1 Iwonder 6 TB Part1

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Jenny Dooley
Bob Obee
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CONTENTS Introduction pp. IV-XIII Programme (Contents & Syllabus) pp. XIV-XXI
Vocabulary Grammar
Let’s Start! Countries and nationalities (China – Chinese, Colombia – Reflexive/Emphatic
Colombian, Finland – Finnish, France – French, Germany – pronouns
(pp. 4-7) German, Nigeria – Nigerian, South Africa – South African, Turkey – Articles (a, an, the)
Turkish)
1 Keep Active Sports (archery, fencing, figure skating, gymnastics, high jump, Present perfect
hurdles, long jump, motocross, rowing, water polo, waterskiing, Present perfect – Past simple
(pp. 8-21) weightlifting)
Accidents and injuries (break his leg, bruise his eye, bump her
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head, hurt his back, pull a muscle, sprain her wrist, twist her ankle)
2 Mysteries of the World Mysteries (ancient civilisation, archaeological site, artefacts, Past simple –
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expedition, landmark, treasure) Past continuous

(pp. 22-35) Ancient Egypt (archaeologist, Egyptian god, Egyptian Relative pronouns
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goddess, headdress, hieroglyphics, merchant, mummy,

papyrus, pharaoh, scribe)
Wonder Tales 1 (pp. 36-37) The Treasure in the Rice Field (Value: Good things come to those who wait!)
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3 Beyond the Stars The Solar System (Earth, Jupiter, Mars, Mercury, Neptune,
Saturn, Sun, Uranus, Venus)
going to
will
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(pp. 38-51) Space (control panel, countdown clock, crater, headset, orbit, Infinitive
satellite, space laboratory, space station, spacecraft, spacesuit) -ing form
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4 Go Green Eco-friendly schools (collect rainwater, have a greenhouse,

have clean-up days, organise a carpool, recycle paper,
can
have to
(pp. 52-65) aluminium, glass and plastic, start a compost bin, turn off the Zero/First conditional
lights, use solar energy)
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Environmental problems (acid rain, air pollution, chemical

waste, climate change, deforestation, endangered animals,
littering, melting ice caps)
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A World of Wonder 1 (Modules 1-4) (pp. 66-67)

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5 Food Around the World International food (beef, cabbage, garlic, lobster, mushrooms, Second conditional
noodles, prawns, spinach, turkey, walnuts) a lot of/much/many
(pp. 68-81) Cooking instructions (bake, boil, chop, fry, grate, mash, peel, a few/a little
slice)
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6 Marvellous Machines Tools (drill, hammer, nail, pliers, saw, screwdriver, spanner,
tape measure)
The passive
(present simple –
(pp. 82-95) Inventions (iron, light bulb, microscope, printing press, steam past simple)
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train, telescope, test tube, typewriter)
Wonder Tales 2 (pp. 96-97) The Lord of the Cranes (Value: Be kind and generous to others!)
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7 Literature is Great! Types of books (autobiography, biography, fable, fairy tale,

fantasy, mystery, poetry)
Reported speech
(statements – commands)
(pp. 98-111) Places of entertainment (3D cinema complex, aquarium, art
gallery, bowling alley, concert hall, ice rink, stadium, theme
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park)
8 Going Places At the airport (baggage claim, boarding gate, boarding

pass, check-in desk, departure lounge, flight attendant, hand
Present continuous
(future meaning)
(pp. 112-125) luggage, security checkpoint) wishes
Holiday problems (food poisoning, get bitten by an insect, get
lost, get sunburnt, long queues, lose luggage, lose passport,
miss the flight)
A World of Wonder 2 (Modules 5-8) (pp. 126-127)

Mega Wonder Challenge (p. 128)
KEY TO SYMBOLS : Pairwork : Groupwork : Thinking skills : Promoting Respect/Responsibility

Talking Point/ Sounds and
Thinking Skills Project CLIL
Portfolio Words
Self-reflection
Combining ideas to form a new
whole
Applying world knowledge The History of Surfing Speaking: Expressing The Circulatory Adjective endings
Interpreting information (History) sympathy System (Science) painful
Organising and selecting ideas Writing: An email tiring
Self-reflection giving news sleepy
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Creative thinking nervous

Applying world knowledge King Tut (History) Speaking: Reacting to Fossils (Science) -ian and -ion endings
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Combing ideas to form a new whole news Egyptian

Creative thinking Writing: A comment to Persian
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Organising and selecting ideas a blog entry magician

Forming an opinion action
Recalling information
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Self-reflection All about Saturn Speaking: Talking The Phases of the Compound nouns
Interpreting information (Science) about future plans Moon (Science) spaceship
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Applying world knowledge Writing: A post in a space shuttle

Forming an opinion forum check-in
Organising and selecting ideas
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Making decisions
Recalling information
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Applying world knowledge Reduce, Reuse, Speaking: Making Plastic in our Spelling \l\
Combining ideas to form a new whole Recycle (Science) and responding to Oceans tunnel
Interpreting information suggestions (Geography) small
Lateral thinking Writing: An email about
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hole
Organising and selecting ideas an environmental club
Creative thinking
Interpreting visual information
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Self-reflection Spanish Omelette Speaking: Ordering at Food Labels Double letters

Applying world knowledge (Design and a café (Design and fatty foods
Organising and selecting ideas Technology) Writing: A comment Technology) chopped peppers
Separating a whole into component to a blog about a
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parts traditional food

Creative thinking
Interpreting information
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Interpreting (visual) information All About Computers! Speaking: Returning a Simple Machines -er and -re endings
Applying world knowledge (History) faulty product (Science) dishwasher
Organising and selecting ideas Writing: A biography of wire
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Creative thinking a famous inventor

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Self-reflection A back cover for a Speaking: Asking and Poetry (English) -ary, -ery and -ory endings
Making connections book (English) answering about a diary
Creative thinking past event mystery
Organising and selecting ideas Writing: A story memory
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Identifying information
Self-reflection Experience Egypt! Speaking: Checking in Animal Migration The \u…\ sound
Making connections (Geography) at the airport (Science) queue
Organising and selecting ideas Writing: A postcard room
Applying world knowledge chew
Creative thinking cute
Audioscripts pp. 129(T)-133(T) Vocabulary and Grammar Practice (Key) pp. 161(T) -167(T)
Activity Book (Key & Instructions) pp. 134(T)-160(T)
: Project/Poster presentation : Cross-curricular links : Internet research : Formative evaluation

Introduction
i Wonder 6 is a modularised course specially designed to introduce young learners to the English language
while exploring other subject areas such as History, Science, etc. Young learners experience the world
around them through the adventures of the Wonder family and their helpful robot, ROLO. Through an array
of communicative activities, stories, songs and chants, the pupils learn to be critical thinkers and develop
the 21st century skills that are necessary in our modern, increasingly interconnected world!
Components
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• Pupil’s Book
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The Pupil’s Book has been designed to appeal to the pupils, as well as involve them in language
learning. New words and structures are presented in a clear and effective way by means of lively
dialogues, songs, chants, games and listening activities. The Pupil’s Book comprises eight modules of
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nine lessons each, containing interesting and captivating topics, reinforced by meaningful activities
which encourage the pupils to think and speak in English.
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Key Features
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The pupils are always referred to a short

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video which introduces the topic of the Thought-provoking lead-in

module and initiates a class discussion. questions that instil curiosity
The video can be played at the and make the pupils think
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beginning of the module or whenever about the topic.

the teacher feels is appropriate.
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The target
vocabulary
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is always
presented
through visual
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stimuli.
The picture introduces the CLIL

related topic and draws the
pupils’ attention and triggers their
imagination.
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4
Introduction
Situational and cultural-based
dialogues further present the core
vocabulary in context.
Clear, concise
theory boxes
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highlight and
clarify the new
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grammatical
structures.
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Activities that emphasise and develop

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all four language skills.

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Engaging CLIL
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projects that
highlight the
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theme of the
module.
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Activities that reinforce and The pupils are given the

extend the language of the opportunity for further writing
module and help the pupils practice and ICT research
with the language needed to based on the model project.
produce their projects.
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Introduction
Model texts
and writing
Functional activities based
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dialogues set in on realistic types

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everyday contexts of writing help

familiarise the pupils use their
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pupils with natural creativity and

language. build up their
writing skills.
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In the CLIL
section, the
pupils use English
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to explore other
subject areas
in a fun and
creative way!
VI
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Introduction
Review sections that

consolidate the theme
of the module.
Songs lower the
pupils’ affective
filters and the
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song-based
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questions help
develop critical
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thinking skills.
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The pupils
practise various
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sounds, as
well as words
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that include
them, through
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a variety of
activities.
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Captivating short
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texts with information

from around the
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world help the pupils

broaden their horizons
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and appreciate
the diversity and
complexity of the
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world they live in!

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VII
7
Introduction
Educational stories that provide
the opportunity for extensive
listening and reading.
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Global values are

promoted and the
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pupils are given the

chance to explore and
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examine them from

their perspective.
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The Pupil’s Book also includes:

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I Let’s Start!
A starter unit that primarily revises language from the previous levels.
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Activities and Games for the Sounds and Words pupil takes a card out of the box. Call out a sound/
Sections word. The pupils with the corresponding cards
stand up and change places. Continue until all the
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The Sounds and Words section in each module is a

pupils have had a chance to change places.
unique element of the course. It provides the pupils
3 Snap: Prepare cards with the sounds or the
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with early reading and writing skills, and helps

words you want to practise. Photocopy a set
them with the complexities of the English language.
per pupil. The pupils play in pairs. Each player
Each lesson plan provides detailed instructions on
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places their cards face down in front of them.

how to deal with various sounds and the words
The players take turns turning over the top card.
that include them. There are also activities and
When a player turns over a card that matches
games which are suitable for mixed-ability classes.
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the card already face up on the other player’s

Here are some further ideas on how to exploit the
pile, he/she has to say Snap. Whoever says
different sounds and words:
Snap first, wins both piles. The player who has
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1 Bingo: Write the sounds or words you want to got the most cards at the end wins.
practise on the board. Draw a 3x3 grid on the 4 Sound typing: The pupils need to use their
board and ask the pupils to copy it in their tablets for this activity. Alternatively, prepare a
notebooks. The pupils then choose and write photocopy of a keyboard. The pupils work in
nine sounds/words in the grid. Start saying the pairs. One pupil says the sounds of a word, one
sounds/words in random order. The pupils at a time, and the other pupil types the letters
circle the sounds/words they hear. The first (or touches the letters on the keyboard) and
pupil to circle all his/her sounds/words, shouts repeats the sounds and the word.
Bingo and wins. 5 What’s missing?: Write the letters of the sounds
2 Letter salad: Prepare cards with the sounds or or the words you want to practise on the board.
words you want to practise. Put them in a box. Each Ask the pupils to look at them for a minute before
VIII
8
Introduction
they close their eyes. Erase a letter/word. Ask the Activity Book. The type and aim of these activities
pupils to open their eyes and tell you which vary to give pupils the chance to practise the
letter/word is missing. new language in an engaging way.
6 Word shapes: Prepare word shapes for the words
II Wonder Challenge
you want to practise. Hand out the word shapes
and the corresponding words. The pupils, on their There are 8 Wonder Challenge activities.
own or in pairs/groups, match the word shapes The aim of these activities is to provide an
to the words and write the words in the shapes. atmosphere of relaxation while consolidating
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the language learnt in the corresponding

NOTE modules.
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Throughout the course the following symbols have III Language Review
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been used: Through this section, the pupils are given the
i : These activities can be done in two ways, one opportunity to consolidate the vocabulary
more demanding than the other, depending on taught throughout the year.
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the strengths and weaknesses of the pupils/ IV Presentation Skills

classes (Differentiated Instruction).
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Presentation Skills help learners gain confidence

ii : These activities offer cross-curricular links, as in public speaking while promoting autonomy,
pupils learn English while focusing on other subject
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because pupils decide not only what to present,

areas (e.g. History, Geography, Science, etc). but also how to present it. Preparing and
presenting information to an audience gives
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iii : This is a pairwork activity.

learners a sense of purpose and enhances
iv : This is a groupwork activity. Both pairwork learning. Pupils’ social skills are further developed
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and groupwork activities promote collaborative as they must work together to make a successful
learning. presentation.
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v : These activities develop the pupils’ Critical V Projects

Thinking Skills, such as creative thinking,
There are two group projects that encourage
interpreting and recalling information, etc.
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creativity, collaboration and communication

vi : This area helps promote and develop skills.
fundamental values such as kindness, honesty,
VI Extra Check
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respect and responsibility for self and others.

At the end of the Activity Book there is also an
vii : These activities can be presented and
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Extra Check section. For every two modules there

displayed in the classroom. is an Extra Check to reinforce and consolidate
viii : Formative Evaluation Worksheets that the language and structures in the modules.
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teachers can use to assess the pupils’ progress. VII Extra Communication Activities
ix : These activities boost the pupils’ research This section includes interactive speaking
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skills as they give the pupils the opportunity to activities carried out in closed pairs, such as
find and use information from the Internet. information gap activities. These speaking
Note: These activities are to be done for homework activities allow the pupils to work in a more
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using the Internet, with the supervision of an adult. structured and communicative environment
by using meaningful and authentic language.
• Activity Book
VIII Extra Reading
The Activity Book is in full colour and contains a
variety of fun activities which consolidate the Through this section, the pupils are provided
language taught in each module. You can with cultural information and read about
assign these activities for homework. aspects of life in the UK.
The Activity Book also includes: • Vocabulary and Grammar Practice

I Stickers The Vocabulary and Grammar Practice provides
additional practice on the language presented
There are some exercises with stickers in the
IX
9
Introduction
in the Pupil’s Book. The Grammar Practice section in self-adhesive labels, write Portfolio on them and
can be covered alongside the modules in the help your pupils stick them onto their folders.
Pupil’s Book or whenever the teacher thinks is
Show the pupils how to store their material in
necessary.
their Portfolios and make sure they update them
regularly.
• ieBook
The ieBook acts as a personal study aid to be • Teacher’s Book
used at home. It helps the pupils with their
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The Teacher’s Book provides step-by-step lesson

assigned homework, dictation, vocabulary, plans, as well as the answers to the activities
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reading and revision in a fun and interesting way. in the Pupil’s Book, the Activity Book and the
With the ieBook, pupils enjoy learning English Vocabulary and Grammar Practice. It also
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through games, videos, quizzes and stories. contains additional activities and games, and
the audioscripts for the listening activities. At the
• Interactive Whiteboard Software beginning of the Teacher’s Book, the teacher
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The Interactive Whiteboard Software integrates can find the Programme, an analytical chart of
all the elements of the course in a much more the targets and objectives of the modules.
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engaging and entertaining way to facilitate

learning. • Picture & Word Flashcards
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The Picture & Word Flashcards are a practical

• Language Portfolio resource in the language classroom. They illustrate
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As you will see in the Teacher’s Book, once a the new vocabulary items and enable the teacher
project is completed, you are advised to help the to use them for the presentation of key words,
pupils file their work in their Language Portfolios. revision, additional practice and memory games.
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The Language Portfolio is used to contain material Flashcards enable the pupils to make the
that the pupils use, along with any extra material connection between the visual prompts and the
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given by the teacher throughout the course. The spoken words, and help teachers avoid the use of
Language Portfolio has been designed to translation or lengthy explanations. The Picture &
stimulate and support the learning of the English Word Flashcards are also available in electronic
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language. Its purpose is to help the pupils reflect format and can be found in the Interactive
on, realise their progress in, and improve their Whiteboard Software.
language learning. The Language Portfolio is the
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pupil’s property. It is a tool to accompany the • Posters

pupils’ language learning throughout their school
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The Posters include the vocabulary of the

life and is suitable for documenting their learning modules in thematic areas. The Teacher’s Book
both inside and outside the classroom. In provides information as to when and how to use
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practice, Portfolios may include project work or them. The Posters are also available in electronic
other examples of written work or drawings format and can be found in the Interactive
(completed in class or at home), DVDs (with the Whiteboard Software.
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pupils’ favourite story or with performances of

songs, school plays, etc), certificates, reports from • Teacher’s Multimedia Resource Pack
teachers, or even a collection of objects or The Teacher’s Multimedia Resource Pack includes
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pictures. It acts as evidence of the pupils’ learning the Class CDs, the DVD and the Teacher’s Resource
progress and academic accomplishment. The Pack CD-ROM.
main emphasis is on the process of learning. As a
result, while compiling their Portfolios, pupils learn Class CDs/DVD
how to work independently. The Class CDs include all the audios for the
listening activities in the Pupil’s Book, Activity
How to make a Language Portfolio.
Book, as well as the listening activities for the
During the first lesson, explain to the pupils that Module Tests.
they should bring in a folder which they will have
The DVD brings the characters to life, ensuring
with them at all times and in which they will keep
that the pupils have fun while learning. It is
their Language Portfolio. For the next lesson, bring
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X
Introduction
suggested that you view each module (on the practices and the types of material being
DVD) upon completion of the corresponding used.
module in the Pupil’s Book.
In the Instruments for Evaluation, the teacher
Teacher’s Resource Pack CD-ROM can find:
The Teacher’s Resource Pack CD-ROM provides • a Formative Evaluation Chart: the teacher uses
the teacher with additional material which may the chart to evaluate the pupils on an activity
be used in the classroom for further exploitation at any time during the course, and writes the
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of the language learnt. marks obtained with the help of a code.

• a Cumulative Evaluation Chart: the teacher
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uses the chart to evaluate the pupils at the end

i Wonder 6 Teacher’s Resource Pack CD-ROM
of each module and writes the marks obtained
is divided into the following sections:
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with the help of a code.

I Reinforcement and Extension Activities: • Formative Evaluation Worksheets and Answer Key.
These activities are done upon completion • Pupil’s Self-Assessment forms: the pupils give
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of every module. The pupils can do them on their personal opinion about their own results
their own or in groups. They can file them in upon completion of each Review section in the
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their Language Portfolios. Pupil’s Book.

• Progress Report Cards: the teacher completes
II Cross-curricular Activities: These activities are
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them, one per pupil, after each Module Test.

ideal for extra practice of the language used
in the CLIL section through engaging activities. IX Let’s Celebrate 6: The guidelines and key
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for teachers who wish to cover the optional

III Sounds and Words: The activities in this section
festive units.
focus on practising the sounds and words of
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the corresponding lessons in the Pupil’s Book. X Young Learners Exam (YLE) – A2 Flyers & A2
KEY for Schools (formerly known as KET): These
IV Template: The template is to be used for an
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tests are for teachers who wish to familiarise

activity in the Pupil’s Book.
the pupils with these exams.
V Presentation Skills: These are guidelines to help
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the pupils develop their public speaking skills.

Project Based Learning
VI Study Skills: This section helps the pupils
learn more efficiently by showing them ways In Project Based Learning, teachers make learning
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of organising themselves when they study. It come alive for pupils! Pupils work on a project
gives clear instructions on how best to deal (challenge) in an engaging way and thus practise
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with specific tasks and also provides practice and extend the new language, as well as develop
on the skill being presented. Encourage the their 21st century skills (critical thinking, collaboration
pupils to employ the Study Skills whenever and creativity). The group projects in i Wonder 6
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possible. This will gradually lead them to follow these principles.

become independent, autonomous users How to deal with the group projects:
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of the English language. • Introduce the topic of the project (challenge)

VII Module Tests: There is one Module Test in two and help the pupils form groups.
formats, Basic and Extended, for each module. • Have a class discussion about the topic and help
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There are also Extra Tests to be covered after the pupils brainstorm ideas, prepare spidergrams,
every two modules, a Mid-term Test and an Exit etc.
Test. • The pupils use the Internet, encyclopaedias,
VIII Instruments for Evaluation: Evaluation is an magazines, etc, to find information (provide any
essential part of the learning process. It helps necessary help).
the learners become aware of their progress • The pupils, in groups, decide or vote on what
in the target language, how much they information they will include and/or realia to
have achieved and what areas need further use (pictures, books, music, etc).
practice. Evaluation also allows teachers • Help the pupils choose the best way to
to reflect on the validity of their teaching present their projects, e.g. poster, PowerPoint®
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XI
Introduction
presentation, video, etc (provide any necessary Songs in the Language Classroom
help).
• The pupils, in groups, decide what each person ongs are of great value in language learning. They
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in the group will prepare and who will present it. are vivid examples of how the language taught is
• Either in class or at home, the pupils prepare used in real context, and highlight both pronunciation
their part of the project. and intonation. Furthermore, their rhythm enables the
• The pupils put together their projects and, if pupils to remember the newly acquired language
time is available, rehearse their projects. and stimulates learning. There are numerous ways to
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• The groups present their projects. use songs in the language classroom. You can play
the audio and invite the pupils to move and clap to
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the rhythm or hum to the melody. If there are lyrics

Classroom Management frequently repeated, pupils will soon start joining in.
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Creating a pleasant environment in the classroom Here are some ways to animate the songs:
should be one of the teacher’s very first goals. It is
a Total Physical Response (TPR) Activities: Have the
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a good idea for the teacher to arrive a few minutes

early to welcome the pupils and have something pupils stand in a circle and play the song once.
interesting for the early comers to do. They can listen Sing and demonstrate the actions, encouraging
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to the song from the previous module, watch the the pupils to imitate you. Play the song again, this
time asking the pupils to listen to the song and
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corresponding video again or play with the picture

flashcards, identifying the book’s characters, as repeat after you while doing the actions. Play the
well as the vocabulary items already presented. song a third time and lead the singing while the
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pupils join in.

