’t move for a month.
“Yes! You can have the ship.” Thomas didn’t agree. “No!” he shouted. 3  In the Adventure, sailors didn’t eat for a week.
“The Floating Beauty is not going to be a pirate ship.” 4  In the Adventure, the sailors only drank one cup of water every day.
Narrator: The sun was high in the sky. Thomas looked at his pocket 5  In the Adventure, the captain slept in a cabin.
watch. Yes! It was nearly four o’clock and it was 17th May. 6  The Traveller sailed across the Mediterranean.
7  In the Traveller, the sailors ate fish stew.
Pirates: Walk the plank! Walk the plank! 8  The captain saw some islands to the north.
Thomas: Don’t kill me! I can control the sun! 9  The cabin boy slept in the crow’s nest.

Narrator: The pirates laughed. They didn’t believe him.

Thomas pointed at the sun. “Look! It’s disappearing!”
Narrator: And slowly a black shadow moved across the sun.
Five minutes later it was completely dark. It was a solar eclipse.
Pirate: He’s a wizard!
Narrator: The pirates were scared. Thomas took control of the
ship and sailed back to Jamaica.
Narrator: In Jamaica there was a reward for Thomas and the rest
of the crew.
Mayor: Here is some gold and this is your certificate.
Narrator: A week later the Floating Beauty sailed out of the harbour,
with Captain Thomas Jones at the helm!

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 Unit 8 Overview
Vocabulary
Parts of a computer: cable, computer,
keyboard, microphone, mouse, pen drive,
screen, speakers, webcam
Activities you can do on a computer:
do homework, have video chats,
listen to music, play games, record voices,
watch films
Internet use: attachment, chat, download,
have a video conference, send emails,
watch videos
Structures Recycled Language
Past Simple: She sent me an email. Regular and irregular Past Simple
Structures with for + gerund: I use my computer Ordinal numbers
for (listening to music).
To learn the Past Simple of the modal verb can:
Could (they) use the Internet in 1960?
Yes, they could. / No, they couldn’t.
Functional language for using a computer:
Camilla sent me an email. I couldn’t open
the attachment. The Internet isn’t working properly.
Click on the Internet icon. Double click!
And then the computer crashed.

Cultural Strand Creative Strand

s:
Language Objective es you can CLIL Objective:
iti
Tolearn words for activ
To design a gadget
do on a computer. .
lated to Internet use. Language Object
To learn language re ives
:
ctions.
To learn how to say fra To learn words fo
r parts of a compu
To learn structur ter.
es to describe func
tions.

Functional Strand
Language Objective:
To learn functional language
for using a computer.
Plugged
in
Knowledge Strand
CLIL Objective:
Literacy Strand To compare modern and
CLIL Objective: traditional classrooms.
To write a newspaper report. Language Objectives:
Language Objectives: To practise the words for
Single and double consonants. classroom activities.
To learn words related to organising To learn the Past Simple of the
a plan of action. modal verb can: could.
To practise the Past Simple.

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 More More
phonics phonics

i-poster

i-flashcards

Skills Objectives Teacher’s i-book

IWB i-book

Listening: To understand descriptions of computers. Use the Richmond i-tools to complete

To understand a song about modern and old-fashioned the activities with the children on the IWB.
classrooms. To understand language for a computer.
Reading: To understand texts describing gadgets. Activities in and provide
To read and interpret a graph and a pie chart. a digital alternative to introduce the children
To understand a story about a school with problems. to the lesson.
To read and understand newspaper headlines.
Activities with beside the rubric offer
Writing: To write a description of an electronic gadget.
an additional interactive activity to reinforce
To write a sketch about a problem with a computer.
the activity content:
To write a newspaper article and a website description.
•  Lesson 2: activity 1
To spell words with the single and double consonants:
•  Lesson 4: activity 1
ff, ll, mm, nn and ss.
• Lesson 7: activity 1
Speaking: To ask and answer questions about the parts • Lesson 8: activity 1
and functions of a computer and their Internet use. More
practice
More
•  Lesson
practice P P
9: grammar
To describe an electronic gadget. To act out a sketch they F F
have written. To talk about problems in their school. provides extra interactive practice which can be
SC SC
To talk about when they acquired certain skills. used for Fast Finishers or as a Wrap-up activity.
More More
Alternatively,
phonics it can be used as homework:
phonics
More More
P P
practice
• Lesson 2: knowledge
practice

Assessment Criteria •  Lesson 4: functional

F F language
• Children can write about the parts and functions •  Lesson 6: phonics
SC SC
i-poster

of computers and electronic gadgets. •  Lesson 7: literacy

More More

• Children can read and interpret graphs.

phonics
i-flashcards •  Lesson
phonics
8: literacy
• They can write a description of a website. IWB i-book
• Children can talk about the age they acquired certain Audiovisual material:
skills in the form of a timeline. • Lesson 2: School in the past
More More
i-poster P P
practice practice
•  Lesson 5: The Internet
i-flashcards F F
provides aSCvisual grammar presentation:
Optional Resources IWB i-book SC
• Lesson 9: review
More
Teacher's Resource Book Photocopies: phonics
More
phonics

• Lesson 2: page 56, Speaking Use the Vocabulary Game Generator to create
• Lesson 4: page 32, Reading your own interactive games to review the key
•  Lesson 5: page 48, Listening vocabulary from the unit at any time.
i-poster
• Lesson 6: page 66, Phonics
•  Lesson 8: page 40, Writing i-flashcards

•  Lesson 9: pages 21-22, Language

IWB i-book
• Evaluation: pages 99-100 or 101-102, Unit 8 test For ideas on how to exploit the course
Extras/Realia resources, see our Activity Bank: pages 17-24.
• Lesson 8: newspapers
• Lesson 10: the children bring photos of when
they were younger
SCC Social and Civic Competences:
Key Competences Children demonstrate skills working in pairs to ask and answer
questions about their Internet use and problems at school.
Linguistic Competence:
LC CAE
Children become familiar with vocabulary related to the parts Cultural Awareness and Expression:
of a computer, activities and Internet use, as well as functional Children use their imagination and creativity to design a webpage.
language for using a computer.
Competence in Maths, Science and Technology:
MST
Children apply mathematical skills to read and interpret pie charts,
LL Learning to Learn:
Children develop their learning techniques by gaining an
graphs and personal timelines. They also take a class survey related
understanding of how to write a newspaper article.
to their use of computers and draw a chart with the results.
DC Digital Competence: IE Sense of Initiative and Entrepreneurship:
Children work together on the unit content using the IWB Children acknowledge the importance of working collaboratively
and do further practice individually. in teams to achieve an objective.

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 Lesson 1

8 Plugged in I wonder...
‡ Do you use a computer every day?
‡ What can you do with a computer?
• What can’t you do?
Hello ‡ My list ‡
0 basket ‡

screen keyboard webcam

‡ ‡ ‡

speakers microphone mouse

‡ ‡ ‡

LC
1 2.29 Listen and name the parts of the computer.

2 Interview ten classmates and do a class survey.

MST
• listening to music • having video chats 3 Write the results of
• doing my homework • recording my voice the survey.
• playing games • watching films
LC • In my group, most people
What do you use a computer for? use a computer for … .
I use a computer for listening to music. • The most important part
of a computer is … .

Identifying parts and functions of a computer | Computer parts |

This is for … . I use a computer for … .
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LC
Key competences continuous assessment
Children improve their listening skills by identifying
the parts and functions of a computer. Check if children:
MST Children apply mathematical skills by taking a class 1 Are able to follow the listening to do the activity.
survey related to their use of computers and drawing 2 Can complete the survey and draw a chart
a chart with the results. with the results.
LC 3 Are able to write a report about the survey.
Children improve their writing skills by writing
a report about the survey.
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 More
practice
More
practice
Unit 8 Lesson 1
P P

F F
Fast Finishers
SC SC
CLIL Objective The children draw before and after pictures of digital
More More
To understand a listening activity about the parts phonics phonics
and non-digital activities, for example, a child writing with
and functions of a computer.
a pencil vs. a child using a tablet.
Language Objectives Wrap-up
To learn words for parts of a computer: cable, computer, i-poster
Talk about the advantages and disadvantages of computers
keyboard, microphone, mouse, screen, speakers, webcam
To learn words for activities you can do on a computer: at home and at school.
i-flashcards

doing homework, having video chats, listening to music,
playing games, recording voices, watching films
To learn structures with for + gerund: I use my computer
for (listening to music).
IWB i-bookUse the Vocabulary Game Generator to review the
key vocabulary covered in the lesson.
See pages 22-24 for interactive games description and ideas.

Materials
More
practice
More
P P Initial Evaluation
– Teacher’
practice
s i-book – Flashcards for Unit 8
Check if the children can:
– Poster for UnitF 8 F – CD 2
Name the parts of a computer and say what each part is for.
SC SC Talk and write about how they make use of computers.
More
phonics Lead-in More
phonics

Have a class discussion with the I wonder questions.

Write a spidergram on the board with the children’s answers.
i-poster
2.28 Then, display the poster. The children listen to the audio Activity Book
and point to the parts being described. Unit 8, page 75, Lesson 1. See page 265 for answer key.
(See transcript page 222.)
i-flashcards

IWB i-book Open the i-poster. The children listen to the audio
and stop after each question to drag the words they have heard
to the correct part of the poster, saying the number as they do.
For further practice, cover the words with the shade on the
Richmond i-tools and ask students to write the words
themselves on the correct part of the poster.

1  2.29 Listen and name the parts of a computer. Display

the flashcards (or open the i-flashcards on the Teacher’s i-book).
For each one ask: What is this used for? It is for (having video chats).
Display the flashcards for keyboard, screen, webcam, microphone,
speakers and mouse on the board. The children listen to the audio
and say the word. Tell them to make sentences: The keyboard
is for writing.
(See transcript page 222.)
Answers:
1 keyboard, 2 mouse, 3 screen, 4 webcam,
5 microphone, 6 speakers

2  Interview ten classmates and do a class survey. Draw a chart

on the board with the activities doing homework, having video chats,
listening to music, playing games, recording voices, watching films
across the top, and ten names of children down the left. Ask:
What do you use the computer for? Put ticks in the corresponding
boxes. Then, the children go around the class doing the same.

3  Write the results of the survey. Each child makes a graph

of their results and writes a report using the model as a guide.

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 SC SC
More More
phonics phonics

Unit 8 Lesson 2

LL 1 2.30 Listen and classify the activities. Then, check your answers and sing the song.
i-poster

i-flashcards

read
IWB i-book write
download pages
colour
draw
print
sing
make music
record voices
play
act
watch a film

Pair Work
SCC 2 Ask and answer questions about the
classrooms.

LC
Student A, go to page 96. 3 Write about your skills.
Student B, go to page 89.
• I could read when I was six.
• I couldn’t use a computer
Could they use the Internet in 1960? when I was two.
No, they couldn’t.
Could they watch a film in 1985?
Yes, they could.

More
pract78
ice
More
practice P P
Comparing modern and traditional classrooms | Classroom activities |
They could/couldn’t … . I could … when I was … .

F F
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LL
Key competences continuous assessment
SC techniques
Children develop learning SC by comparing
modern and older classrooms through a song. Check if children:
More More
phonics
SCC phonics 1 Are able to compare modern and older classrooms.
Children demonstrate skills working in pairs
2 Work well in pairs asking and answering questions.
to ask and answer questions about the classrooms.
3 Improve their ability to write in English.
LC
Children improve their writing skills by writing
about their skills at different ages.
204 i-poster

i-flashcards

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 Knowledge Strand More More
Unit 8 Lesson 2
P P
practice practice

Fast Finishers
F F
CLIL Objective The children writeSCanother
SC verse of the song: The Unplugged
To compare modern and traditional classrooms. Classroom.
More More
phonics phonics

Language Objectives Wrap-up More

practice
More
P P
To review the words for classroom activities: act, colour, Have a class discussion about the
practice

advantages of digital equipment

download pages, draw, make music, print, read, record voices, F F
in the classroom. Ask the children to think of advantages and
sing, watch a film, write i-poster SC SC
To learn the Past Simple of the modal verb can: Could disadvantages of different equipment. Ask them to think
More More

(they) use the Internet in 1960? Yes, they could. / No, they couldn’t.
i-flashcards phonics
of innovations in digital equipment for the classroom.
phonics

IWB i-book Watch the video School in the past. Complete

Materials the onscreen comprehension activity with the children. For
i-poster

– Teacher’s i-book further practice, open the worksheet before you watch the video
i-flashcards
– CD 2 and use the Richmond i-tools to complete it as you watch
the video.
More IWBAlternatively,
i-book print out copies for the children
practice
More
practice P P
to do the worksheet individually.
Lead-in F F
The children play a fun game dragging the words
Ask the children to name the digital gadgets that are
to form correct sentences SC toSCconsolidate the learning
in the classroom. Ask: Did your parents/grandparents have
points More for can in the Present and Past Simple. For further
More
a (digital whiteboard)? phonics phonics
practice, ask the children to think of more things that they
Write the headings for two columns on the board: The digital
could and couldn’t do in the traditional classroom and to write
classroom and The unplugged classroom. The children make
them in their notebooks.
More suggestions
More for each
P column.
P
practice practice

i-poster
F F
1  2.30 Listen and classify the activities. Then, check Optional Resources
your answers andSCsing SC i-flashcards
the song. The children listen to the audio Teacher’s Resource Book page 56, Speaking.
More
phonics and write the activities. Encourage them to mime the classroom
More
phonics
IWB i-book
activities as they sing.
(See transcript page 222.)
Answers: Continuous Assessment
i-poster
They could read, write, colour, draw, sing, make music, play and act. Check if the children can:
They couldn’t download pages, print, record voices and watch a film.
i-flashcards Talk about different classroom activities, digital and non-digital.
Use the past tense of the modal verb can to talk about their
IWB i-book Touch to open the activity. The children listen skills and to compare modern classrooms and older classrooms.
to the song and drag the verses to put them in order. For further
practice, use the spotlight on the Richmond i-tools to cover
some words on the lyrics after completing the activity and ask
the class to write the missing words on the IWB.
Activity Book
2  Pair work: Ask and answer questions about the classrooms.
Unit 8, page 76, Lesson 2. See page 265 for answer key.
The children, in pairs, fill in the information using the Past Simple
of can: Could they use the Internet in 1960? Then, the children
discuss the results.

3  Write about your skills. Brainstorm skills, for example, riding

a bike, writing. Ask: Could you ride a bike when you were four? Then,
the children write a paragraph about their skills at different ages.

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 Unit 8 Lesson 3

LC 1 Read and find the descriptions of the gadgets.

1
Computer Genius

Alice Webster is very good

at IT but she isn’t good
at spelling. Last year, Alice
2
decided to invent gadgets
for her problem.

The co
rrec tor pen is
spelling. for corre
It can re cting
can see m a d h a n d for correcting
istakes. It
writing a
nd it The spell pen is
It’s also g ’s got a s ct spelling mistakes
ot a mic m a ll screen. spelling. It can corre
record a rophone It’s got a keyboard
voice. a n d it can and it can read text.
t a microphone
and a light. It’s also go
ice.
and it can record a vo
3

The penpal is for correcting spelling. It can read handwriting

and correct spelling mistakes. It’s got a keyboard and a small
screen. It’s also got a light for reading text.

IE 2 Invent a gadget for the classroom. Then, tell your classmates.

Instructions
• Think of functions for a gadget.
• Choose parts for the gadget.
I wonder...
• Invent a name.
‡ Find out who invented Facebook,
Twitter, Skype and Youtube.
CAE 3 Draw and write about the gadget.

This is the ... . It's for ... . It's got ... . It can ... .

Designing gadgets | Functions, Computer parts |

This is a … . It’s got a … . It can … .
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LC
Key competences continuous assessment
Children practise their reading skills by matching
pictures and descriptions. Check if children:
IE 1 Are able to match the pictures and descriptions.
Children show individual initiative when inventing
2 Work independently to invent a new gadget.
a new gadget for the classroom.
3 Can draw and write about the gadget using
CAE their imagination and creativity.
Children develop their imagination and creativity
to draw and write about the gadget.
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 Creative Strand Unit 8 Lesson 3
CLIL Objective Continuous Assessment
To design a gadget for the classroom. Check if the children can:
Understand texts describing a gadget and match it to a picture.
Language Objectives
Describe a gadget referring to its functions and parts using
To revise the names for computer parts: keyboard,
the vocabulary and structures presented in the lesson.
microphone, screen
To learn the nouns: handwriting, IT, mistake, spelling, text, voice
To learn structures to describe functions: This is the … .
It’s for … . It’s got … . It can … .
More
practice
More
practice P P Activity Book
Materials F F Unit 8, page 77, Lesson 3. See page 266 for answer key.
– Teacher’s i-book
SC SC
– Poster for Unit 8
More More
phonics phonics

Lead-in
Ask the children what electronic gadgets they have at home
i-poster
and at school. Write them on the board. Ask: What is it for?
What has it got? What can it do?
i-flashcards

IWB i-book Open the lead-in activity. Play Guess it! The children
look at a picture which emerges slowly and have to guess what it is
as quickly as they can. Divide the class into teams and give a point
for each picture a team guesses correctly first.

1  Read and find the description of the gadgets. Display

the poster (or open the i-poster on the Teacher’s i-book)
and remind the children of the parts of the computer and their
functions. Then, the children read the texts and match them
to the pictures.
Answers:
The corrector pen – 1
The spell pen – 2
The penpal – 3

2  Invent a gadget for the classroom. Then, tell your classmates.

Draw two circles on the board with the headings Functions and Parts.
Brainstorm vocabulary. Then, each child thinks of a new gadget for
the classroom and tells everyone about it.

3  Draw and write about the gadget. The children write a

descriptive paragraph about the gadget they have thought of.
Then, they draw a picture. Make a class display of the results.

Fast Finishers
The children think of another gadget for their bedroom.

Wrap-up
Have a class discussion about gadgets. What are the biggest
problems in the classroom and how do gadgets help us solve them?
If you have Internet access, do the I wonder box and if not,
set it for homework.

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 Unit 8 Lesson 4
Functional language er
1 When did you last use the Internet for school work?
Intu se
2 What did you do?
3 Where did you do the work?
4 Who did you do it with? attachment
computer em
Internet ke ail
yboard mob
12th June mouse pen
ile phones
drive webca
m

What a terrible evening!!! I had some very

important homework. My group is going
to do a presentation about *** and I was
responsible for finishing the work. Go on! Click on the ***
First, Camilla sent me an *** but I couldn't icon. Double click! Go on!
LC open the *** .

Dad! Can you

What’s the
help me?
matter?

The *** isn’t

working properly. And then the *** crashed!

Did you save Let’s go

Then, Mum saved the day. to
your document? the libr
ary.

I think so. I don’t Good idea! They've got a great

know! What a Internet connection at the
disaster! library with lots of computers.
I copied my document onto a

Oh, no! *** and off we went. We had

a great time. First, she looked at some books and then
she downloaded some music. I finished my work and
In the end, the computer started again but
then I played a game online and we went home.
the *** didn't work and I couldn't finish.

LC
1 Answer the questions.
2 2.31 Listen and find the missing words. Then, listen and read the diary.
CAE ***
3 Write your own version and act out the scene.

More
pract80
ice
More
practice P P Language for using a computer

F F
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LC
Key competences continuous assessment
SClanguage
Children reinforce their SC skills by learning
functional language for using a computer. Check if children:
More More
Children demonstrate their reading and listening
phonicsLC phonics 1 Are able to use language for using a computer.
skills by identifying the missing information in the 2 Are able to understand the listening activity.
recording of a secret diary. 3 Write their own version of the diary and
CAE Children use their imagination and creativity act out a scene.
when writing their own diary page and acting
out the scene for the rest of the class.
208 i-poster

i-flashcards

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 More
practice
More
practice P P

Functional Strand Unit 8 Lesson 4

F F

SC SC
More More
phonics
Wrap-up
phonics

CLIL Objective HaveMore

a class discussion about mobiles and tablets. Ask how many
To act out a scene related to Internet use and computers. practice
More
practice P P
children have one. Ask what they use them for.
F F
Language Objectives i-poster
The children take a quiz choosing the correct words
To learn functional language for using information
i-flashcards
to complete the sentences SC about
SC using a computer.
technology: Camilla sent me an email. I couldn’t open
IWB More
i-book Use the More
Vocabulary Game Generator to review the
the attachment. The Internet isn’t working properly. phonics phonics

Click on the Internet icon. Double click! Go on! And then the key vocabulary covered in the lesson.
computer crashed! What a disaster! Then, Mum saved the day. See page 22-24 for interactive games description and ideas.
To learn the nouns: attachment, email, Internet, pen drive

Optional Resources
i-poster

Materials Teacher’ s Resource Book page 32, Reading.

i-flashcards
– Teacher's i-book – Flashcards for Unit 8
– CD 2 IWB i-book

More Lead-in More

P P
Continuous Assessment
practice practice

Ask the children about problems they have when they use Check if the children can:
F F Talk about using the Internet and the problems
computers. Ask: Does the computer ever crash? Does the Internet
that sometimes arise.
HowSCdo you feel when you have a problem
always work well? SC Act out a scene based on a sketch they have read.
More
phonics with the computer?
More
phonics

1  Answer the questions. Play a flashcard game to remind

the children of the computer vocabulary. Put the flashcards face
Activity Book
i-poster
down on your desk. A child takes a flashcard and says its function:
It’s for seeing your friends while chatting. Is it a webcam?
i-flashcards
Unit 8, page 78, Lesson 4. See page 266 for answer key.
IWB i-book Touch to open the activity. The children match
five questions related to computers with their answers.
For further practice, use the shade on the Richmond i-tools
to cover the answers and ask the children to try to remember
the answer to each question.