The teacher should establish his/her policies from the b Using props: Bring visuals or realia to class. Hand
start. Remind pupils to come to class on time, bring
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out these props to your pupils and ask them

their Pupil’s Book, etc. They should raise their hands to hold up the prop as soon as they hear the
when they want to ask a question and wait for their
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corresponding word in the song.

classmates to answer the teacher’s questions before c Song dramatisations: Having interesting plots and
they raise their hands to give their answers. characters, songs frequently offer themselves for
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The teacher should empower his/her learners by: further exploitation through drama. The teacher
• teaching classroom language: the pupils’ can dramatise the songs into short sketches, thus
instructions, i.e. the rubrics, and the pupils’ motivating his/her pupils. Assign roles and have
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questions and answers to the teacher. Classroom the pupils sing their lines. Simple costumes and
language is the language of communication props can be prepared and used to make the
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between teacher and pupils in the classroom performance more realistic.

and needs to be taught from day one. These are just a few suggestions on how to use the
• giving brief and clear oral instructions. The teacher
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songs in the language classroom. Be as inventive

should give or read the instructions. He/She reads as you can, since pupils love performing.
them, providing examples and eliciting examples
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from the pupils so he/she can be sure that they

know what to do. Checking Pupils’ Progress
• assigning homework ten minutes before the end a Homework: At the end of each lesson, the pupils
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of the lesson, so he/she can: should be given some homework. The Teacher’s
a read the instructions; Book provides suggestions on what to assign for
b give adequate examples; homework after each lesson.
c elicit examples from the pupils;
d ask them if they have any questions. b Evaluation Chart: After the pupils have completed
the Review section of each module, the teacher
By following this procedure, we can assure that the can fill out the Evaluation Chart. This enables the
pupils know how to do their homework. Explain to teacher to record the pupils’ progress in English.
the parents how important it is for the pupils to do
their homework alone, as this will eventually reinforce
self-confidence and encourage self-assessment.
XII
12
Introduction
Types of Learning Styles Auditory Learners
These learners learn best through verbal lectures,
Over the years, teachers have noticed that some discussions, talking things through and listening to
of their pupils learn by listening to new information, what others have to say. Written information may
some pupils prefer to read about it, while others need have little meaning until it is heard. They often
to do something with the new information. There benefit from audio materials.
are many different learning styles. Consequently, a
coursebook should offer a variety of exercises and Tactile/Kinaesthetic Learners
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material to stimulate all learning styles and help Tactile/Kinaesthetic pupils learn best through a
pupils learn in the way that suits them best. hands-on approach, actively exploring the physical
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world around them. They find it hard to sit still for

What are the types of learning styles?
long periods of time and may become distracted
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Visual Learners by their need for activity and exploration. These

These learners need to see the teacher’s body learners express themselves through movement.
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language and facial expressions to fully understand They have a good sense of balance and hand-eye
the content of the lesson. They think in pictures and coordination. By interacting with the space around
them, they are able to remember and process
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learn best from visual displays including diagrams,

illustrations, transparencies, videos, flashcards and information. They have to do things on their own to
be able to learn the new language.
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handouts.
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The course has been designed to cover the criteria for the Cambridge English Young Learners and
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A2 KEY for Schools (formerly known as KET) exams, as well as the Anglia and Michigan Examinations
from Pre-A1 level to A2/A2+.
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Cambridge English: Young

Michigan
Learners Exams (YLE) Anglia
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Level Language CEFR level

and A2 KEY for Schools Examinations
Assessment
(formerly known as KET)
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Flyers/A2 KEY for Schools

i Wonder 6 MYLE: Gold Elementary A2/A2+
(formerly known as KET)
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i Wonder 5 Flyers MYLE: Gold Preliminary A2

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i Wonder 4
Movers MYLE: Silver Primary A1
i Wonder 3
i Wonder 2 Starters MYLE: Bronze Junior Pre A1
i Wonder 1 First Step Pre A1
XIII
13
Programme (Contents & Syllabus)
➤ Starter Unit (Let’s Start!) CLIL (Science)
The pupils will…
In this unit the pupils will…
• learn and talk about how the circulatory
• revise asking for and giving personal system works
information • learn how to take their pulse
• revise familiar vocabulary
• learn reflexive/emphatic pronouns
SOUNDS AND WORDS
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• talk about countries (people, places, things)

and nationalities The pupils will…
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• revise articles (a, an, the) •

recognise and spell adjectives with -ful, -ing,
rig
-y, -ous endings
➤ Module 1
ht
In this module the pupils will…

s
read and/or listen to...

• a story about the characters going to a sports
re
event and to a sports club

• children talking about sports
se
• a boy and his mum talking about the history

of basketball
rv
• a project about the history of surfing

• an email about a sports tournament
ed
• a song about how it is possible to do anything

learn how to…
.D
• talk about sports

• talk about accidents, injuries and treatments
• talk about experiences and past actions
o
• talk about the history of a sport

• express sympathy
no
practise...
Lexical Areas
tc
• sports
• accidents
• injuries
op
Grammar Focus
• present perfect
y.
• present perfect – past simple
write...
• about the history of a sport
• an email giving news
XIV
➤ Module 2 ➤ Wonder Tales 1
The pupils will…
•
listen to and read a story from Laos about an
old couple who found a pot of gold
• a story about the characters searching for •
talk about how patience brings rewards
treasure
• a history teacher talking about Ramesses II
A
• a project about King Tut

• a blog entry about mysterious places
ll
• a song about the mysteries of history

rig
learn how to…

• talk about ancient civilisations and landmarks
• talk about ancient Egypt
ht
• talk about making a discovery

• talk about mysteries and past events
s
• react to news
re
practise...
Lexical Areas
se
• mysteries
• ancient Egypt
rv
Grammar Focus
• past simple – past continuous
ed
• relative pronouns
.D
write/post...
• about a pharaoh
• a comment to a blog entry
o
CLIL (Science)
no
The pupils will…

• learn and talk about fossils and how they are
tc
formed
• make their own cast fossils
op
SOUNDS AND WORDS

The pupils will…
y.
•
recognise and spell words with -ian and -ion
endings
XV
➤ Module 3 SOUNDS AND WORDS
The pupils will…
•
recognise and spell compound nouns
• a song about the planets
• a story about the characters playing a video
game
A
• what an alien family is going to do on

holiday
ll
• a teacher talking to her pupils about the

rig
planets
• a project about Saturn
• posts in a forum
ht
• a song about the galaxy

learn how to…
s
• talk and write about the solar system

• talk about their plans and intentions
re
• talk about preferences

se
practise...
Lexical Areas
• the solar system
rv
• space
ed
Grammar Focus
• going to
.D
• will
• infinitive
• -ing form
o
write...
no
• about a planet in our solar system

• a post in a forum
tc
CLIL (Science)
The pupils will…
op
• learn and talk about the phases of the Moon

• make a Moon diary
y.
XVI
➤ Module 4 ➤ A World of Wonder 1
The pupils will…
• learn about amazing archaeological sites,
sports and natural wonders from around the
• a story about the characters going on a world, as well as constellations
school trip • do a project about amazing archaeological
• a song about environmental problems sites, sports, natural wonders or constellations
A
• a project on how to reduce, reuse and

recycle
ll
• an email about an environmental club

rig
• a song about the 3 Rs of the environment

learn how to…
• talk about eco-friendly schools
ht
• give advice
• talk about what campers can/have to/don’t
s
have to do
• talk about environmental problems
re
• make and respond to suggestions

se
practise...
Lexical Areas
• eco-friendly schools
rv
• environmental problems
ed
Grammar Focus
• should/shouldn’t (revision)
.D
• can
• have to
• zero/first conditional
o
write...
no
• about ways to reduce, reuse and recycle

• an email about an environmental club
tc
CLIL (Geography)
The pupils will…
op
• learn and talk about plastic pollution

• make a PowerPoint® presentation on how to
y.
prevent plastic pollution
SOUNDS AND WORDS

The pupils will…
• spell words ending with the /l/ sound
XVII
The pupils will…
•
recognise and spell words with double
read and/or listen to... letters
• a chef talking about traditional dishes
• a story about the characters going to a food
fair
A
• children talking about the results of a health

quiz
ll
• cooking instructions for a cake

rig
• cooking instructions for a Spanish omelette

• a blog entry about traditional food
• a song about how a balanced diet can help
ht
you keep fit and healthy

learn how to…
s
• talk about food and international dishes

• give advice
re
• talk about food preparation and cooking

instructions/preferences
se
• make a video about how to prepare their

favourite dish
rv
• order at a café
practise...
ed
Lexical Areas
• international food
.D
• cooking instructions
Grammar Focus
o
• second conditional
• a lot of/much/many
no
• a few/a little
write...
tc
• a comment to a blog about a traditional food
CLIL (Design and Technology)

op
The pupils will…

y.
• learn and talk about food labels

• make a poster about food labels of their
favourite foods and talk about the ingredients
XVIII
➤ Module 6 ➤ Wonder Tales 2
The pupils will…
•
listen to and read a story from China about
a wise old man who visited a city to see if
• a story about the characters making a robot people were kind and generous to each
• someone talking about different inventions other
• a short text about the history of paper •
talk about the importance of being kind and
A
• someone talking about the history of cars generous to others

• a timeline about the history of computers
ll
• a biography of Sir Isaac Newton

rig
• a song about inventions and discoveries

learn how to…
• talk about tools and what they are made of/
ht
used for
• talk about inventions
s
• talk about returning a faulty product

re
practise...
Lexical Areas
se
• tools
• inventions
rv
Grammar Focus
• the passive (present simple – past simple)
ed
write...
.D
• a timeline about their favourite invention

• a biography of a famous inventor
o
CLIL (Science)
no
The pupils will…

• learn and talk about simple machines
• make a poster about objects that use simple
tc
machines
op
SOUNDS AND WORDS

The pupils will…
y.
• spell words with -re and -er endings
XIX
The pupils will…
• spell words with -ary, -ery and -ory endings
• a story about the characters buying a
birthday present for Cody
• children talking about books
A
• a back cover for a book

• a story
ll
• a song about reading books

rig
learn how to…

• talk about types of books
• report what people say
ht
• talk about places of entertainment

• ask and answer about a past event
s
practise...
re
Lexical Areas
• types of books
se
• places of entertainment
Grammar Focus
rv
• reported speech (statements – commands)

ed
write...
• a back cover for their favourite book/story
.D
• a story
CLIL (English)
o
The pupils will…

no
• learn and talk about poetry

• write a poem about a place and make a
class collection of poems
tc
op
y.
XX
➤ Module 8 ➤ A World of Wonder 2
The pupils will…
•
learn about amazing (book) art, inventions,
foods and tourist attractions from around the
• a story about the characters going on a trip world
by plane •
do a project about amazing (book) art,
• a holiday planner inventions, foods or tourist attractions
A
• people talking about holiday problems

• Kelly talking about her trip to Paris and what
ll
she is planning to do there

rig
• a 3-fold itinerary leaflet about Egypt

• a postcard about Emma’s holiday
• a song about going on holiday
ht
learn how to…

• talk about things we do at the airport
s
• talk about travel plans

• describe holiday problems
re
• make wishes
• check in at the airport
se
practise...
Lexical Areas
rv
• at the airport
• holiday problems
ed
Grammar Focus
.D
• present continuous (future meaning)

• wishes
o
write/make...
• a 3-fold itinerary leaflet
no
• a postcard about their holiday
CLIL (Science)
tc
The pupils will…

op
•
learn and talk about animal migration and
hibernation
•
make a poster about animals that migrate or
y.
hibernate
SOUNDS AND WORDS

The pupils will…
• spell words with the /u…/ sound
XXI
Let’s Start!
1 Read and answer.
T
ABOU
YOU
1 Where are you from? 16 What’s your favourite food?
2 How old are you? 17 What’s your favourite drink?
A
3 What’s your favourite colour? 18 What’s your favourite fruit?

ll
4 What colour are your eyes? 19 Is there a school bazaar at your school?
5 What colour is your hair? When?
rig
6 Have you got an email friend? 20 What’s your favourite subject?

7 What number is your house? 21 Do you like doing sport? Which one(s)?
ht
8 What’s the name of your street? 22 What time do you usually go to bed?
s
9 Do you live in a house or a flat? 23 What time do you get up on weekdays?

10 Where’s your school? (address) 24 What do you usually do in the evening?
re
11 Have you got any brothers or sisters? 25 What do you do at weekends?

se
12 Have you got any cousins? 26 What do you like doing in your free time?
13 When’s your birthday? 27 Do you collect anything?
rv
14 What’s your best friend’s name? 28 What do you want to be when you grow up?
15 When’s your best friend’s birthday? Why?
ed
.D
2 Let’s play! In three minutes, think of …

o
1 four types of natural disasters.

no
2 two types of houses you can find in the countryside and two in the city.
3 one item made of wood and one of stone.

tc
4 two after-school activities.

op
5 two things you need when you go canoeing.

y.
6 two types of films and two types of TV programmes.
7 three shops in a shopping centre.

8 three school facilities.
9 three sports you do in water.
10 four words related to the theatre.
4
Let’s Start!
Lesson 1 7
1 My favourite drink is orange juice.
18 My favourite fruit is watermelon.
Aims 19 Yes, there is. It’s every December.
To revise asking for and giving personal information; 20 My favourite subject is Maths.
to revise familiar vocabulary. 21 Yes, I do. I like badminton and volleyball.
Language 22 I usually go to bed at ten o’clock.
Structures: reflexive/emphatic pronouns 23 I get up at 7 o’clock on weekdays.
Language in use: I made the salad myself. 24 In the evening, I usually do my homework and
A
play video games with my brother.

Thinking Skills 25 At weekends, I hang out with my friends or watch
ll
Self-reflection (Ex. 1). films with my family.

rig
26 In my free time, I like listening to music and going

to the park for a walk.
BEGINNING THE LESSON 7
2 I collect old coins.
ht
Introduce yourself to the class. Play the following 28 I want to be a doctor because I want to help
game to break the ice. Ask the pupils to write their people.
s
names vertically on the first page of their notebooks.

Explain that each letter should be a capital letter. 2 Let’s play! In three minutes, think of …
re
Then ask them to write a fun poem about themselves : To revise familiar vocabulary through a game.
using each of the letters in their name. Ask individual Divide the class into groups. The groups have got
se
pupils to read their poems to the rest of the class. three minutes to write down answers to the prompts.
e.g. P – polite and funny The group with the most correct answers wins.
A – and very clever
rv
M – makes everyone laugh together! etc Suggested answer key

1 forest fire, earthquake, flood, hurricane
ed
1 Read and answer. 2 countryside: cottage, bungalow

: To give personal information. city: semi-detached house, flat
3 wood: paddle
.D
Books open. Read through the questions quickly and stone: statue
explain the activity. Allow the pupils some time to think 4 sing in the school choir, do Arts and Crafts
of their answers to the questions. Ask individual pupils
o
5 life jacket, paddle

to report back to the class. 6 films: animated film, mystery film
TV programmes: wildlife programme, talent show
no
Suggested answer key

1 I’m from London, England. 7 bookshop, chemist’s, clothes shop
2 I’m 12 years old. 8 gym, library, canteen
tc
3 My favourite colour is red. 9 canoeing, scuba-diving, windsurfing

4 My eyes are brown. 10 stage, playwright, props, costumes
5 My hair is brown.
op
6 Yes, I have./No, I haven’t.

7 Five.
y.
8 Maple Street.
9 I live in a flat.
10 It’s 15, Bristol Street.
11 I have got a brother.
12 Yes, I have./No, I haven’t.
13 It’s on 3rd August.
14 My best friend’s name is Anna.
15 My best friend’s birthday is on 5th April.
16 My favourite food is pizza.
4(T)
Let’s Start!
PRESENTATION & PRACTICE ENDING THE LESSON
Grammar : To consolidate the language of the lesson.
Ask the pupils to write 3 sentences, using reflexive/
3 Read and choose. emphatic pronouns. Ask individual pupils to read out
: To present and practise reflexive/emphatic their sentences.
pronouns. e.g. My brother fixed his bike himself. etc
Books closed. Say, as you write on the board: I made Suggested homework
A
dinner myself. Underline the word in bold. Explain For the next lesson, the pupils should know the new
ll
that this is a reflexive/emphatic pronoun and that structures (Ex. 3).

these pronouns are used when we want to emphasise
rig
something. Present the rest of the persons. Then say,

as you write on the board: I burnt myself while I was
cooking dinner. Underline the pronoun and explain
ht
that we also use reflexive/emphatic pronouns after

verbs such as burn, cut, hurt, enjoy, etc, when the
s
subject and the object of the verb are the same.

Books open. Go through the Grammar box briefly.
re
Read the sentences aloud and explain the activity.

The pupils read again and choose the correct
se
answers. Check their answers.

rv
4 Look, read and complete.

: To further practise reflexive/emphatic
ed
pronouns.
Refer the pupils to the pictures and ask them what
they can see. Explain the activity. The pupils look at
.D
the pictures and complete the sentences with the

correct reflexive/emphatic pronouns. Check the
o
pupils’ answers.
no
5 Read and complete the answers.

: To further practise reflexive/emphatic
pronouns.
tc
Read the questions aloud and explain the activity.

Allow the pupils some time to complete the answers.
op
Check their answers.

Answer key
y.
2 made it himself 4 do it yourself

3 told me herself 5 introduce yourselves
5(T)
Grammar
I made the salad myself.
myself himself ourselves

yourself herself yourselves
itself themselves
A
3 Read and choose.

ll
1 She’s a great singer. She writes all the 4

She gave us a plate full of sandwiches
rig
songs ________ . and told us to help ________ .

a herself b yourself c himself a themselves b ourselves c yourselves
ht
2 I’m sure they’ll enjoy ________ on this trip. 5 Be careful or you’ll cut ________!
a myself b himself c themselves a herself b yourself c himself
s
3 He taught ________ to speak Spanish. He 6 I cooked the meal ________ . Mum was out
re
didn’t have any lessons. shopping.

se
a itself b yourself c himself a myself b yourself c himself
4 L ook, read and complete.

rv
ed
.D
o
1 2 3 4 5
no
Luke taught The children

Ricky made We enjoyed
Karen fell down painted
himself
____________
the cake ourselves
____________ and hurt the picture
how to play
tc
himself. at the cinema. _____________

herself . themselves .
____________
the guitar.
op
5 R
ead and complete the answers.
y.
1 Who fixed the laptop for you? No one. I fixed it myself.

2 Who made Sam’s costume? No one. He ______________ .
3 Who told you it’s Diana’s birthday today? Diana ___________________ .
4 Can you do the laundry for me? Why can’t you ___________ ?
5 Can you introduce us to the new pupil? Why don’t you ___________ ?
Activity Book, page 2 5

1 Listen. Repeat. 2 Read
and complete.
Match. 1 I’m Chinese. I’m from Beijing, China.
Nigeria is a country in Africa.
2 I’m Nigerian. ________
many
1 China 5 Ger 3 I’m Turkish. The capital city of ____________
Turkey
2 Colombia eria
6 Nig is Ankara.
th Africa
3 Finland 7 Sou 4 I’m South African. __________________
South Africa is an
ey
4 France 8 Turk English-speaking country.
A
5 I’m Colombian. I’m from Bogotá, Colombia

__________ .
ll
Finland
6 I’m Finnish. ______________ is in the north of
a 6 b 8
Europe.
rig
France
7 I’m French. ______________ is famous for its
food.
ht
Germany
8 I’m German. The capital city of ___________
is Berlin.
s
re
3 Put the adjectives in Ex. 2

in the right column. Can you add
se
c 2 d 1 some more?
-ish - ese -an other
rv
Spanish Portuguese Brazilian Greek

ed
4 Find and make sentences.

.D
1 4
o
no
e 7 f 3
singer: Shakira river: the Seine
tc
2 5
op
y.
dish: Peking duck city: Helsinki

g 5 3 6
h 4
car: BMW landmark: the Blue Mosque

1 Shakira is a Colombian singer.
6
Let’s Start!
Lesson 2 Books open. Play the audio. The pupils listen and repeat.
Refer the pupils to the pictures and explain the activity. The
Aims pupils match the countries to the pictures. Check their
To talk about countries and nationalities. answers.
Language
Target Vocabulary: China – Chinese, Colombia– 2 Read and complete.
Colombian, Finland – Finnish, France – French, : To present and practise countries and
Germany – German, Nigeria – Nigerian, South nationalities.
A
Africa – South African, Turkey – Turkish

Books closed. Say, as you write on the board: Mexico
ll
Structures: indefinite articles (a/an), definite

– Mexican, Japan – Japanese, Spain – Spanish,
article (the)
Switzerland – Swiss. Underline the endings in bold.
rig
Language in use: Shakira is a Colombian singer.

Explain that we use different endings to show which
Cross-curricular Links country a person/animal/thing comes from. You can
Geography: The pupils will learn and talk about drill your pupils by writing the countries from Ex. 1 on the
ht
people, places and things from countries around board and eliciting the nationalities.
the world (Exs 1, 2 & 4).
s
Books open. Explain the activity. Read the sentences

Thinking Skills aloud and focus the pupils’ attention on the nationalities
re
Combining ideas to form a new whole (Ex. 3). in bold. The pupils read the sentences and complete
the names of the countries. Check their answers.
Internet Research
se
The pupils will find information about people, 3 Put the adjectives in Ex. 2 in the right
places and things from different countries (Ex. 4). column. Can you add some more?
rv
Extra Materials : To practise nationality adjectives.

Picture flashcards (1-8); Word flashcards (23-30);
ed
Refer the pupils to the table. Read out the endings and
Class CD1.
nationality adjectives. Ask the pupils to copy the table in
their notebooks and then write the nationality adjectives
.D
BEGINNING THE LESSON from Ex. 2 in the right column. Ask them to think of other
nationalities and add them to the table. Ask individual
: To revise the language of the previous lesson. pupils to report back to the class. Ask the rest of the class
o
Write incomplete sentences on the board. Ask for verification.

individual pupils to complete them with the correct
no
Answer key
pronouns from the previous lesson. Ask the rest of the
class for verification. -ish -ese -an other
e.g. Teacher: Nia painted her bedroom … Turkish Chinese Nigerian Greek
tc
Pupil 1: herself. etc

Finnish Japanese South African French
English Nepalese Colombian Dutch
op
PRESENTATION & PRACTICE

Swedish Burmese German Czech
1 Listen. Repeat. Match. (Track 02 CD1)
y.
: To present countries.
PICTURE FLASHCARDS (1-8)/
WORD FLASHCARDS (23-30)
Books closed. Put the picture flashcards up on the board.
Point to them, one at a time, and present the words. Put
the corresponding word flashcards below them. Point to
the matching picture/word flashcards and name them.
The pupils repeat, chorally and/or individually.
6(T)
Let’s Start!
4 Find and make sentences. 6 Read and complete. Use: a, an or the where
: To further practise nationalities. necessary.
Refer the pupils to the pictures and elicit what they : To further practise articles (a, an, the).
can see. Point to the first picture and ask: Who is she? Read through the text and explain the activity. The
(Shakira) Where is she from? (Colombia) What does pupils complete the text with the correct articles
she do? (She’s a singer.) Read the example aloud (where necessary). Check their answers.
and explain the activity. The pupils use the Internet to
A
find the necessary information and make sentences. If 7 Let’s play!

ll
access to the Internet is not available, the pupils can

: To further practise articles (a, an, the) through
use encyclopaedias or other reference material. Ask
a game.
rig
individual pupils to read out their sentences. Ask the rest

of the class for verification. Divide the class into two teams, A and B. Read out
the example and explain the game. Ask a pupil from
Answer key
ht
each team to come to the front of the classroom.

2 Peking Duck is a Chinese dish. One pupil says an incorrect sentence using the
3 BMW is a (type of) German car. articles and the vocabulary from the lesson. The
s
4 The Seine is a French river. other pupil has to correct the sentence. Each correct
5 Helsinki is a Finnish city.
re
answer gets one point. The team with the most points
6 The Blue Mosque is a Turkish landmark. wins.
e.g. Team A, Pupil 1: Seine River is in France.
se
5 Read and choose. Team B, Pupil 1: That’s wrong! The Seine River
: To present and practise articles (a, an, the). is in France. etc
rv
Books closed. Say, as you write on the board: Ibiza is an

island. Spain is a country. Underline the words in bold. ENDING THE LESSON
ed
Elicit/Explain that the underlined words are indefinite : To consolidate the language of the lesson.
articles and that a/an have got a similar meaning
Play the Describe the Flag game. Divide the class into
.D
to ‘one’, with a being used before countable nouns

two teams, A and B. Choose a pupil from Team A to
beginning with a consonant sound, and an being
come to the front of the classroom. Whisper a country
used before countable nouns beginning with a vowel
to him/her. The pupil describes the flag of that
o
sound. Explain that we also use a/an before adjectives

country. Team B has to name the country. Repeat
followed by a noun (e.g. a small country). Then say,
with a pupil from Team B. Each correct answer gets
no
as you write on the board: The capital city of Spain is

one point. The team with the most points wins.
Madrid. Explain that we use the definite article (the)
to talk about specific things, the names of rivers (e.g. e.g. Team A, Pupil 1: It’s red and it has got yellow
tc
the Seine), seas/oceans (e.g. the Mediterranean/the stars.

Atlantic Ocean), deserts (e.g. the Sahara), musical Team B: China! etc
instruments (e.g. the violin), etc. Point out that we do Suggested homework
op
not use the to talk about things in general, for proper For the next lesson, the pupils should know the new
nouns (e.g. Nick), sports (e.g. golf), meals (e.g. words (Exs 1 & 2) and the new structures (Ex. 5).
dinner), languages when not followed by the word
y.
‘language’ (e.g. English BUT the English language),

lakes (e.g. Lake Titikaka), etc.
Read the sentences aloud and explain the activity.
The pupils read and choose the correct answers.
7(T)
Malta is an island and a country.
The capital city of Malta is Valletta.
5 Read
and choose.
!
1 We visited ________ Germany this summer. 5 _____ Limpopo River begins in South Africa.
A a B an C the D -
A
A A B An C The D -
ll
2 My aunt lives on _________________ island. 6 They went on holiday to ___ Lake Constance.
A a B an C the D - A a B an C the D -
rig
3 Where is ___________________ Gobi Desert? 7 Was there _____ earthquake in Colombia?

ht
4 Nigeria is ___________ big country in Africa. 8 Halti is ______________ mountain in Finland.

s
re
6 Read
and complete. Use: a, an or the where necessary.
se
South Africa is 1) the ninth largest country in 2) ________

– Africa. Zulu is the main
rv
language spoken at home, but a lot of people also speak 3) __________ – Xhosa,
Afrikaans and English. South Africa is 4) _______
a great place to visit! The Football
ed
World Cup final in 2010 was in Johannesburg, 5) ________

an exciting, modern city.
There is also a lot of natural beauty in South Africa, including mountains, rivers
.D
and lakes. You can see 6) _________

– white rhinos, elephants and lions. You can
also go whale watching in 7) ______
the South Atlantic Ocean, or, if you like fishing,
o
8) ________
the Komati River is great for catching tigerfish! 9) _________
A visit to South
Africa is 10) _____________
an interesting experience and the South African people
no
always give their visitors 11) _________

a very warm welcome!
tc
7 Let’s play!
op
The Germany is a
country in Europe.
y.
That’s wrong!
Germany is a
country in Europe.
Activity Book, pages 3-4 7

1 Keep Active
A
ll
rig
ht
s
re
se
rv
ed
.D
o
no
tc
op
y.
Why are the

Olympic rings
different colours?
8
Module 1
Lesson 1 can see and elicit the name of the sport (wheelchair
basketball). Write team sport and individual sport on
Aims the board. Elicit/Explain what they mean. Ask the
To talk about sports; to talk about Olympic/ pupils to name team and individual sports they can
Paralympic sports. think of. Have the pupils look at the picture again and
Language ask: Is this a team sport or an individual sport? Elicit:
Target Vocabulary: archery, fencing, figure It’s a team sport. Then ask: What’s special about the
skating, gymnastics, high jump, hurdles, athletes? Elicit answers from around the class, e.g. the
A
long jump, motocross, rowing, water polo, athletes are playing in wheelchairs, etc. Have a class
ll
waterskiing, weightlifting discussion about athletes with disabilities.

Extra Vocabulary: athlete, individual sport, sporty, Note: Pupils should be encouraged to use English
rig
team sport when having a class discussion. However, at this

Language in use: Have you ever tried fencing? stage, L1 can be used if necessary.
Yes! It’s really exciting! No! I think it’s too dangerous!
ht
Cross-curricular Links 2 Listen. Repeat. Which of the sports below

PE: The pupils will talk about team sports, individual are NOT Olympic sports? (Track 03 CD1)
s
sports and athletes with disabilities (Ex. 1). : To present sports and Olympic sports.
re
Thinking Skills POSTER

Applying world knowledge (Exs 1 & 2).
se
Extra Materials Books closed. Put the Keep Active poster up on the
The Keep Active poster; Class CD1. board. Ask the pupils to name as many of the sports
rv
on the poster as they can. Present the sports, one at

a time. The pupils repeat, chorally and/or individually.
ed
See Introduction, p. IV. Point to the sports in random order and ask individual
pupils to name them. Ask the rest of the class for
verification.
BEGINNING THE LESSON
.D
Books open. Play the audio. The pupils listen and

: To revise the language of the previous lesson.
repeat. Ask the pupils to name the sports that are not
Write the names of people, places, or things from Olympic sports. Elicit answers from individual pupils.
o
the previous lesson on the board. Alternatively, you Ask the rest of the class for verification.
can use ones from other countries. Ask individual
no
pupils to make sentences. Ask the rest of the class Answer key
for verification. Motocross and waterskiing are not Olympic sports.
e.g. Teacher: (writing on the board) the Blue Mosque
tc
Pupil 1: The Blue Mosque is a Turkish landmark. • Can you name some more Olympic
etc sports?
op
: To talk about Olympic sports.

Time to Wonder Ask the pupils to name some more Olympic sports.
y.
Elicit answers from pupils around the class.

PRESENTATION & PRACTICE Suggested answer key
volleyball, cycling, table tennis, skiing, wrestling,
1 Look at the picture. Which sport
sailing, diving, etc
can you see? Is it a team sport or an
individual sport? What’s special about the
athletes?
: To introduce sports.
Books open. Refer the pupils to the picture on p. 8 and
read the title aloud. Ask the pupils to tell you what they
8(T)
Module 1
Background information
3 Talk with your friend about the sports in
Ex. 2. • The Olympic flag was designed by Pierre de
Coubertin in 1913.
: To further talk about sports. • The five rings represent the five continents that
Refer the pupils to the sentences and read them participate in the games.
aloud. Explain/Elicit any unknown words. Read the
example and explain the activity. In pairs, the pupils ENDING THE LESSON
A
use the prompts to talk about the sports in Ex. 2, as

in the example. Go around the classroom providing : To consolidate the language of the lesson.
ll
any necessary help. Ask some pairs to report back In pairs, the pupils write as many team sports and
to the class. individual sports as they can remember in their
rig
notebooks. The pair with the most correct answers wins.

A: Have you ever tried gymnastics? Extension Activity (Optional)
ht
B: Yes! It’s really fun!

Say, as you write on the board: The Paralympics.
A: Have you ever tried rowing? Elicit/Explain the meaning (an international sports
s
B: No! I think it’s too tiring! competition for people with physical disabilities,
re
A: Have you ever tried the long jump? which takes place every four years). Then ask the
B: You bet! I love it! pupils, in pairs, to write down as many Paralympic
sports as they can think of. Have a class discussion,
se
A: Have you ever tried the high jump?

in L1 if necessary, about the Paralympics.
B: No! I’m not very sporty!
rv
A: Have you ever tried archery?

B: Yes! It’s really amazing! Summer Paralympic sports: archery, athletics,
badminton, boccia, canoe, cycling, equestrian, football
ed
A: Have you ever tried figure skating? 5-a-side, goalball, judo, powerlifting, rowing, shooting
B: No! I think it’s too dangerous! para sport, sitting volleyball, swimming, table tennis,
.D
A: Have you ever tried weightlifting? taekwondo, triathlon, wheelchair basketball, wheelchair
B: No! I think it’s too tiring! fencing, wheelchair rugby, wheelchair tennis.
Winter Paralympic sports: alpine skiing, biathlon,
A: Have you ever tried hurdles?
o
cross-country skiing, para ice hockey, snowboard,

B: Yes! It’s fun! wheelchair curling.
no
A: Have you ever tried motocross? Suggested homework

B: No! I think it’s too dangerous!
For the next lesson, the pupils should know the new
tc
A: Have you ever tried water polo? words (Ex. 2).

B: No! I’m not very sporty!
A: Have you ever tried waterskiing?
op
B: Yes! It’s really exciting!
WONDER BOX
y.
Point to the picture and ask: What’s this? Elicit the

answer: The Olympic flag. Then point to the rings on
the flag and ask: What are these? Elicit: The Olympic
rings. Read the question and elicit the answer. (The five
colours of the rings and the white in the background are
the six colours that appeared on all the national flags
that existed when the Olympic flag was designed.) If
you wish, you can provide some more information, in
L1 if necessary, about the Olympic flag.
9(T)
Time to Wonder 1
1 Look at the picture. Which sport can you see? Is it a team sport or an
individual sport? What’s special about the athletes?
2 Listen. Repeat. Which of the sports below are NOT Olympic sports?
A
ll
rig
gymnastics rowing fencing

ht
s
re
long jump high jump archery

se
rv
ed
.D
figure skating weightlifting hurdles

o
no
tc
motocross water polo waterskiing

op
• Can you name some more Olympic sports?

y.
3 Talk with your friend about the sports in Ex. 2.
• Yes! It’s really exciting/ • No! I think it’s too boring/

fun/amazing! dangerous/tiring!
• You bet! I love it! • No! I’m not very sporty!
A: Have you ever tried fencing?

B: Yes! It’s really exciting! / No! I think it’s too dangerous!
Olympic sports Activity Book, page 5 9

Training Hard!
1 Listen and read. What sport would Tara and Elsa prefer to do?
Elsa: This is so cool! I’ve never been to a big

sports event like this before! It’s amazing!
Tara: Yes, it is! Hurdles are so exciting, but they
seem a little dangerous.
Cody: Actually, it’s a very safe sport. These
A
athletes have got great coaches and

ll
1 they train all the time to be ready for

rig
competitions.
Tara: Really? Even for sports like the long jump
and fencing?
ht
Cody: Absolutely! Training is important for all

sports.
s
re
The next day ...

se
Tara: That sports event yesterday was great!
2
I feel like exercising more now!
rv
Cody: I know what you mean. Look! There’s

a sports club over there. Have you
ed
ever tried weightlifting?

Tara: No, I haven’t. To be honest, it seems
.D
a bit boring. I’d like to do gymnastics.

Elsa: Me, too! It looks like fun. Why don’t we
o
ask about classes?

no
tc
op
Cody: Hi, Carlos! What are you doing here?
3 Carlos: Can’t you see? I’m walking Chico! In

the sports club I can relax and walk
y.
Chico at the same time!

Cody: That’s a great idea! Chico’s getting his
exercise, that’s for sure!
Tara: You’re very clever, Carlos!
Elsa: And look at Chico! He’s very happy!
Cody: Yes, he is ... but the club owner isn’t!
10
Module 1
Lesson 2 in their books. Ask: What would Tara and Elsa prefer to
do? (gymnastics). If you wish ask individual pupils to
Aims read the story aloud. Check their pronunciation and
To develop listening and reading comprehension intonation.
skills through a story; to talk about things one
has/hasn’t done. 2 Read again and write True or False.
Language : To check the pupils’ comprehension of the story.
Revision: sports
A
Read out the sentences and explain the activity. The

Extra Vocabulary: coaches, competition, owner,
pupils read the story again and write True or False. Ask
ll
sports event, train

individual pupils to answer. Ask the rest of the class for
Structures: present perfect
verification.
rig
Language in use: I have just arrived at the gym.

Have you ever run a marathon? I’ve never run
Extension Activity (Optional)
a marathon.
ht
• For stronger classes: In groups, the pupils take

Differentiated Instruction
roles and act out the story. Allow the pupils some
Ex. 2 (Extension Activity).
s
time to rehearse first. Invite each group to come to

Extra Materials the front of the classroom and perform the story.
re
Class CD1. • For weaker classes: Divide the story into parts.
Assign each part to a group. The groups take
se
turns and read/act out their part.

rv
Ask a pupil to mime a sport from the previous lesson

ed
for the class to guess. The first pupil to guess which

sport it is, comes to the front of the classroom and
mimes another sport. Repeat as many times as you
.D
feel necessary.
Storytime
o
no

1 Listen and read. What sport would Tara
tc
and Elsa prefer to do? (Track 04 CD1)

: To present the Training Hard! story.
op
Books open. Read the title of the story and go

through the pictures. Ask the pupils what they think
the story is about. Then have a brief class discussion.
y.
Ask and answer questions about the pictures.

e.g. Teacher: (pointing to picture 1) Where are the
children?
Class: At a sports event.
Teacher: (pointing to the athlete in picture 1)
What is the name of this sport?
Class: Hurdles. etc
Follow the same procedure and present the rest of the
story. Play the audio. The pupils listen and follow along
10(T)
Module 1
Grammar
A: She has already done weightlifting and she has
already learned to play basketball. She has
already tried fencing, too.
3 Read and choose. B: She hasn’t ridden a motocross bike or gone rowing
: To present and practise the present perfect. yet. She hasn’t tried the high jump yet, either.
Books closed. Write on the board: I have just finished
A
my homework. I have already finished my homework. ENDING THE LESSON

I haven’t done my homework yet. Have you ever
ll
: To consolidate the language of the lesson.

played basketball? I’ve never played basketball.
Underline the words in bold. Read out the sentences, Ask the pupils to think of sports they have/haven’t
rig
one at a time. Explain/Elicit that this is the present tried and write about them. Allow the pupils some
perfect tense. It is used for actions that happened at time to complete the activity in their notebooks.
an unstated time in the past or for actions that have Check their answers. Alternatively, ask individual
ht
recently finished. Elicit how it is formed (have/has + pupils to report back to the class.
past participle). Elicit/Explain that we use the time Suggested answer key
s
words already, just, yet, ever and never with the

I have already tried archery and gymnastics. I have
present perfect. Present/Revise irregular verbs and
re
never tried water polo.

their past participle forms. Say, as you write on the
board: How long have you had this bike? I’ve had Suggested homework
se
this bike for two months. I’ve had this bike since For the next lesson, the pupils should know the new
March. Underline the words in bold. Explain that we structures (Ex. 3).
use how long to ask about the duration of an action.
rv
Explain that we use for to show the duration and

since to say when the action started.
ed
Books open. Go through the Grammar box briefly and

explain the activity. The pupils read the sentences and
.D
choose the correct words. Check the pupils’ answers.
4 Brenda has joined Club Active. Listen

o
and choose or . (Track 05 CD1)

no
: To practise the present perfect through a

listening activity.
Focus the pupils attention on the pictures and elicit
tc
the names of the sports. Play the audio. The pupils

listen and choose. Check their answers.
op
(See p. 129(T) for Audioscript.)
• What has Brenda already done? What

y.
hasn’t she done yet? Talk with your friend.