2  2.31 Listen and find the missing words. Then, listen

and read the diary. Explain what an attachment is. Then,
the children listen and say the missing words. Finally, they listen
to the diary.
(See transcript page 222.)
Answers:
Presentation about mobile phones, / sent me an email, /
couldn’t open the attachment,
the Internet isn’t working, / click on the Internet icon,
then the computer crashed, /
the Internet didn’t work,
I copied my document on to a pen drive.

3  Write your own version and act out the scene. The children
get into groups of three and act out the scene. Encourage
the children to improvise and elaborate on the problem or even
use another Internet related problem.

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 SC SC
More More
phonics phonics

Unit 8 Lesson 5
t e rnet Culture
n
I u se i-poster

MST 1 Read the graphs and say True or False. i-flashcards

ge on the Inter
n gua ne Internet users % 100

La t 90IWB i-book
80
70
83%
60 67%
50
40
English other 30
languages
20
10
0

Daily users, children 100 UK Spain

(9–10 years) % 90

Spanish 80
70
76%
60
In 2013 … 50 60%
40
… most websites on the Internet were in Spanish. 30
… more than half of the websites on the Internet were in English. 20
10
… there weren’t any websites in other languages. 0
… half of the people in the UK didn’t use the Internet.
… more than half of the people in Spain used the Internet. Europe USA
… in the USA, more than 2/3 of nine-year-olds used the Internet every day.
… in Europe, most nine-year-olds didn’t use the Internet every day.

SCC 2 Make six questions about the Internet and ask a friend.
How did you use the Internet last week? Did you send any
download a film send an email have a video conference emails last week?
play an online game download a book chat to friends Yes, I did. I sent lots!
download music do school work watch funny videos

LC 3 Write about your online use last week.

Last week I visited ... websites. I wonder...
I ... . I didn't ... .
‡ Find five rules for Internet safety.

Internet use | Numbers and fractions, Internet actions |

More than half the people … . I downloaded … .
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MST Key competences continuous assessment

Children apply mathematical skills reading
and interpreting pie charts and graphs. Check if children:
SCC 1 Are able to read and interpret pie charts
Children demonstrate skills working in pairs to ask
and graphs.
and answer questions about their Internet use.
2 Work well in pairs to ask and answer questions.
LC 3 Improve their ability to write in English.
Children reinforce their writing skills by writing
a short text about their Internet use.
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 More More
phonics phonics

More
practice
More
practice P P

F F

Cultural Strand
i-poster

i-flashcards
More
phonics
Unit 8 Lesson 5
More
phonics
SC SC

IWB i-book Watch the video The Internet. Complete the

CLIL Objective onscreen comprehension activity with the children. For further
i-poster
To learn about Internet use. practice, open the worksheet before you watch the video and
i-flashcards
use the Richmond i-tools to complete it as you watch the video.
Language Objectives
To learn vocabulary related to Internet use: chat, Alternatively,
IWB print
i-book out copies for the children to do

download, have a video conference, safety, send emails, the worksheet individually.
user, watch videos, website
To learn how to say fractions and percentages:
More
practice
More
two thirds,
practice
83% P P Optional Resources
F F Teacher’s Resource Book page 48, Listening.

Materials SC SC
More
phonics – Teacher's
More
phonics i-book
Continuous Assessment
Check if the children can:
i-poster
Lead-in Understand, ask and answer questions about pie charts
Have a class discussion about the Internet: Can you imagine and graphs.
i-flashcards
life before Internet? Are there any disadvantages to the Internet? Talk and write about their Internet usage.
Understand and discuss the rules of Internet safety.
IWB i-book Open the lead-in activity. The children look at a list of
things we often use the Internet to do, and say how they can do
these things without it. They then answer the sample questions.

1  Read the graphs and say True or False. Remind the children Activity Book
how to interpret graphs and pie charts by asking questions: Unit 8, page 79, Lesson 5. See page 267 for answer key.
What is the most used language on the Internet? Then, one child
reads out the statements and the rest of the class vote true or false.
Answers:
False, True
False, False, True
True, False

2  Make six questions about the Internet and ask a friend.

The children ask and answer questions about Internet use around
the class. Finally, do a class graph on the board charting the most
frequent uses of the Internet. The children copy the graph into
their notebooks. Alternatively, you could make a big graph for
the classroom.

3  Write about your online use last week. The children write
a paragraph about what they did on the Internet the previous
week using the structures given.

Fast Finishers
In pairs, the children create an idea for a website.

Wrap-up
Have a discussion about popular websites the children visit.
Ask them if they know the dangers of using the Internet.
If you have Internet access, research the I wonder box about
Internet safety. Discuss the findings. If you do not have access,
set the web quest for homework.

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 Unit 8 Lesson 6
SOS: Save Our School 5
LC 1 2.32 Read and listen to the story. Then, sing the song. IE

1 It was the last day of school before the summer

holidays. All the children were in the hall for the 2 The school was very old. They couldn’t repair it
final assembly. Ms Bond, the head teacher, had or buy new equipment because it was too expensive.
some bad news. At the school gate, the children said goodbye to
their teachers and their friends.

Nobody wanted the school to close. The pupils from

Our school is closing. You Class 6 sent text messages to all the other children and
are all going to different organised a meeting in the local park.
schools in September.
Look for your class number
and organise your tasks.
3
School repair crew

Meeting at 4 pm!

Search on the Internet for our

website. It is called, SOS Parkhill.
4 Each class had a special task to save the school. 8
Class 1 painted and repaired the building.
Class 2 did a freecycle project.
They asked people to bring
things they didn’t want and
give them to the school.
Class 3 collected second-hand
books for the library.

LC 2 2.33 Spell the words out loud. Then, listen and check. LC

More
practice
More
practice P P
clea ? ed,
di ? erent, Fco ? ected,
F
incredib ? e equip ? ent, a ? ouncement a ? ked,
wonder ? ul su ? er me ? age
SC SC
DC More More DC
82
phonics phonics Double consonants | Tasks, Actions

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LC Key competences continuous assessment

Children acquire increased enjoyment of listening
to and reading a story. Check if children:
i-poster
LC 1 Enjoy listening to and reading the story.
Children learn to spell words containing double
2 Are able to spell words containing double
i-flashcards
consonants.
consonants.
DC
Children work together on the IWB and do 3 Use the digital resources to practise phonics.
IWB further phonics practice individually.
i-book
212

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 Unit 8 Lesson 7

5 Class 4 cleaned the playground and planted a beautiful garden.

Class 5 had a secret plan. Nobody else knew their task… The program controlled
IE all the energy they used in
Class 6 invented a computer program.
the school. Now they could
see where they used most
energy and where they
could save energy.

6 7 People from all over the town arrived for the

By the end of the week, everything was ready
for the grand event. The children sent hundreds
of emails and text messages. They advertised the
event on all the social networks. Everybody in
the town received the mystery message.
big event. The local newspaper sent a journalist
and a photographer. The school looked
incredible. At the end of the day Ms Bond
received a phone call from the mayor. Then she
made a special announcement.

SOS Parkhill
Saturday 3 pm Subject:
Don’t misSsOS Parkhill
Saturday 3 the great day!
pm

Children, I’ve got some great news.

Your plan worked! Our school is
open again! Well done everybody!
8 Then the children
from Class 5 asked
everybody to come
and stand by the wall.
There was one more
special surprise. It was
a graffiti wall and it
told the story of life
at the school.

LC 1 Read the story again and answer the questions.

1 Why couldn’t they repair the school? 5 What three different ways did Class 6 use
2 Where did the children have their meeting? to send messages?
3 What is freecycle? 6 What did Class 5 do for the campaign?
4 Who did the children invite to the big event? 7 What do the letters SOS mean in this story?

DC
Comprehension |
More
They cleaned the playground. They sent emails. practice
More
practice 83 P P

F F
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IE Key competences continuous assessment
Children acknowledge the importance of working SC SC
collaboratively in teams to achieve an objective. Check if children:
Children develop increased comprehension More
1 Recognise the importance More
LC phonics of teamwork
phonics
skills when focusing their attention on questions to achieve an objective.
related to a story. 2 Are able to answer the questions about the story.
DC 3 Use the digital resources to practise
Children work together on the IWB and
the new language.
do further practice individually.

i-poster
213

i-flashcards
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 Literacy Strand Unit 8 Lesson 6
Fast Finishers
CLIL Objective The children write the words from Activity 2 into their books.
To acquire skills in phonics while reading a fictional story.
Wrap-up
Language Objectives Play a reading game. Write a number of key words from
To learn words related to school life: assembly, banner, the story on the board. If necessary, go over the pronunciation
energy, equipment, hall, head teacher, garden, graffiti wall,
of each word. Then, read through a list of the same words at
library, playground, project, school gate, summer holiday
To learn words related to organising a plan of action: a good speed leaving out only one of the words. The students
announcement, emails, event, Internet, meeting, networks, should be listening to you reading the list of words while
text messages, task, social networks, website following along on the board. After you are finished, they tell
More
practice
More
practice P P
To learn the verbs: advertised, arrived, asked, cleaned, collected, you which word/words you didn’t read out.
controlled, could, invented, invited, looked, organised, painted, F F
planted, received, repaired, sent, told, used, worked The children listen and drag the letters to complete
To learn how to spell words with double consonants: the words. They chooseSCtheSC correct spelling for words
different, message, summer withMore
a mixture of Moresingle and double consonants. For further
phonics phonics
practice, use the spotlight on the Richmond i-tools to cover
the words with missing consonants and get individuals to come
Materials
to the IWB to write the complete words in the spaces where
– Teacher's i-book
they were.
– CD 2 i-poster

More
practice
More
practice P P Optional Resources
i-flashcards

Lead-in F F
Teacher’s Resource Book page 66, Phonics.
IWB i-book
Ask if they know what the letters SOS stand for (Save Our Souls)
use SC
and when people SC this message.
More More
phonics phonics

1  2.32 Read and listen to the story. Then, sing the song. Continuous Assessment
When the children have read the story, ask a few questions to make Check if the children can:
sure they understand it. Write the lyrics of the song on the board. Follow the story and understand the new vocabulary.
i-poster
The children join in singing and doing the actions. Spell words containing double consonants.
(See transcript page 223.)
i-flashcards

IWB i-book Touch the story to open the i-story in a new window.
Read and listen to the story with the children.
Hot spots: Assembly, Meeting, Network, Journalist. Use Activity Book
the Hot spots to highlight this potentially difficult vocabulary Unit 8, page 80, Lesson 6. See page 267 for answer key.
before the reading activities.

2  2.33 Spell the words out loud. Then, listen and check.
Explain that when there are two letters together in a word we say:
double (t) when spelling out loud. The children spell the words out
loud and you write what they spell on the board. Then, they listen
to the audio and write the correct version.
(See transcript page 223.)
Answers:
ff, f, ll, l, m, mm, n, nn, s, ss

214

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 Literacy Strand More
practice
Unit 8 Lesson 7
More
practice P P

F F
The children play a fun game matching the two
CLIL Objective SC SC their understanding of
sentence halves to consolidate
To understand a fictional story. the More
story and toMore
review key structures.
phonics phonics

Language Objective
To comprehend a fictional story.
Continuous Assessment
Check if the children can:
Materials i-poster
Answer comprehension questions based on the story.
– Teacher's i-book Understand
i-flashcards
and use the vocabulary introduced in the story.

IWB i-book
Lead-in
See how much of the story the children remember by asking
questions about the pictures: Who is that? What is that? Activity Book
Unit 8, page 81, Lesson 7. See page 268 for answer key.
1  Read the story again and answer the questions.
The children try and retell the story around the class before
More
practice readingMoreit again and
practice P answering
P the comprehension questions.
Answers:
F F
1 They couldn’t repair the school because it was too expensive.
2 The children hadSCtheir SC
meeting in the local park.
More
phonics 3 Freecycle
phonics is giving things you don’t want (to the school).
More

4 The children invited everyone in the town to the big event.

5 Class 6 sent emails, they sent text messages and they advertised
on social networks.
i-poster
6 Class 5 painted the life of the school on a graffiti wall.
7 In this story SOS means Save Our School.
i-flashcards

IWB i-book Touch to open the activity. The children drag sentences
to the correct classes to consolidate their understanding of the story.
For further practice, use the spotlight on the Richmond i-tools to
cover the verbs and ask the class to tell you what the missing verbs
are.

Fast Finishers
The children write the questions and answers into their notebooks.

Wrap-up
Play the Crazy Story game. Write all the verbs from the story
on cards and distribute them amongst the children. Begin a story.
Then, name a child. That child has to continue the story with one
sentence containing the verb they have been given. The results
can be quite surprising!

215

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 Unit 8 Lesson 8

LC 1 Read the headlines and find the photos.

2 ntrol!
Kids take co
ayground for North Park
1
A new pl
3
Freecycle computers for the
local school
4
Problems at North Park School

b d
a
c

The children presented The children or

ganised
their new garden to meetings to p
lan their tasks.
The children collected
the teachers. North Park needed equipment for the
repairs and new new IT room.
equipment.
SCC 2 Complete the lists and talk about problems in your school.
In the hall, the In the IT
ol
Places in scho windows don’t open. room some of
hall, IT room… the computers
don’t work.
Objects and equip
ment
windows, computers…

LL 3 Write a newspaper article.

Instructions
• Describe the problems in your school.
School Times
- Monday 13th June -
• Imagine you solved the problems.
What did you do? The toilets
• Write a headline.
• Find or take a photo and write
didn’t work!
a caption. By Anna Thornton

Class 5 repaired...
Valley Primary School before the
children
took control.

More
pract84
ice
More
practice P P
Writing a newspaper report | There was a big event yesterday.

F F
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LC Key competences continuous assessment

Children develop theirSC SCskills by matching
reading
the headlines and the photos. Check if children:
More More
phonics
SCC phonics
Children develop their social skills by discussing 1 Are able to match the headlines and the photos.
with their classmates problems in their school. 2 Use their social skills to discuss with their classmates
about problems in their school.
LL Children develop their learning techniques 3 Learn to write a newspaper article.
by gaining an understanding of how to write
a newspaper article.
216 i-poster

i-flashcards

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 Literacy Strand More
practice
Unit 8 Lesson 8
More
practice P P

F F
The children play a fun game choosing the correct
CLIL Objective words to complete theSC SC
sentences, which helps them
To practise writing a newspaper report. consolidate
More their knowledge of the Past Simple.
More
phonics phonics

Language Objective
To learn about newspaper articles: article, caption, headline Optional Resources
Teacher’s Resource Book page 40, Writing.
Materials i-poster

– Teacher's i-book i-flashcards

– Optional realia: newspapers
Continuous
IWB i-book
Assessment
Check if the children can:
Lead-in Match a newspaper headline to a photo and caption.
More
practiceShow the
More children newspapers you have brought in. Teach
practice P P Write a newspaper article describing a problem and
the words headline and article and explain that headlines need the way it was solved using the vocabulary and structures
F F
to be short and attention-grabbing. Ask: Do you read the newspaper? presented in the lesson.
SC SC
What sections do you read? Talk about paper newspapers and digital
More
phonics newspapers
phonics and the advantages and disadvantages of both.
More

1  Read the headlines and find the photos. The children match
the headlines with the photos. Activity Book
i-poster
Answers: Unit 8, page 82, Lesson 8. See page 268 for answer key.
1 a, 2 d, 3 c , 4 b
i-flashcards

IWB Touch
i-book to open the activity. The children drag words
to order the headlines from Activity 1.
2  Complete the lists and talk about problems in your school.
Write two headings on the board: Places and Equipment. The class
makes a list of all the communal areas and all the school equipment
on the board. After that, invite the children to point out some
of the problems around the school and possible solutions like
the ones in the story in Lessons 6 and 7.

3  Write a newspaper article. Explain the work of print journalists.

Tell the children that they are going to write an imaginary newspaper
article with a headline and a captioned photo about a creative
solution to one of the school problems outlined in Activity 2.
Make a class display with the finished articles.

Fast Finishers
The children write an imaginary newspaper interview with a
classmate asking questions about the problems listed in Activity 2.

Wrap-up
The children get into groups and invent a current affairs television
programme. They improvise acting as reporters, teachers, the mayor,
parents and students giving their opinion of the school’s problems
and possible solutions.

217

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 Unit 8 Lesson 9

LL
1 2.34 Copy the spelling chart. Then, listen and complete.

f l m n s
Double letter
Single letter

SCC 2 Give computer clues to your classmate.

This part of the computer is for … . That’s the … .

More
practice
More
practice P

F
Grammar help SC
Can and Could
speakers mouse More More
phonics
I can use a computer for my homework. phonics
webcam I can’t use a computer without the keyboard.
I could read when I was six years old.
screen keyboard I couldn’t use a computer when I was
two years old.
i-poster
LC 3 Use the spinners and make sentences.
i-flashcards
I can play an No
8 w
instrument now.
IWB
w

2
No

send read
emails
I couldn’t play No
the guitar when play games
online ride a bike
6

I was eight, but

w

play an
instrument
I can now. 5 4
use a
write computer

Language review | Double consonants, Can and Could, Activities 85

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LL Key competences continuous assessment

Children develop learning techniques by categorising
vocabulary in a spelling chart. Check if children:
SCC 1 Are able to categorise vocabulary in a chart.
Children demonstrate skills to work in pairs
2 Can work well in pairs to play a guessing game.
to play a guessing game.
3 Use the unit language to play a game.
LC
Children apply their newly acquired knowledge
in a language game.
218

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 Review Unit 8 Lesson 9
Fast Finishers
CLIL Objective The children write a paragraph about the things they could
To use can and could in sentences related to activities and couldn’t do when they were three and contrast it with now:
and More
skills.
More
practice practice P P When I was three I couldn’t read, but I can read now.
Language Objective
F F Wrap-up
To review the vocabulary and structures of the unit.
SC SC Have a Spelling Bee with the words containing double
More More consonants from the charts.
phonics phonics
Materials
Note: For the next lesson the children need to bring photos
– Teacher’s i-book – CD 2
of themselves.
– Poster for Unit 8 – Extra material: paper clips
i-poster

Optional Resources
i-flashcards
Lead-in Teacher’s Resource Book pages 21-22, Language.
IWB i-book Display the poster (or open the i-poster on the Teacher’s
i-book). Write the numbers 1 to 7 on pieces of paper and
put them face down on your desk. A child takes a number and says
the name of the part of the computer it corresponds to. Continuous Assessment
Check if the children can:
1  2.34 Copy the spelling chart. Then, listen and complete. Spell words that contain a double consonant.
The children copy the words into their notebooks and in the correct Talk about past and present skills using the modal verb can.
Talk about the different parts of the computer and its uses.
space. Write the correct version on the board.
(See transcript page 223.)
Answers:
Double f: different
Single f: conference Activity Book
Double l: collected Unit 8, page 83, Lesson 9. See page 269 for answer key.
Single l: holiday
Double m: summer
Single m: game
More Double n: bannerP P
More
practice practice
Single n: sing
F F
Double s: message
Single s: cursor SC SC
More More
phonics
2  Give computer clues to your classmate. In pairs,
phonics

the children make sentences about the uses of the different

More
practice
partsMore
of the computer.
practice P PTheir partner guesses the name of the
i-poster part they are talking about.
F F
i-flashcards
Visual grammar presentation.
SC SC
More
IWB i-book
More
Touch to open the activity. The children complete
phonics
sentences
phonics
with the correct form of can or could.

3  Use the spinners and make sentences. Remind the children

of the modal verb can and the past could. Say: I couldn’t drive when
i-poster I was 10 but I can drive now and ask the children for more examples.
Then, in groups, they make sentences using the spinners and a paper
i-flashcards
clip and pen.
IWB i-book

219

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 Unit 8 Lesson 10

MST 1 2.35 Listen and answer the questions.

Timeline
Home About me Photos Videos Links Home
William About me
program a computer Fuller Timeline
Photos
design
computer Videos
play the
games drums Links
make videos
design play
the write music
Debbie Smith computer
games
write guitar
5 6 7 8 9 10 songs

5 6 7 8 9 10

Timeline
Home About me Photos Videos Links

NiNa program
a computer
Mellor
make videos play the
piano
write
songs

5 6 7 8 9 10

IE 2 Draw and describe your timeline.

This is my timeline.
u are When I was nine
Imagine yo ve I could skateboard…
an you ha
d
a child star They
nds of fans!
got thousa ing
ow everyth 3 Design and describe
CAE want to kn
Write an
about you. your webpage.
em.
article for th
On my webpage you
can watch videos
of me and you can...

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

86 Oral review | Describing key events in a personal timeline

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MST Key competences continuous assessment

Children apply mathematical skills to read
and interpret a personal timeline. Check if children:
IE 1 Are able to read and interpret a personal timeline.
Children take the initiative creating a timeline
2 Can create a timeline for their own lives.
for their own lives.
3 Can design an imaginary web page.
CAE
Children use their imagination and creativity
to design a web page.
220

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 Review
More
practice
More
practice

Unit 8 Lesson 10
P

F
P

SC SC
More
Fast Finishers
CLIL Objective
More
phonics phonics
The children draw a welcome screen for their webpage.
To consolidate structures and vocabulary by describing
key events in a personal timeline. Wrap-up
Ask if any of the children have a webpage or blog. Ask which
Language Objective i-poster
webpages they visit and why. Ask them what they think is
To review the vocabulary and structures of the unit.
important in a web page or blog.
i-flashcards

IWB i-book Use the Vocabulary Game Generator to review

Materials
More More
P P the key vocabulary covered in the lesson.
practice – Teacher’
practice s i-book – Optional realia: childhood
See page 22-24 for interactive games description and ideas.
– CD 2 F F photographs to illustrate
– Flashcards for Unit 8 a timeline
SC SC
More More
phonics phonics

Lead-in Final Written Evaluation

Divide the class into four teams. Display one of the flashcards In the next lesson give the children the tests from the
and the teams write down what it is and what it is for. Award points Teacher’s Resource Book pages 99-100 or 101-102
i-poster
for spelling and correct descriptions. Continue with the other words. depending on each child’s ability. Give as much support as
necessary for them to understand the structure of the tests.
See page 18 for other flashcard games.
i-flashcards

IWB i-book Open the i-flashcards and follow the instructions above. Note: The listening is the same for both tests.
Use the Richmond i-tools. Then open the i-poster. The children
listen to words on the audio and find the thing each word represents Final Assessment
on the poster. For further practice, ask the students to write Check if the children can:
sentences about an item on the poster, saying what it is for and what Ask and answer questions about past abilities.
you can do with it. Ask individuals to read their sentences out and Create a timeline for their own lives.
tell the class to guess which item is being described. Describe a webpage.

1  2.35 Listen and answer the questions. Focus on

the pictures of the children and ask about their abilities: What
could Debbie do when she was six? Then, the children listen to
the questions and answer with the name of one of the children.
They then ask and answer similar questions amongst themselves
Activity Book
about the timelines. Unit 8, page 84, Lesson 10. See page 269 for answer key.
(See transcript page 223.)
Answers:
1 William, 2 William, 3 Nina, 4 William,
5 Nina, 6 Debbie, 7 William

2  Draw and describe your timeline. Ask the children to bring

in photos of themselves at different ages. If they have photos of
themselves doing a sport or, playing an instrument, even better.
They present their timeline to the class. Encourage the children
to ask questions about the timelines: Where did you live when
you were four?

3  Design and describe your webpage. The children design an

imaginary webpage. They make a rough sketch showing the elements
of the webpage and then a written description in their notebooks.

221

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 Transcripts
2.28   Poster, Unit 8. Listen and say the number.
Teacher: Good morning everybody. I am going to explain
all the different parts of the computer. Are you listening carefully?  What could they do in the unplugged classroom?
First, we have the screen. That's the bit that looks like the TV.
What number is it?
Then, there is the keyboard. That's the bit with all the letters.
What number is it?
Now, find the mouse. That's the bit that looks like a mouse!
What number is it?
And now, the cable. You need a cable to connect the computer
to the electricity. What number is it?
Now, find the webcam. It's a very small hole at the top of the computer.
What number is it?
Can you find the speakers? The sound comes out of the speakers.
They are small holes at the bottom of the computer.
What number are they?
And finally, sometimes you need a microphone.
This is a special microphone. What number is it?
2.29   Listen and name the parts of the computer.
1  This part of the computer is for writing.
2  This part of the computer is for moving the cursor.
3  This part of the computer is for showing pictures and text.
4  This part of the computer is for having video chats.
5  This part of the computer is for recording your voice.
6  This part of the computer is for listening to music and video chats.
222
737228 _ 0200-0223.indd 222
2.30   Listen and classify the activities. Then, check
your answers and sing the song: The unplugged classroom.
What could they do in the unplugged classroom in the 20th century?
They could read and they could write in the unplugged classroom,
But they couldn’t download pages.
What could they do in the unplugged classroom?
What could they do in the unplugged classroom in the 20th century?
They could colour and they could draw in the unplugged classroom,
But they couldn’t print their work.
What could they do in the unplugged classroom?
What could they do in the unplugged classroom in the 20th century?
They could sing and they could make music in the unplugged
classroom,
But they couldn’t record their voices.
What could they do in the unplugged classroom?
What could they do in the unplugged classroom in the 20th century?
They could play and they could act in the unplugged classroom,
But they couldn’t watch a film.
2.31   Listen and find the missing words. Then,
listen and read the diary.
Molly to diary: 12th June. What a terrible evening!
I had some very important homework. My group is going to do
a presentation about mobile phones and I was responsible for
finishing the work. First, Camilla sent me an email but I couldn’t
open the attachment.
Molly: Dad! Can you help me?
Dad: What’s the matter?
Molly: The Internet isn’t working properly.
Dad: Go on! Click on the Internet icon. Double click! Go on!
Molly to diary: And then the computer crashed!
Molly: Oh no!
Mum: Did you save your document?
Molly: I think so. I don’t know! What a disaster!
Molly to diary: In the end, the computer started again but
the Internet didn’t work and I couldn’t finish.
Molly to diary: Then, Mum saved the day.
Mum: Let’s go to the library.
Molly to diary: Good idea! They’ve got a great Internet connection
at the library with lots of computers. I copied my document onto a pen
drive and off we went. We had a great time. First, she looked at some
books and then she downloaded some music. I finished my work and
then I played a game online and we went home.
19/04/16 18:10
 Transcripts
2.32   Read and listen to the story: SOS: Save our School. 2.33   Spell the words out loud. Then, listen and check.
Then, sing the song. Different. D-I-double f -E-R-E-N-T
Narrator: It was the last day of school before the summer holidays. Wonderful. W-O-N-D-E-R-F-U-L
All the children were in the hall for the final assembly. Ms Bond, Collected. C-O-double l - E-C-T-E-D
the head teacher, had some bad news. Incredible. I-N-C-R-E-D-I-B-L- E
Equipment. E-Q-U-I-P-M-E-N-T
Ms Bond: Our school is closing. You are all going to different schools
Summer. S-U-double m-E-R
in September.
Cleaned. C-L-E-A-N-E-D
Narrator: The school was very old. They couldn’t repair it or buy Announcement. A-double n-O-U-N-C-E-M-E-N-T
new equipment because it was too expensive. At the school gate, Asked. A-S-K-E-D
the children said goodbye to their teachers and their friends. Message. M-E-double s -A-G-E
Narrator: Nobody wanted the school to close. The pupils from
Class 6 sent text messages to all the other children and organised 2.34   Copy the spelling chart. Then, listen and complete.
a meeting in the local park. Narrator:
Narrator: School repair crew. Different, different.
Meeting at 4pm! Conference, conference
Holiday, holiday
Girl: Search on the Internet for our website. It is called, SOS Parkhill.
Collected, collected
Boy: Look for your class number and organise your tasks. Game, game
Narrator: Each class had a special task to save the school. Summer, summer
Sing, sing
Female teacher: Class 1 painted and repaired the building. Banner, banner
Female teacher: Class 2 did a freecycle project. They asked people Message, message
to bring things they didn’t want and give them to the school. Cursor, cursor
Female teacher: Class 3 collected second-hand books for the library.
2.35   Listen and answer the questions.
Male teacher: Class 4 cleaned the playground and planted
a beautiful garden. 1 At five years old…
Who could design computer games?
Female teacher: Class 5 had a secret plan. Nobody else knew 2 At six years old…
their task… Who could write songs?
Female teacher: Class 6 invented a computer program. 3 At five years old…
Who could make videos?
Narrator: The program controlled all the energy they used in
4 At nine years old…
the school. Now they could see where they used most energy
Who could write music?
and where they could save energy.
5 At eight years old…
Narrator: By the end of the week, everything was ready for the Who couldn’t write songs?
grand event. The children sent hundreds of emails and text messages. 6 At nine years old…
They advertised the event on all the social networks. Everybody Who couldn’t program a computer?
in the town received the mystery message. 7 At ten years old…
Girl: SOS Parkhill. Saturday 3 pm. Who couldn’t write songs.

Girl: Subject: SOS Parkhill. Don’t miss the great day! Saturday 3 pm.
Narrator: People from all over the town arrived for the big event.
The local newspaper sent a journalist and a photographer. The school
looked incredible. At the end of the day Ms Bond received a phone
call from the Mayor. Then she made a special announcement.
Ms Bond: Children, I’ve got some great news. Your plan worked!
Our school is open again! Well done everybody!
Narrator: Then the children from Class 5 asked everybody
to come and stand by the wall. There was one more special surprise.
It was a graffiti wall and it told the story of life at the school.
Song: SOS Our School’s the Best!
Clap your hands and turn around.
Kick your legs and touch the ground.
Raise your arms and wave your hands.
Which is the best school in the land?
SOS our school’s the best!
SOS our school’s the best!
Yeah!

223

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 Lesson 1

Chinese New Year Chinese New Year

is on a different date
each year between
21st January
and 20th February.
LC 1 2.36 Listen and write the letters. Then, sing the song.

E H N W A
MST

Rat–smart Snake–wise Goat–elegant

Horse–independent Dog–loyal
P It was the Emperor's ball down by the river.
P
And the animals were ready for the swimming race.
The moon was full, and shining silver.
And the animals were ready for the chase.

There were twelve animals, large and small.

Rabbit–sensitive All swimming across for the Emperor's ball! Tiger–competitive
E A Y Y R

Rooster–proud Pig–noble
Ox–good Dragon–kind Monkey–loud

What secret message do the letters spell?

CAE 2 Guess the Chinese superstitions about the New Year. Then, check with your teacher.
I think it’s bad luck to … . I think it’s good luck to … .

talk about wash

cry ghosts your hair use knives
wear red hear a or scissors open the
clean bird sing windows
the house and doors

I wonder...
‡ Find out why the Chinese New Year
changes every year. More
practice
More
practice 87 P P

737169 _ 0087-0088.indd 87
F
19/06/2015 10:12
F
LC Children increase their knowledge of vocabulary Key competences continuous assessment
related to Chinese horoscopes, animals and SC SC
Check if children:
personality adjectives through a song.
More More
MST 1 Learn the new vocabulary
phonics through phonics
the song.
Children apply basic mathematical skills by 2 Can recognise and say the ordinal numbers from
practising the ordinal numbers from 1 to 12. 1 to 12.
CAE 3 Become familiar with the Chinese superstitions
Children are introduced to Chinese superstitions
about the New Year.
about the New Year.
224 i-poster

i-flashcards

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 More More
phonics phonics

Festivals
i-poster

i-flashcards
Chinese New Year
IWB i-book Touch to open the activity. The children invent
CLIL Objective their own superstitions by combining different words on the
To learn about Chinese horoscopes and superstitions screen. For further practice, ask the children to justify why they
about the New Year. think it’s good luck or bad luck to do the things they have written.
Language Objectives
To revise the words for animals: dog, dragon, goat, horse, Fast Finishers
ox, pig, monkey, rabbit, rat, rooster, snake, tiger The children draw the animal that represents the year they were
To learn words to describe personality: competitive, born and say how they embody the personality trait of the animal.
elegant, good, independent, kind, loud, loyal, noble, proud,
sensitive, smart, wise Wrap-up
To learn functional language to talk about superstitions: If you have Internet access, the children find out the answer to
I think it’s good/bad luck to (wear red). the I wonder question and find three more interesting facts about
To revise the ordinal numbers: The (rat) was the (first). the Chinese NewMore
Year. If you don’t have Internet access, have a class
More
practice practice P P
discussion about the children’s own celebration for New Year.
Materials F F
The children find eight animals from the Chinese Zodiac
– Teacher’s i-book – Optional realia: pictures or objects in the wordsearch. UseSC SC in the Richmond i-tools
the timer
– CD 2 related to the Chinese New Year to make it more challenging for the children.
More More
phonics phonics

Lead-in Transcript
Tell the children a little about the Chinese New Year. It is sometimes
called the spring festival and was originally a festival to honour 2.36 Listen and write the letters. Then, sing the song:
i-poster  
ancestors. It follows the lunar calendar and is a popular time The Emperor’s Ball.
for cleaning the house. Each year of the Chinese calendar is named It was the Emperor’s ball down by the river.
i-flashcards

And the animals were ready for the swimming race.

after an animal. On the last day of the Chinese New Year the festival
TheIWB
moon was full, and shining silver.
i-book
of lanterns is celebrated. If you have any pictures or objects related And the animals were ready for the chase.
More to the Chinese
More New
P Year,
P show them to the children and
practice practice
The rat was first, she was smart.
encourage questions. The ox was second, he was good from the start.
F F
The tiger was third she was competitive.
SC SC
1  2.36 Listen and write the letters. Then, sing the song. The rabbit was fourth, he was sensitive.
More The dragon was fifth, she was kind.
phonics Explain that the animals in the book are the animals that represent
More
phonics
The snake was sixth, he was wise.
the years in the twelve-year cycle. The children have to put The horse was seventh, she was independent.
the letters in order to make a message. Then, the children sing The goat was eighth, he was elegant.
the song. The monkey was ninth, she was loud.
i-poster
The rooster was tenth, he was proud.
Answer:
The dog was eleventh she was loyal.
Happy New Year
i-flashcards
The pig was twelfth he was noble.
IWB i-book Touch to open the activity. The children listen There were twelve animals large and small.
to the song and drag the words to complete it. Stop the audio All swimming across for the Emperor’s ball.
if needed. Then, ask the children to sing the song. For further
practice, use the shade on the Richmond i-tools to cover
the options and ask the children to write the words in the gaps.
Continuous Assessment
2  Guess the Chinese superstitions about the New Year. Check if the children can:
Then, check with your teacher. Explain what a superstition is. Talk about the celebration of the Chinese New Year
Ask the children if they know any superstitions related to the New and the superstitions connected with it.
Year in their country. Then, they discuss the Chinese superstitions. Understand the personality traits connected to the animals
Answers: that represent the cycle of the Chinese New Year.
It’s bad luck to: cry, clean the house (though it’s important
to clean it well before), talk about ghosts, wash your hair,
use knives and scissors.
It’s good luck to: wear red, hear a bird sing, open the doors Activity Book
and windows. Festivals, page 93. See page 270 for answer key.

225

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 Lesson 1

World Book Day

World Book Day
is on
LC 1 2.37 Listen and answer the questions. 23rd April.

1 2 3

4 5 6

LL 2 Write and display your book reviews.

Title : … Author : …
Who is the main character? What happens?
What is the main character like? How does the story finish?
Where does the story take place? Why do you like this story?

SCC 3 Find your classmate,s book review.

Who is the main character in your favourite story? Where does the story take place?
His name is Torak. In a dangerous forest.

More
pract88
ice
More
practice P P

F F
492044 _ 0087-0088.indd 88 20/02/14 13:24

Children improve their listening skills Key competences continuous assessment

by understanding andSC SC the questions
LC
answering
Check if children:
More
related to the books.
More
phonicsLL phonics 1 Are able to understand the listening activity.
Children develop their learning techniques by gaining 2 Learn to write a book review.
an understanding of how to write a book review. 3 Work well in pairs to complete the activity.
SCC
Children demonstrate skills working in pairs
to find their classmates’ book reviews.
226 i-poster

i-flashcards

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 Festivals More
practice
MoreWorld Book Day
practice P P

F F
The children play a fun game dragging the words to
CLIL Objective form correct sentencesSC SC
to consolidate their knowledge
To practise writing a book review. of language
More for More
writing a book review.
phonics phonics

Language Objectives
To learn words for talking about books: author, Transcript
main character, to take place
To practise questions: What happens in your story? 2.37   Listen and answer the questions.
i-poster

Teacher: Tell me about your favourite book. Who is the main character?
Materials The main character is a boy and he’s always in trouble!
Boy:i-flashcards
He loves very loud music.
– Teacher’s i-book – Optional realia: the children bring IWB I see…
Teacher: It sounds very interesting.
i-book
– CD 2 in an English book they have read Narrator: What book is it?
Teacher: What’s the main character like in your story?
Girl: Well, she’s quite small and thin. She’s got long hair and her favourite
Lead-in hobby is reading.
Have a class discussion about the pleasures of reading. Talk about Teacher: Good, that sounds great!
the advantages and disadvantages of paperback books and e-books. Narrator: What book is it?
More
practice
More
practice P P Teacher: Tell me about your book. Where does the story take place?
1  2.37 Listen and answer the questions. Look at the books
F F
Girl: Well, it takes place on an imaginary island called the Island
pictured. Ask about the author and the cover: Who wrote this book? of Tomorrow. The main character is a boy called Hiccup and there
are lots of adventures with dragons and Vikings.
What do you thinkSCit isSCabout? What can you see on the cover? Teacher: Wow, that sounds scary!
More
phonics Then, the children listen to the audio and say the name of the book.
More
phonics Narrator: What book is it?
Answers: Teacher: What happens in your story?
World Book Day: Boy: Oh! It’s really funny. This boy finds out that Pluto is no longer a
1 Horrid Henry Rocks 4 Stink planet. He is really cross because Pluto is his favourite planet so he goes
i-poster
More 2 Matilda 5 Gulliver’s Travels on a super space mission.
practice
More
practice P P
Narrator: What book is it?
3 How to Tame Your Dragon
i-flashcards
6 Stig of the Dump
F F Teacher: And how does your story finish?
IWB Touch SC toSCopen the activity. Play a memory game.
i-book Boy: Well, the main character travels to the third imaginary place.
The children take turns to match the words with the pictures In the first place, he is much bigger than everybody else. In the second
More More
phonics phonics
on the IWB. place, he is smaller and, in the third place, he is just very different.
Teacher: I see.
2  Write and display your book reviews. The children bring in Narrator: What book is it?
a book they have read in English. They write a book review following Teacher: And why do you like this story?
i-poster
the guidelines. When it is corrected, they write it on a card with an Girl: It’s really funny and I think it’s very interesting. It’s about a strange
creature who lives in a cave at the bottom of a dump, which is full
illustration and put it in a class display.
i-flashcards
of rubbish. He recycles everything and he makes friends with a boy.
IWB i-book Touch to open the activity. The children read a short Teacher: Mmm… I think I’d like to read that book.
Narrator: What book is it?
synopsis of Alice in Wonderland, and then answer five true/false
questions about the story. For further practice, ask students
to write more questions about it or another children’s book they
all know. Use the Richmond i-tools to write some of the questions
on the IWB, and ask the rest of the class to answer them.
Continuous Assessment
This could be done in teams. Check if the children can:
Talk about books and say where the events take place
3  Find your classmate’s book review. The children stand in front and the gist of the story.
of the display and ask questions to find their friend’s review. Talk about the personality of the main character in a book
and the things they do.
Give their opinion about a book they have read.
Fast Finishers
The children write a paragraph describing their favourite part
of a book they have read recently.

Wrap-up
Have a class discussion about the main characters in the books
Activity Book
Festivals, page 94. See page 270 for answer key.
they have read. Ask why they admire / laugh at / empathise with
certain characters.
227

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 Welcome! Lesson 1

1 Find and classify 12 words. Then, add more words. n a n t e n n a d z

k b v x t a b l e p
places classroom objects technology c l a s s r o o m l
classroom chair antenna o r f b c e a w s a
m l i b r a r y h y
library shelf satellite
p h j m e d d c e r
museum board computer u m u s e u m q l o
playroom table screen t r g b n c d w f o
e y c h a i r f a m
r s a t e l l i t e

2 Answer the questions. Child’s own answers

Yes, it has. No, it hasn’t.

Has your school got …

1 a science lab? 4 a canteen?
2 a playground? 5 an IT room?
3 a library? 6 a gym?

3 Choose and describe two places at your school. Child’s own answers

My school is called .
It’s got classes.

Places at my school
My school has got a .
The has got and .
It’s got a .
The has got and .

558043 _ 0002-0004.indd 2 08/08/14 12:29

Welcome! Lesson 2

1 1 Listen and write the words. Then, number the pictures.

Transcript 3 s c h o o l b a g 4
6
2 p e n c i l c a s e

1 Listen and write the words. Then, c l a s s r o om 5

1 4
number the pictures. 3 t o i l e t s

1 Girl: S-C-H- double O-L B-A-G. w i n d ow 6

School bag. S-C-H- double O-L B-A-G. t e a c h e r
5 2
2 Girl: C-L-A- double S-R- double O-M.
Classroom. C-L-A- double S-R- double O-M.
3 Girl: W-I-N-D-O-W. 2 Match the numbers with the words.
Window. W-I-N-D-O-W. 1st
enth 9th
4 Boy: P-E-N-C-I-L C-A-S-E.4 a canteen? 2nd third first sevente t twelfth 12th

Pencil case. P-E-N-C-I-L C-A-S-E.

5 an IT room?
3rd
4th
second ninth fourth wenty-first 17th
21st
5 Boy: T-O-I-L-E-T-S. 6 a gym?
Toilets. T-O-I-L-E-T-S. 3 Number the names in alphabetical order. Then, complete the sentences.
6 Boy: T-E-A-C-H-E-R.
Simon 7 Lucy 5 Sylvia 8 John 4 Charles 2 Jane 3 Mark 6 Carol 1
Teacher. T-E-A-C-H-E-R.
before after

1 Sylvia comes after Simon. 4 Lucy comes after John.

2 Carol comes before Mark. 5 Mark comes before Sylvia.
3 Charles comes after Carol. 6 Jane comes before John.

4 Write about your class list. Child’s own answer

In my class list, I come before and I come after

.

228 3

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 Welcome! Lesson 2 • 3

Welcome! Lesson 3

1 Answer the questions. Child’s own answers

Yes, we can. No, we can’t.

In your classroom …
1 can you download games?
2 can you download music?
3 can you record your voice?
4 can you take photos?
5 can you watch films?
6 can you write a blog?
7 can you watch TV shows?
8 can you surf the net?

2 Write about your favourite class activity. Child’s own answer

My favourite class is .
I like because we
and we .

3 Complete the information card. Child’s own answer

WonderLab ID card
Name:
Class:
Teacher’s name:
Favourite unit:
I think Unit is interesting because it’s about .