: To further practise the present perfect.
Explain the activity. In pairs, the pupils use the answers
in Ex. 4 to talk about what Brenda has/hasn’t done. Go
around the classroom providing any necessary help.
Ask some pairs to report back to the class.
11(T)
Storytime 1
2 Read again and write True or False.
1 Elsa has been to a lot of big sports 4 Elsa wants to try gymnastics. True
______
events. False 5 Carlos is exercising hard in the
2 Tara thinks hurdles aren’t a safe sports club. ______
False
sport. ______
True 6 Chico enjoys using the running
3 Tara hasn’t tried weightlifting. ______
True machine. ______
True
A
ll
Grammar I have just arrived at the gym. How long have you
rig
Bill has already done his warmup. been at the gym?

I haven’t done my warmup yet. I’ve been at the gym
for an hour.
ht
Have you ever run a marathon? I’ve been at the gym

s
I’ve never run a marathon. since 2 o’clock.

re
3 Read and choose.

se
1 John hasn’t bought a basketball just / yet. 5 We have yet / just won the competition!
2 I have never / ever tried the high jump. 6 Have you ever / for tried figure skating?
rv
3 The sports event has yet / already started. 7 How long / Since have you been on the
ed
4 She’s been at the pool for / since ten team?

minutes. 8 The boys have been in a swimming lesson
.D
for / since 4 o’ clock.
4 Brenda has joined Club Active. Listen and choose or .

o
no
1 do 4 try
tc
2 learn to play 5 go
op
y.
3 ride a motocross 6 try the
• What has Brenda already done? What hasn’t she done yet? Talk with your
friend.
A: She has already ... .
B: She hasn’t … yet.
Present perfect Activity Book, pages 6-7 11

Language in Action
1 Listen. Repeat.
pull a muscle bump her head

bruise his eye
A
ll
hurt his back

rig
ht
s
re
break his leg

se
twist her ankle

rv
ed
sprain her wrist

.D
2 Look at Ex. 1 again. Read and 3 Talk with your friend.

o
complete. Write the names.

no
Dad has broken Oh, no! How did it

1 He has broken his leg. He tripped on a
his leg! happen?
mat. Dad
tc
2 She has _______________

bumped her head. She
hit it on the shelf. ___________
Elsa
op
3 She has _________________

sprained her wrist. She
didn’t warm up properly. ___________
Tara
y.
bruised
4 He has _______________ his eye. A tennis
Carlos
ball hit him. ___________
5 He has ____________________
pulled a muscle.
He lifted heavy weights. ___________
Cody
twisted
6 She has ___________________ her ankle.
Lara/Mum
She fell off the bike. ___________
He tripped
7 He has _______________
hurt his back. He did
on a mat.
too many press-ups. Uncle Lucas
___________
12 Accidents and injuries
Module 1
Lesson 3 2 Look at Ex. 1 again. Read and complete.
Aims Write the names.
To talk about accidents, injuries and past actions. : To practise vocabulary related to accidents
Language and injuries.
Revision: present perfect Read the example and explain the activity. The pupils
Target Vocabulary: break his leg, bruise his eye, look at Ex. 1 again and complete the sentences with the
bump her head, hurt his back, pull a muscle,
A
verbs in the correct form. Check their answers. Then they

sprain her wrist, twist her ankle write the names of the people. Ask individual pupils to
ll
Extra Vocabulary: career, complete, mat, press-ups, name the people. Ask the rest of the class for verification.
tournament, trip, trophies, warm up
rig
Structures: present perfect, past simple 3 Talk with your friend.

Language in use: Dad has broken his leg! How did
: To practise talking about accidents and injuries.
it happen? He tripped on a mat. I have broken my
ht
leg. When did you break it? I broke it last week. Read the example and explain the activity. In pairs, the
pupils ask and answer questions, as in the example.
Extra Materials
s
The pupils can use the situations in Ex. 2 or make up

The Accidents and Injuries poster; Class CD1. their own. Go around the classroom providing any
re
necessary help. Ask some pairs to report back to the

class.
se

A: Elsa has bumped her head!
Write the following on the board: have breakfast, do
rv
B: Oh, no! How did it happen?

homework, play basketball, try the high jump, try figure
A: She hit it on a shelf.
skating, be on a team, etc. Ask the pupils to look at
ed
the prompts and make sentences using the present A: Tara has sprained her wrist!
perfect. If necessary, allow the pupils some time to B: Oh, no! How did it happen?
write the sentences in their notebooks. Ask individual A: She didn’t warm up properly.
.D
pupils to present their sentences. Ask the rest of the

A: Carlos has bruised his eye!
class for verification.
o
A: A tennis ball hit him.

Language in Action A: Cody has pulled a muscle.
no

PRESENTATION & PRACTICE A: He lifted heavy weights. etc
tc
1 Listen. Repeat. (Track 06 CD1)

: To present accidents and injuries.
op
POSTER
y.
Books closed. Put the Accidents and Injuries poster up

on the board and present the accidents and injuries,
one at a time. The pupils repeat, chorally and/or
individually. Point to the pictures in random order and
ask individual pupils to name them. Ask the rest of the
Books open. Play the audio. The pupils listen and
repeat, chorally and/or individually.
12(T)
Module 1
PRESENTATION & PRACTICE ENDING THE LESSON
Grammar : To consolidate the language of the lesson.
Ask the pupils to write 3 things they have already done
4 Read and choose. today and 3 things they did yesterday. Allow the pupils
: To revise and practise the present perfect and 5 minutes to complete the activity in their notebooks.
the past simple. Ask individual pupils to report back to the class.
A
Books closed. Say as you write on the board: I bought Suggested answer key
a car in 2017. Underline the word in bold. Elicit that this Today, I have already had breakfast, walked the dog
ll
is the past simple tense. Elicit/Revise how the past and played football. Yesterday, I did my homework,
simple is formed (affirmative, negative, interrogative played video games and practised for my violin lessons.
rig
and short forms). Revise irregular verbs and the time

words we use with the past simple. Say, as you write Suggested homework
on the board: I have bought a car. Underline the For the next lesson, the pupils should know the new
ht
words in bold. Elicit that this is the present perfect vocabulary (Ex. 1) and the new structures (Ex. 4).
tense. Explain that we use the present perfect to refer
s
to actions that happened at an unstated time in the

past, and the past simple for actions which happened
re
in the past and we know when they happened.

se
Explain the activity. The pupils read the sentences

and choose the correct answers. Check the pupils’
rv
answers.
ed
5 Read and underline.

: To further practise the present perfect and the
.D
past simple.
Refer the pupils to the picture and ask: Who is this? Elicit:
Rafael Nadal. Ask the pupils to tell you what they know
o
about Rafael Nadal, e.g. He is a famous tennis player.

Read out the text and explain/elicit any unknown
no
words. The pupils read the text and underline the

correct words. Check their answers.
tc
• Let’s play!
: To further practise the present perfect and the
op
past simple through a game.

Divide the class into two teams, X and O. Copy the
grid on the board. The teams take turns choosing a
y.
word/phrase and making a sentence. If the sentence

is correct, the team fills in the square with an X or O
accordingly. The team that gets three squares in a
row wins.
13(T)
1
Grammar
I have broken my leg.
When did you break it? I broke it last week.
4 Read and choose.
1 5
A
I ______ lots of exciting sports since June. She __________________________ a muscle.

A did B have done A ever pulled B has never pulled
ll
2 Tom ________________ his ankle last week.

6 I ____ my eye at tennis practice last night.
rig
A twisted B has twisted A bruised B have bruised
3 Mary _________________________ her wrist.

7 How long _____________________ that ball?
ht
A already sprained B has just sprained A have you had B you had
s
4 _____ the fencing tournament yesterday?

A Did you like B Have you liked
8 When _______________________ your back?
A did you hurt B have you hurt
re
se
5 Read and underline.

rv
By Paul Turner
Rafael Nadal is a famous tennis player. He is my favourite athlete.
ed
He 1) has competed/competed in a lot of tournaments. Nadal

2) has started/started his career in 2001. He 3) already won/
.D
has already won 80 trophies! He is amazing! He 4) got/has got

his first Olympic gold medal in 2008 and his second in 2016.
o
I 5) haven’t thought/didn’t think I would ever meet him, but

believe it or not, last year I 6) did/have done!
no
That day he 7) has signed/signed a tennis

ball for me, too! I 8) have kept/kept that ball
tc
on my bedroom shelf ever since! I love Rafael

Nadal and I want to be just like him!
op
y.
• Let’s play!
ever never yesterday
last week yet just
for since already
Present perfect – Past simple Activity Book, pages 8-9 41

13
Skills The Histor
y of Basketball
1 Listen and choose.
• In 1940
, peop le
mith
r James Nais
• In 1891, D e USA /
watched th
e first
etball in 1) th
invented bask a basketball
ey played with game
Canada. Th
A
baskets on TV.
used peach
football and
ll
ll into. • In 1962
to get the ba , Wilt Cham
berlain
ey stopped became th
9 / 1894 , th
rig
In 2) 1 9 0 e first and
• d only NBA p
a football an 4) 50 / 10 layer to sc
playing with 0 points in
one game
ore
a basketball. .
changed to • In 1992
ht
, the USA ‘D
came ream Team
In 1 9 3 6 , b asketball be medal at th ’ won the g
old
• ort. e 5) Londo
pic / team sp
s
n / Barcelo
a(n) 3) Olym na Olympic
s.
re
• Talk with your friend.

se
A: When did Dr James Naismith invent basketball?

B: In 1891.
rv
ed
2 Rita is a great fan of football and golf. Use her scrapbook

to answer her friend’s questions.
.D
1 Who was the first person to hit a 3 When was the first football World
golf ball in space? Cup?
o
2 Who was the first player ever to 4 Why did King James II stop people
score 5 goals in a Champions from playing golf and football?
no
League match? 5 How old is football?
Alan
tc
Lionel Messi – Did you know?

Shepard
the first player to became the first People in China
op
score five goals in one astronaut to hit a golf played a sport similar
Champions League ball on the moon! to football about 2,000
match. years ago!
y.
In 1457, King
30 July 1930
James II
stopped golf and URUGUAY WINS
football so that THE FIRST
people could WORLD CUP!
14 practise archery.
Module 1
Lesson 4 • Talk with your friend.
Aims : To talk about the history of basketball.
To talk about the history of sports; to do a project
Read out the example and explain the activity. In pairs,
about the history of a sport.
the pupils use the facts in Ex. 1 to talk about the history
Language of basketball. Go around the classroom providing any
Revision: present perfect vs past simple necessary help. Ask some pairs to report back to the
Extra Vocabulary: equipment, invented, keen class.
A
on, score, shore, surfboards, surfing, waves

ll
Language in use: When did Dr James Naismith

invent basketball? In 1891. A: Where was basketball invented?
rig
B: In the USA.
Cross-curricular Links A: What did they use to get the ball into?
PE & History: The pupils will learn about the history B: Peach baskets.
of basketball, football and golf (Exs 1 & 2).
ht
A: When did basketball become an Olympic sport?

B: In 1936. etc
Thinking Skills
s
Interpreting information (Ex. 2).

Organising and selecting ideas (Ex. 4). 2 Rita is a great fan of football and golf.
re
Use her scrapbook to answer her friend’s

Internet Research questions.
se
The pupils will find information about the history

of a sport (Ex. 5). : To learn interesting facts about football and golf.
Explain the activity. The pupils read the scrapbook notes
rv
Extra Materials
and answer the questions. Read out the questions, one
Class CD1.
at a time, and elicit answers from individual pupils. Ask
ed
the rest of the class for verification.

BEGINNING THE LESSON Answer key
.D
: To revise the language of the previous lesson. 1 Alan Shepard

Write the following on the board: already, for, ever, never, 2 Lionel Messi
yesterday, last week, since, just, yet. Ask individual pupils 3 In 1930.
o
to make sentences using one of the time words. Ask the 4 So that people could practise archery.
rest of the class for verification. 5 (Football is about) 2,000 years old.
no
LISTENING & SPEAKING

tc
Skills
1 Listen and choose. (Track 07 CD1)

op
: To learn about the history of basketball.

Books open. Read out the title. Tell the pupils that they
y.
will listen to someone talking about the history of

basketball. Go through the sentences and explain/elicit
any unknown words. Play the audio, twice if necessary.
The pupils listen and choose the correct words. Check
their answers.
14(T)
Module 1
READING & WRITING
Skills
3 Listen and read. Write: Right, Wrong, or THE HISTORY OF

Doesn’t Say. (Track 08 CD1)
: To learn about the history of surfing.
WATER POLO
A
Point to the pictures and read the title of the text.

Elicit what the text is about. Play the audio. The pupils
ll
listen and follow along in their books. Read out the

sentences and ask individual pupils to write which
rig
sentences are Right, Wrong or not mentioned in

the text (Doesn’t say). Ask the rest of the class for
verification.
ht
4 Think of your favourite sport. Tell the

s
class. 1850 – 1900

The first people to play water polo were in
re
: To generate ideas.
England and Scotland in 1850. They played
Ask the pupils to say what their favourite sport is. Read out in rivers and lakes. They used to call the game
se
the questions and elicit answers from around the class. ‘football-in-the-water’, or ‘aquatic football’.
Suggested answer key William Wilson wrote the rules of water polo in
rv
• The first people that played water polo were in 1870. In 1886, the first Scottish Aquatic Football
England and Scotland in 1850. Championship took place in Scotland.
ed
• In 1870, William Wilson wrote the rules of water

polo. In 1886, the first championship took place
in Scotland. Water polo became an Olympic
.D
sport in 1900. 1900 – Today

• Ciaran James is a great English water polo In 1900, men’s water polo became an
player. He won a gold medal in 2014. Olympic sport. Women’s water polo became
o
an Olympic sport in 2000.

5 Do a project or make a PowerPoint® Ciaran James is one of the best water polo
no
presentation about the history of your favourite players in the world. He is from Bristol, England.
sport. Present it to the class. He took part in the 2012 Summer Olympics,
and in 2014 he won a gold medal in the
tc
: To present the history of a sport through a

Commonwealth Games.
project.
op
The pupils use the Internet to find information about

the history of their favourite sport, and do their own ENDING THE LESSON
project or PowerPoint® presentation, in class or for : To consolidate the language of the lesson.
y.
homework. If access to the Internet is not available,

the pupils can use encyclopaedias or other reference Divide the class into two teams, A and B. A pupil from
material. They may use the text in Ex. 3 as a model. one team says a fact about a sport from the lesson. A
pupil from the other team must name the correct sport.
Each correct answer gets a point. The team with the
most points wins.
Suggested homework
For the next lesson, the pupils should be ready to
present their projects to the class.
15(T)
Skills 1
History
THE HISTORY OF SURFING

About 4,000 years ago
The first surfers were fishermen of the Polynesian
islands. They ‘rode the waves’ to get their fish quickly
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back to shore! The Polynesians took surfing to Hawaii.

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Everybody surfed there – men, women, children and

even kings!
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1778
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Captain James Cook discovered Hawaii. He wrote

about fishermen surfing with ‘belly boards’!
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1850s – 1920s
Famous writer Mark Twain travelled to Hawaii and tried
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surfing. Jack London, also a writer, became keen on

surfing. He wrote about it in 1907 and many people in
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the USA became interested in it.

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1960 – Today
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By the 1960s, surfing was very popular in many parts of

the world. Over the years, surfboards and equipment
have improved. Today, riding the waves is a sport
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available to everyone. Surf’s up, folks!

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3 Listen and read. Write: Right, Wrong or Doesn’t Say.

1 Fishermen used boards to surf. Doesn’t Say
________________
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2 People in Hawaii hated surfing. ________________

Wrong
3 James Cook liked surfing. Doesn’t Say
________________
y.
4 Two famous American writers tried surfing. Right

________________
5 Modern surfboards are better than old ones. Right
________________
4 Think of your favourite sport.

Tell the class. 5 Do a project or make
a PowerPoint® presentation about
• How did it start?
the history of your favourite sport.
• What are some important dates/years?
Present it to the class.
• What are some sports personalities you
admire? Why?
Talking Point
1 Listen and read. What’s wrong with Jane?
Mark: Are you alright, Jane?

Jane: My ankle is killing me. I’ve
been in pain all day!
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Mark: Oh, dear! What

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happened?
Jane: I twisted it yesterday at the
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Gymnastics Club.
Mark: You poor thing! Did you
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put anything on it?

Jane: The school nurse put an
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ice pack on it, but I think I

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should see a doctor, too!

Mark: It’s probably nothing
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serious, but that’s a good

idea. Let me help you get
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on the bus!
Jane: Thanks!
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2 Read and match. Say. There can be more than one answer.
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1 bump head a, d a put an ice pack on it

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Expressing sympathy
Useful Language
2 twist ankle a, b b put a bandage on it • Are you alright, ...?

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• What’s wrong, ...?

3 sprain wrist a, b c put a plaster on it • Oh, dear!
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• Oh, no!
4 cut finger c, e d have an X-ray • You poor thing!
• Poor you!
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5 break leg b, d e clean the wound

• It’s probably
nothing serious, ... .
A: I’ve bumped my head on the cupboard.
• I don’t think it’s
B: Oh, dear! You should put an ice pack on it.
anything to worry
about, ... .
3 ROLE PLAY: Take roles and act out
a dialogue similar to Ex. 1.
16 Activity Book, page 12 Communication: expressing sympathy

Module 1
Lesson 5 words. The pupils read and match the injuries to the
treatments. Check their answers. Read the example
Aims aloud. In pairs, the pupils make similar exchanges. Go
To talk about injuries and treatments; to learn around the classroom providing any necessary help.
how to express sympathy. Ask some pairs to report back to the class.
Language Suggested answer key
Revision: accidents and injuries
A: I’ve cut my finger.
Extra Vocabulary: bandage, ice pack, plaster,
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B: Oh, dear! You should put a plaster on it. etc

wound, X-ray
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Language in use: I’ve bumped my head on the

cupboard. Oh, dear! You should put an ice pack 3 ROLE PLAY: Take roles and act out a
dialogue similar to Ex. 1.
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on it.
: To practise talking about injuries and
Thinking Skills treatments and expressing sympathy.
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Applying world knowledge (Ex. 2).

Refer the pupils to the Useful Language box and read
the phrases aloud. Explain that there are different ways
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Promoting Values
to express sympathy. Ask the pupils to read the
The pupils will learn the importance of expressing
dialogue in Ex. 1 again, find phrases from the box and
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sympathy to people who are injured (Ex. 1).

replace them with similar ones. Elicit answers from
Extra Materials individual pupils (Are you alright? – What’s wrong?/Oh,
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Class CD1. dear! – Oh, no!/You poor thing! – Poor you!). Ask the rest
of the class for verification. Then, in pairs, the pupils act
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out similar dialogues. Go around the classroom

BEGINNING THE LESSON providing any necessary help. Ask some pairs to come
: To revise the language of the previous lesson. to the front of the classroom and act out their dialogue.
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Ask the pupils to present their projects from the previous Suggested answer key
lesson to the rest of the class. Display their work Jack: What’s wrong, Allison?
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somewhere in the classroom and then help them file it Allison: My wrist is killing me. I’ve been in pain all day!
in their Language Portfolios. Jack: Oh, no! What happened?
Allison: I sprained it last night at the Gymnastics Club.
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Talking Point Jack: Poor you! Did you put anything on it?
Allison: The school nurse put a bandage on it, but I
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think I should see a doctor, too!

LISTENING & SPEAKING Jack: I don’t think it’s anything to worry about, but
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1 Listen and read. What’s wrong with that’s a good idea. Let me help you carry
Jane? (Track 09 CD1) your books.
Allison: Thank you!
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: To learn how to express sympathy through a

listening activity.
Books open. Refer the pupils to the picture. Ask them
ENDING THE LESSON
y.
what they think is wrong with the girl. Play the audio. : To consolidate the language of the lesson.
The pupils listen and follow along in their books. Ask: Divide the class into two teams, A and B. Name an
What’s wrong with Jane? Elicit: She twisted her ankle. injury. The team that names a correct way of treating
In pairs, the pupils take roles and act out the dialogue. it first, gets a point. The team with the most points wins.
Ask some pairs to report back to the class.
Suggested homework
2 Read and match. Say. There can For the next lesson, the pupils should be ready to act
be more than one answer. out the dialogue in Ex. 1.
: To talk about injuries and treatments.

Go through the phrases and elicit/explain any unknown
16(T)
Module 1
Lesson 6
3 Imagine you took part in a sports
Aims tournament. Tell the class.
To write an email giving news.
: To generate ideas.
Language
Ask the pupils to imagine that they took part in a sports
Language in use: Hi, Jason! I hope you’re well.
tournament. Read the prompts aloud. Elicit answers
Guess where I went last weekend!
from individual pupils. Alternatively, allow the pupils
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Thinking Skills some time to write their answers in their notebooks. Ask
Organising & selecting ideas (Ex. 3). some pupils to report back to the class.
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Extra Materials Suggested answer key

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Class CD1. • It was a tennis tournament.

• I played tennis.
• It was at the sports stadium in town.
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BEGINNING THE LESSON • It was very big inside and there were lots of
: To revise the language of the previous lesson. people there.
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• I fell and sprained my wrist.

Ask two pupils to come to the front of the classroom
• My coach put a bandage on it and told me to rest.
and act out the dialogue from the previous lesson
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(Ex. 1). Repeat the activity with other pupils.

4 Write an email to your friend giving
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news about a sports tournament you took

My Wonder Portfolio part in.
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: To write an email giving news about a sports event.

READING & WRITING Read out the prompts, pausing after each gap. Ask the
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1 Read. What event did Rick attend? What pupils to complete the sentences orally. For homework,
happened to him? the pupils write an email to a friend, using their ideas
from Ex. 3. They can use the email in Ex. 2 as a model.
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: To read for specific information.

Books open. Refer the pupils to the picture. Have Suggested answer key
pupils read out from the text. Ask: What event did Rick Hi, Kevin!
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attend? What happened to him? Elicit answers from I hope you’re well. Guess where I went last weekend!
individual pupils. Ask the rest of the class for verification. I took part in a tennis tournament! I play tennis at a
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local sports club now. It’s really fun!

Answer key The tournament was at the sports stadium in town. It’s
Rick attended a basketball tournament. very big inside and there were lots of people there. I
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He tripped and twisted his ankle really badly. have been to a lot of tournaments since I joined the
club, but this was the biggest!
2 Read and choose. Then listen and check.
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You won’t believe what happened, though! I fell

(Track 10 CD1) and sprained my wrist really badly. My coach put a
: To present an email about a sports event. bandage on it and told me to rest. I haven’t seen a
y.
Explain the activity. The pupils read the text again doctor yet, but I think I should.
and choose the correct answers. Play the audio. The Anyway, what did you do last weekend?
pupils listen and check their answers. Take care,
Jeff
ENDING THE LESSON

Make false statements about the email in Ex. 2. Ask
individual pupils to correct them. Ask the rest of the
17(T)
My Wonder Portfolio 1
1 Read. What event did Rick attend?
What happened to him?
2 Read and choose. Then listen

and check.
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Hi, Jason!
I hope you’re well. Guess where I went 1) last weekend / since
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last weekend! I 2) have taken part / took part in a basketball

tournament! I play for my school team now. It’s a lot of fun!
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The tournament was at the sports stadium in town. It’s very big
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inside and there were lots of people there. I 3) have been / was
to a lot of tournaments 4) since / for I joined the school team,
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but this was the biggest!

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You won’t believe what happened, though! I tripped and twisted

my ankle really badly. My coach 5) has put / put an ice pack on
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it and told me to rest. It’s really painful. I 6) haven’t seen / saw

a doctor 7) already / yet , but I think I should.
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Anyway, what 8) did you do / have you done last weekend?

I hope you’ve had a better week than me!
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Take care,
Rick
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3 Imagine you took part in a 4 Write an email to your friend

sports tournament. Tell the
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giving news about a sports tournament

class. Think about: you took part in.
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• what event it was

Hi, ____ !
• what you did there
I hope you’re well. Guess where I went last
• where it was weekend! I ____ . It’s ____ !
The ____ was at ____ . It ____ and there were
• what it was like ____ . I ____ , but this was ____ !
You won’t believe what happened, though!
• what happened to you there
I ____ . My ____ . I haven’t ____ , but I think ____ .
• who helped you and how Anyway, what did you do ____ ?
Take care,
Writing: an email giving news Activity Book, page 13 17
____
SCIENCE
1 What colour are our arteries? Why? What do the two sides of the heart
do? Listen, read and answer.
The circulatory system sends blood around your body to give your organs
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the oxygen and nutrients they need. Getting oxygen to your muscles
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is especially important when you exercise, so they can continue to function.

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The heart Lungs

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The heart is at the centre of the circulatory Without the lungs we can’t
system. It’s very important because it pumps
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get oxygen into our blood. The

blood around your whole body. lungs take the blood from the
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The heart has got two sides. The right side right side of the heart and fill it
sends blood to the lungs, and the left with oxygen. Then they send it
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side sends blood around the back to the heart to continue

body and to the other its journey.
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organs.
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Veins
Arteries
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These are similar to arteries,

These are thick tubes that but carry the blood from
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carry the blood from your your organs back to your

heart around your body. They heart. This blood looks
are red because this blood is
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darker because there isn’t

full of oxygen. much oxygen in it.
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y.
2 Read again and choose.
1 The blood leaves the right side of the heart

A and goes to the lungs.
3 The lungs fill the blood with oxygen
A and send it to the heart.
B and goes to the muscles. B and send it to the organs.
2 The left side of the heart

A sends the blood to the lungs.
4 The blood leaves the organs
A and goes back to the arteries.
B sends the blood to the organs. B and goes back to the heart.
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Module 1
Lesson 7 2 Read again and choose.
Aims : To check the pupils’ comprehension of the text.
To explore English through other subject areas
Explain the activity. Read through the items and elicit/
(Science); to learn about the circulatory system.
explain any unknown words. The pupils read the texts
Language again and choose the correct answers. Check their
Target Vocabulary: arteries, heart, lungs, veins answers.
Extra Vocabulary: blood, circulatory system,
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function, heartbeat, muscles, nutrients, oxygen,

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pulse rate, pump, tubes

Language in use: The heart is at the centre of
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the circulatory system.

Extra Materials
Class CD1.
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Ask the pupils to hand in their Portfolio activities from

the previous lesson. After you give feedback to the
pupils, help them file their work in their Language
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Portfolios.
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1 What colour are our arteries? Why? What

do the two sides of the heart do? Listen, read
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and answer. (Track 11 CD1)

: To present the circulatory system.
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Books closed. Say, as you write on the board: The

circulatory system. Elicit/Explain what it means (the
system that moves blood through the body, using the
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heart, lungs, arteries and veins). Say, as you write on

the board: heart, lungs, arteries, veins. Elicit/Explain
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what they are (heart: the organ in our chest that sends
blood around the body; lungs: organs in our chest with
which we breathe; arteries: thick tubes that carry blood
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from the heart to the rest of the body; veins: tubes that
carry blood from other parts of the body to the heart).
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Books open. Refer the pupils to the picture of the

human body, read out the questions and ask the
pupils to guess the answers. Play the audio. The pupils
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listen and follow along in their books. Elicit answers to

the questions from individual pupils. Ask the rest of the
class for verification. Then ask individual pupils to read
out from the texts.
Answer key
Our arteries are red because the blood they carry is
full of oxygen. The right side of the heart sends blood
to the lungs and the left side sends blood around the
body and to the other organs.
18(T)
Module 1
3 Read and write True or False.
: To learn about heart rate.
Say, as you write on the board: heart rate. Elicit/Explain Hop on one foot for
1 minute. 165 120
what it means (the number of times the heart beats in
a specific time). Read out the text and have a class Touch your toes as
discussion, in L1 if necessary. Ask the pupils questions many times as you 150 115
can in 1 minute.
to check their comprehension of the text. Then read
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out the sentences. Ask the pupils to write True or False. Do 15 star jumps. 170 125
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1 165 3 170
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4 Read and complete. 2 120 4 115

: To learn about pulse rate.
DID YOU KNOW?
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Say, as you write on the board: pulse rate. Elicit/Explain Refer the pupils to the Did you know? box. Read out
what it means (the number of times the heart beats, the sentence. Explain to the pupils that the human
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usually in one minute). Read out the text and ask the body contains pure gold, most of which is found in the
pupils questions to check their comprehension of the blood. However, it is in a very small quantity (about 0.2
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text. Refer the pupils to the picture and the instructions. milligrams). The gold helps to send electrical signals
Demonstrate to the pupils how to count their heartbeats throughout the body. It also helps to keep our joints
and calculate their pulse. Allow the pupils some time to
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strong.
take their pulse and write their answers in their
notebooks. Go around the classroom providing any
ENDING THE LESSON
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necessary help. Elicit answers from individual pupils.

Suggested answer key : To consolidate the language of the lesson.
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15 sec: 18 x 4 = 72bpm Say false statements related to the circulatory system.

Ask individual pupils to correct them. Ask the rest of
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5 Take your pulse rate. Complete the sentences. the class for verification.
e.g. Teacher: The arteries are blue.
: To learn about how the pulse rate is affected Pupil 1: No. The arteries are red. etc
by physical activity.
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Read through the prompts in the table and elicit/ Extension Activity (Optional)
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explain any unknown words. Explain the activity. Allow

If you wish, you can do the Cross-curricular Activity for this
the pupils some time to do each activity, take their
module in the corresponding section of the Teacher’s
pulse and write the number in their notebooks. Go
Resource Pack CD-ROM.
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around the classroom providing any necessary help.

Suggested homework
Say: When I do 15 star jumps, my pulse rate goes up to
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170. Read the sentences (1-4) and explain the activity.

The pupils read and complete the sentences based present their answers from Ex. 5 to the class.
on their pulse rate during the activities. Ask individual
y.
pupils to read out their answers.

Alternatively, ask the pupils to do the activities at home
and write down their answers.
19(T)
1
3 Read and write True or False.
When you exercise, your organs and muscles need more oxygen. Your heart beats faster
and you breathe faster, taking in more oxygen and breathing out more
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carbon dioxide .
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1 The heart beats faster 2 You breathe

when you exercise. True
__________ out oxygen. False
__________
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4 Read and complete.

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My pulse rate at rest

Your pulse is the number of
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beats in 15 sec:
heartbeats per minute (bpm).
____ x 4 = ____
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Look at the picture. When you take

your pulse, count the number of
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beats in 15 seconds, then multiply

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it by 4.
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5 Take your pulse rate. Complete the sentences.

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Hop on one foot

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__________ __________
for 1 minute.
Blood contains
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Touch your toes as

small amounts
many times as you __________ __________
of gold!
can in 1 minute.
y.
Do 15 star jumps. __________ __________
1 When I exercise, my pulse rate goes up to _______________________________________________ .

2 When I rest, my pulse rate goes down to _________________________________________________ .
3 My fastest pulse rate was ___________________________________________________________ bpm.
4 My slowest pulse rate was __________________________________________________________ bpm.

1 Read and complete. Then, listen and check.
possibility fear
ability anything
top full
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Don’t feel bad for me, I have shown no 5) ______________

fear ,
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I’ve shown you my 1) ability. I’ve climbed all the way to the 6) __________
top .
Now I think you see I have done my best,
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I’ve got the 2) _____________ .

possibility I’ve come this far and I won’t stop!
There’s no stopping me,

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Because I’m in 3) ________

full swing!
Don’t try blocking me,
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I can do 4) ___________________
anything !
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• Sing the I Can Do Anything! song!

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2 Think of another title for the song. Draw a picture for it.
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and
Words
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and
1 Make adjectives. Use: -ful, -y, -ing
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Adjective endings or -ous.

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These are common endings for 1 smelly socks

adjectives: ful
2 success_______ swimmers
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-ful (painful) -y (sleepy) 3 thrill_______

ing match
-ing (tiring) -ous (nervous) 4 danger_______
ous ride
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5 sport_______
y grandma
!
ous
6 fam_______ athlete
Remember: -ful only one ‘l’ 2 Use the phrases to make

sentences.
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1 Take off your smelly socks! i Wonde
EXTRRA
CES
20 Activity Book, page 15 RESOU
Module 1
Lesson 8
Aims • Sing the I Can Do Anything! song!
To develop the pupils’ listening skills through a (Track 12 CD1)
song; to learn about adjective endings. : To sing a song about the ability to do anything.
Language Play the audio and encourage the pupils to sing along.
Extra Vocabulary: ability, block, possibility
(See the Introduction for further ideas and activities.)
Language in use: Don’t feel bad for me, I’ve shown
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you my ability.
2 Think of another title for the song.
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Thinking Skills Draw a picture for it.

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Creative thinking (Song Time! – Ex. 2). : To encourage the pupils to use their creative
skills.
Promoting Values
Allow the pupils some time to think of another title for
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The pupils will learn the importance of believing in

the song and draw a picture for it. Ask the pupils to
themselves and that disabilities are not obstacles
present their drawings to the class.
(Song Time! – Ex.1).
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Extra Materials
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Class CD1; cards with adjectives for Ending the

Lesson.
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I’ve got what

BEGINNING THE LESSON it takes!
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Write a word from the previous lesson with the letters

in jumbled order on the board. Ask a pupil to come
to the board and write it correctly. Ask the rest of the
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class for verification. Repeat as many times as you

think is necessary.
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SONG TIME! SOUNDS AND WORDS

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1 Read and complete. Then, listen 1 Make adjectives. Use: -ful, -y, -ing or -ous.
and check. (Track 12 CD1) : To present and practise adjective endings.
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: To present a song about the ability to do anything. Books closed. Write the following on the board: careful,
Books open. Refer the pupils to the title of the song. sporty, exciting, dangerous. Underline the letters in
Have a brief discussion about what it means. Read the bold. Explain/Elicit that these are adjectives. Refer the
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words in the list and explain the activity. The pupils read pupils to the endings and explain that we can add -ful,
the song and complete it with the correct words. Play -y, -ing and -ous at the end of nouns or verbs to form
adjectives. Ask the pupils to think of other adjectives
y.
the audio. The pupils listen and check their answers.

that have got the same endings.
Books open. Go through the theory box and the
spelling rule. Read the items aloud and explain/elicit
any unknown words. Explain the activity. The pupils
make adjectives using the correct endings. Check
their answers.
20(T)
Module 1
2 Use the phrases to make sentences. 1 Read, match and say.
: To further practise adjectives. Refer the pupils to the pictures and elicit the names
Read the example and explain the activity. Allow the of the sports. The pupils read the questions and
pupils some time to write sentences in their notebooks. match them to the correct pictures. Check their
Ask the pupils to read their sentences to the class. answers. Ask individual pupils to form sentences, as
in the example.
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Answer key
2 They are successful swimmers.
3 That was a thrilling match. 2 We ride a motorbike in motocross.
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4 I think the roller coaster is a dangerous ride. 3 We wear a life jacket in rowing.
4 We use weights in weightlifting.
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5 Sam has got a very sporty grandma.

6 Steven is a famous athlete. 5 We wear a swimming cap in water polo.
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2 Read and choose. Then write the names.

ENDING THE LESSON
The pupils read the questions and choose the correct
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words. Then, they look at the picture and write the

Play Snap. Prepare cards with adjectives ending in -ful, name of the person each question refers to. Check
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-y, -ing and -ous. Photocopy one set per pupil. The pupils their answers.
play in pairs. The pupils place their cards face down in
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a pile in front of them. They take turns turning over the 3 OVER TO YOU: Say two sports you have
top card. When two cards with adjectives that have got
already tried, two sports you haven’t tried
the same ending are turned over, the pupils have to say
yet but you would like to, and two sports
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Snap. Whoever says Snap first, wins both piles. The pupil
who has got the most cards in the end, wins.
you did last week.
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6 Explain the activity. Ask individual pupils to answer.

If you wish, you can do some or all of the extra Alternatively, allow the pupils some time to complete
resources available, during this or the next lesson. the activity in their notebooks first.
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Lesson 9 I have already tried gymnastics and fencing. I haven’t
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Aims tried rowing or hurdles yet. I did weightlifting and the

To consolidate the language of the module. long jump last week.
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Language
Now I can …
Revision: sports, accidents and injuries, present
Focus the pupils’ attention on the Now I can box.
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perfect, past simple

Emphasise how many new things they have learnt and
Thinking Skills try to instil a sense of achievement for completing this
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Self-reflection (Ex. 3). module. Read out the competences, one at a time,
and elicit the vocabulary/structures of the module.
Ask the pupils what they liked most in the module and
y.
BEGINNING THE LESSON have a brief class discussion.

Formative Evaluation (See Instruments for
Say a noun/verb from the previous lesson. Ask Evaluation in the Teacher’s Resource Pack CD-ROM.)
individual pupils to form the adjective and write it on
the board. Ask the rest of the class for verification.
21(T)
A
1 Read, match and say.
In which sport do you ...

B
1
Review
1 B use a sword?
C
2 D ride a motorbike? D
3 A wear a life jacket?
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E
4 C use weights?
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5 E wear a swimming cap?

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1 We use a sword in fencing.
2 Read and choose. Then write the names.

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Andy
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Jackie
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Karen Helen
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Terry Paul
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1 Who has cut / pulled a muscle? Andy 4 Who has sprained / pulled a wrist? _______
Karen
2 Who has broken / pulled a leg? _______
Jackie 5 Who has bruised / broken an eye? _______
Terry
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3 Who has bumped / sprained 6 Who has pulled / twisted an

their head? _______
Paul ankle? _______
Helen
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3 OVER TO YOU: Say two sports you have already tried, two sports you
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haven’t tried yet but you would like to, and two sports you did last week.
y.
Now I can...
• talk about sports • write an email giving news
• talk about injuries and accidents • understand how the circulatory system
• talk about experiences works
• talk and write about the history of a sport • recognise and spell adjectives with -ful, -ing,
• express sympathy -y, -ous endings
in English.
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2 Mysteries of the World
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y.
Why did the

ancient Egyptians
wear make-up?
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Module 2
Lesson 1 It is in England/Britain/the UK. Ask: Why is Stonehenge
mysterious? Elicit answers from around the class. (It’s
Aims mysterious because no one is sure why or how it was
To talk about the mysteries of ancient civilisations. built.) Read out the title of the module and have a
Language class discussion about mysteries of the world. Ask
Target Vocabulary: ancient civilisation, the pupils to name other mysteries of the world they
archaeological site, artefacts, expedition, might know/have heard of, and explain why they are
landmark, treasure mysterious.
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Extra Vocabulary: pharaohs, pyramids, tomb Note: Pupils should be encouraged to use English
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Language in use: Were the pharaohs Egyptian when having a class discussion. However, at this stage,
kings and queens? Yes, they were. L1 can be used if necessary.
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Cross-curricular Links
History: The pupils will learn about Stonehenge 2 Read the sentences about
(Exs 1 & 2). Stonehenge. Are they True or False? Guess.
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: To learn about Stonehenge.

Thinking Skills
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Applying world knowledge (Exs 1, 2 & 4). Read out the sentences about Stonehenge. Elicit/
Explain any unknown words. The pupils guess and
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Internet Research say which sentences are True and which are False.
The pupils will find information about the mysteries Alternatively, the pupils write the answers in their
of ancient civilisations (Ex. 4).
se
notebooks. Check whether their guesses were

Extra Materials correct and provide them with more information.
Completed Progress Report Cards; the Mysteries
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of the World poster; Class CD1; large pieces of
• Stonehenge was built in several stages, the first
green paper and packets of biscuits for Ending
ed
of which was about 5,000 years ago.

the Lesson – Extension Activity.
• Each big stone weighs 22 tonnes.
• Archaeologists believe that the stones were carried
.D
See Introduction, p. IV. on sledges, but no theory has been proven to this
day.
o
BEGINNING THE LESSON 3 Listen. Repeat. Match. (Track 13 CD1)

Hand out the completed Progress Report Cards for
no
: To present vocabulary related to ancient

the previous module and ask the pupils to file them civilisations.
in their Language Portfolios.
tc
POSTER
Time to Wonder Books closed. Put the Mysteries of the World poster up
op
on the board and present the new words/phrases.