558043 _ 0002-0004.indd 4 08/08/14 12:29

229

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 Unit 1 Lesson 1 • 2
Lesson 1

1 All together now

1 Write the words in order. Then, number the answers.
1 (your / What’s / name?) Only at the weekends.
4
What's your name?
2 (new / game? / this / Are / you / in) I’m eleven.
3
Transcript
Are you new in this game?
No, he lives in Hong Kong.
3 (old / you? / are / How)
6
How old are you? 1.1 Listen and write the words. Then,
I’m Claire.
4 (often / online? / do / play / How / you) 1 Mexico. number the pictures.
How often do you play online? 5
5 (do / live? / Where / you) Yes, it’s my first time. 1. Girl: S-C-H, double O, L B-A-G.
2
Where do you live? School bag. S-C-H, double O, L B-A-G.
6 (well? / your / Does / live / Mexico / in / friend / as) 2. Girl: C-L-A, double S, R, double O, M.
Does your friend live in Mexico as well? Classroom. C-L-A, double S, R, double O, M.
3. Girl: W-I-N-D-O-W.
2 Read the clues and complete the word pyramid.
Window. W-I-N-D-O-W.
A word for me. I 4. Boy: P-E-N-C-I-L C-A-S-E.
The opposite of yes. n o
Pencil case. P-E-N-C-I-L C-A-S-E.
The opposite of old. n e w
You’ve got a first … and a last ... . n a m e
5. Boy: T-O-I-L-E-T-S.
I play … games at the weekends. v i d e o Toilets. T-O-I-L-E-T-S.
A country in North America. C a n a d a 6. Boy: T-E-A-C-H-E-R.
A country in Europe. I r e l a n d
Teacher. T-E-A-C-H-
A city in China. H o n g K o n g
A school day of the week. W e d n e s d a y

3 Write clues for your own pyramid with words from the lesson. Child’s own answers
1
2
3
4
5

558043 _ 0005-0014.indd 5
Unit 1 Lesson 208/08/14 12:30

1 2 Listen and cross out the false clues.

Maggie

Alaska

Transcript
Transcript
1.1 Listen and write the words. Then,
number2 theListen and cross out the false clues.
pictures.
Narrator: Maggie
1. Girl: S-C-H, livesO,
double in LDublin,
B-A-G.Ireland. She lives
in aSchool
flat in the
bag.city centre.
S-C-H, She O,
double goes to school every
L B-A-G.
day by bus.
2. Girl: Shedouble
C-L-A, loves riding and sheO,goes
S, R, double M. riding
every weekend.C-L-A,
Classroom. After double
school, S,she
R, plays
doublein the park
O, M.
2 Read and make a word cloud for an imaginary friend. Child’s own answer
with her W-I-N-D-O-W.
3. Girl: neighbours. Then, she goes home and she
does her homework
Window. in her bedroom. She goes to
W-I-N-D-O-W. Instructions

ALASKA
TENNIS

bed
4. Batoy:half past nine.C-A-S-E.
P-E-N-C-I-L • Make a list of words from
the following categories:
Pencil case. P-E-N-C-I-L C-A-S-E.
TRAIN FLAT
BEDROOM

transport, countries and

5. Boy: T-O-I-L-E-T-S. cities, times, rooms in the
house, activities, types of
OTHER
Toilets. T-O-I-L-E-T-S.
6. Boy: T-E-A-C-H-E-R.
homes, places and family.
• Write the words in
different sizes, colours
8BR.00PARK
Teacher. T-E-A-C-H- and directions.

3 Find and glue a photo. Then, use the word cloud and write about your imaginary friend.

lives in .

Child’s own answer

230 6

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 Unit 1 Lesson 3 • 4
Unit 1 Lesson 3

1 Read and label the floors in the building.

shopping centre restaurant library museum
market hotel bank flat university office

A place to …
10
9
eat meals.
live in.
restaurant
Transcript
flat
8 stay in over night. hotel
7 work in. 1.1 Listen and write the words. Then,
office
6 go shopping. number the pictures.
shopping centre
5 read books.
library 1. Girl: S-C-H, double O, L B-A-G.
4 get money.
bank School bag. S-C-H, double O, L B-A-G.
3 buy food. 2. Girl: C-L-A, double S, R, double O, M.
market
2 look at old objects.
museum
Classroom. C-L-A, double S, R, double O, M.
1 study when you are older. 3. Girl: W-I-N-D-O-W.
university
Window. W-I-N-D-O-W.
4. Boy: P-E-N-C-I-L C-A-S-E.
Pencil case. P-E-N-C-I-L C-A-S-E.
Model answer
5. Boy: T-O-I-L-E-T-S.
2 Label the places and give reasons.
Toilets. T-O-I-L-E-T-S.
1 2 3 4 5 6. Boy: T-E-A-C-H-E-R.
Teacher. T-E-A-C-H-

shopping centre office university library market

. I think number 1 is a shopping centre because people go shopping here.
I think number 2 is an office because people are wearing suits .
I think number 3 is a university because the people are young .
I think number 4 is a library because people are reading books here.
I think number 5 is a market because people are buying food here.

558043 _ 0005-0014.indd 7
Unit 1 Lesson 408/08/14 12:30

My secre
Name:
t diary
This diary is Top Secret! Age:
years and
Address: months
, 20
School:
That's my place
! Class:

Transcript
1.1 Listen and write the words. Then, Child’s own answers

number the pictures. Dear Diary,

It's my first day back at school.
1. Girl: S-C-H, double O, L B-A-G. All my old friends are here and there are
School bag. S-C-H, double O, L B-A-G. some new boys and girls in the class, too.
2. Girl: C-L-A, double S, R, double O, M.
Classroom. C-L-A, double S, R, double O, M.
3. Girl: W-I-N-D-O-W.
Window. W-I-N-D-O-W.
4. Boy: P-E-N-C-I-L C-A-S-E.
Pencil case. P-E-N-C-I-L C-A-S-E.
5. Boy: T-O-I-L-E-T-S.
Toilets. T-O-I-L-E-T-S.
6. Boy: T-E-A-C-H-E-R.
Teacher. T-E-A-C-H-

Writing prompts
• What’s the new boy’s
name? What’s the new
• What’s the English teac girl’s name?
her’s name? What’s the
of your group? name
Use your imagination and …
• How many people are
1 complete the personal details. in your group? What are
• Who’s your favourite they like?
2 use the writing prompts to write your diary. person? Where do you
• Do you like your grou all sit?
p? Why? Why not?
8 231
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 Unit 1 Lesson 5 • 6
Unit 1 Lesson 5

1 Look at the pictures and answer the questions.

Transcript
1.1 Listen and write the words. Then,
number the pictures.
Indira Eddie
1. Girl: S-C-H, double O, L B-A-G.
School bag. S-C-H, double O, L B-A-G.
1 Does Indira do sports? Yes, she does.
2 Does Eddie go sailing? Yes, he does.
2. Girl: C-L-A, double S, R, double O, M.
3 Do both Indira and Eddie learn about history? No, they don't. Classroom. C-L-A, double S, R, double O, M.
4 Do both Indira and Eddie go camping? Yes, they do. 3. Girl: W-I-N-D-O-W.
5 What does Indira do that Eddie doesn’t do? She does sports and learns about history. Window. W-I-N-D-O-W.
6 What does Eddie do that Indira doesn’t do? He does cooking and learns about the environment. 4. Boy: P-E-N-C-I-L C-A-S-E.
Pencil case. P-E-N-C-I-L C-A-S-E.
2 Look at the clues and write questions.
5. Boy: T-O-I-L-E-T-S.
Toilets. T-O-I-L-E-T-S.
M T W T F S S blue shirt
To buy! 6. Boy: T-E-A-C-H-E-R.
o ut
s
green
tracks
ui
bottom t
Teacher. T-E-A-C-H-
Sc s

Newtow
n Scouts
Bath, En Group,
gland blue
School ho and
lidays – green
Me, Marina and Eddie! Scout su scarf
mmer ca
mp
mber 1!
Sailing’s nu
ew boy’s name? What’s
the new girl’s name?
1 Who does Indira go with? 4 What does she wear?
ople are in your group? 2 When does she go to scouts? 5 When does she go camping?
What are they like?
3 Where does she go to scouts? 6 What does she like doing best?

558043 _ 0005-0014.indd 9
Unit 1 Lesson 608/08/14 12:30

1 Say and spell the words out loud and use the key to mark the routes.
Key
ee = red route ea = blue route

Transcript
1.1 Listen and write the words. Then,
Transcript
number the pictures.
1. Girl:3S-C-H, double
Circle the O, L B-A-G.
words with the long ee
School bag. S-C-H, double O, L B-A-G.
sound. Then, listen and check.
2. Girl: C-L-A, double S, R, double O, M.
Narrator: pieceC-L-A, double S, R, double O, M.
Classroom.
me
3. Girl: W-I-N-D-O-W.
theseWindow. W-I-N-D-O-W.
he
4. Boy: P-E-N-C-I-L C-A-S-E.
keyPencil case. P-E-N-C-I-L C-A-S-E.
thief
5. Boy: T-O-I-L-E-T-S.
believe
Toilets. T-O-I-L-E-T-S. 2 3 Circle the words with the long ee sound. Then, listen and check.

6. Boy: T-E-A-C-H-E-R. breakfast

wea
r piece me break these he
Teacher. T-E-A-C-H- believe key bread head
thief friend learn

3 Complete the spelling rules. Model answer

The long ee sound

ie, for example: thief and field e, for example: he and she
ea, for example: beach and tea ee, for example: tree and bee

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 Unit 1 Lesson 7 • 8
Unit 1 Lesson 7

1 Cross out one option and complete the sentences.

1 This story takes place in Ireland in the past .
a in Ireland b in the past c in the winter
2 Grace lives in a castle by the sea .
a in the city b in a castle c by the sea
3 She doesn’t want to
a stay on land
stay on land
b go to sea
or work in the castle .
c work in the castle
Transcript
4 Her father doesn’t want her to go to sea because it is too dangerous
and she is a girl . 1.1 Listen and write the words. Then,
a she is not tall b it is too dangerous c she is a girl
number the pictures.
5 To show him she is ready to go to sea, she helps the men and swims in the sea .
a helps the men b swims in the sea c cooks dinner 1. Girl: S-C-H, double O, L B-A-G.
6 Her father changes his mind because she cuts off her hair and she proves she is brave .
School bag. S-C-H, double O, L B-A-G.
a she cuts off her hair b he needs more help on the boat c she proves she is brave
2. Girl: C-L-A, double S, R, double O, M.
2 Classify the information for you. Child’s own answer Classroom. C-L-A, double S, R, double O, M.
Key 3. Girl: W-I-N-D-O-W.
✓ = I know Grace’s family is rich
. Window. W-I-N-D-O-W.
Grace is brave.
? = I imagine 4. Boy: P-E-N-C-I-L C-A-S-E.
✗ = I don’t know
Life at sea is very hard work. Pencil case. P-E-N-C-I-L C-A-S-E.
Grace becomes
famous. 5. Boy: T-O-I-L-E-T-S.
Grace’s mother
is tall. Toilets. T-O-I-L-E-T-S.
6. Boy: T-E-A-C-H-E-R.
Grace’s mother doesn’t want her to go
to sea. Teacher. T-E-A-C-H-
Grace doesn’t go
to school.

Grace hasn’t got any brothers and sisters.

Grace’s father is
a sailor.
Grace learns to speak Spanish.
Grace meets the
queen.

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Unit 1 Lesson 808/08/14 12:30

1 Read and match the adjectives with the evidence from the story.

Grace is …

She knows how to persuade her father.

hardworking and strong. She cuts off her hair so she can go to sea.

Transcript clever and determined.

She swims and sails in the cold, angry sea.
She climbs high mountains.

brave and energetic. She helps the men load the ship.
1.1 Listen and write the words. Then, She carries heavy sacks and chests.

number the pictures.

1. Girl: S-C-H, double O, L B-A-G. 2 Choose words and write a description. Model answer

School bag. S-C-H, double O, L B-A-G. A typical day at sea for Grace O’Malley
2. Girl: C-L-A, double S, R, double O, M.
Classroom. C-L-A, double S, R, double O, M. read get up fight with watch make paint catch
3. Girl: W-I-N-D-O-W.
Window. W-I-N-D-O-W. early/late other ships/TV
fish/butterflies
lunch/cakes
pirates/her friends
the ship/a picture
books/maps
4. Boy: P-E-N-C-I-L C-A-S-E.
Pencil case. P-E-N-C-I-L C-A-S-E.
Grace O’Malley gets up very early . She is always
5. Boy: T-O-I-L-E-T-S.
very busy on the ship. She reads maps and watches other ships.
Toilets. T-O-I-L-E-T-S.
She catches fish and makes lunch for her pirate friends. She fights
6. Boy: T-E-A-C-H-E-R. with other pirates
Teacher. T-E-A-C-H-

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 Unit 1 Lesson 9 • 10
Unit 1 Lesson 9

1 Read the clues and write the words.

All these words have the long ee sound.
Sand and water, fish and
stones, visit me in
In the summer I’m green and the winter I’m brown, the summer and warm your
leaf bones! beach
I’m a living thing and I grow all around!
I’ve got two arms, two legs and two hands,
I buzz around and make sweet honey,
but if you make me angry, it isn’t funny bee but without two of these, I can’t stand! feet Transcript
2 Do the crossword puzzle. Then, choose four words and write clues. Model answer 1.1 Listen and write the words. Then,
number the pictures.
library museum bank hotel restaurant market university flat

across / down 1. Girl: S-C-H, double O, L B-A-G.

1 3
1 This is a place for reading books. School bag. S-C-H, double O, L B-A-G.
2 h o t e l r 2. Girl: C-L-A, double S, R, double O, M.
i e across / down
4
m b s Classroom. C-L-A, double S, R, double O, M.
8 You can buy fruit and vegetables here.
5 u n i v e r s i t y 3. Girl: W-I-N-D-O-W.
s a a
e r u across / down Window. W-I-N-D-O-W.
u 6 y r 4 You can see old things here. 4. Boy: P-E-N-C-I-L C-A-S-E.
m f 7 b a n k
Pencil case. P-E-N-C-I-L C-A-S-E.
l n across / down
8 m a r k e t 5. Boy: T-O-I-L-E-T-S.
7 This is a place for saving money.
t Toilets. T-O-I-L-E-T-S.
6. Boy: T-E-A-C-H-E-R.
3 Look at the pictures and write sentences and questions. Teacher. T-E-A-C-H-
August

Alaska
live go to school
Grace lives on a farm . Lee goes to school by bus .
She doesn’t live in Alaska . He doesn't go on Saturday or Sunday.
Does she live on an island ? Does he go in August?

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Unit 1 Lesson 10
08/08/14 12:30

1 Look at the pictures. Then, write the numbers and the countries.

1 2 3

Transcript
1.1 Listen and write the words. Then, 4 5 6
number the pictures.
1. Girl: S-C-H, double O, L B-A-G.
School bag. S-C-H, double O, L B-A-G.
2. Girl: C-L-A, double S, R, double O, M.
Classroom. C-L-A, double S, R, double O, M. • Number 2 is New York, America . It shows the Statue of Liberty and Manhattan.
3. Girl: W-I-N-D-O-W. • Number 4 is London, England . It shows the River Thames and the Houses
Window. W-I-N-D-O-W. of Parliament with Big Ben.

4. Boy: P-E-N-C-I-L C-A-S-E. • Number 1 is Sydney, Australia . It shows the Opera House by the water
and the city behind it.
Pencil case. P-E-N-C-I-L C-A-S-E.
• Number 6 is Tokyo, Japan . It shows Mount Fuji covered in snow
5. Boy: T-O-I-L-E-T-S.
and the city in front of it.
Toilets. T-O-I-L-E-T-S. • Number 5 is Cairo, Egypt . It shows the pyramids with the city in front of them.
6. Boy: T-E-A-C-H-E-R. • Number 3 is Rio de Janeiro, Brazil . It shows the statue of Christ on the top
Teacher. T-E-A-C-H- of the mountain and the city down by the water.

2 Choose one of the countries, find information and answer the questions.
1 Which continent is it in? Child’s own answers
2 What language(s) do people speak?
3 What is the capital city?
4 What is the longest river?
5 What is the highest mountain?

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 Unit 2 Lesson 1 • 2
Lesson 1

2 Waterworld
1 Label the pictures.

butterfly dragonfly tree grass pondweed beetle frog water lily duck snail bamboo

Transcript
snail beetle tree

dragonfly duck frog

1.1 Listen and write the words. Then,
number the pictures.
water lily butterfly pondweed
1. Girl: S-C-H, double O, L B-A-G.
School bag. S-C-H, double O, L B-A-G.
A B C D E
grass bamboo 2. Girl: C-L-A, double S, R, double O, M.
1
x4 x1 x1 Classroom. C-L-A, double S, R, double O, M.
2 Look and describe the nature square. Model answer 2
x3 x1
3. Girl: W-I-N-D-O-W.
3
Window. W-I-N-D-O-W.
1 There is some bamboo at A2, C3 and D4. x1 x1 4. Boy: P-E-N-C-I-L C-A-S-E.
2 There is some pondweed at A4 4 Pencil case. P-E-N-C-I-L C-A-S-E.
x1 x5
and D6 .
5
x6 5. Boy: T-O-I-L-E-T-S.
3 There is some grass at E5 and E6 . x1

4 There isn’t any pondweed at A2.

x2 Toilets. T-O-I-L-E-T-S.
6
x1 6. Boy: T-E-A-C-H-E-R.
Teacher. T-E-A-C-H-
5 There are some snails at B1 and B2.
6 There are some beetles at E4.
7 There aren't any dragonflies at C5.
8 There aren’t any butterflies at B5.

9 There is a tree at D1, E1 and E2.

10 There is a frog at D3 and D5.
11 There isn't a beetle at B6.
12 There isn’t any grass at A6.

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Unit 2 Lesson 208/08/14 12:32

1 Read and label the colours. Then, colour in the triangles to make Monet’s palette.
There are only three main colours in Monet’s paintings, as well as white.
All the other colours are mixtures of the three colours.
This is called Charles Blanc’s Colour Star. The star has got four triangles
one on top of the other. Each point P Red
is a different colour. T Red-violet T Red-orange

Transcript : S Violet S Orange

olours
mary c
P = pri yellow, blue
red, :
colours t
1.1 Listen and write the words. Then, ondary le
S = sec ge, green, vio T Blue-violet T Yellow-orange
oran colours:
number the pictures. ia ry
T = tert range, yello en,
w-
red-o yellow-gre
, t,
1. Girl: S-C-H, double O, L B-A-G. orange en, blue-viole P Yellow
re P Blue
blue-g t
School bag. S-C-H, double O, L B-A-G. red-vio
le
T Blue-green T Yellow-green
2. Girl: C-L-A, double S, R, double O, M.
Classroom. C-L-A, double S, R, double O, M. S Green

3. Girl: W-I-N-D-O-W.
2 Look at the picture. Then, write questions for the answers.
Window. W-I-N-D-O-W.
4. Boy: P-E-N-C-I-L C-A-S-E.
Pencil case. P-E-N-C-I-L C-A-S-E.
5. Boy: T-O-I-L-E-T-S.
Toilets. T-O-I-L-E-T-S.
6. Boy: T-E-A-C-H-E-R.
Teacher. T-E-A-C-H-

Is there a frog? Yes, there is a ... .

Is there any grass? Yes, there is some.
Are there any water lilies? Yes, there are some.
Is there a duck? No, there isn’t a ... .
Is there any pondweed? No, there isn’t any.
Are there any beetles? No, there aren’t any.

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 Unit 2 Lesson 3 • 4
Unit 2 Lesson 3

1 Look at the food web and answer the questions.

nectar butterfly

water lily

frog
Transcript
dragonfly duck

1.1 Listen and write the words. Then,

Yellow-orange beetle
number the pictures.

tadpole snail 1. Girl: S-C-H, double O, L B-A-G.

School bag. S-C-H, double O, L B-A-G.
pondweed 2. Girl: C-L-A, double S, R, double O, M.
Classroom. C-L-A, double S, R, double O, M.
1 Do butterflies eat frogs? 5 What don’t frogs eat?
No, they don't. Frogs eat butterflies. Frogs don't eat ducks and tadpoles.
3. Girl: W-I-N-D-O-W.
2 Do tadpoles eat pondweed? 6 What don’t dragonflies eat? Window. W-I-N-D-O-W.
Yes, they do. Dragonflies don't eat frogs and ducks. 4. Boy: P-E-N-C-I-L C-A-S-E.
3 What do beetles eat? 7 What animal eats all the other animals? Pencil case. P-E-N-C-I-L C-A-S-E.
Beetles eat snails and pondweed. The duck eats all the other animals. 5. Boy: T-O-I-L-E-T-S.
4 What do snails eat? 8 What animals don’t eat any other animals? Toilets. T-O-I-L-E-T-S.
Snails eat pondweed. Snails and butterflies don't eat any other animals.
6. Boy: T-E-A-C-H-E-R.
2 Complete and tick (✓) or cross (✗) the chart to show the information.
Teacher. T-E-A-C-H-

All the animals lay eggs. breathe with

swim lay eggs grow legs
lungs
Yes, there is a ... .
Only snails don’t grow legs. ducks ✓ ✓ ✓ ✓
Yes, there is some.
Yes, there are some. The insects don’t swim. snails ✓ ✓ ✓ ✗
No, there isn’t a ... .
dragonflies ✗ ✗ ✓ ✓
No, there isn’t any. The insects don’t
No, there aren’t any.
breathe with lungs. butterflies ✗ ✗ ✓ ✓

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Unit 2 Lesson 408/08/14 12:32

Child’s own answers

, 20
My trip to the .

Dear Diary,
Here I am at the ,
ready for an interesting day.

Transcript Find a nice quiet place

to sit and watch.
This is perfect! I can see Me! Re
1.1 Listen and write the words. Then, ady fo
r the t
rip!
number the pictures. .

1. Girl: S-C-H, double O, L B-A-G.

A few minutes later...
School bag. S-C-H, double O, L B-A-G. I can see .
2. Girl: C-L-A, double S, R, double O, M. I wonder what it is? Maybe it's .
Classroom. C-L-A, double S, R, double O, M.
3. Girl: W-I-N-D-O-W.
What's that? I need to get closer.
Window. W-I-N-D-O-W. I can hear .
4. Boy: P-E-N-C-I-L C-A-S-E. I wonder what it is? Maybe it's
Pencil case. P-E-N-C-I-L C-A-S-E. .

5. Boy: T-O-I-L-E-T-S.
Toilets. T-O-I-L-E-T-S.
6. Boy: T-E-A-C-H-E-R.
Time to escape!
Teacher. T-E-A-C-H-

Oh, look!
Writing prompts
.
• What’s the name of
the park? What have you
with you? got
Use your imagination and … • What are you wearing
?
1 label the pictures and complete the speech bubble. • Where do you sit to
watch? What can you see?
2 use the writing prompts to write your diary. • What can you hear?
What do you think it is?
What is it? What happens?
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 Unit 2 Lesson 5 • 6
Unit 2 Lesson 5

1 4 Listen and number the pictures.

2

Transcript
3
Me! Re
ady fo
r the t
1.1
4 Listen and number write thethe words.
pictures.
Then,
rip!
number the pictures.
1 Boy: The best way to see London is to take
1. aG trip
irl:on a riverboat
S-C-H, doubleon O, the Thames.
L B-A-G.
2 GSchool
irl: On bag.
a very hot day
S-C-H, the best
double O, L place
B-A-G.
4 to go swimming
2. Girl: C-L-A, doubleis the
S, Hampstead
R, double O,Heath
M.
1
swimming
Classroom.pond.C-L-A, double S, R, double O, M.
BG
33.  irl:The
oy: most famous rowing race is in
W-I-N-D-O-W.
April on theW-I-N-D-O-W.
Window. River Thames in London. I like
4. toBwatch the race from
oy: P-E-N-C-I-L the shore.
C-A-S-E.
4 GPencil
irl: Thecase.
London Wetland
P-E-N-C-I-L centre is in west
C-A-S-E.
5. London. It’s the best place to see water birds.
Boy: T-O-I-L-E-T-S.
5 BToilets.
oy: KewT-O-I-L-E-T-S.
Gardens is the biggest botanical garden
2 Use the words and your own ideas to write about your capital city or region. Child’s
6. inBthe
oy: world. It is the best place to see water
T-E-A-C-H-E-R.
Time to escape! own answer plants, especially
Teacher. T-E-A-C-H-the water lily ponds.
park wetlands lake swimming pool animal plant

Facts
The biggest .
The oldest .

s the name of the park? Opinions

What have you got
The most popular .

do you sit to watch? Wha The most interesting .

t can you see?
The most famous .

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Unit 2 Lesson 6
208/08/14 12:32

1 Read and circle the words with suffixes.

for example, peculiar visitor

Some or, er and ar endings are suffixes, flower
clean + er = cleaner. summer
Not all or, er and ar endings are suffixe
s. Sometimes sister
it is just the end of the word, for examp
le: water. lower builder
take the last
To find suffixes, see what happens if you tractor
Transcript letters away. If you have anothe r word, then the last teacher sp
player
eaker
letters are a suffix. water

1.1
5 Complete
Listen andthe
write the words.
sentences Then,
with words
ar pictures.
numberinthe
ending and er. Then, listen and check. 2 5 Complete the sentences with words ending in ar and er. Then, listen and check.
1 The energy from the sun is solar energy.
11.  GGirl: S-C-H,
irl:The double
energy fromO,theL B-A-G.
sun is solar energy. 2 A very tall building is a skyscraper .
2 BSchool oy: A very bag.tall
S-C-H, double
building is a O, L B-A-G.
skyscraper. 3 A colourful part of a plant that attracts insects is a flower .
Girl: AC-L-A,
32. Girl: double
colourful partS,ofR,adouble O, M.
plant that attracts 4 Your mother’s son is your brother .
5 Your father’s daughter is your sister .
Classroom.
insects C-L-A, double S, R, double O, M.
is a flower.
6 From 21st June to 21st September it is summer .
43.  BG oy: W-I-N-D-O-W.
irl:Your mother’s son is your brother.
7 From 21st December to 21st March it is winter .
5 GWindow. W-I-N-D-O-W.
irl: Your father’ s daughter is your sister. 8 Nothing can live without water .
64.  BBoy: 21st JuneC-A-S-E.
P-E-N-C-I-L
oy:From to 21st September
itPencil case. P-E-N-C-I-L C-A-S-E.
is summer. 3 Complete the chart with words ending in or and er.
7 GBirl:
5.  21st December to 21st March
T-O-I-L-E-T-S.
oy:From
itToilets.
is winter.T-O-I-L-E-T-S. Action (verb) Person (noun)

86.  BBoy: T-E-A-C-H-E-R.

oy:Nothing can live without water.
teach teacher
Teacher. T-E-A-C-H-
drive driver
speak speaker
visit visitor
clean cleaner
investigate investigator
play player
build builder
report reporter

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 Unit 2 Lesson 7 • 8
Unit 2 Lesson 7

1 Choose the correct sentence in each pair.

visitor
Moss Wetlands is a nature park. ✓ It rains the night after the children visit the park. ✓
Moss Wetlands is a theme park. It’s raining when the children visit the park.

The water level is always low.

The water level is getting lower. ✓
The children watch the park for a day and two nights. ✓
The children watch the park for a day and a night. Transcript
They see some men and then hear a loud noise. ✓ They hide outside a building and watch the men.
They hear a loud noise and then see some men. They follow the men through the gate and hide. ✓
1.1 Listen and write the words. Then,
number the pictures.
They search for the name Moss Wetlands on the Internet.
They search for the name Super Parks on the Internet. ✓
1. Girl: S-C-H, double O, L B-A-G.
School bag. S-C-H, double O, L B-A-G.
The children show their evidence to the police. 2. Girl: C-L-A, double S, R, double O, M.
The children show their evidence to everybody in the Town Hall. ✓ Classroom. C-L-A, double S, R, double O, M.
3. Girl: W-I-N-D-O-W.
2 Match to make sentences. Window. W-I-N-D-O-W.
4. Boy: P-E-N-C-I-L C-A-S-E.
the pump to watch the men.
Pencil case. P-E-N-C-I-L C-A-S-E.
the telephone to call the police. 5. Boy: T-O-I-L-E-T-S.
uses the computer to transport the pipe. Toilets. T-O-I-L-E-T-S.
use the binoculars to search the Internet. 6. Boy: T-E-A-C-H-E-R.
the tractor to take photos.
Teacher. T-E-A-C-H-
the camera to drain the wetlands.

The men use the tractor to transport the pipe.

The men use the pump to drain the wetlands .
Tarik uses the camera to take photos.
Melissa uses the binoculars to watch the men.
The children use the computer to search the Internet.
Ms James uses the telephone to call the police.

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Unit 2 Lesson 808/08/14 12:33

1 Complete the lists. Child’s own answers

Imagine you are in one of the watch teams.

1 Who is in your team? 2 What do you need for the day watch?
Me, ... A hat, ...

Transcript 3 What do you need for the night watch?

A coat, ... 4 What do you need to collect your evidence?
1.1 Listen and write the words. Then, A notebook, ...
number the pictures.
1. Girl: S-C-H, double O, L B-A-G.
2 Complete the witness interview. Model answer
School bag. S-C-H, double O, L B-A-G.
2. Girl: C-L-A, double S, R, double O, M. Imagine you are one of the children.
Complete your personal details and answer the questions.
Classroom. C-L-A, double S, R, double O, M.
Some fly
3. Girl: W-I-N-D-O-W.
Moss Police Station
Window. W-I-N-D-O-W. Witness statement
4. Boy: P-E-N-C-I-L C-A-S-E. First name: Age:
Pencil case. P-E-N-C-I-L C-A-S-E. Surname:
Address:
5. Boy: T-O-I-L-E-T-S.
1 Why are you interested in Moss Wetlands?
Toilets. T-O-I-L-E-T-S.
Because we are doing a project about it at school.
6. Boy: T-E-A-C-H-E-R. 2 Who are you doing the project with?
Teacher. T-E-A-C-H- My friend David.
3 Can you describe the men?
They have got brown hair.
4 Can you describe the tractor?
It is blue.
5 How do you know about the plan to make a theme park?
Because we can look for it on the Internet.
6 How do you know the men are draining the water?
Because we can see them with a pump.

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 Unit 2 Lesson 9 • 10
Unit 2 Lesson 9

1 Write words for the word sets.

o r tractor
a r peculiar
e r teacher
visitor solar flower
investigator binoculars water

2 Complete the word map. Transcript

butterflies bamboo ducks water lilies dragonflies
grass snails pondweed beetles frogs
1.1 Listen and write the words. Then,
Pond wildlife number the pictures.

Animals Plants 1. Girl: S-C-H, double O, L B-A-G.

butterflies ducks frogs bamboo water lilies School bag. S-C-H, double O, L B-A-G.
dragonflies snails beetles grass pondweed 2. Girl: C-L-A, double S, R, double O, M.
Classroom. C-L-A, double S, R, double O, M.
Some fly Fly Don't fly Around water Under or on water
3. Girl: W-I-N-D-O-W.
beetles dragonflies snails bamboo water lilies
butterflies frogs grass pondweed
Window. W-I-N-D-O-W.
ducks 4. Boy: P-E-N-C-I-L C-A-S-E.
4 legs Small, thin No flowers Pencil case. P-E-N-C-I-L C-A-S-E.
Swim Don't swim frogs leaves pondweed
grass
5. Boy: T-O-I-L-E-T-S.
ducks dragonflies
butterflies
Flowers Toilets. T-O-I-L-E-T-S.
0 legs Tall, thick with
small leaves
water lilies 6. Boy: T-E-A-C-H-E-R.
snails
Eat butterflies Eat nectar
bamboo Teacher. T-E-A-C-H-
dragonflies butterflies

3 Complete the text with is, are, isn’t and aren’t.

Moss Wetlands is a beautiful place. There aren't any cars because there isn't a road. There
is a path and you can walk in the wetlands. At one end, there is a small river and there
are some ponds. In the biggest pond there are lots of different animals and plants. Around
the water there is long grass. There are some ducks and lots of insects.

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Unit 2 Lesson08/08/14
10 12:33

1 Match the pictures with the sentences. Then, find and correct the one false sentence.

There is the same amount of water on Earth

now as in the time of the dinosaurs.

Transcript There are about 37 litres of water in a human body.

75% of a chicken is water.

1.1 Listen and write the words. Then,
number the pictures. 95% of a tomato is water.

1. Girl: S-C-H, double O, L B-A-G. Penguins can change salt water into fresh water.
School bag. S-C-H, double O, L B-A-G.
2. Girl: C-L-A, double S, R, double O, M. Elephants can smell water up to three miles away.
Classroom. C-L-A, double S, R, double O, M.
3. Girl: W-I-N-D-O-W. Koalas don’t drink water.
Window. W-I-N-D-O-W.
4. Boy: P-E-N-C-I-L C-A-S-E. Most of the world’s wetlands are in Canada.

Pencil case. P-E-N-C-I-L C-A-S-E.

Ice is heavier than water.
5. Boy: T-O-I-L-E-T-S.
Toilets. T-O-I-L-E-T-S. More than 90% of the world’s ice
6. Boy: T-E-A-C-H-E-R. is in Antarctica.

Teacher. T-E-A-C-H- Ice weighs the same as water.

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 Unit 3 Lesson 1 • 2
Lesson 1

3 Material world
1 Find and write two hidden materials in each grid.

a me ss w p er ba fa mb lea ic th
ta l gl pa oo d ic br oo er ast pl
Transcript
glass paper bamboo leather
metal wood fabric plastic
1.1 Listen and write the words. Then,
number the pictures.
2 Read and write the materials.
1 Plates, sunglasses, windows and bottles are 5 Tables, chairs, floors and doors are made 1. Girl: S-C-H, double O, L B-A-G.
made of this material. glass of this material. wood School bag. S-C-H, double O, L B-A-G.
2 Bottles, bags, furniture and toys are made 6 Trousers, shirts, socks and skirts are made 2. Girl: C-L-A, double S, R, double O, M.
of this material. plastic of this material. fabric
Classroom. C-L-A, double S, R, double O, M.
3 Cars, bikes, TVs and computers are made 7 Shoes, boots, gloves and bags are made
3. Girl: W-I-N-D-O-W.
of this material. metal of this material. leather
4 Books, cards, bags and magazines are made 8 Chairs and houses are made of this material.
Window. W-I-N-D-O-W.
of this material. paper bamboo 4. Boy: P-E-N-C-I-L C-A-S-E.
Pencil case. P-E-N-C-I-L C-A-S-E.
3 Design and describe an ultra modern chair. 5. Boy: T-O-I-L-E-T-S.
Child’s own drawing
and answer
Toilets. T-O-I-L-E-T-S.
6. Boy: T-E-A-C-H-E-R.
Teacher. T-E-A-C-H-

25

Unit 3 Lesson 2
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1 Look at the pictures and complete the sentences.

The bottles are made of glass . The book is made of paper .

The spoons are made of wood . The trousers are made of fabric .
Transcript The bike is made of metal . The shoes are made of leather .
The container is made of plastic . The chair is made of bamboo .

1.1 Listen and write the words. Then, 2 Use the words to write questions and answers. Model answer
number the pictures.
1 Why are clothes made of fabric? Because you can fold fabric.
1. Girl: S-C-H, double O, L B-A-G. 2 Why aren’t clothes made of metal? Because you can’t bend metal.

School bag. S-C-H, double O, L B-A-G. windows shoes clothes books cars
2. Girl: C-L-A, double S, R, double O, M.
glass leather wood metal paper fabric
Classroom. C-L-A, double S, R, double O, M.
3. Girl: W-I-N-D-O-W. cut bend fold burn shatter see through tear
Window. W-I-N-D-O-W.
Why are windows made of glass ? Because you can see through glass .
4. Boy: P-E-N-C-I-L C-A-S-E. Why are shoes made of leather ? Because you can't tear leather .
Pencil case. P-E-N-C-I-L C-A-S-E. Why aren't cars made of glass ? Because you can shatter glass .
5. Boy: T-O-I-L-E-T-S. Why aren't shoes made of paper ? Because you can cut paper .
Toilets. T-O-I-L-E-T-S.
1
6. Boy: T-E-A-C-H-E-R. 3 Read the riddles and write the materials.
Teacher. T-E-A-C-H-
1 Be careful! Don’t drop me! I shatter on the floor.
You can see through me easily in a window or door.
glass 2 You can cut me, fold 2
me, burn and tear me.
Look at yourself now.
You see you can wear
me!
fabric
me on your feet.
3 Cut me, fold me, wear stree t.
are walking down the
I keep you dry when you
leather 4 You can burn me and cut me but I’m 3
very solid.
I come from a plant and I grow
in the forest.
wood

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 Unit 3 Lesson 3 • 4
Unit 3 Lesson 3

1 6 Listen and tick (✓) the chart. Then, write the names.

Arden ✓ ✓ Transcript
Rowan ✓ ✓
Dalla ✓ ✓
1.1
6 Listen and tick
writethe
thechart.
words.Then,
Then,
Harkon ✓ ✓
number
write thethe
names.
pictures.
Svana ✓ ✓
Girl: S-C-H,
Narrator:
1.  Ardendouble
has got
O, aL ring
B-A-G.
and a bracelet.
RowanSchool
hasbag.
got S-C-H,
a broochdouble
and aO,sword.
L B-A-G.
Dalla hasC-L-A,
2. Girl: got a double
ring andS,earrings.
R, double O, M.
Harkon
Classroom.
has gotC-L-A,
a brooch
double
andS,aR,bracelet.
double O, M.
Svana hasW-I-N-D-O-W.
3. Girl: got a sword and earrings.
Window. W-I-N-D-O-W.
can see through glass 4. Boy: P-E-N-C-I-L C-A-S-E.
Svana Rowan Arden Harkon Dalla
can't tear leather
Pencil case. P-E-N-C-I-L C-A-S-E.
can shatter glass
can cut paper
2 Read and write the name of the jewellery. Then, choose and draw your favourite. 5. Boy: T-O-I-L-E-T-S.
Toilets. T-O-I-L-E-T-S.
1 You wear it around your arm. It’s made of silver and 4 You wear it on your finger. It’s made of gold 6. Boy: T-E-A-C-H-E-R.
it’s got a dragon’s head with green stones for the eyes. and it’s got a black beetle in the centre.
It’s a bracelet . It's a ring.
Teacher. T-E-A-C-H-

2 You wear them on your ears. They’re made of silver
and gold and they’ve got fish and blue stones.
They're earrings.
5 You wear it on your clothes. It’s made of
gold and it’s got a red snail in the middle.
It's a brooch.

3 You wear it hanging from your waist. It’s made of silver Child’s own
and it’s got a blue and green snake twisting round it. drawing
It's a sword.

27

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Unit 3 Lesson 402/09/14 12:01

Child’s own answers

, 20

Transcript
The goes
in the bin.
1.1 Listen and write the words. Then,
number the pictures.
1. Girl: S-C-H, double O, L B-A-G.
School bag. S-C-H, double O, L B-A-G.
2. Girl: C-L-A, double S, R, double O, M.
Classroom. C-L-A, double S, R, double O, M.
3. Girl: W-I-N-D-O-W.
Window. W-I-N-D-O-W.
4. Boy: P-E-N-C-I-L C-A-S-E. Dear Diary,
Pencil case. P-E-N-C-I-L C-A-S-E. On my group do the recycling at the end of the day.
5. Boy: T-O-I-L-E-T-S. We always have lots of , and
to recycle. The recycling room is near the
Toilets. T-O-I-L-E-T-S.
and it's very !
6. Boy: T-E-A-C-H-E-R.
Teacher. T-E-A-C-H-

Writing prompts
• Who is in your group?
What do you recycle?
Use your imagination and … • Where’s the recycling
room? What’s it like? Wha
1 add text and speech bubbles to the pictures. colour are the bins? Who t
puts what in each bin?
2 colour the recycling bins. • Who jumps out of the
last bin? Why does he
3 use the writing prompts to write your diary. do that?
• What do the rest of you
28
do?
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 Unit 3 Lesson 5 • 6
Unit 3 Lesson 5

1 Read the text. Then, match the symbols with the pictures.

There are seven types of plastic. The number inside the recycling symbol tells us
what kind of plastic it is. Most fizzy drink bottles are made of type 1. You can
recycle this plastic very easily and make coats, sleeping bags and lifejackets. Milk,
shampoo and cleaning liquids are usually made of type 2. You can recycle this plastic
and make toys and picnic plates. Plastic film for example, is made of type 3. This
type of plastic isn’t very easy to recycle but you can make things for cars. Plastic
bags for shopping and rubbish are made of type 4 and bottles tops and DVD boxes
Transcript
are made of type 5. These two types are very difficult to recycle so it’s better to
reduce and reuse. Yoghurt pots and hamburger boxes are made of type 6. You can
recycle this plastic and make egg boxes and light switches. Type 7 is different from 1.1 Listen and write the words. Then,
the others because it is a mixture. It is sometimes used for large water containers. number the pictures.
This type is the most difficult to recycle but some artists use the objects to make
very interesting sculptures!
1. Girl: S-C-H, double O, L B-A-G.
School bag. S-C-H, double O, L B-A-G.
1 2 3 4 5 6 7
2. Girl: C-L-A, double S, R, double O, M.
Classroom. C-L-A, double S, R, double O, M.
3. Girl: W-I-N-D-O-W.
Window. W-I-N-D-O-W.
4. Boy: P-E-N-C-I-L C-A-S-E.
wear go
Pencil case. P-E-N-C-I-L C-A-S-E.
like doing
and 5. Boy: T-O-I-L-E-T-S.
Reduce! Reduce!
Toilets. T-O-I-L-E-T-S.
! Reuse! Reuse! 6. Boy: T-E-A-C-H-E-R.
Teacher. T-E-A-C-H-
2 Read the text from Activity 1. Then, answer the questions.
1 Why do the symbols have different numbers in the centre?
Because they tell you what type of plastic it is.
2 What objects are made from type 3?
Plastic film is made from type 3.
3 Why is it better to reduce and reuse types 4 and 5?
the recycling room? Wha Because they are difficult to recycle.
t’s it like? What
4 What is different about type 7?
It is a mixture of types of plastic.

29

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Unit 3 Lesson 6
208/08/14 13:54

1 7 Follow the long ai sound and find a route. Then, listen and check.