PRESENTATION & PRACTICE The pupils repeat, chorally and/or individually. Point
to the pictures in random order and ask individual
y.
1 Look at the picture. Do you know pupils to name them. Ask the rest of the class for
this place? Where is it? Do you know why verification.
it is mysterious?
Books open. Play the audio. The pupils listen and repeat.
: To introduce the topic of the module. Then, the pupils look at the pictures and match them to
Books open. Refer the pupils to the picture on p. 22 the words/phrases. Check their answers.
and name the place (Stonehenge). Write the name
on the board. Ask the pupils whether they know/
have heard of the place and what they know about
it. Have a brief class discussion. Ask: Where is it? Elicit:
22(T)
Module 2
WONDER BOX
4 Read and match.
: To practise vocabulary related to the mysteries Point to the picture and ask: Who’s this? Elicit the
of ancient civilisations. answer: A pharaoh. Read out the question and elicit
answers from around the class. Explain to the pupils
Explain the activity. Read out the sentence halves and that the ancient Egyptians wore make-up because
elicit/explain any unknown words. The pupils read and they believed it protected their eyes and skin from
match the halves to make sentences. Elicit answers from the hot Egyptian sun. They also believed that by
A
individual pupils. Ask the rest of the class for verification. wearing make-up, the gods Horus and Ra would
protect them from illness. If you wish, you can provide
ll
• Talk with your friend. Check your some more information.

answers online or with the help of your
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teacher.
• Horus was the god of the sky. Ancient Egyptians
: To practise talking about the mysteries of
believed that he was the protector of the kings
ht
ancient civilisations.
and queens of Egypt.
Books closed. Say, as you write on the board: Did you • Ra was the god of the sun. He was the most
s
go to the cinema last weekend? Yes, I did./No, I didn’t. important god in ancient Egypt. Ancient Egyptians
Were the children at the park yesterday? Yes, they believed that he was the creator of the world.
re
were./No, they weren’t. Underline the words in bold.

Elicit/Revise how short answers are formed in the past
ENDING THE LESSON
se
simple, and how short answers are formed in the past

simple when we use the verb to be. Ask the pupils : To consolidate the language of the lesson.
questions about what they did/where they were Divide the class into two teams, A and B. Ask the
rv
yesterday/last weekend/last summer, and ask them pupils to close their books. Tell the pupils from Team
to reply using short answers. A to write down as many sentences as they can
ed
Books open. Refer the pupils to the cards and read out about Stonehenge. Tell the pupils from Team B to
the sentences. Elicit/Explain any unknown words. Read write down as many sentences as they can about
.D
out the example and explain the activity. In pairs, the the Pyramids. Assign a time limit of three minutes
pupils guess whether the sentences are true or false by for the activity. Ask each team to report back to the
asking and answering questions as in the example. Go class. Each correct sentence gets a point. The team
o
around the classroom providing any necessary help. with the most points wins.
Then, the pupils use the Internet to check their answers.
no
If access to the Internet is not available, read out the Extension Activity (Optional)
sentences again and check the answers with the Tell the pupils they are going to make their own
pupils. Ask some pairs to report back to the class. Stonehenge model using biscuits. Divide the pupils
tc
Answer key into groups and give each group a large piece of
green paper and a packet of biscuits. Make sure the
2 A: Was there gold inside the tombs?
op
biscuits are thick and have got a rectangular shape.

B: Yes, there was.
Ask one or two groups to glue the biscuits on the piece
3 A: Did Sir William Flinders Petrie go to Egypt in 1400? of paper to make their own Stonehenge model. Tell
y.
B: No, he didn’t. (He went to Egypt in 1880.) them to make Stonehenge as they think it looked like
when it was built. Ask the other groups to remove or
4 A: Did people build Stonehenge 2,000 years ago?
cut some of the biscuits to make Stonehenge look as
B: No, they didn’t. (They started building
it does today. Focus the pupils’ attention on how much
Stonehenge about 5,000 years ago.)
Stonehenge has changed over thousands of years
5 A: Did archaeologists discover Anglo-Saxon items and have a class discussion about how ancient
at Stonehenge? landmarks can change over time.
B: Yes, they did.
Suggested homework
vocabulary (Ex. 3).
23(T)
Time to Wonder 2
1 Look at the picture. Do you know this place? Where is it? Do you know
why it is mysterious?
2 Read the sentences about Stonehenge. Are they True or False? Guess.
1 People built it 2,000 years ago. False
2 Each of the big stones is as heavy as four African elephants. True
A
3 No one knows how the stones got there. True

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3 Listen. Repeat. Match.

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A landmark C ancient civilisation E artefacts

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B archaeological site D expedition F treasure

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1 D 2 B 3 A 4 E 5 F 6 C
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se
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ed
4 Read and match.

1 d Stonehenge is a an expedition to the Pyramids.
.D
2 c Near Stonehenge, archaeologists found b an archaeological site in Egypt.

3 f The pharaohs were the kings and queens of c artefacts from Anglo-Saxon times.
o
4 b The Pyramids of Giza are d a famous landmark in Britain.

5 a In 1880, Sir William Flinders Petrie went on e hidden treasure and gold inside the tombs.
no
6 e In the Valley of the Kings, archaeologists found f an ancient civilisation in Egypt.

tc
• Talk with your friend. Check your answers online or with the help
of your teacher.
op
A: Were the pharaohs Egyptian kings and queens? B: Yes, they were.
y.
The pharaohs There was gold Sir William Flinders People built Archaeologists
were Egyptian inside the tombs. Petrie went to Stonehenge discovered
kings and queens. Egypt in 1400. 2,000 years ago. Anglo-Saxon
items at
1 2 3 4 Stonehenge.
Mysteries Activity Book, page 17 23

Treasure Hunters!
1 Listen and read. When did Anglo-Saxons live?
Cody: Hey, Elsa! What are you doing?

Elsa: Hi, boys! I’m searching for artefacts
from Anglo-Saxon times. Did you
1 know that Anglo-Saxons were living in

A
our area in the 7th century? I read a

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book about it last night.

Carlos: No way! That’s really cool! So, you’re
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a treasure hunter now! Like on TV!

Elsa: To be honest, I haven’t found anything
ht
yet. But it’s a lot of fun!

s
re
2
Elsa: I think there’s something here!
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Cody: I can’t believe it! I always thought that

history was boring, but this is so exciting!
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Let’s see what it is. Come on, Chico!

Dig, boy!
ed
Elsa: ROLO, do you think it’s something

important? Maybe a princess was
2
.D
walking here when she dropped her

jewels!
ROLO: Show me what you find and I can check
o
my database to tell you what it is!

no
Carlos: Look! Chico has got something. Here,

ROLO, have a look.
tc
ROLO: Well, Elsa, you were right. This is Anglo-Saxon,

op
but it isn’t a jewel. Maybe there wasn’t a castle
3 here, but there was definitely a village. You’ve

y.
found an old farming tool!

Elsa: Really? We can take it to the museum so that
everyone can enjoy it.
Cody: What a great idea, Elsa!
ROLO: See, Cody? History isn’t just in books. It’s all
around us. You never know what fascinating
things are right under your feet!
Cody: You’re right, ROLO. History’s great!
24
Module 2
Lesson 2 Teacher: What is Elsa doing?
Class: She’s searching for artefacts. etc
Aims Follow the same procedure and present the rest of
To develop listening and reading comprehension the story. Play the audio. The pupils listen and follow
skills through a story; to talk about simultaneous along in their books. Ask: When did Anglo-Saxons
and interrupted actions. live? The pupils read the story and answer. (In the
Language 7th century.) If you wish, ask individual pupils to
A
Revision: ancient civilisations read the story aloud. Check their pronunciation and
Extra Vocabulary: century, database, farming intonation.
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tool, jewel, sand, statue, treasure hunter, waves

2 Read again and underline.
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Structures: past simple – past continuous

Language in use: Elsa was searching for artefacts : To check the pupils’ comprehension of the story.
when she found something special. Read the sentences aloud and explain the activity.
ht
Cross-curricular Links The pupils read the story again and underline the
History: The pupils will learn about Anglo-Saxons correct words. Ask individual pupils to answer. Ask
s
(Ex. 1). the rest of the class for verification.

re
Differentiated Instruction Extension Activity (Optional)

Exs 2 (Extension Activity) & 4.
• For stronger classes: In groups, the pupils take roles
se
Thinking Skills and act out the story. Allow the pupils some time
Creative thinking (Ex. 4). to rehearse first. Invite each group to come to the
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Combining ideas to form a new whole (Ex. 5). front of the classroom and perform the story.
• For weaker classes: Divide the story into parts.
Extra Materials
ed
Assign each part to a group. The groups take

Class CD1. turns and read/act out their part.
.D
BEGINNING THE LESSON PRESENTATION & PRACTICE

Grammar
o
Write the words from the previous lesson on the board 3 Read and complete. Then listen and
with scrambled letters. Ask individual pupils to come to underline. (Track 15 CD1)
no
the board, unscramble the letters and write the words.

Ask the rest of the class for verification. : To revise and practise the past simple and
past continuous tenses.
tc
Storytime Books closed. Revise the past simple and past

continuous tenses. Say, as you write on the board: He
op
went to the theatre last week. Underline the word in bold.

PRESENTATION & PRACTICE Elicit how the past simple is formed (affirmative, negative,
interrogative and short forms). Say, as you write on the
1 Listen and read. When did
y.
board: She was playing football when it started to rain.

Anglo-Saxons live? (Track 14 CD1)
Underline the words in bold. Focus the pupils’ attention
: To present the Treasure Hunters! story. on the first verb tense and elicit that this is the past
Books open. Read the title of the story and go continuous. Elicit/Revise how the past continuous is
through the pictures. Ask the pupils what they think formed (affirmative, negative, interrogative and short
the story is about. Then have a brief class discussion. forms). Read out the sentence again and explain how
Ask and answer questions about the pictures. the two tenses are used together. The action that was
e.g. Teacher: (pointing to picture 1) Where are the already in progress is in the past continuous and the
children? action that interrupted it is in the past simple. Write a few
Class: In the garden. sentences on the board using both tenses and ask the
24(T)
Module 2
pupils which action came first and which second. Say,
as you write on the board: Dad was cooking while I was 5 In pairs, imagine you have made an
doing my homework. Underline the words in bold. Elicit/ amazing discovery! Answer the questions.
Explain that we use the past continuous for two actions Tell the class.
happening at the same time. Then, underline the words
: To tell a story about making a discovery.
when and while in the sentences and focus the pupils’
attention on how they are used with the two tenses. Ask the pupils, in pairs, to imagine that they have
made an amazing discovery. The pupils read the
A
Books open. Go through the Grammar box briefly. questions and write sentences about their discovery.
Explain the activity. Read out the sentences and elicit/ Ask each pair to tell their story to the class.
ll
explain any unknown words. The pupils complete the

sentences with the verbs in the correct tense. Play Suggested answer key
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the audio. The pupils listen and underline the correct I made an amazing discovery last week. I was walking
items. Check their answers. on the beach with my friend Nancy. We found an
ancient gold coin. We took it to the museum. They told
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us it was from Anglo-Saxon times. We felt very excited.
4 Choose the right headline.
s
: To check the pupils’ comprehension of the story. ENDING THE LESSON

re
Refer the pupils to the sentences in Ex. 3 and explain/elicit : To consolidate the language of the lesson.
that this is a story. Ask some pupils to read the sentences Read out parts of sentences from the story in Ex. 1 and
se
aloud. Then, the pupils choose the right headline. ask the pupils to complete them orally. If you wish,
you can have the pupils close their books during this
• Tell Helen’s story. Can you think of a
rv
activity.
different ending? e.g. Teacher: I’m searching for artefacts from …
Class: … Anglo-Saxon times. etc
ed
: To further practise the past simple and the

past continuous. Suggested homework
.D
• For stronger classes: Allow the pupils some

time to read the story again and make notes structures (Ex. 3).
of the events. Explain to the pupils that they will
o
tell Helen’s story without using their books. Then

allow them some time to think of a different
no
ending. In pairs, the pupils brainstorm and think

of a different ending. Go around the classroom
providing any necessary help. Ask some pairs
tc
to report back to the class.

• For weaker classes: Ask the pupils to think
of a different ending to the story. Elicit ideas
op
from individual pupils and write them on the

board. Allow the pupils some time to write
their version of the story in their notebooks.
y.
Ask individual pupils to read out their stories.

Helen was walking her dog, Bobby, by the sea at
2 o’clock yesterday afternoon. She was looking at
the sea while Bobby was running along the beach.
They were playing by the water when Bobby started
barking. He was digging in the sand when Helen
saw an old map. Helen took it to school. Her History
teacher told her it was an ancient treasure map!
25(T)
Storytime 2
2 Read again and underline.
1 Elsa is searching for artefacts/treasures

from Anglo-Saxon times.
4 Cody thought that history was boring/
exciting.
2 Elsa learnt about Anglo-Saxons on TV/

in a book.
5 There was a village/castle in their
area.
3 Elsa thinks she has found/dropped an

6 They found an old jewel/farming tool.
A
item in the garden.

ll
rig
Carlos visited Elsa and Cody yesterday.

Grammar
Elsa was searching for artefacts when she found something special.
ht
Cody was holding the artefact while ROLO was checking it.
s
3 Read and complete. Then listen and underline.

re
1 Helen was walking (walk) her dog, Bobby, by the sea at 2 o’clock
yesterday afternoon/last Sunday.
se
2 Helen ____________________________________
was looking (look) at the sea, while Bobby
rv
was running
______________________________________ (run) along the waves/the beach.
3 They ___________________________________
were playing (play) by the water/sand, when
ed
Bobby _______________________________
started ( start) barking.
4 Bobby _____________________________
was digging (dig) in the sand when Helen
.D
_____________________________
saw (see) a gold landmark/artefact.
took
5 Helen ______________________________________ (take) it to the
o
museum/school.
no
told
6 They ____________________ (tell) her it was an Anglo-Saxon
treasure/statue.
tc
4 Choose the right headline.

op
A DOG FINDS TREASURE B GIRL LOSES DOG

y.
• Tell Helen’s story. Can you think of a different ending?
5 In pairs, imagine you have made an amazing discovery! Answer the

questions. Tell the class.
• When did the discovery happen? • What did you find?
• Where were you? • What did you do?
• Who were you with? • How did you feel?
Past simple – Past continuous Activity Book, pages 18-19 25

Language in Action
1 Listen. Repeat. Then read and complete.
papyrus
merchant
A
mummy
scribe
ll
rig
Egyptian god
hieroglyphics
ht
s
re
headdress Egyptian goddess

se
archaeologist
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pharaoh
ed
1 A(n) merchant sold gold, clothes and other 6 A(n) ________________

scribe had an important job
.D
products. because not everyone could read and write.

pharaoh
2 The __________________ was a king or queen. mummy
7 You can see Tutankhamun’s _______________
o
headdress
3 Pharaohs wore a(n) ______________________ in Egypt.
on their head. archaeologist
8 A(n) _________________________ searches for
no
papyrus
4 The ancient Egyptians wrote on ___________ . ancient artefacts.
hieroglyphics
5 Ancient Egyptians wrote in ________________ . 9 A(n) Egyptian
______________
god or a(n) Egyptian
__________________
goddess
tc
ruled different areas in ancient Egyptians’ lives.
2 Let’s play!
op
y.
26 Ancient Egypt
Module 2
Lesson 3
Language in Action
Aims
To talk about ancient Egypt; to present relative
pronouns.
Language 1 Listen. Repeat. Then read and complete.
Revision: past simple – past continuous (Track 16 CD1)
Target Vocabulary: archaeologist, Egyptian god, : To present and practise vocabulary related to
A
Egyptian goddess, headdress, hieroglyphics, ancient Egypt.

ll
merchant, mummy, papyrus, pharaoh, scribe

Extra Vocabulary: buried, patrol POSTER
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Structures: relative pronouns

Language in use: A merchant sold gold, clothes Books closed. Put the Ancient Egypt poster up on the
and other products. A pharaoh was a king or board. Point to the pictures and name them. The
ht
queen who ruled ancient Egypt. pupils repeat, chorally and/or individually. (Make sure
they pronounce the word hieroglyphics correctly, and
s
check their understanding of what it means.) Point to

History: The pupils will learn about hieroglyphics the pictures in random order and ask individual pupils
re
(Ex. 2). The pupils will learn about ancient Egypt to name them. Ask the rest of the class for verification.
(Ex. 3).
Books open. Play the audio. The pupils listen and repeat,
se
Thinking Skills chorally and/or individually. Then, the pupils read the
Applying world knowledge (Ex. 3). sentences and complete them with the correct words.
Ask individual pupils to read the completed sentences.
rv
Internet Research Ask the rest of the class for verification.

The pupils will find information about ancient
ed
Egypt (Ex. 3).

2 Let’s play!
Extra Materials : To encourage the pupils to use their creative
.D
The Ancient Egypt poster; Class CD1; the skills and to practise the new vocabulary through a
Hieroglyphics templates, one set per pupil, from game.
the Teacher’s Resource Pack CD-ROM for Ex. 2.
Focus the pupils’ attention on the picture and say:
o
hieroglyphics. Explain to the pupils that each picture/

BEGINNING THE LESSON symbol is called a hieroglyph. Explain that this box is a
no
key and that each picture/symbol represents a letter

: To revise the language of the previous lesson. of the alphabet. Refer the pupils to the girl and the
tc
In pairs, the pupils use while and when to make paper with the symbols she is holding. Ask the pupils to
sentences using the past simple and the past use the key to find out what word is represented by the
continuous. Allow the pupils three minutes to write hieroglyphs (Egypt). Hand out the photocopies of the
op
their sentences in their notebooks. Ask some pairs to Hieroglyphics templates from the Teacher’s Resource
report back to the class. Check their answers. Pack CD-ROM. Divide the class into two teams, A and
B. Ask each team to choose five words from the lesson.
y.
The pupils cut out the hieroglyphs from the templates

(if they wish, they may colour them in) and use them
to form the words they have chosen, using the key in
the book. (They may glue/tape the hieroglyphs onto
pieces of paper.) Each team shows their words to the
other team to find (using the key) and say them. Set
a time limit for the teams to decode the hieroglyphics.
Each correct answer gets a point. The team with the
most points wins.
26(T)
Module 2
PRESENTATION & PRACTICE An archaeologist is someone who searches for
Grammar ancient artefacts.
This is the park where I play with my friends at the
weekends.
3 Read and choose. Then do the
quiz. Check your answers online or with your ENDING THE LESSON
teacher.
A
: To present and practise relative pronouns.

Write words from the lesson with gaps on the board
Books closed. Say, as you write on the board: He (e.g. s _ _ i _ _ ). Ask individual pupils to complete the
ll
is the teacher who taught me English. Underline gaps with the missing letters and say the words (e.g
the word in bold. Explain that we use the relative
rig
scribe). Ask the rest of the class for verification.

pronoun ‘who’ to refer to people. Say, as you write
on the board: This is the present which my brother Suggested homework
gave me. Underline the word in bold. Explain that we For the next lesson, the pupils should know the new
ht
use the relative pronoun ‘which’ to refer to animals words (Ex. 1) and the new structures (Ex. 3).
or things. Say, as you write on the board: This is the
s
sports centre where I play basketball. Underline the

word in bold. Explain that we use the relative pronoun
re
‘where’ to refer to places.

se
Books open. Go through the Grammar box briefly and

explain the activity. The pupils read the sentences and
choose the correct relative pronouns. Check their
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answers. Then, allow the pupils some time to do the

quiz. The pupils use the Internet to check their answers.
ed
If access to the Internet is not available, check the

answers with the pupils. Ask the pupils to add up how
many correct answers they have got and then refer to
.D
the score box below the quiz to check their score.
4 Let’s play!
o
: To further practise relative pronouns through

no
a game.
Divide the class into two teams, X and O. If you have
got a large class, you may prefer to play the game in
tc
smaller groups. Copy the grid on the board. The teams

take turns choosing a word and making a sentence
op
using relative pronouns. If the sentence is correct, they

mark the square with an X or an O accordingly. The
team that marks three squares in a row wins.
y.

Fernanda is the girl who lives next door.
The living room is the place where I usually read my
books.
My phone is something I use every day.
John is the person who helps me with my Maths
homework.
Spider-Man is the film which I saw last week.
Darwen is the town where I grew up.
London is the city where I was born.
27(T)
2
Grammar
A pharaoh was a king or queen who ruled ancient Egypt.
This is the papyrus which the scribes used.
The Valley of the Kings is a place where many pharaohs built their tombs.
3 Read and choose. Then do the quiz. Check your answers

A
online or with your teacher.

ll
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1 The pyramids were buildings where / who ___________ were buried.

ht
A gods B pharaohs C scribes

s
2 The Sphinx is a statue which / where ___________ the Pyramids of Giza.

A guards B belongs C rules
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3 ___________ was a pharaoh who / which wasn’t Egyptian.