Start eye ring line finger silver

Transcript striped strip five fly why bin

Transcript
7 Follow the long ai sound and find diamond like tin climb bright
a route.
1.1Then, listen
Listen andand check.
write the words. Then,
number the
Narrator: eyepictures. kit window big island thick Klip

striped
1. Girl: S-C-H, double O, L B-A-G.
diamond
School bag. S-C-H, double O, L B-A-G. ink this light shine
like
Finish
2. Girl: C-L-A, double S, R, double O, M.
fiveClassroom. C-L-A, double S, R, double O, M.
line
3. Girl: W-I-N-D-O-W. 2 Choose four words with the long ai sound and write sentences. Child’s own answer
fly Window. W-I-N-D-O-W.
why
4. Boy: P-E-N-C-I-L C-A-S-E.
bright
Pencil case. P-E-N-C-I-L C-A-S-E.
climb
5. Boy: T-O-I-L-E-T-S.
island
Toilets. T-O-I-L-E-T-S.
light
6. Boy: T-E-A-C-H-E-R. 3 Complete the spelling rules.
shineTeacher. T-E-A-C-H-
We can make the long ai sound with different letters or combinations of letters.

We can use …
i, for example: island, diamond
y, for example: fly, why
i_e, for example: five, striped, like, shine
e_e, for example: eye
igh, for example: light, bright

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 Unit 3 Lesson 7 • 8
Unit 3 Lesson 7

1 Choose the correct meaning of the words in the story.

mission capsule mysterious

a place where people work a type of spacecraft ✓ undiscovered
a trip to a foreign country a type of medicine impossible to understand ✓
bin a job or a task ✓ a type of seed scary

Transcript
view torches situation
scene ✓ fires place
landscape
opinion
lights
candles
✓ job
circumstances ✓
1.1 Listen and write the words. Then,
Klip number the pictures.

2 Find 13 adjectives and complete the story summary.

1. Girl: S-C-H, double O, L B-A-G.
School bag. S-C-H, double O, L B-A-G.
s i j h n i g x z w k n a 2. Girl: C-L-A, double S, R, double O, M.
d
b
a
f
m
z
a
r
z
n
i
v
n
c
g
y
h
l
k
b
p
c
e
s
x
y
Classroom. C-L-A, double S, R, double O, M.
Child’s own answer l o u d z l i b u r z i u 3. Girl: W-I-N-D-O-W.
a i s v i s p e c i a l g
o t h i c k v a z g p o d
Window. W-I-N-D-O-W.
n e i r t c c u o h u g e 4. Boy: P-E-N-C-I-L C-A-S-E.
y t n h u l c t p t g d e
u m y s t e r i o u s v p Pencil case. P-E-N-C-I-L C-A-S-E.
s t u p l a j f d x r h m 5. Boy: T-O-I-L-E-T-S.
d a n g e r o u s n j u s
c y d e w a k l m b g i j Toilets. T-O-I-L-E-T-S.
6. Boy: T-E-A-C-H-E-R.
Klip and Tana are looking for a mysterious jewel. They fly down a Teacher. T-E-A-C-H-
deep tunnel. There is an amazing view. They use their
special lights to look at the walls and the ground. The ground is
bright and hard . Tana collects samples from the river. The
liquid is thick and clear . They go into a huge
cave and they see a lake with a shiny island in the middle. The island is a
diamond. Suddenly, there is a loud explosion and the situation becomes very
dangerous . They escape back to the surface. The samples aren’t liquid now, they are
beautiful jewels. They call the best jewel the kaleidoscope jewel.

31

Unit 3 Lesson 8
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1 Describe the actions in the pictures.

swimming across catching running down

climbing across throwing jumping over

1 2 3 4 5 6

Transcript
1 Klip is climbing across the waterfall.
1.1 Listen and write the words. Then, 2 Tana is jumping over the river.
number the pictures. 3 Klip is swimming across the lake.
4 Klip is catching the bag.
1. Girl: S-C-H, double O, L B-A-G.
5 Tana is running down the tunnel.
School bag. S-C-H, double O, L B-A-G. 6 Tana is throwing a safety line to the capsule.
2. Girl: C-L-A, double S, R, double O, M.
Classroom. C-L-A, double S, R, double O, M. 2 Use your imagination and describe the characters’ clothes. Child’s own answer
3. Girl: W-I-N-D-O-W.
Window. W-I-N-D-O-W.
4. Boy: P-E-N-C-I-L C-A-S-E.
Pencil case. P-E-N-C-I-L C-A-S-E.
5. Boy: T-O-I-L-E-T-S.
Toilets. T-O-I-L-E-T-S. brooch bag trousers boots coat jumper
6. Boy: T-E-A-C-H-E-R.
Teacher. T-E-A-C-H- I think …
Tana’s brooch is made of . Her trousers are made of

and her .

I think …
Klip’s boots are . His jumper is made of

and his .

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 Unit 3 Lesson 9 • 10
Unit 3 Lesson 9

1 Choose words to write captions for the pictures.

Fridays climb five diamonds tiger island shiny fly eyes shine night line

Transcript
Five shiny diamonds The tiger ’s eyes You can fly and climb on
the waterfall.
in a line . shine in the night . the island on Fridays .
1.1 Listen and write the words. Then,
the river.
number the pictures.
the lake.
2 Read and circle T (true) or F (false).
the bag. 1. Girl: S-C-H, double O, L B-A-G.
the tunnel.
School bag. S-C-H, double O, L B-A-G.
a safety line to the capsule. 1 Leather is made from plants. T F
2. Girl: C-L-A, double S, R, double O, M.
2 You wear a sword around your waist. T F
Classroom. C-L-A, double S, R, double O, M.
3 You can’t burn wood. T F
3. Girl: W-I-N-D-O-W.
4 Paper is made from wood. T F
Window. W-I-N-D-O-W.
5 You don’t wear a ring on your finger. T F
4. Boy: P-E-N-C-I-L C-A-S-E.
6 You can fold fabric. T F Pencil case. P-E-N-C-I-L C-A-S-E.
7 Gold and silver are metals. T F 5. Boy: T-O-I-L-E-T-S.
8 You can’t see through a diamond. T F Toilets. T-O-I-L-E-T-S.
9 You can shatter glass. T F 6. Boy: T-E-A-C-H-E-R.
10 You wear a brooch on your ears. T F Teacher. T-E-A-C-H-
. Her trousers are made of 3 Read the instructions and complete the text.

. Instructions
• Choose the correct verb is, isn’t, are or aren’t. Make the
sentences strange! Think twice!
. His jumper is made of
Our school is a very peculiar place! The windows are made of leather. Our uniforms
. aren't made of fabric. The door isn't made of wood. The recycling bin
is made of glass.

33

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Unit 3 Lesson 10
02/09/14 12:02

1 Look at the pictures and number the instructions. Then, tick (✓) the results.

Water bottle experiments

1 2 3

Transcript
1.1 Listen and write the words. Then,
number the pictures.
1. Girl: S-C-H, double O, L B-A-G. Put some paper in the bottom of a glass bottle.
School bag. S-C-H, double O, L B-A-G. Light three or four matches and drop them
into the bottle. Half fill the bottle with water.
2. Girl: C-L-A, double S, R, double O, M. Put the egg onto the bottle and wait Decorate the bottle with a cone and fins.
Classroom. C-L-A, double S, R, double O, M. for a few minutes. Put a cork in the top of the bottle
and attach a pump.
Wait and see what happens! 3
3. Girl: W-I-N-D-O-W. Pump air into the bottle.
Wait and see what happens! 1
Window. W-I-N-D-O-W.
4. Boy: P-E-N-C-I-L C-A-S-E. Half fill the bottle with water and vinegar.
Pencil case. P-E-N-C-I-L C-A-S-E. Put baking soda into the balloon.
Cover the bottle neck with the balloon.
5. Boy: T-O-I-L-E-T-S. Wait and see what happens! 2
Toilets. T-O-I-L-E-T-S.
6. Boy: T-E-A-C-H-E-R.
Teacher. T-E-A-C-H- What do you think happens?

1 The bottle launches like a rocket. ✓ 2

The balloon falls into the bottle.
The bottle shatters and breaks. The balloon inflates. ✓

3 The egg burns.

The egg falls into the bottle. ✓

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 Unit 4 Lesson 1 • 2
Lesson 1

4 Expeditions
1 Do the crossword puzzle and find the secret word.
1 2 1 c a m e r a 3
q

3 s
2 r u
l e e p i
c
n
k s a c k
g b a g
Transcript
4 r o p e
4 5 m a t c h e s
6 t e n t 1.1 Listen and write the words. Then,
5 7 i n s e c t r e p e l l e n t number the pictures.
6 8 t o r c h
7 8 1. Girl: S-C-H, double O, L B-A-G.
equipment
School bag. S-C-H, double O, L B-A-G.
2. Girl: C-L-A, double S, R, double O, M.
Classroom. C-L-A, double S, R, double O, M.
2 Read and complete the sentences. Model answer
3. Girl: W-I-N-D-O-W.
I’m going on an expedition I’m going on an Window. W-I-N-D-O-W.
to the mountains. expedition to the lakes.
4. Boy: P-E-N-C-I-L C-A-S-E.
Pencil case. P-E-N-C-I-L C-A-S-E.
What do we need?
5. Boy: T-O-I-L-E-T-S.
Toilets. T-O-I-L-E-T-S.
Josh needs boots , rope and a tent . 6. Boy: T-E-A-C-H-E-R.
He doesn’t need insect repellent .
Teacher. T-E-A-C-H-
Daisy needs a camera , a sun hat and books .
She doesn’t need a torch .

3 Give advice for expeditions. Child’s own answer

The most important thing for an expedition to the is / are
.
The most important thing for an expedition to the is / are
.

35

Unit 4 Lesson 2
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1 Read and circle T (true) or F (false).

1 Switzerland is next to Germany. T F

2 There are big lakes in Morocco. T F
3 Morocco is on the Mediterranean Sea. T F
Transcript 4 England is part of the United Kingdom. T F
5 The United Kingdom is on the Mediterranean Sea. T F
1.1 Listen and write the words. Then,
6 Egypt is in the south of Africa. T F
7 Panama is in Central America. T F
number the pictures. 8 There are tropical forests in Panama. T F
1. Girl: S-C-H, double O, L B-A-G.
School bag. S-C-H, double O, L B-A-G. 2 Match the children with the pictures.
2. Girl: C-L-A, double S, R, double O, M. I’m going to take a tent I’m going to take a sun hat I’m going to take boots
Classroom. C-L-A, double S, R, double O, M. and a sleeping bag. and lots of water bottles, and ropes. I’m not going
I’m not going to take boots. it's very hot! to take insect repellent.
3. Girl: W-I-N-D-O-W. I’m not going to take ropes.
Window. W-I-N-D-O-W.
4. Boy: P-E-N-C-I-L C-A-S-E.
Pencil case. P-E-N-C-I-L C-A-S-E.
5. Boy: T-O-I-L-E-T-S.
Toilets. T-O-I-L-E-T-S.
6. Boy: T-E-A-C-H-E-R.
Teacher. T-E-A-C-H-

3 Plan a visit to a famous place in your country. Child’s own answer

I’m going to visit .

I’m going to travel by .
I’m going to take .
I’m not going to take .

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 Unit 4 Lesson 3 • 4
Unit 4 Lesson 3

1 Choose four activities and invent verses for the song. Child’s own answer

explore swim in canoe on hike in climb camp by

beach river lake sea forest mountains caves

The Expedition Song

Oh! We’re going to the ,
And we’re going to the .
With a one, two, three, four! With a one, two, three, four!
Let’s see some more and… let’s explore!
Oh! We’re going to the ,
And we’re going to the .
With a one, two, three, four! With a one, two, three, four!
Let’s see some more and… let’s explore!

2 Write the words in order. Then, imagine you are an explorer and answer the questions.

1 (you / explore / going / Are / to / the Antarctic?) Yes, I am.

Are you going to explore the Antarctic?
2 (take / a camera? / going / Are / to / you)
Are you going to take a camera?
3 (with a team? / travel / to / going / you / Are)
Are you going to travel with a team? Child’s own
answers
4 (to / in caves? / Are / camp / going / you)
Are you going to camp in caves?
5 (going / across rivers? / to / canoe / you / Are) Flora Lewis
Are you going to canoe across rivers?

3 Choose words and write more questions for Flora. Child’s own answers
camera ice bergs
polar bears ee torch camp bag
hike
tent
take sleeping food
s
1 Are you going to ?
2 Are you ?
3 Are ?

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Unit 4 Lesson 408/08/14 12:46

Child’s own answers

, 20

How is a
single ?

Platform

s
My new friend
£

Dear Diary,
My is never on time. We arrive at the train station at .
My train leaves at from platform .
We run and run! At last, I'm on the train and the ticket inspector arrives. Guess what???? 3
I can't find my ticket and I've only got in my purse.

Writing prompts
• Where is your ticket?
Use your imagination and … • Who are your new frien
ds?
1 add text and speech bubbles to the pictures. • Where are you at the
end of the train journey?
2 draw coins in the purse. • Who do you meet?
3 use the writing prompts to write your diary. • What are you going to
do tomorrow?

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 Unit 4 Lesson 5 • 6
Unit 4 Lesson 5

1 8 Listen and label the map.

Indian Ocean Pacific Ocean

Uluru
Southern Ocean
Sydney Uluru
How is a Pacific Ocean
Transcript
rainforests
single ? Mount Kosciuszko
Indian Ocean Sydney
rainforests
Southern Ocean Mount Koscinszko
8 Listen and label the map.
2 Read and complete the chart. Narrator: Australia is the biggest island in
I’m going on an expedition with Steve. I’m going on an expedition with the world.
We’re going to climb the mountains. John. We’re going to hike. The Pacific Ocean is to the east.
Steve
The Indian Ocean is to the west.
Lucy
Claire John The Southern Ocean is to the south.
I’m going on an expedition to the I’m going on an expedition to
There is a desert in the centre of Australia.
mountains. I’m going in October. the desert. I’m going in April. One of the most famous landmarks there is Uluru.
There’s a mountain range on the south-east coast.
Claire John Steve Lucy
The highest mountain there is called Mount
where to the mountains the desert the mountains the desert
who with Steve Lucy Claire John
Kosciuszko.
when October April October April There are tropical rain forests on the east coast.
activity climbing hiking climbing hiking Sydney is to the south of these tropical rainforests.
.
.
It is the biggest city in Australia but it isn’t
3 Look at Activity 2 and answer the questions. the capital; Canberra is the capital.
in my purse. 1 What is Steve going to do on the expedition? He's going to climb the mountains.
2 Who is he going to go with? He's going with Claire.
3 When is Claire going on an expedition? She's going in October.
4 Where is she going? She's going to the mountains.
5 What is John going to do on the expedition? He's going to hike.
6 Who is he going to go with? He's going to go with Lucy.
7 When is Lucy going on an expedition? She's going in April.
8 Where is she going? She's going to the desert.

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Unit 4 Lesson 6
208/08/14 12:46

1 9 Listen and write the words. Then, circle the odd one out.

Hint Which words have got the f sound?

1 elephant after eight Pacific

2 laugh night scarf shelf
3 fish phone France house
cough coffee cloudy frog
Transcript
4
5 Paris people photo picture

9 Listen and write the words. Then, 2 Think of words and complete the chart.
circle the odd one out.
Hint Cross the empty spaces. Model answer
Narrator: Which words have the f sound?
1 elephant, after, eight, Pacific. Words with the f sound … f ph gh
2 laugh, night, scarf, shelf. ✗
at the start of a word. farm photo
3 fish, phone, France, house. in the middle of a word. after elephant ✗
4 cough, coffee, cloudy, frog. at the end of a word. shelf graph cough
5 Paris, people, photo , picture.

3 Complete the spelling rules and circle the correct words.

Normally, we use the letter f for the f sound.

We can use the letter f at the start / middle / end of a word.

Sometimes we use the letters ph for the f sound.

Normally, we use the letters ph at the start / middle / end of a word.

In some words, the letters gh make the f sound.

We can use the letters gh at the start / middle / end of a word.

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 Unit 4 Lesson 7 • 8
Unit 4 Lesson 7

1 Look at the map and write the times.

+11 -12 -11 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 +6 +7 +8 +9 +10 +11 +12 -11 -10 -9

na
l +13 London
atio -1 +10
ern e +11 +12
Int -9 -2
Da
te
Lin
-7 -5
-3 +1 +9 ( 12 .00)
New York -8 0 +5 +6
+8
+4
+3 +7
Turin

Intern e
( 07. 00) -9

Dat
-4
+8

e Lin
-5
( 13 .00 )

ationa
+9
-8 -7 -6 +6
+1
+3:30 +4:30

l
San Francisco
-10
+1 +3 +5 +8
Yokohama
0 +5:30
-6
(04.00) +2
+3
( 21 00
. )
+9 +8
+9
+10

Greenwich Mean Time

Suez Hong Kong
+8

( 15 .00) -4
-3
+2 +9:30
+10 ( 20. 00)
+12

2 Answer the questions about the story.

1 How do Phileas Fogg and Passepartout travel from London to Paris?

They travel by train. 492066_U04_p41h01_Husos horarios.ai
2 What four-legged transport do they use? An elephant.
3 What mechanical transport do they use to get from San Francisco to New York?
They use the train.
4 Do they intend to go to Liverpool? No, they don't.
5 When you cross the International Dateline from west to east do you add or subtract a day?
You add a day.

3 Complete the story summary.

Title: Phileas Fogg Circle the name

of the narrator.
Main characters: Phlieas Fogg and Passepartout
At the beginning of the story, Mr Fogg says he can What’s the bet?
travel around the world in 80 days .
Complete the
They travel across different countries and different time zones.
sentences.
In the Pacific Ocean, they cross the
International Date Line. Mr Fogg notices / doesn’t notice. Circle the
Finally they arrive in London one day late / early. correct words.

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Unit 4 Lesson 802/09/14 12:03

1 Number the photos and make word lists.

What can you see
in the photos?

landscape
mountains
3 deser t
2 river
ocean

4
1

1 Egypt: crocodiles, pyramids, the river, palm trees

2 India: monkeys, an elephant, a snake, jungle
3 Japan: ships, a whale, a man, bamboo, the sea
4 USA: eagles, deer, a bear, mountains

2 Complete the diary. Child’s own answers

1 2
Today we're on a boat in the Mediterranean. Today we're on a boat in the Indian Ocean.
Tomorrow we're going to be in Egypt! Tomorrow we're going to be in India!
We're going to see We're going to see
. .
I think we're going to need I think we're going to need
. .

3 4
We're going to be in Japan tomorrow! We're in the USA! We're going by train from
We're going to see San Francisco to New York.
. We're going to see
I think we're going to need .
. I think we're going to need
.

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 Unit 4 Lesson 9 • 10
Unit 4 Lesson 9

1 Complete the spelling rules.

Model answer We nearly always spel
l the sound f with the
letter f .
Example:
2 Complete the word groups. scar f
Sometimes we spell
transpor the sound f with the
landscape t letters ph .
Example:
mountains train photo
At the end of a word,
deser t boat we sometimes use the
Example: letters gh .
river elephant laugh
ocean car

expedition activities expedition equipment

hiking camping tent torch
climbing canoeing rope sleeping bag

3 Look at the key and complete the sentences. Child’s own answers (1) equipment
(2) landscape
1 You need (1) for an expedition to the
(3) expedition activities
(2). (4) places
2 You don't need (1). (5) transport
3 We’re going to (3) in the (2).
4 We’re going to travel from (4) to (4)
by (5).

4 Complete and answer the questions. Child’s own answers

1 Where are you going to go tomorrow?

2 Who are you going to see?

3 How are you going to get to school?

4 What are you going to take to school?

5 Who are you going to sit next to?

6 What are you going to do after school?

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Unit 4 Lesson 10
08/08/14 12:46

1 Choose four places and draw your expedition route. Child’s own drawing

London

2 Look at Activity 1 and write about your expedition. Child’s own answer

First, I’m going to .

First, I’m going to .
I’m going to see and .
I’m going to see and .
Then, I’m going to .
Then, I’m going to .
I’m going to see and .
I’m going to see and .
After that, I’m going to .
After that, I’m going to .
I’m going to see and .
I’m going to see and .
And finally. I’m going to .
And finally. I’m going to .
I’m going to see and .
I’m going to see and .
It’s a real expedition!
It’s a real expedition!

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 Unit 5 Lesson 1 • 2
Lesson 1

5 Mythical creatures
1 Find and classify nine animal parts.
Some words go on
horse
f e a t h e r s g more than one list.
i h b b o d y s z body
nm j h o r ns f tail
s k a r v h ea d legs
t a i l e v kp w head
bird
w i n g s l eg s hooves
bull
feathers
shark
hooves wings
snake
fins horns legs
head body body body
tail head tail tail
body tail head head

2 Read and cross out the mistakes. Then, correct them.

Mexico India
England
China

1 The creature from Mexico was a snake with a bull’s body. head
2 The creature from China was a bird with a crocodile’s legs. head
3 The creature from India was a lion with an eagle’s tail. wings
4 The creature from England was a horse with a fish’s head. fins and tail

3 Choose a mythical creature. Then, write and answer the questions. Child’s own answers

1 Was it from ? No, it wasn’t.

2 it from ? Yes, was.
3 it a ? No, it .
4 it a ? Yes, .

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Unit 5 Lesson 202/09/14 12:04

A long time ago, there were dragons all over the world. But not all dragons were the same!
1 Look at the pictures and complete the sentences.

was
1 2
wasn’t

Transcript were
weren’t

10 Listen and match the information

1 A French dragon was dangerous but it wasn't clever. It was a big creature
with the dragons.
with scales on its body. Its wings were strong and its mouth was full of sharp teeth.
Narrator: The Red Dragon was from Wales.
2 A Chinese dragon was friendly and noble. It was a creature with a long body.
It was a big dragon with four strong legs and Its horns weren't sharp. The hair on its neck and back was long and colourful.
two wings. Its wings were red and its body was red.
2 10 Listen and match the information with the dragons.
The Lindworm was from Germany. It was long
Wales Snake's body Vietnam Long Germany
with a snake’s body. It was a dragon with two legs
and no wings.
Red Dragon

The Rong was from Vietnam. It was very long

with a snake’s body. It was a dragon without legs Lindworm
Rong
and wings. There were small fins on its back.
big two legs without legs no wings small fins two wings four legs

3 Describe the dragons in Activity 2. Model answer

The Red Dragon was The Lindworm was The Rong was
from Wales . Its from Germany . from Vietnam .
body was red . Its body was long and like Its body was very long. Its
Its wings were a snake fins were small
red . . .

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 Unit 5 Lesson 3 • 4
Unit 5 Lesson 3

1 Read and complete the sentences about Greek mythology. Then, number the pictures.

was wasn’t were weren’t

1 Jason was ✓ the captain of a famous boat and he was ✓

the leader of an expedition to find the Golden Fleece.

2 The goddess, Hera, was ✓ his patron. She wasn't ✗

his mother. The sea god, Poseidon, was ✓ an enemy.

3 His companions on the boat were ✓ famous Greek heroes.

Castor and Pollux weren't ✗ Zeus’ sons.

4 Atalanta was ✓ the only woman on the boat. Many women were ✓
heroes in ancient Greece. Atalanta was ✓ very fast and brave.

2 1 4 3

2 Write the words in order. Then, answer the questions.

1 (Zeus's / Was / Castor / son?)
Was Castor Zeus's son? No, he wasn't.
2 (father? / Pollux’s / Was / Zeus)
Was Zeus Pollux's father? No, he wasn't.
3 (Hera / patron? / Was / Jason’s)
Was Hera Jason's patron? Yes, she was.
4 (Hera / Jason’s / Was / mother?)
Was Hera Jason's mother? No, she wasn't.
5 (Jason’s / Were / companions / all men?)
Were Jason's companions all men? No, they weren't.

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Unit 5 Lesson 408/08/14 12:35

Child’s own answers

, 20

Party invitation
on:
Theme Park
at:
Please come!
From

Dear Diary,
On , it was 's birthday.
There was a party with children from our class. There were some
great rides. There was a ride with and there was a
ride with .

Writing prompts
Use your imagination and … • What type of theme
1 add details to the pictures and invent names for the rides. park was it?
2 write your friends’ names. Are they scared or happy? Draw their faces. • Who was scared?
3 answer: Was the ride scary? Was it brilliant? Complete the speech bubbles. • What was the best ride?
4 use the writing prompts to write your diary. • Was the party fun?

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 Unit 5 Lesson 5 • 6
Unit 5 Lesson 5

1 Look at the picture. Complete the sentences.

was were

In King Arthur’s banquet hall …

1 there were chairs around the table.
2 there was a crown on one of the thrones.
3 there were shields on the wall.
4 there were swords on the wall.
5 there was a cup on the table.
6 there were flowers on the table.

2 Read and then match to make sentences.

Arthurian Legend
says Morgana le Fay
was King Arthur’s
father’s daughter.
Her brother’s good
friend was a famous
knight. I Ier brother’s Merlin Guinevere Sir Lancelot Morgana le Fay
teacher was a famous
magician and her
brother’s wife was was Arthur’s
famous for her
beauty.

best friend. sister. queen. teacher.

3 Choose a character and write a description. Child’s own answer

brave beautiful clever evil

Writing prompts
• What type of theme was Arthur’s . Her / His hair
park was it?
• Who was scared? was and her / his eyes were .
• What was the best ride? He / She was .
• Was the party fun?

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Unit 5 Lesson 6
208/08/14 12:36

1 Complete the words. Then, tick (✓) the words with the ay sound.

ta i l ✓ e i ght ✓ lake ✓ pl a n e ✓ cat

map sn a i l ✓ dr a gon th e y ✓ pl a y ✓

2 Complete the spelling rules.

Transcript We can spell the sound in day ...

with a + i. Examples: snail, tail

11 Complete and say the rhymes. with a + consonant + e. Examples: plane, lake
with a + y. Examples: play
Then, listen and check.
In some unusual words we spell the sound in day …
Boy: There were eight snails on the snake’s tail. with e + i. Example: eight
Girl: A rainy day makes the lake look grey. with e + y. Example: they

3 11 Complete and say the rhymes. Then, listen and check.

grey snake eight rainy lake tail day snails

There were eight snails A rainy day makes

on the snake ’s tail . the lake look grey .

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 Unit 5 Lesson 7 • 8
Unit 5 Lesson 7

1 Read the sentences from the story and tick (✓) the correct explanation.

“I am going to hunt for the Questing Beast.”

a I am going to find and capture the Questing Beast. ✓
b I am going to play with the Questing Beast.

“ This hunt is my destiny.”

a It is my dream for the future.
✓
b I can’t change this plan for my future. ✓

“Give up the hunt.” The noise was the sound of a thousand dogs.
a Don’t stop hunting. a There were a thousand dogs in the forest.
b Stop hunting. ✓ b It was the Questing Beast’s voice. ✓

2 Complete the story path.

healthy kind strong good hiding bored hunting unhappy happy sick brave

Later, Sir Pellinore was

bored
at court.

At the beginning of the story, Sir

Pellinore was kind and At the same time, the Beast
brave . But he wasn’t was sick and
good at hunting . The Beast unhappy without
was good at hiding . Sir Pellinore.

At the end of the story, the Beast was

Then, Sir Pellinore was with
healthy and
the Beast. He was a
strong again. Sir
good nurse.
Pellinore and the Beast were
happy ever after.

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Unit 5 Lesson 808/08/14 12:36

1 Classify the words.

1 place 2 time 3 characters

2
yesterday 3 3
1
a queen a wizard
in a forest
2 1 2 3
in the time of legends by a lake last month a knight

1 1 2
3
on a mountain in a castle once upon a time
a dragon

2 Choose words and invent a character from a legend. Child’s own answers

(1) young, old

Once upon a time, there was a (1) (2) girl, boy, knight, queen, witch,
king, wizard
(2) called (3) .
(3) Choose a name.
He / She was (4) with (4) tall, short, fat, strong, long
(4) (5) . (5) Choose a body part.
(6) Choose a place.
He / She was from (6) . He / She was
(7) evil, wise, brave, famous, kind,
very (7) and (7) . beautiful
His / Her destiny was to (8) . (8) find a treasure, fight a monster,
save a city, win a tournament

3 Complete the text.

was wasn’t were weren’t

Once upon a time there was a land full of castles, forests and lakes. The princess of the
land was a strong girl. She wasn't completely happy in her castle. Her father, the
king, was a very good man, but he wasn't always there with her and sometimes she was
lonely. There were many secret rooms in the castle and there were secret caves in the
forests, too. There were monsters in the lakes, but they weren't dangerous. One day…

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 Unit 5 Lesson 9 • 10
Unit 5 Lesson 9

1 Circle the odd one out.

1 castle snake eight play

2 they day May man
3 cat cape can cap
4 lake scales happy brave
5 small snail store sport

2 Read and add the apostrophes.

The Questing Beast was a monster with a snakes’ head, a

tigers’ body and a lions’ tail. There were scales on its head
and neck but its feet were like a rabbits’ feet and its voice
was like the sound of a thousand dogs.

3 Answer the questions. Child’s own answers

1 Are you in year 5 this year?

2 Were you in year 3 last year?
3 Is your best friend in your class?
4 Was your best friend in your class last year?
5 Are all your friends new this year?
6 Were your friends different last year?

4 Complete the verb boxes.

Present Past

I am I was
You are You were
He is He was
She is She was
We are We were
They are They were

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Unit 5 Lesson 10
08/08/14 12:36

1 Choose body parts and complete the drawings. Then, describe the monsters.

Child’s own drawings

and answers Mythical monsters

’s .
There was a horse with a
.
It was

There was a snake with a

.
It was
.

.
There was a fish with a
.
It was

There was a lion with a .

It was .

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 Unit 6 Lesson 1 • 2
Lesson 1

6 Incredible inventions
1 Unscramble the words. Then, match the halves.

peenhotel telephone bulb

ecotrump computer set
ringpint printing press
thigl light receiver
teesviolin television program

2 Look at the pictures and number the texts.

1 2 3

4 5 6

Christiaan Huygens was born in Holland. Benjamin Franklin was born in the USA.
He was the inventor of the pendulum clock. He was the inventor of many things,
2 3
including the first bifocal glasses.

Anna Connelly was born in the USA. She was

Galileo Galilei was born in Italy. He was the inventor
the inventor of the first fire escape for flats.
5 of the first thermometer to test air temperatures.
1
Stephanie Kwolek was born in the USA.
She was the inventor of a new material called Louis Braille was born in France. He was
Kevlar. We use Kevlar in many things today blind and he was the inventor of a special
such as heat resistant gloves. language for blind people, called Braille.
6 4

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Unit 6 Lesson 206/05/15 16:02

1 12 Listen and number the components. Then, match the pictures with the lists.
Transcript wheels 6
sails 7
blades 5
12 Listen and number the components.
wings 1 ropes 8
Then, match the pictures with the lists. mirrors
4
skis
Woman: OK, Roger, tick the components baskets 3
9

off the list for me. Number 1, wings. seats 2

Man: Wings.
Woman: Number 2, seats.
Man: Seats.
Woman: Number 3, baskets.
Man: Baskets.
Woman: Number 4, mirrors.
Man: Mirrors. 2, 4, 5, 9 3, 4, 7, 9 1, 3, 6, 8 2, 4, 7, 8

Woman: Number 5, blades.

Man: Blades. 2 Read the list of Leonard's inventions and answer the questions.
Woman: Number 6, wheels.
helicopter, parachute, tank, diving suit, robot, viola-organ
Man: Wheels.
Woman: Number 7, sails.
Did Leonardo invent …
Man: Sails.
1 something for jumping out of planes? Yes, he did. / No, he didn’t.
Woman: Number 8, ropes. 2 a machine for communications? No, he didn't.
Man: Ropes. 3 something for swimming underwater? Yes, he did.
Woman: Number 9, skis. 4 a mechanical person? Yes, he did.
Man: Skis. 5 something for sleeping? No, he didn't.
Woman: Right, that’s it. Have we got everything? 6 a vehicle for fighting? Yes, he did.
Man: Yes, everything’s in order. 7 a flying machine? Yes, he did.
8 something for cleaning floors? No, he didn't.
Woman: Let’s get started then.
9 a musical instrument? Yes, he did.
10 a video recorder? No, he didn't.

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 Unit 6 Lesson 3 • 4
Unit 6 Lesson 3

1 Find out about Thomas Edison. Make and classify sentences about him.

Key lived very hard. T

T = true worked in China. F
F = false
t know
? = I don’ studied the President. T
visited ice cream. ?
invented very tall. ?
wanted the printing press. F
liked to fly a plane. ?

Thomas Edison
was born at university. F
was in a flat. ?

2 Compare Thomas Edison with Stephanie Kwolek.

Date of birth: 1923

Place of birth: Pennsylvania
Education: Carnegie Mellon University
Work: Dupont Laboratories
Invention: Kevlar (a new material)
Designs: clothes

Edison was born in Ohio.

Kwolek wasn’t born in Ohio. She was born in Pennsylvania .
Edison studied at home.
Kwolek didn’t study at home. She studied at university .
Edison worked in a workshop.
Kwolek didn't work in a workshop. She worked in a laboratory .
Edison invented a new light bulb.
Kwolek didn't invent a new light bulb. She invented Kevlar .
Edison designed electric lamps.
Kwolek didn't design electric lamps. She designed clothes .

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Unit 6 Lesson 402/09/14 12:05
Child’s own answers

t Day!
Great Gadge
, 20

And the winner is .

The Automatic Car Wash The Airbus TheTotal Transport Vehicle

Invented by Invented by Invented by
and . and . and .

Mum was happy but she didn't understand our gadget.

We’re the winner of the gadget competition!

Well done! Can I see it? What is that?

It’s a .
What does it do?

It .
How does it work? You .

Dear Diary,
Today was the best day of my life! We are the winners of the Great Gadget competition
at school. I worked with in .
We used .
Our teacher said, " ".
Our prize .

Writing prompts
Use your imagination and … • What did you invent?
1 choose the winner and write your name and your What components
did you use? What does
friend’s name. it do?
• How does it work? Whe
2 add your own ideas and more friends’ names. re did you work?
Who did you work with
3 use the writing prompts to write your diary. ?
• What did your teacher
say? What was
your prize?
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 Unit 6 Lesson 5 • 6
Unit 6 Lesson 5

, 20 1 Look at the pictures and number the texts. Then, number the key.
1 2 3 4 5

s Paper folding machin Ice lolly

Earmuff e Trampoline Biopla
1870 1871 1905 stic
1930 2013

Chester Greenwood was 15 years old. Chester’s favourite sport was ice skating but
his ears were always cold. He used metal wire to make two circles and covered them
TheTotal Transport Vehicle in animal fur. They protected Chester’s ears from the cold.
Invented by 1
and .
Elif Belgin was 16 years old when she invented a new material. She made the material
from banana skins. It is like ordinary plastic but it is safe for the environment.
5

George Nissen collected some metal and fabric for recycling. He constructed a metal
frame and pulled the fabric over the top. Then, he tested it by jumping on it. He was
only 16 years old and now his invention is an olympic sport.
4

One night, when Frank Epperson was only 11 years old, he Key
mixed some fruit flavoured powder with water. The mixture Somethin
stayed out all night with a stick inside it. In the morning the g to …
eat = 3
mixture was frozen. It tasted delicious!
3 play on
= 4
wear =
1
Mattie Knight was only 12 years old when she worked in a factory. One put thin
gs in = 2
day, part of a machine knocked a young boy and killed him. She invented make th
a safety mechanism to stop accidents. Mattie also invented lots of ings from
in . = 5
different machines. We still use her design for paper bags today!
. 2
".
.
2 Answer the questions.
1 What did the fifteen-year-old invent? He invented earmuffs.
2 Where did Mattie Knight work? She worked in a factory.
3 What did the inventor use to make the trampoline? He used metal and fabric.
4 What did the inventor use to make the bioplastic? She used banana skins.
5 Why did the mixture of water and powder freeze? Because it was outside all night.

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62 12:47

1 Circle the words with the same sounds.

Key worked listed walked called waited

red = sounds like talked
visited showed
blue = sounds like arrived designed asked
explained stopped
looked copied
green = sounds like painted
pointed
smiled

2 13 Listen and write the words. Then, classify the end sounds.
Transcript Key
S = same D = different
13 Listen and write the words. Then,
1 4
classify the end sounds. asked looked
smiled D watched S
1 Man: asked, smiled
2 5
2 Woman: waited, decided waited visited
3 Man: stopped, started decided S called D

4 Woman: looked, watched 3 6

5 Man: visited, called stopped invented
started D designed D
6 Woman: invented, designed

3 Complete the spelling rules.

study skip visit smile stay

decide + d = decided stop + double + ed = stopped

smile +d= smiled skip + double + ed = skipped

copy + ied = copied start + ed = started

study + ied = studied visit + ed = visited

play + ed = played
stay + ed = stayed

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 Unit 6 Lesson 7 • 8
Unit 6 Lesson 7

1 Read and tick (✓) the correct answers.

1 Why does Dr Brains ask the children to invent a school bag?

a She needs a new school bag.
b She thinks it is an interesting project for school children. ✓

2 Why doesn’t Adam watch TV or speak to his friends all weekend?

a He doesn’t want his friends to know about his ideas.
b He is too busy and too interested in the project. ✓

3 Why doesn’t Adam tell Ricky about his invention?

a He wants it to be a surprise. ✓
b He thinks Ricky wants to copy his ideas.

4 Why do most of the children invent 'travelling' school bags?

a Most school bags are too heavy. ✓
b 'Travelling' school bags are slower.

5 Why does Dr Brains ask lots of questions?

a She doesn’t understand the designs.
b She wants to understand the children’s ideas. ✓

6 Why does the teacher tell Adam to take his things out of his school bag?
a He thinks it is a trick. ✓
b He wants to see how many things are in the bag.

2 Find words and information in the story to explain your reasons.

How do you know that …
1 the competition is for all the children in the country?
Because it is a national competition.
2 Adam worked hard for two days?
Because he worked hard all weekend.
3 Adam and Ricky always go to school together?
Because Ricky called at Adam's house ‘as usual'.
4 Adam carried his school bag on his body?
Because he pointed to his back.

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Unit 6 Lesson 808/08/14 12:48

1 Read and complete with examples.

Inventors always need a special name for their inventions.
There are different ways of inventing names:

1 The name of the inventor, for example: the Venn diagram

pencil sharpener and Braille .
2 What we can do with it, for example: language translator
and pencil sharpener . Boom!
3 Repeating letters and sounds, for example: printing press
and shiny shoes .
letterbox 4 Making words from other languages, for example: television
telephone
and telephone .
5 Nice sounds, for example: Splash!
and Boom! .
6 Descriptions, for example: minibag
Shiny Shoes and letterbox . Braille

2 Invent names for the school bags in the story. Child’s own answers

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 Unit 6 Lesson 9 • 10
Unit 6 Lesson 9

1 Look at the key and write four verbs ending in ed for each line. Model answers

Key
✙ = sounds like talked ▲ = sounds like arrived ✮ = sounds like painted

1 ✙▲✮▲ watched, explained, visited, designed

2 ▲✙ ▲ ✙ showed, looked, called, walked
3 ▲✮✙▲ used, waited, worked, moved

2 Read the riddles and write the words.

Edison was a clever man. He invented lots of stuff.

Switch me on when you can’t see, but don’t forget
to switch me off!
light bulb

All flying things have these wonderful features.

Planes and birds and all sorts of creatures!
In the beginning I stayed indoors, wings
On tables, desks and even walls.
Now you can speak wherever you are.
But please don’t use me in the car!
telephone When you smile at me, I smile too.
When you look at me, I look back at you!
mirror

3 Write the past tense endings.

Most of the children play ed at the weekends but Adam stay ed at home. He work ed
very hard. He classify ied the problems and study ied his designs. He stop ped working
very late on Saturday night and start ed again the next morning. Finally he decide d on
an incredible invention. When the children arrive d at school, they were all excited about
the competition. Adam was the winner.

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Unit 6 Lesson 10
08/08/14 12:48

Accidental inventions
1 Read and complete the sentences.

mauve
saccharin

cola

crisps fireworks
microwave oven

s. One day the chocolate bar in

Percy Spencer worked with electronic radar machine
microwave oven .
his pocket melted. He invented the

George Crum was a cook. One day he sliced the potatoes very thin and cooked them in hot
oil. Then, he covered them in salt. He invented crisps .

2,000 years ago in China, a cook mixed together three things accidentally. When he burned the
mixture it exploded in bright colours. He invented fireworks .

In 1879, Constatin Fahlberg worked in a laboratory. He didn’t wash his hands before lunch and he
noticed that his food tasted very sweet. He invented saccharin .

In 1856, William Perkin wanted to invent some medicine for malaria. He experimented
with lots of different things. He didn’t invent any medicine but the result was a beautiful,
artificial colour. He invented mauve .

John Pemberton was a chemist. He wanted to make medicine for headaches.

He mixed together lots of different things. His mixture didn’t cure headaches but
it tasted very good! He invented cola .

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 Unit 7 Lesson 1 • 2
Lesson 1

7 Life at sea
1 Unscramble the words and label the ship.
allgye sail w 's r o c t n s e
crow's nest
mast
ibcan deck las i

tsam lhem
helm
kdce rcahno

anchor

galley cabin

2 Test your general knowledge. Read and circle the correct answers.

1 The first Spanish voyage across the Atlantic was in … .

a 1502 b 1492 c 1419
4 The name of Columbus’ ship was … .
a Santa Isabel b Santa Maria c Queen Isabel

2 Christopher Columbus was from … .

a Spain b Portugal c Italy
5 Finally they arrived at … .
a India b China c an island

3 There were ... ships in the expedition.

a one b twenty c three
6 Columbus named the new land … .
a Cuba b Hispaniola c America
(1 1492, 2 Italy, 3 three, 4 Santa Maria, 5 an island, 6 Hispaniola)

3 Tick (✓) what you think are navigation tools. Then, write about Columbus.

✓ ✓ ✓ ✓
map compass astrolabe mobile phone radio

Columbus ... 3 used a compass.

used 1 used a map. 4 didn't use a radio.
didn’t use a mobile phone. used an astrolabe.
2 didn't use 5

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Unit 7 Lesson 208/08/14 12:40

1 Find eight words. Then, label the pictures.

hf p a t c hq fm
tunic
ne g t kwoz a t
aa e ub i op ou beard
bt h r s g k g mn
rh tbea rde i
hat ue h a t s bh t c wig
t r t nou xe ns

hook
feather turban
patch

2 Choose objects from Activity 1 and finish 3 Complete the sentences. Then, invent
the drawing. a name. Child’s own answer

Child’s own drawing wore didn’t wear had didn’t have

He a wig.
He a hat.
He a hook.
He a patch.
He a beard.
He a tunic.
The pirate’s name was
.

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 Unit 7 Lesson 3 • 4
Unit 7 Lesson 3

1 Read and complete the text.

made slept wore ate sat drank stood saw

Captain Morgan always wore a hat with a feather.

He stood at the helm all day. He only sat down at dinner time and he
always slept in a bed in his cabin.
He ate five lemons every day. He only drank water.
He saw many different places and he made friends all around the world.