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A Tutankhamun B Cleopatra C Khufu

4 Kohl was a type of make-up which / where the ancient Egyptians put on their ___________ .
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A eyes B face C hair

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5 ___________ was the pharaoh who / which built the Great Pyramid.
A Ramesses II B Khufu C Tutankhamun
.D
6 Giza is a place which / where you can see ancient ___________ .

A merchants B scribes C pyramids
o
7 is the symbol which / who the ancient Egyptians used for the letter ___________ .
no
A E B X C K
8 Ancient Egyptian police officers used ___________ which / where helped them on patrol.
tc
A dogs B cats C snakes

op
4 Let’s play!
Score: 1- 3 Oh, dear! Egyptology
isn’t your strong subject!
y.
4 - 6 A good effort, but do

who place something
person which town
? a bit more reading.
7- 8 Excellent! You’re an
Egyptologist!
country someone where
Relative pronouns Activity Book, pages 20-21 27

Skills
1 Listen to a History teacher talking about

Ramesses II. Choose.
A
1 Ramesses II was born in 1303 /1330 BCE.

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2 Ramesses II built many famous treasures / temples .

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3 He was 90 / 66 years old when he died.

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4 He had about 53 / 100 children.
5
s
His tomb is in the Valley of the Kings / Pharaohs.
6
re
Maspero and Brugsch discovered his mummy

in 1881 / 1901.
se
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2 Talk with your friend

to complete the missing
ed
Appearance: headdress of a
information. Goddess of: women and mothers
.D
Name: Isis
the sun
o
headdress of cow horns and

Name: Thoth
, Appearance: head of a
no
God of: and knowledge

music and dance
Appearance: head of a bird,
Goddess of: beauty, love,
tc
headdress of the
Name: Hathor
Name: Hathor
op
headdress of the moon

Goddess of: beauty, love, , Appearance: head of a
music and
y.
God of: writing and knowledge

Appearance: head of a cow, Name: Thoth
headdress of cow horns and
Name: Isis
Goddess of: women and
Appearance: headdress of
A: Who was Thoth?
a throne
B: He was the god of … .
28
Module 2
Lesson 4 2 Talk with your friend to complete the
Aims missing information.
To talk about ancient Egyptian pharaohs and : To learn and talk about gods of ancient Egypt.
gods; to do a project about a pharaoh.
Focus the pupils’ attention on the fact file cards.
Language Explain that they include information about some
Revision: relative pronouns ancient Egyptian gods. Read through the prompts
Extra Vocabulary: curse, horns, illness, knowledge,
A
quickly. Explain that there is some information missing

suffer, temples, throne from each card. The information that is missing from
ll
Language in use: Who was Thoth? He was the god one card can be found on the other. Point to the
of writing and knowledge. example and read it aloud. In pairs, the pupils ask
rig
and answer questions based on the prompts, and

complete the missing information in their notebooks.
History: The pupils will learn about Ramesses II
Go around the classroom providing any necessary
ht
(Ex. 1). The pupils will learn about ancient

help. Ask some pairs to report back to the class.
Egyptian gods (Ex. 2).
s
Differentiated Instruction
Pupil A
Ex. 5.
re
Pupil A: Who was Thoth?

Thinking Skills Pupil B: He was the god of writing and knowledge.
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Organising and selecting ideas (Ex. 5).

Pupil A: What kind of headdress did he wear?
Internet Research Pupil B: He wore a headdress of the moon.
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The pupils will find information about a pharaoh

Pupil A: Who was Hathor?
(Exs 5 & 6).
Pupil B: She was the goddess of beauty, love, music
ed
Extra Materials and dance.

Class CD1. Pupil A: What was on her headdress?
Pupil B: Cow horns and the sun.
.D
Pupil A: Who was Isis?

BEGINNING THE LESSON Pupil B: She was the goddess of women and mothers.
o

Pupil B
Say a relative pronoun from the previous lesson. Ask
no
Pupil B: What did Thoth look like?

individual pupils to make sentences. Repeat with as
Pupil A: He had the head of a bird.
many pupils as you think necessary.
Pupil B: What did Hathor look like?
tc
Pupil A: She had the head of a cow.

LISTENING & SPEAKING
Skills Pupil B: What kind of headdress did Isis wear?
op
Pupil A: She wore a headdress of a throne.

1 Listen to a History teacher talking
about Ramesses II. Choose. (Track 17 CD1)
y.
: To learn about Ramesses II through a listening

activity.
Books open. Refer the pupils to the picture and ask
them who they think the statue represents (Ramesses
II). Elicit what the pupils may already know about him.
Explain that they will listen to a History teacher talking
about Ramesses II. Play the audio. The pupils listen
and choose the correct words. Check their answers.
28(T)
Module 2
READING & WRITING 6 In groups, do a project or
Skills
make a PowerPoint® presentation about a
pharaoh. Present it to the class.
3 Listen and read. How did King Tut die?
: To do a project about a pharaoh.
(Track 18 CD1)
In groups, the pupils use their answers from Ex. 5 to do
: To learn about King Tut. their own project or PowerPoint® presentation in class or
A
Read the title of the text and elicit what it is about for homework. They can use the text in Ex. 3 as a model.
(King Tut, an Egyptian pharaoh). Play the audio. The
ll
(See the Introduction on p. XI for guidelines on how

pupils listen and follow along in their books. Ask: How
to deal with group projects.)
did King Tut die? Elicit answers from around the class.
rig

Answer key
No one knows exactly how King Tut died.
ht
4 Read again and write: R (Right), W (Wrong) Hatshepsut was born around 1508
s
or DS (Doesn’t Say). BCE. She was actually the Queen of

: To check the pupils’ comprehension of the text. a pharaoh, King Thutmose II.
re
Hatshepsut married Thutmose II and

Explain the activity. The pupils read the text again and
they had a daughter. She became
complete the activity. Ask individual pupils to answer.
se
pharaoh after her husband died.

Ask the rest of the class for verification.
She ruled for about 21 years.
Hatshepsut was one of the most
rv
5 Think of a pharaoh and tell the

successful women pharaohs. She
class. brought wealth and peace to Egypt.
ed
: To generate ideas. She died in 1458 BCE, but no one

knows how.
• For stronger classes: Ask the pupils to think of
.D
You can see one of the statues of

another pharaoh. Elicit answers from individual
Queen Hatshepsut as a Sphinx in the
pupils and write the names of the pharaohs on
Egyptian Museum in Cairo.
the board. Read the questions aloud. Ask the
o
pupils to use the Internet to find information and

write their answers in their notebooks. If access
no
to the Internet is not available, they can use ENDING THE LESSON
encyclopaedias or other reference material.
Elicit answers from individual pupils. : To consolidate the language of the lesson.
tc
• For weaker classes: Say, as you write on the Divide the class into two teams, A and B. The teams take
board: Ramesses II. Copy the spidergram on the turns saying a fact from the lesson about an Egyptian
op
board. Read out the questions. Refer the pupils god or pharaoh. The other team guesses the name.
to Ex. 1 and ask them to answer the questions. Each correct answer gets a point.
Write the answers in the spidergram. Allow the
y.
pupils some time to copy the spidergram in their

notebooks. Ask the pupils to imagine that they are one of the
ancient Egyptian gods or pharaohs from the lesson. Ask
them to say who they would like to be and why.
1 Hatshepsut was born around 1508 BCE.
2 She married Thutmose II and they had a Suggested homework
daughter. For the next lesson, the pupils should be ready to
3 She ruled for about twenty one years. She became present their group projects to the rest of the class.
pharaoh after her husband died. She was one of
the most successful women pharaohs.
4 She died in 1458 BCE.
29(T)
Skills 2
History
Tutankhamun, or King Tut as he is also called, was born, around 1341
BCE. He was called The Boy King because he was only eight or nine when
he became pharaoh of Egypt.
After his father’s death, the country was weak. The people were
suffering when Tutankhamun became king, so he worked
with his helpers to make things better.
A
Tutankhamun married Ankhesenamun, but they didn’t

have any children. He died at the age of nineteen. No
ll
one knows exactly how he died; perhaps someone

killed him or he died of an injury or illness.
rig
Archaeologist Howard Carter discovered King Tut’s

tomb in 1922.It was full of gold,jewels and treasures!
ht
You can see these in the Egyptian Museum in

Cairo. You can also see Tutankhamun’s tomb in
the Valley of the Kings.
s
re
?
Did you know
se
Some people believed that there was

a curse on Tutankhamun’s tomb.
rv
They called it the ‘Pharaoh’s Curse’

because many people connected
ed
to the discovery died mysteriously!

.D
o
3 Listen and read. How did 5 Think of a pharaoh and

King Tut die? tell the class.
no
4 Read again and write: R (Right), 1 2 Did he/she

have any
tc
W (Wrong) or DS (Doesn’t Say). When was he/

she born? children?
1 King Tut became pharaoh
op
at the age of ten. W

2 He had two brothers. ______
DS
y.
3 He never got married. ______

W
4 When did he/ 3 What do we
4 He didn’t have any children. R
______ she die? know about
5 He died before he was twenty. R
______ him/her?
6 We don’t know where his
tomb is. W
______
7 King Tut’s mummy is in the
Egyptian Museum in Cairo. DS
______ 6 In groups, do a project
8 Some people believe there or make a PowerPoint® presentation about
was a curse on King Tut’s tomb. R
______ a pharaoh. Present it to the class.
Talking Point
1 Read the first exchange. What are Karen and John talking about?
Listen and check.
Karen: Hi, John. How was your weekend?

John: Oh, it was amazing! I went to
A
Stonehenge.
ll
Karen: Really? How was it?

rig
John: It was fantastic! I saw the stone

circle and I took lots of photos!
Karen: I bet! It’s such a famous landmark.
ht
What else did you do there?

s
John: I went to the New Stonehenge

Visitor Centre. There were lots
re
of artefacts and treasures from

se
ancient Britain. I bought some

souvenirs, too!
rv
Karen: That sounds great!

John: Yeah, it was. I really want to go
ed
again.
Karen: Can I come with you next time?
.D
John: Of course! Anytime!

Karen: Thanks!
o
no
2 Imagine you went to an

tc
Useful Language
archaeological site in your

country. Tell the class about it. Reacting to news
op
Think about:
• How was it?
• where you went • what you did • What was it like?
y.
• what you saw • what you bought • I bet!

• I’m not surprised!
• That sounds great!
• That’s wonderful/
3 ROLE PLAY: Take roles and act fantastic!
out a dialogue similar to Ex. 1.
30 Activity Book, page 24 Communication: reacting to news

Module 2
Lesson 5 Suggested answer key
• I went to the Arbeia Roman Fort, in South Shields.
Aims
• I saw the ruins of an ancient Roman fortress.
To practise talking about archaeological sites; to
• I went to the museum. I saw some really impressive
learn how to react to news.
collections of Roman jewellery and pottery. I also
Language saw pieces of Roman armour and statues of
Extra Vocabulary: souvenirs, stone circle, visitor ancient goddesses.
centre • I bought a hoodie, a poster and some souvenirs,
A
Language in use: How was your weekend? Oh, it too!

ll
was amazing! I went to Stonehenge.

3 ROLE PLAY: Take roles and act out a
rig
Thinking Skills
dialogue similar to Ex. 1.
Organising and selecting ideas (Ex. 2).
: To practise telling and reacting to news.
Extra Materials
ht
Class CD1. Refer the pupils to the Useful Language box and read
out the phrases. Explain that there are different ways
s
to react to news. Ask the pupils to read the dialogue

BEGINNING THE LESSON in Ex. 1 again, find phrases from the box and replace
re
: To revise the language of the previous lesson. them with similar ones. Elicit answers from individual
pupils. Then, in pairs, the pupils act out similar
Ask the groups of pupils to present their projects from
se
dialogues. Go around the classroom providing any

the previous lesson. Make sure you display their work necessary help. Ask some pairs to come to the front
somewhere in the classroom. of the classroom and act out their dialogue.
rv

Talking Point
ed
Julie: Hi, Kelly. How was your weekend?

Kelly: Oh, it was brilliant! I went to the Arbeia Roman
LISTENING & SPEAKING Fort, in South Shields.
.D
Julie: Really? How was it?

1 Read the first exchange. What are Karen Kelly: It was fantastic! I saw the ruins of an ancient
and John talking about? Listen and check. Roman fortress.
o
(Track 19 CD1) Julie: That sounds great! What else did you do there?
: To learn how to react to news through a listening Kelly: I went to the museum. I saw some really
no
activity. impressive collections of Roman jewellery and

Books open. Point to the picture and ask a pair of pupils pottery. I also saw pieces of Roman armour
and statues of ancient goddesses. I bought a
tc
to read the first exchange. Ask: What are Karen and

John talking about? (John is talking to Karen about his hoodie, a poster and some souvenirs, too!
visit to Stonehenge.) Play the audio. The pupils listen and Julie: That’s wonderful!
op
follow along in their books. Then, in pairs, the pupils take Kelly: Yeah, it was. I really want to go again.
roles and act out the dialogue. Ask some pairs to act out Julie: Can I come with you next time?
the dialogue in front of the class. Kelly: Of course! Anytime!
y.
Julie: Thanks!
2 Imagine you went to an archaeological
site in your country. Tell the class about it. ENDING THE LESSON
: To generate ideas. : To consolidate the language of the lesson.
Ask the pupils to name some archaeological sites in Say incorrect sentences about John’s visit to Stonehenge
their country and to imagine that they visited one of in Ex. 1. Ask individual pupils to correct them.
these sites. Read the questions aloud and elicit answers Suggested homework
from around the class. Alternatively, you can ask the
For the next lesson, the pupils should be ready to act
pupils to write their answers in their notebooks first.
out the dialogue in Ex. 1.
30(T)
Module 2
Lesson 6 3 Listen and match. (Track 21 CD1)
Aims : To generate ideas through a listening activity.
To write a comment to a blog entry.
Refer the pupils to the pictures and the prompts.
Language Ask the pupils if they know/have heard of anything
Language in use: I heard a really cool story there! about these places. Play the audio. The pupils listen
It was a mystery about Lake Michigan. and complete the activity. Check their answers.
A
Internet Research (See p. 129(T) for Audioscript.)

The pupils will find information about a mysterious
ll
place (Ex. 4). 4 Write a blog comment to Jerry

about a mysterious place you’ve been to or
rig
Extra Materials
Class CD1. you’ve heard of. Use the Internet to help you.
: To write a comment to a blog entry.
ht
BEGINNING THE LESSON The pupils use the Internet to find information about
a mysterious place. If access to the Internet is not
s
: To revise the language of the previous lesson. available, they can use encyclopaedias or other
Ask two pupils to come to the front of the classroom and reference material. Alternatively, they can use the
re
act out the dialogue from the previous lesson (Ex. 1). information in Ex. 3. For homework, the pupils write
Repeat with as many pupils as you feel necessary. their blog comment, using the texts in Ex. 1 as models.
se

My Wonder Portfolio Hi, Jerry!
rv
I’m back from a trip to Las Vegas, Nevada. I heard a

READING & WRITING really cool story there. It was about the Nevada Triangle!
ed
It’s a spooky place where more than 2,000 planes

1 Listen and read. What’s strange about have crashed or disappeared! In 2007, a plane was
these places? (Track 20 CD1) flying over the desert when it disappeared. A year
.D
: To present a blog entry. later, a hiker found it in the mountains. No one knows
for sure what happened. Some people say it was
Books open. Point to the picture and read the title.
o
bad weather. But others think it was a UFO. Isn’t it

Explain what a blog is (a website with a writer’s opinions/
strange?
experiences, etc). Ask the pupils what they think the
Jill
no
texts are about. Play the audio. The pupils listen and
follow along in their books. Ask: What’s strange about
these places? (Planes, boats and people disappear ENDING THE LESSON
tc
there.) : To consolidate the language of the lesson.

Ask individual pupils to tell the class which of the places
2 Read again and answer the questions.
op
in the lesson they find more interesting and why.

: To check the pupils’ comprehension of the texts.
Note: Tell the pupils they will learn about fossils in the
The pupils read the texts again and answer the questions.
y.
next lesson. Ask them to bring in a small item (e.g. a

Elicit answers from individual pupils. Ask the rest of the seashell, a plastic toy, etc) that they would like to make
class for verification. into a fossil.
Answer key
1 Jerry went (on a trip) to Michigan, USA.
2 A plane disappeared over Lake Michigan.
3 A boat disappeared near the Tokelau Islands.
31(T)
My Wonder Portfolio 2
1 Listen and read. What’s strange
about these places?
A
ll
Hi, bloggers!
rig
I’m back from my trip to the USA. I had a great

time in Michigan. And you know what? I heard Hi, Jerry!
a really cool story there! It was a mystery about
ht
When I was on holiday in Samoa, I heard

Lake Michigan.
a story about a mystery as well. In 1955,
s
Lake Michigan is a spooky place. Boats, planes

a boat was sailing to the Tokelau Islands
and people disappear there! In 1950, a plane
re
when it disappeared. A month later,

was flying over Lake Michigan to Seattle when
people found the boat, but there wasn’t
it disappeared. No one knows why. Was it the
se
weather? Was it an accident? Or maybe a anyone on board!

UFO? No one knows for sure what happened
rv
What do you think? Have you ever heard of to the people. Some say it was pirates,
a mystery like this? but others think it was a terrible sea
ed
Post a comment and tell me all about it! monster. Isn’t it a bit strange?
Bob
.D
2 Read again and answer the questions.

o
1 Where did Jerry go? 2 What happened in 1950? 3 What happened in 1955?
3 Listen and match.

no
2 A planes 3 B Georgian Bay,

1 A Florida, USA Canada
tc
A
op
4 B ship 5 B 1902
y.
uda
Bermngle L
Sup ake
Tria eri
or
6 A UFOs
8 A 1945
7 B ghosts or monsters
4 Write a blog comment to Jerry about a mysterious place
you’ve been to or you’ve heard of. Use the Internet to help you.
Writing: a comment to a blog entry Activity Book, page 25 31
SCIENCE
Fossils
1 Read and guess. Then listen and check.
ies fossils. True/False

1 A palaeontologist is a scientist who stud
A
ll
2 What are fossils? 3 Which is not a fo

ssil?
c
rig
a all rocks b
a
b preserved remains of plants and animals
c dinosaur bodies
ht
s
4 Match.
re
se
rv
1 mould fossil 2 cast fossil 3 amber fossil

ed
a b c
Parts of animals or plants Shapes of animals or
Solid 3D shapes
.D
preserved in tree sap. plants left in rock.

of the remains of
animals or plants.
o
no
2 Read and put a tick (✓) or a cross (✗).
Fossils take thousands of years to form. When an animal dies, its remains
tc
sink into the ground and make a shape. Next, water washes away the remains.
op
This gives us an empty shape called a mould. Slowly, the

mould fills with minerals and these turn into
y.
solid stone and make a cast fossil. Palaeontologists then

dig up the fossil and study it to learn about life in prehistoric
times.
1 It takes up to ten years for a fossil to form. ✗ 3 The mould fills with minerals. ✓
2 Water washes away the remains of animals. ✓ 4 Palaeontologists dig up minerals. ✗
32
Module 2
Lesson 7 2 Read and put a tick (✓) or a cross (✗).
Aims : To learn how fossils are formed.
To explore English through other subject areas
Read out the text and explain/elicit any unknown
(Science); to learn about fossils.
words. Have a class discussion about how fossils are
Language formed to check the pupils’ comprehension. Then,
Target Vocabulary: amber fossil, cast fossil, read out the sentences and explain the activity.
mould fossil Allow the pupils some time to read the text again
A
Extra Vocabulary: cast, minerals, mould, and put a tick (✓) or a cross (✗) in the boxes. Check
ll
palaeontologist, prehistoric times, preserved, their answers. Then ask individual pupils to read out
remains, solid, tree sap from the text.
rig
Thinking Skills
Applying world knowledge (Ex. 1).
ht
Extra Materials
Class CD1; the materials listed in Ex. 4, one set
s
per pupil.
re

se
Ask the pupils to hand in their Portfolio activities from the

previous lesson. After you give feedback to the pupils,
rv
help them file their work in their Language Portfolios.

ed

1 Read and guess. Then listen and
.D
check. (Track 22 CD1)

: To learn about fossils.
o
Books closed. Say, as you write on the board: Fossils.