2 Find and write the present tenses for the verbs.

make sleep eat wear drink sit stand see

1 made is the past of make 5 saw is the past of see

2 stood is the past of stand 6 drank is the past of drink
3 wore is the past of wear 7 ate is the past of eat
4 sat is the past of sit 8 slept is the past of sleep

3 Draw a path to the treasure and answer the questions. Child’s own answers

Yes, he did. / No, he didn’t.

1 Did he sleep in a bed? 4 Did he drink coconut milk?

2 Did he see a parrot? 5 Did he stand at the helm?
3 Did he eat bananas? 6 Did he make a fortune?

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Unit 7 Lesson 402/09/14 12:08

Child’s own answers

, 20
Dear Diary,
Last weekend I saw
with and . In my opinion, it was a great film! At first
agreed with me and didn't agree with me.
The costumes were but the music was .

Me!

was brilliant!

That was the best film ever!

Then, I had a big surprise! agreed with .

In the end, nobody
I really like the
.
agreed with me!

I didn’t much like

.

Use your imagination and …

1 add faces and names to the pictures. Writing prompts
2 complete the speech bubbles. • What film did you see?
3 use the writing prompts to write your diary.
Who did you go with?
• Who agreed with you
at first? Who didn’t agre
with you at first? Who was e
No way! I totally agree! I don’t think so! in thefilm?
• Were the costumes
Exactly! I don’t agree! good? Were they rubbish?
• Were the film stars ama
zing? Was the music
brilliant? Was it boring?
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 Unit 7 Lesson 5 • 6
Unit 7 Lesson 5

1 14 Listen and match the text with the dates.

C a pt a i n

crossed the Antarctic Circle

didn't agree with me. joined th

e Royal went on his first expedition
. Navy was born
James Cook Transcript
1728 1755 1768 1772 1774 1776 1778 1779
14 Listen and match the text with
the dates.
started the second expedition started the third expedition
died in Hawaii Narrator: James Cook was born in 1728 in England.
explored the Arctic Circle
He joined the Royal Navy in 1755 and travelled to
2 Look at Activity 1 and complete and answer the questions. Canada. In Canada, he made maps of the coastlines.
In 1768, he went on his first expedition. He sailed
When Where What south to New Zealand. He made maps of the two
islands. In 1772, he started the second expedition.
1 When was Cook born?
Again he sailed south. In 1774, he crossed the
He was born in 1728 .
Where did he go on his first expedition?
Antarctic Circle. In 1776, he started the third
2
He went to New Zealand . expedition. First, he sailed south to New Zealand.
3 When did Cook join the Royal Navy? Then, he sailed north. In 1778, he explored the
He joined the Royal Navy in 1755 . Arctic Circle. Then, he went south to Hawaii.
4 When did he start the second expedition? He died in 1779 in Hawaii.
He started the second expedition in 1772 .
5 What did he cross in 1774?
He crossed the Antarctic Circle.
6 Where did he go in 1778?
He went to the Arctic Circle.
7 When did he die?
agreed with you at first? He died in 1779.
Who didn’t agree
8 Where did he die?
He died in Hawaii.

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Unit 7 Lesson 6
208/08/14 12:40

1 Complete the words. Then, tick (✓) the words with the oa sound.

a crew

bones ✓ a reward
ropes ✓ no s e
no ✓ c o a st ✓
✓
hot Ship ahoy!

Ha! Ha! skull and crossbones

d o ll
j ok e ✓
c o at ✓ r o ad ✓ g o ld ✓

Transcript 2 Complete the spelling chart.

Spelling words with the oa sound

15 Listen and complete the rhymes.
Then, match them with the pictures. o_e ropes, nose, bones, joke
oa coast, coat, road
 irl: The phone in his coat was on a road
G o no, gold
by the coast.
Boy: She wore a joke nose and a big red rose.
3 15 Listen and complete the rhymes. Then, match them with the pictures.

in his coat She wore a joke

The phone nose
by the coast . and a big red
was on a road rose .

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 Unit 7 Lesson 7 • 8
Unit 7 Lesson 7

1 Read the words and number the definitions.

1 A group of people working together. 1

a crew 5 astronomy
The study of the stars and planets. 5
2 a reward The name of the flag on a pirate ship. 4
✓ 6 All hands on deck!
There’s a ship nearby. 3
3 Ship ahoy! A prize. 2 7 a harbour
A place on the coast for ships to drop anchor. 7
4 skull and crossbones This person doesn’t work hard. 8 8 lazy
An instruction for sailors to go to the deck. 6

✓ 2 Classify the sentences.

Key
B = the beginning The captain was a lazy man. P
P = the problem Thomas guessed the time of an eclipse of the sun. S
S = the solution
The captain made friends with the pirates. P
E = the end
Pirates captured the Floating Beauty. P
At night, Thomas studied astronomy. B
Thomas had some gold and a ship. E
Thomas was the captain of the Floating Beauty. E
Thomas captured the pirates. S

3 Use sentences from Activity 2 and write a summary of the story. Model answers

Title: Pirates!
Main characters: The captain, Thomas and the pirate captain
Setting: The Atlantic Ocean
At the beginning the journey was peaceful. At night, Thomas studied astronomy .
One night pirates captured the Floating Beauty. The captain made friends with the pirates
.
The next day Thomas tricked the pirates. He guessed the time of an eclipse of the sun.
He captured the pirates .
At the end of the story Thomas was the captain of the Floating Beauty. He got gold and
a ship .

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Unit 7 Lesson 802/09/14 12:08

1 Use your imagination. Match the sentences with the characters. Child’s own answers

. ... was alway

... ate a lot of food s ready to fig
ht.
... shouted at
... studied at night. his crew.

Captain Ted Captain Thomas Blackwig

... didn't feed the crew. ... was good to the crew.

... worked hard. ... captured ships. ... didn't do any

work.

2 Choose a character and answer the questions. Child’s own answers

Use more imagination! Character:

1 Where did he live when he was a child?

2 When did he learn to read?

3 Where did his family live?

4 What did his father do?

5 Did he make a fortune?

6 Where did he live when he was old?

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 Unit 7 Lesson 9 • 10
Unit 7 Lesson 9

Child’s own answers 1 Complete the spelling rules.

We can spell the sound in no...

with o + a. Examples: coast, coat, road
with o + consonant + e. Examples: rope, nose, joke
with o in the middle of a word. Example: gold
with o at the end of a word. Example: no

2 Match the verbs. Then, classify the past tense verbs.

Key
R = regular climbed R
IR = irregular sat IR worked R

saw explored R
IR go sleep make work climb sit
eat live drink see explore
ate IR
went IR

made IR drank IR
slept IR lived R

3 Complete the sentences for you. Child’s own answers

ate/didn’t eat drank/didn’t drink went/didn’t go slept/didn’t sleep

1 Yesterday I some biscuits. 5 Last week I to school.

2 Last week I a glass of milk. 6 Last month I to the Caribbean.
3 Last night I a coconut. 7 Yesterday I in my bed.
4 Yesterday I coconut milk. 8 Last week I in a tent.

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Unit 7 Lesson 10
02/09/14 12:08

1 Look at the picture and circle the five mistakes.

1750

2 Look at Activity 1 and describe the mistakes.

In the 18th century ...

People didn’t watch television .
They didn’t have mobile phones .
They didn't have bicycles .
They didn't have microphones.
They didn't have fruit juice in cartons.

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 Unit 8 Lesson 1 • 2
Lesson 1

8 Plugged in
1 Do the crossword puzzle and find the secret word. c a b l e
1

3 2 k e y b o a r d
3 w e b c a m
4 m i c r o p h o n e
5 m o u s e
7 t
6 6 6 s p e a k e r s
7 s c r e e n

1
4
2 5

2 Answer the questions. Child’s own answers

once a week every day twice a week once a month never

How often do you use a computer for ...

1 listening to music?
2 doing homework?
3 playing games?
4 taking photos?
5 recording your voice?
6 watching films?

3 Complete the sentences. Child’s own answers

1 On school days I use a computer for .

2 On school days I don’t use a computer for .
3 On school days I use a computer for hours.
4 At the weekends I use a computer for .
5 At the weekends I don't use a computer for .
6 At the weekends I use a computer for hours.

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Unit 8 Lesson 202/09/14 12:09

1 Complete and match the sentences.

could couldn’t didn’t have had

What’s it got?
the unplugged classroom
They couldn't record voices they didn't have a computer.
They could draw pictures they didn't have a TV.
They could listen to music they didn't have a microphone.
They couldn't download pictures they had pencils. What can it do?
They could read books they had musical instruments.
They couldn't watch a film they had a library.
b e ca u s e

2 Ask an adult and circle the correct answers. Child’s own answers

Name:
When you were my age at school …

1 could you watch films? Yes, we could. / No, we couldn’t.

2 could you make a film? Yes, we could. / No, we couldn’t.
1
3 could you record your voices? Yes, we could. / No, we couldn’t.
4 could you use a computer? Yes, we could. / No, we couldn’t.
5 could you use a keyboard? Yes, we could. / No, we couldn’t.

3 Complete the sentences. Child’s own answers

At infant school …
1 I use a computer.
2 I read.
3 I draw pictures.
4 I use a mobile phone.
5 I watch films.
6 I make a film.
7 I download pages.
8 I record my voice.

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 Unit 8 Lesson 3 • 4
Unit 8 Lesson 3

1 16 Listen and tick (✓) the chart.

Classroom Inventions
What’s it got? speakers microphone bell screen keyboard camera
Transcript
Lesson clock ✓ ✓ ✓ ✓
Game referee ✓ ✓ 16 Listen and tick the chart.
Homework
✓ ✓ ✓ ✓
stick Teacher: Can you describe your gadget, Lucy?
What can it do? play music record voices record music say names say dates take photos Girl: Yes, I can. It’s a lesson clock. It’s small and
Lesson clock ✓ ✓ ✓ it’s got a keyboard, a screen, speakers and a bell.
Game referee ✓ ✓ Teacher: And what can it do?
Homework
stick ✓ ✓ Girl: Well, it can record and play music
and say the dates.
2 Match the inventions with the names. Then, complete the sentences. Teacher: What about you Andy? Tell me
about your gadget.
The homework stick The lesson clock The game referee
Boy: Well, it’s called the game referee.
1 2 3
It’s got speakers and a microphone.
Teacher: And what can it do?
Boy: It can record our voices and say our names.
Teacher: And now you, Alice. Tell me about
It’s for starting and It’s for taking turns It’s for helping your invention.
ending lessons. in games. with homework. Girl 2: My invention is a homework stick.
It’s got a very small microphone, a camera,
ending taking turns starting helping
a screen and speakers.
Teacher: What can it do?
3 Describe your favourite gadget. Child’s own answer Girl 2: It can record my teacher’s voice
and take photos.
Name of gadget:
What’s it for?
What’s it got?
What can it do?

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Child’s own answers

, 20
Dear Diary,
Today I used the Internet for https//www.mail

my homework. new

First I downloaded To:

. From:
Then, I sent Subject: homework

an email with an attachment.

The was in
the attachment. music documents films pictures download

But then, I had a problem. The didn't work!

I couldn't .

Oh, no!

Click on the icon.

Why don’t you ?

Then, had a good idea and I

.

Writing prompts
• What subject was the
homework for?
Use your imagination and … • What did you do? Did
the computer crash?
1 circle one of the icons and complete the email. • What didn’t work?
2 use the writing prompts, complete the speech • Did you save your work
?
bubbles and write your diary. • Did you finish your work
on a different compute
• Was the computer at r?
home?
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 Unit 8 Lesson 5 • 6
Unit 8 Lesson 5

1 Read and number the pictures.

user name
password 2

Internet safety inbox

oddperson.strange 3
1 Don’t give personal information to strangers. Finder Archive Edit
5
2 Don’t share your password.
3 Don’t open an email or attachments from a strange address. Name:
4 Always log out. Address: 1
5 Use safety filters.
Finder Archive Edit
About 4
Manage
Hide
Exit

2 Match the abbreviations and icons with the definitions.

What about you?

LOL
Laugh out loud
tomorrow FYI
2moro
For your information
See you! GR8
WBU
B4N Great!
Bye for now!
CU!

3 Answer the questions about your Internet use. Child’s own answers

Yes, I did. No, I didn’t.

Last weekend …
1 did you watch a film online?
2 did you play a game online?
3 did you send an email?
4 did you download music?
u finish your work on a 5 did you do homework online?
different computer?

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Unit 8 Lesson 6
208/08/14 14:29

1 Read the story from your Student’s Book and complete the chart.

find words with a double s assembly, messages

find words with a double n announcement

find words with a double l parkhill, collected, controlled, all

Transcript find words with a double m summer

find words with a double f graffiti

17 Listen and complete the words.

Then, match them with the pictures. 2 17 Listen and complete the words. Then, match them with the pictures.

Narrator: email 2x2=6

balloon
princess
message
dentist
emai l ba ll oon prince ss me ss age de n tist mi s take ba ll et
mistake
tu mm y swi mming co ff ee autu m n di nn er fu nn y kni f e tra ff ic
ballet
tummy
swimming
coffee
autumn
dinner
funny
3 Find words for the spelling groups. Model answer
knife
traffic
Words ending in ll Words ending in ss
wall class
well dress
doll miss
glass
grass

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 Unit 8 Lesson 7 • 8
Unit 8 Lesson 7

1 Read the definitions. Then, find and write the words.

1 You can send messages and chat to your friends online at this website. social network
2 You don’t want an object and you give it to someone for free. freecycle
3 A school meeting with all the teachers and the children. assembly
4 When something doesn’t work you do … . repairs
5 Pictures and words on a public wall. graffiti wall
6 This person organises the other teachers. head teacher

2 Read and match the sentences.

They couldn’t … because they didn’t have …

use the Internet any instruments.
find information in the library any chairs.
do sports any computers.
have lunch at school any equipment.
sit in the meeting a kitchen.
do music any books.

3 Write a summary of the story. Model answer

Title: SOS: Save our School

Main characters: The children
Setting: Parkhill School
The problem The school is closing. There is no money to repair it or buy equipment
.
The solution The children painted and repaired the school and organised donations
.
At the end of the story the plan worked and the school opened again
.

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Unit 8 Lesson 802/09/14 12:10

1 Read and number the headlines.

1 2
There is a beautiful garden in the playgro
und
at North Park school. It’s the work of the
children in Class 4.
Hundreds of children from North Park school
organised a plan of action and saved their
school.

3 4
l equipment from The school is very old and
Children collected lots of usefu it needs a lot of
repairs. All the work is expe
uters at North
local people. The six new comp isn’t any money.
nsive and there
the IT shop.
Park school were presents from

Freecycle computers for the local schoo

Kids take control! l
2 3

A new playground for North Park Problems at North Park School

1 4

2 Tick (✓) the problems at your school and complete the sentences. Child’s own answers

need don’t need needs doesn’t need

At my school …
1 the windows cleaning.
2 the computers repairing.
3 the playground cleaning.
4 the library more books.
5 the walls painting.
6 the lights repairing.

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class is the best because .

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 Unit 8 Lesson 9 • 10
Unit 8 Lesson 9

1 Find spelling examples with double letters. Model answer

Some words have …

1 a double ll in the middle. Examples: balloon collect
2 a double ll at the end. Examples: ball small
3 a double ss in the middle. Examples: message assembly
4 a double ss at the end. Examples: princess miss
5 a double ff in the middle. Examples: coffee graffiti
6 a double mm in the middle. Examples: tummy swimming
7 a double nn in the middle. Examples: funny sunny

2 Match the the icons with computer words.

4
download copy paste cut play games
Child’s own answers watch films listen to music take photos

3 Complete and answer the questions. Child’s own answers

Could Can Yes, I could. No, I couldn’t. Yes, I can. No, I can’t.

1 Could you read when you were six?

2 Can you ride a bike now?
3 Could you ride a bike when you were two?
4 Can you swim now?
5 Could you swim when you were five?
6 Can you program a computer now?
7 Could you use a computer when you were seven?
8 Could you speak English when you were three?

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Unit 8 Lesson 10
02/09/14 12:10

1 Colour the buttons. Then, complete the questions and answers. Child’s own answers

¡hola!
hello!
cha

turn d
reco guage
nge

on
r
lan

turning on recording changing language TV speakers camera computer voice

1 What is the grey button for?

It’s for recording your voice .
2 What is the button for?
It’s for .
3 What is the button for?
It’s for .
4 What is the button for?
It’s for .
5 What is the button for?
It’s for .
6 What is the button for?
It’s for .

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 Festivals
Festivals

Chinese New Year

1 Read the instructions and complete the information.

Your... birthdate animal adjective best friends

26/01/2009 Ñ 13/02/2010 c o w dogo good

07/02/2008 Ñ 25/01/2009 r a t trams smart

Instructions
1 Label the 18/02/2007 Ñ 06/02/2008 p i g bleno noble
animals.
2 Unscramble
the adjectives. 29/01/2006 Ñ 17/02/2007 d o g yalol loyal

01/02/2003 Ñ 21/01/2004 g o a t gleetan elegant

14/02/2010 Ñ 02/02/2011 t i g e r micevotepit competitive

24/01/2001 Ñ 11/02/2002 s n a k e ewis wise

12/02/2002 Ñ 31/01/2003 h o r s e endedpennit independent

03/02/2011 Ñ 22/01/2012 r a b b i t seenvisit sensitive

23/01/2012 Ñ 90/02/2013 d r a g o n dink kind

22/01/2004 Ñ 08/02/2005 m o n k e y udol loud

Child’s own 09/02/2005 Ñ 28/01/2006 c h i c k e n drupo proud

answer

I was born on in . My animal is the .

I am . My best friends are the and the .

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Festivals

World Book Day

1 Label the information on the covers.

title front cover back cover spine author publisher price prize
main character identification number synopsis biographical information

synopsis spine
biographical
information title

identification
number
front cover

prize

main
back cover character
price
publisher author

2 Use the key and classify the information.

Key ?
Hiccup is about 3 years old.
✗ = I know this is false.
✓ = I know this is true.
? = I don’t know. The main character is a boy called Hiccup. ✓

The story takes place in the future. ✗ The clue is a painting on the wall of the cave. ?

Gaia and Chui fly all over the world looking for the clue. ? Hiccup’s friend is an animal. ✓

This is a fantasy story. ✓ Hiccup is a Viking hero. ? The story takes place in Africa. ✗

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 Story quiz
Story quiz

The end of year story quiz!

1 Look at the stories and number the characters.
1 2 3 4 5 6 7 8

kaleidoscope
jewel
The girl from
Clare Island

The
wetlands
heroes

Phileas Fogg

The Questing
Beast

Adam’s
invention

Pirates!

SOS:
Save Our School
The

Class 5

Passepartout 4 Grace O
’Malley
1
Klip and Tana
Blackwig
3
7
6
ins Sir Pellinore
Dr Betty Bra
Melissa, Tarik and Adam 5
2

2 Read the descriptions and write the numbers.

The story in Unit 7 is set in the past and it is 3 is set in the

The story in Unit
about adventures and dangers on the high seas. inary
future and it's about an imag
expedition to find new materials.
the past
The story in Unit 4 is set in
d the
and it is about an expedition aroun The story in Unit 5 is set in the past. It is part
a story by Jules Verne.
world. It is based on of a famous book of legends about King Arthur.
is
1 is set in the past. It The story in Unit 2 is set in the present and it
The story in Unit
Sea queen and how is an adventure story. It describes how a group of
about a legendary Irish ty of being a girl.
she overcomes the
difficul children discover a plot to destroy the landscape.

The story in Unit 6 is set in the present and it is a funny story about a clever
boy. He invents the best school bag in the country and wins a special prize.

The story in Unit 8 is set in the present and it is about a group of school
children. They plan lots of different activities to raise money for their school.

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Story quiz 08/08/14 14:33

1 Look at the stories again and answer the quiz questions.

Which stories feature …

a castle? Stories 1 and 5

a ship or a boat? Stories 1, 4 and 7
an island? Stories 1 and 3
a lake? Story 2
baddies? Stories 2, 6 and 8
a school? Stories 2 and 6
something fictional? Stories 3, 5 and 6
maps? Stories 4 and 7
a spaceship? Story 3
an elephant? Story 4
newspapers? Stories 2 and 8
a jewel? Story 3

2 Write your opinions. Child’s own answer

In my opinion …
the most interesting story is
.
because
The best character is
.
because
The scariest character is
.
because
The most unusual settings is
.
because
The happiest ending is
.
because

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 Wonder in its verb format is to feel curiosity and be excited by something new.
The noun transmits something that causes such a feeling. The methodology behind the
Richmond Wonders series lives up to this definition and will provide a pleasant learning
experience for both the children and the teacher.
Each unit of work is a web of different strands of learning objectives leading off from
a central focus. The unit web strands interleave and interleave again with the subsequent levels
to create a solid language fabric.

For the Student For the Teacher Teacher’s Resource Book

Student’s Book
Activity Book + Audio CD
• Songs and stories from the Student’s
Book included on the audio CD
• Language worksheets
Teacher’s Book at different levels
• Step-by-step guidance • Skills worksheets
to Go Digital at your own pace • Phonics worksheets
• Interleaved Student’s Book • Tests at different levels
• Activity bank to make the most
of all the course materials Teacher’s Audio Material
• Unit overview for quick lesson plans
• Complete teaching notes, Flashcards and Word cards
transcripts and answer keys for
the student’s material Posters
• Key competences

Go Teacher’s i-book for IWB

Digital! • Audiovisual material
• All the course materials
Tailor your cross-referenced into one
digital teaching single format for use with
IWB or projector

Activity Generator
• An interactive tool to edit
or create your own personalised
worksheets from the Teacher’s
Resource Book
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