Elicit/Explain what the word means (shapes or parts of
no
plants, animals, shells, etc preserved in rock or earth

for a very long time). Have a class discussion about
fossils and elicit what the pupils know about them.
tc
Books open. Go through the sentences/questions and

ask the pupils to guess the correct answers. Allow them
op
some time to complete the activity. Then play the audio.

The pupils listen and check their answers.
y.
32(T)
Module 2
3 How are cast fossils formed? Look, read and
match. Write.
: To check the pupils’ comprehension of the text.
Refer the pupils to the pictures and read the sentences
aloud. Read the example and explain the activity.
Allow the pupils some time to complete the activity.
A

ll
4 Make your own cast fossil.

: To create a cast fossil.
rig
Tell the pupils that they will make their own cast
fossils. Read out the instructions and elicit/explain
ht
any unknown words. Hand out the materials the

pupils will need to do the activity. If you have got a
s
big class, the pupils can work in pairs or groups. Ask

the pupils to say what items they have brought with
re
them to make into fossils. Read the instructions again,

step by step, for the pupils to follow. Make sure all the
se
pupils have completed each step before moving on

to the next one. At the end of class or the next day
(after the mixture in the mould has dried), the pupils
rv
present their cast fossils to the class.

ed
ENDING THE LESSON

.D
Ask the pupils to imagine that they are palaeontologists

from the future. Tell them that it is the year 3050 and
that they have discovered the fossils they made in Ex. 4.
o
Ask individual pupils to describe their fossil and what the

fossil says about life in the ‘past’. Alternatively, hold up
no
different fossils and have a class discussion about what

each one says about life in the ‘past’.
tc

If you wish, you can do the Cross-curricular Activity
op
for this module in the corresponding section of the

Teacher’s Resource Pack CD-ROM.
y.
Suggested homework
present their cast fossils and say how they are formed.
33(T)
2
3 How are cast fossils formed? Look, read and match. Write.
a An empty space
– the exact
The remains of an animal sink
shape and size
into the ground.
of the bones – is
created. This is
called a mould.
A
Small amounts of water go into the

______________________________ b Over time, the
ll
mould fills up
with minerals
rig
______________________________
ground and wash the remains away.
and becomes
solid rock. This is
ht
An empty space – the exact shape

______________________________ called a cast.
s
and size of the bones – is created.

______________________________ c Palaeontologists
dig up the cast
This is called a mould.
______________________________
re
fossil and study it.

se
d Small amounts of
Over time, the mould fills up
______________________________ water go into the
with minerals and becomes
rv
______________________________ ground and wash

solid rock. This is called a cast.
______________________________ the remains away.
ed
e The remains of an
animal sink into
.D
Palaeontologists dig up the

______________________________ the ground.
______________________________
cast fossil and study it.
o
no
4 Make your own cast fossil.
You need: 1 Take the block of Plasticine™ and press it flat on a

tc
table or in your hands.

• a block of Plasticine™
2 Press your object (seashell, piece of wood, etc)
• two paper cups
op
into the Plasticine™ until it’s half-buried.

• half a cup of warm water
3 Carefully take the object out of the Plasticine™
• half a cup of flour
y.
so that you can see the mould.

• a spoon
4 Put the Plasticine™ into a paper cup.
• an item you want to make
5 Put the flour into the other paper cup and add the
into a fossil (leaf, seashell,
water. Mix with the spoon to make a thick mixture.
piece of wood, small
6 Pour the mixture into the mould in the first paper
plastic dinosaur, etc)
cup. Let it dry.
7 Tear away the paper cup and carefully remove
the Plasticine™. You now have your own cast fossil!

1 Read and complete. Then listen and check.
History’s all around us – History’s all around us –

The 4) m_______s
ysterie of history,
A
You don’t have to dig too deep. The secrets that it holds! It’s in tombs and pyramids.
ll
Just look and you’ll 1) discover 5) Tr________s

easure of all different 7) M__m_____
u mies held great mysteries
kinds – For the 8) a__c____________!
r haeologists
rig
All the secrets that it keeps!

From 6) p__p_____
a yrus to gold!
It gives us ancient 2) ph_______
araohs And so did 9) h____________s
ieroglyphic
Which were difficult to read,
ht
Who ruled in distant lands,

And 3) a___f_____
rte acts or fossils But now we know the stories
s
Which were buried in the sand! Of great times in 10) h_____y!

istor
re
se
• Sing The Mysteries of History song!

rv
ed
2 Why is important? Discuss.

.D
and
Words
and
o
-ian and -ion endings: same sound – different spelling

no
Egyptian Persian magician action

tc
1 Listen. Say.
op
y.
2 Listen and complete.

1 A______________
sian (5 letters) 5 i______________
nvitation (10 letters)
2 m______________
usician (8 letters) 6 d______________
irection (9 letters)
3 s______________
tation (7 letters) 7 a______________
ction (6 letters)
r
4 h______________
istorian (9 letters) 8 e______________
lectrician (11 letters) i Wonde
EXTRRA
CES
34 Activity Book, page 27 RESOU
Module 2
Lesson 8
2 Why is important? Discuss.
Aims
To develop the pupils’ listening skills through a : To encourage the pupils to form opinions.
song; to recognise and spell words with -ian and Read out the question. In pairs, the pupils discuss
-ion endings. why they think history is important. Ask pairs to report
back to the class.
Language
Language in use: History’s all around us – you Suggested answer key
A
don’t have to dig too deep. A: History is important because it teaches us about
ll
the past.
Thinking Skills
B: Yes, and sometimes it teaches us how to make the
rig
Interpreting information (Song Time! – Ex. 1).

future better. etc
Forming an opinion (Song Time! – Ex. 2).
Extra Materials
SOUNDS AND WORDS
ht
Class CD1.
1 Listen. Say. (Track 24 CD1)
s
: To learn how to pronounce words with -ian

BEGINNING THE LESSON and -ion endings.
re
: To revise the language of the previous lesson. Books closed. Say, as you write on the board: Egyptian,
se
Ask the pupils to present their cast fossils. Ask Persian, magician. Underline the letters in bold. Say:
individual pupils how cast fossils are formed. Ask the \ń\ – Egyptian. The pupils repeat after you. Repeat the
rest of the class for verification. same procedure and present Persian and magician.
rv
Then say, as you write on the board: action. Underline

SONG TIME! the letters in bold. Say: \ń\ – action. The pupils repeat
ed
after you. Focus the pupils’ attention on the different

1 Read and complete. Then listen spellings, -ian and -ion, and the pronunciation \ń\ for
and check. (Track 23 CD1) both.
.D
: To present a song about the mysteries of history. Books open. Play the audio. The pupils listen and repeat,
Books open. Refer the pupils to the title of the song and chorally and/or individually.
o
have a brief discussion about what it means. The pupils

read the song and complete the words. Tell the pupils 2 Listen and complete. (Track 25 CD1)
no
that the missing words are vocabulary items that they : To recognise and spell words with -ian and
have learnt in this module. Play the audio. The pupils -ion endings.
listen and check their answers.
tc
Refer the pupils to the incomplete words. Explain that

they are given the first letter of each word and, in
• Sing the The Mysteries of History song!
brackets, the number of letters in each word. Play
op
(Track 23 CD1)
the audio. The pupils listen and complete the words.
: To sing a song about the mysteries of history. Check their answers. Then ask individual pupils to
spell the words. Ask the rest of the class for verification.
y.
Play the audio and encourage the pupils to sing along.

(See the Introduction for further ideas and activities.) (See p. 130(T) for Audioscript.)
34(T)
Module 2
ENDING THE LESSON 2 Find the mistakes. Read and correct.
Explain the activity. Allow the pupils some time to
Write words with -ian or -ion endings on the board, read the sentences, find the mistakes and correct
but with the ending missing. Ask individual pupils to them. Ask individual pupils to read out the corrected
come to the board and write the correct endings. sentences. Ask the rest of the class for verification.
Ask the rest of the class for verification.
6 Now I can …
A
If you wish, you can do some or all of the extra Focus the pupils’ attention on the Now I can box.
ll
resources available, during this or the next lesson. Emphasise how many new things they have learnt and
try to instil a sense of achievement for completing this
rig
Lesson 9 module. Read out the competences, one at a time,

Aims and elicit the vocabulary/structures of the module. Ask
To consolidate the language of the module. the pupils, in L1 if necessary, what they liked most in the
ht
module and have a brief class discussion.

Language
Revision: ancient civilisations, past simple – past
s
Formative Evaluation (See Instruments for

continuous, relative pronouns
Evaluation in the Teacher’s Resource Pack CD-ROM.)
re
Thinking Skills
Recalling information (Ex. 1).
se

rv

ed
Write the headings -ian and -ion on the board. Ask

pupils to come to the board. Say words from the
previous lesson. The pupils write the words under the
.D
correct heading. Ask the rest of the class for verification.
1 What do you remember from the

o
module? Read and match.

no
Explain the activity. The pupils read the sentences and

match them to the correct words. Check their answers.
tc
op
y.
35(T)
1 What do you remember from the module? Read and match.
2
1 E The ancient Egyptians wrote on it. A hieroglyphics
Review
2 F B treasure
A king or queen of Egypt.
C archaeological site
3 C You can find ancient artefacts there. D headdress
A
4 G Archaeologists go on this to search for something. E papyrus

ll
F pharaoh
5 A It was the ancient Egyptian writing system. G expedition
rig
H archaeologist
6 H This person searches for artefacts.
ht
7 D The pharaohs wore it on their head.
8 B Archaeologists found it inside pharaohs’ tombs.

s
re
2 Find the mistakes. Read and correct.

se
A B was buying
Jack bought C D Papyrus was
Howard
visited which
rv
Carter was the tickets for the We were visiting a plant where
who museum while
man which the Pyramids the ancient
ed
discovered Lisa was reading last year. Egyptians used

King Tut’s the guidebook. to make paper.
.D
tomb.
o
F
no
E Mark was
taking photos We visited
where
Wiltshire which Now I can...
tc
of the landmark
when it was Stonehenge is.
• talk about ancient civilisations
op
starting raining. • talk about ancient Egypt

started
• talk about mysteries and past
events
y.
G The Valley of the H • post a comment on a blog

Ancient Britons
Kings is the place built • talk about fossils
where were building
which they found the • recognise and spell words with
Stonehenge 5,000
tomb of Ramesses II. -ian and -ion endings
years ago.
in English.
35
The Treasure in the Rice Field
A story from Laos
1 Listen
and repeat.
A
ll
lucky
ant dig
rig
ht
s
trader goods cry

re
2 Listen
and read. Where did Akamu find the pot?
se
A
long time ago, an old man and an old
rv
woman, called Akamu and Laya, lived

near a rice field. They worked very hard
ed
to grow their own food, but they were still

poor. “We have worked so hard every day
.D
of our lives!” they said.

One day, they were in the rice field. While
o
Akamu was digging near an anthill, he hit

something hard. It was a very big old pot.
no
When he opened it, he saw that it was full

of gold!
tc
“Laya! Come and see what I’ve found!” he

shouted.
op
“Oh, my! How lucky we are!” she said when

she saw the pot. “Let’s carry it home!”
y.
“No. We can’t do that,” Akamu said. “It is

not ours to take. If it really belongs to us, it
will find a way to come to us!”
Laya was sad, but she knew Akamu was
right. Later that day, when they got back
to the village, she told the neighbours
about the pot.
36
Wonder Tales 1
The Treasure in the Rice Field Books open. Play the audio. The pupils listen and repeat,
chorally and/or individually.
Aims
To listen to and read a story from Laos about an 2 Listen and read. Where did Akamu find
old couple who found a pot of gold in a rice field;
the pot? (Track 27 CD1)
to talk about how patience brings rewards.
: To present The Treasure in the Rice Field story.
Language
Target Vocabulary: ant, cry, dig, goods, lucky, Read the title of the story and elicit what it means.
A
trader Point to the picture and ask the pupils what they think
the story is about. Then have a brief class discussion.
ll
Extra Vocabulary: anthill, rice field

Language in use: A long time ago, an old man Ask and answer questions about the picture.
e.g. Teacher: What can you see in the picture?
rig
and an old woman, called Akamu and Laya,

lived near a rice field. Class: An old man and an old woman.
Teacher: Where are they?
Differentiated Instruction Class: In a field. etc
ht
Ex. 2 (Extension Activity).

Play the audio. The pupils listen and follow along in their
s
Thinking Skills books. Ask: Where did Akamu find the pot? Elicit the
Recalling information (Ex. 3). answer. (In a rice field.) If you wish, ask individual pupils
re
Forming an opinion (Ex. 4). to read the story aloud. Check their pronunciation and
intonation.
se
Promoting Values
The pupils will learn the importance of being Extension Activity (Optional)
patient.
rv
• For stronger classes: Ask the pupils to imagine

Extra Materials they are playwrights. Ask them, in groups, to
turn the story into a dialogue and write it in
ed
Picture flashcards (9-14); Word flashcards (31-36);

Class CD1. their notebooks. Then the pupils in each group
take roles and act out the story. Go around the
.D
classroom providing any necessary help. Allow

BEGINNING THE LESSON the pupils some time to rehearse first. Then
: To introduce the topic of the lesson. invite some groups to come to the front of the
o
classroom and perform their dialogues.

Have a class discussion about the importance of
• For weaker classes: Explain to the pupils that they will
being patient and how patience helps us achieve
no
perform the story. Write the dialogue on the board.

our goals. Explain to the pupils that they will listen to
(Alternatively, you can hand out a prepared script
and read a story about an old couple who found a
to the class.) Make sure that the sentences are in
tc
pot of gold in a rice field.

jumbled order. Ask the pupils to put the sentences in
the correct order. Assign roles. Allow the pupils some
PRESENTATION & PRACTICE time to rehearse their parts. Then, they act out the
op
story. Alternatively, they can read their parts from the

1 Listen and repeat. (Track 26 CD1)
board or their handouts.
: To present the vocabulary of the story.
y.
PICTURE FLASHCARDS (9-14)/

WORD FLASHCARDS (31-36)
Books closed. Put the picture flashcards up on the
board. Point to them, one at a time, and present the
words. Then put the corresponding word flashcards
below them. Point to the matching picture/word
flashcards and say the words. The pupils repeat,
chorally and/or individually.
36(T)
Wonder Tales 1
3 Who says what? Read and choose.
: To check the pupils’ comprehension of the story.
Explain the activity. The pupils read the sentences and
choose the correct answers. Read out the sentences
and elicit answers from individual pupils. Ask the rest of
the class for verification.
A
4 Why does Akamu leave the pot in the

ll
field? Do you agree? Why/Why not?

: To further check the pupils’ comprehension of
rig
the story.
Ask the pupils: Why does Akamu leave the pot in the
ht
field? (Because it didn’t belong to them.) Ask the

pupils if they agree with Akamu’s decision and why/
s
why not. Elicit answers from around the class. Accept

all reasonable answers. Ask the pupils what they would
re
do if they found something valuable (e.g. a wallet full

of money on the street). Elicit answers from around the
se
class and have a class discussion.
WONDER VALUES
rv
Refer the pupils to the Wonder Values box and read

it aloud. Have a class discussion about how patience
ed
always brings rewards in the end. Explain that when

we are patient good things happen to us.
.D
ENDING THE LESSON

o
Divide the class into two teams, A and B. Say incomplete

no
sentences from the story. Each time, choose a pupil from

a team to complete the sentence. If he/she answers
correctly, he/she gets a point. The team with the most
tc
points wins.
e.g. Teacher: It is not ours …
Team A, Pupil 1: to take. etc
op
y.
37(T)
Nobody believed her strange story and they all laughed. “Buried treasure!
You are funny!” they said.
A few weeks later, a group of traders were passing through the village.
While they were buying and selling goods, they heard about the two old
people who found a pot of gold in the fields. “How interesting!” they said.
The traders decided to go and look for the pot. They went to the rice field
and found the anthill with the pot near it. When they opened the pot,
A
they jumped back; inside it, there was a half-sleeping snake!

ll
“This is not gold! What liars they are!” one of them said. “Let’s teach
them a lesson!” So they took the pot and left it outside Akamu and
rig
Laya’s house.
The next day, Laya got up early to make breakfast. When she opened the
ht
door to go out, she hit something hard with her foot. “Ouch!” she cried,
and Akamu came to see what was happening.
s
They saw the pot in front of their door and looked inside. It was full of gold!
re
“Who has brought this to our house?” Akamu said.

se
“Who knows? Do you think we should keep it?” Laya asked.

“Yes. Now it has come to us, so it must be ours!”
rv
From that day on, they stopped working and lived an easier life. And all
ed
over the country, everybody talked about the treasure in the rice field!
.D
3 Who says what? Read and choose.

o
1 “We have worked so hard every 6 “Let’s teach them a lesson!”

day of our lives!” a the traders b the villagers
no
a Akamu and Laya 7 “This is not gold!”

b the villagers a the traders b Akamu
tc
2 “You are funny!” 8 “Who has brought this to our

a the villagers b the traders house?”
op
3 “Who knows?” a Akamu b Laya

a Akamu b Laya 9 “How interesting!”
y.
4 “Buried treasure!” a the villagers b the traders

a Laya b the villagers 0 “No, we can’t do that.”
1
5 “Oh, my! How lucky we are!” a Akamu b Laya
a Akamu b Laya
Wonder Values
Good things come
4 Why does Akamu leave the pot in
to those who wait!
the field? Do you agree? Why/Why not?
37

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y.

expedition, landmark, treasure) Past continuous

goddess, headdress, hieroglyphics, merchant, mummy,

4 Go Green Eco-friendly schools (collect rainwater, have a greenhouse,

Environmental problems (acid rain, air pollution, chemical

A World of Wonder 1 (Modules 1-4) (pp. 66-67)

train, telescope, test tube, typewriter)

7 Literature is Great! Types of books (autobiography, biography, fable, fairy tale,

8 Going Places At the airport (baggage claim, boarding gate, boarding

A World of Wonder 2 (Modules 5-8) (pp. 126-127)

KEY TO SYMBOLS : Pairwork : Groupwork : Thinking skills : Promoting Respect/Responsibility

Creative thinking nervous

Combing ideas to form a new whole news Egyptian

Organising and selecting ideas a blog entry magician

Applying world knowledge Writing: A post in a space shuttle

Self-reflection Spanish Omelette Speaking: Ordering at Food Labels Double letters

parts traditional food

Creative thinking a famous inventor

: Project/Poster presentation : Cross-curricular links : Internet research : Formative evaluation

The pupils are always referred to a short

video which introduces the topic of the Thought-provoking lead-in

beginning of the module or whenever about the topic.

The picture introduces the CLIL

Activities that emphasise and develop

all four language skills.

Activities that reinforce and The pupils are given the

dialogues set in on realistic types

everyday contexts of writing help

pupils with natural creativity and

Review sections that

texts with information

world help the pupils

world they live in!

Global values are

pupils are given the

examine them from

The Pupil’s Book also includes:

The Sounds and Words section in each module is a

with early reading and writing skills, and helps

places their cards face down in front of them.

the card already face up on the other player’s

the language learnt in the corresponding

the strengths and weaknesses of the pupils/ IV Presentation Skills

Presentation Skills help learners gain confidence

because pupils decide not only what to present,

iii : This is a pairwork activity.

v : These activities develop the pupils’ Critical V Projects

creativity, collaboration and communication

respect and responsibility for self and others.

Extra Check section. For every two modules there

The Activity Book also includes: • Vocabulary and Grammar Practice

The Teacher’s Book provides step-by-step lesson

engaging and entertaining way to facilitate

The Picture & Word Flashcards are a practical

pupil’s property. It is a tool to accompany the • Posters

The Posters include the vocabulary of the

pupils’ favourite story or with performances of

of the language learnt. marks obtained with the help of a code.

uses the chart to evaluate the pupils at the end

with the help of a code.

their Language Portfolios. Pupil’s Book.

them, one per pupil, after each Module Test.

for teachers who wish to cover the optional

KEY TO SYMBOLS : Pairwork : Groupwork : Thinking skills : Promoting Respect/Responsibility

: Project/Poster presentation : Cross-curricular links : Internet research : Formative evaluation

• talk about countries (people, places, things)

• revise articles (a, an, the) •

• a boy and his mum talking about the history

• what an alien family is going to do on

• a teacher talking to her pupils about the

• learn and talk about the phases of the Moon

• a project on how to reduce, reuse and

• children talking about the results of a health

• talk about food preparation and cooking

• make a video about how to prepare their