Sue Parminter

with Caroline Nixon and Michael Tomlinson

Cambridge University Press
www.cambridge.org/elt
Cambridge Assessment English
www.cambridgeenglish.org
Information on this title: www.cambridge.org/9781108817745 
© Cambridge University Press and Cambridge Assessment 2020
It is normally necessary for written permission for copying to be obtained in advance
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First published 2020
A catalogue record for this publication is available from the British Library
ISBN 978-1-108-81774-5 Teacher’s Resource Book 5
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 Contents
Introduction Page 4

1 This year’s trip Page 6

2 Our beautiful planet Page 8

3 Let’s celebrate! Page 10

4 Time of our lives Page 12

5 Let it snow! Page 14

6 Working together Page 16

7 Then and now Page 18

8 Space travel Page 20

9 Great bakers Page 22

 Introduction
This Teacher’s Resource Bank is designed to help you and
your learners make the most of Be Curious Level 5. There
are eight photocopiable worksheets for each unit, as well
as teaching notes.
What do the photocopiable worksheets
provide?
The worksheets have been carefully designed to reinforce
and provide extra practice of the language and skills
taught through the Pupil’s Book and Activity Book, with
the exception of the inclusion of some relevant topic
vocabulary in the Culture worksheets.
Each worksheet has accompanying teaching notes with
suggestions for exploitation in the classroom, along with
answer keys and audioscripts. The teaching notes also
include optional follow-up tasks, or in some cases pre-
activity tasks, which are suitable for providing either extra
support or extra challenge.
Vocabulary practice worksheets
There are two Vocabulary worksheets per unit. These
worksheets reinforce each of the two new lexical sets
taught in the unit. The level of the activities progresses
throughout the course. Activities in the Vocabulary
worksheets are varied and fun and using them also helps
learners to develop other skills, such as fine motor skills,
categorising, sequencing and drawing.
Grammar practice worksheets
There are two worksheets per unit which focus on the two
main grammar points presented in each unit. In these
worksheets, activities use known vocabulary with the
new grammar point and provide practice in the context
of the unit topic. Activities include writing answers, fun
games, interactive activities, personalisation activities
and speaking activities. You can use the worksheets with
learners or pairs of learners who finish classwork quickly.
Alternatively, you can use them with learners who need
further reinforcement of a particular grammar point.
4
Skills worksheets
There are also two Skills worksheets per unit. These
offer further practice of Listening, Reading, Writing
and Speaking skills. Two skills are practised on each
worksheet, and the combination of skills varies between
units. In this way, there is a balance between productive
and receptive skills in each unit. The worksheets focus on
language from that particular unit, but they also recycle
language from earlier units. The pairs of worksheets in
each unit are linked by their topic, which helps increase
learner confidence and motivation, and the activities
contain fun or interesting information relevant to their
age group, which often encourages the learners to use
their imagination.
The Skills worksheets are to be used in a mixture of ways,
individually, in pairs or with the whole class. Tasks are
varied and several task types are similar to those in the
Cambridge Flyers Test. There are a variety of listening
activities, all of which are practised in the Pupil’s Book and
Activity Book. Speaking activities usually have some kind
of information-gap element and require learners to work
in pairs or groups to share information and complete a
task or fill out a table. The teaching notes support you in
setting up these tasks.
The reading tasks are varied and include a range of text
types and several task types. The writing tasks often
provide a model text and learners are asked to complete
a short text of their own, which is usually personalised.
This writing output is always supported and the level of
scaffolding reduces as the course progresses. Learners are
encouraged to be creative through these writing tasks and
are sometimes asked to plan them in pairs or groups.
Mission worksheets
There are nine worksheets for the Mission sections, so one
per unit. Each Mission, or project, has been broken down
into four different stages, occurring at different points in
the unit. The Mission worksheets support one or more of
these stages, depending on what is needed. They provide
some kind of output task which contributes to the whole
project. You may like to print and photocopy these pages
at a larger size to allow learners more room to record their
ideas. Generally these activities have a communicative
focus and work will be carried out in either pairs or groups,
and will require some teacher input. See the Teacher’s
Book Introduction for further information on the Missions.
Culture worksheets
The Culture worksheets extend the cross-curricular lesson
topic of each unit and provide an opportunity to look at
traditions and practices from other countries in some
detail. The new content is still linked to the unit topic and
is presented via authentic text types, such as pamphlets,
podcasts and blogs. The worksheets focus on reading
or listening skills, followed by some written output. The
writing practice is personalised so that learners can make
comparisons between the new culture and their own.
How can the worksheets be used?
You can use the Vocabulary and Grammar worksheets
with individuals or pairs who complete their work in class
quickly. Alternatively, you can set these worksheets for
homework, or use them with learners who would benefit
from some extra practice. However, some worksheets
need to be used in small groups and pairs, and can be
used when additional practice is necessary. Or, they can
provide you with an alternative when there is a change or
gap in your usual routine.
Learner portfolios
Many of the worksheets also lend themselves to being
compiled and stored so that learners have a record of their
work for the year and they can see the progress they have
made and reflect on the work they have done. Compiling
a portfolio can develop learner autonomy and is a good
way to increase parental involvement, since it can be
shared with family and friends. Portfolios are also useful
for you as a teacher because they are something tangible
to show parents at the end of a term or year.
Learners can either stick the worksheets into a scrapbook
or notebook, or keep them in a file or ring binder. A useful
alternative is an electronic copy of the worksheets, where
learners scan their worksheets and store them on a hard
drive or cloud. Not only do learners have something that
they are more likely to keep, but also they can develop IT
skills at the same time.
5
1 This year’s trip
Vocabulary 1
Using the worksheet
●● This worksheet provides practice of the months of the
year and of ordinal numbers as used in dates.
1 Learners work on their own to write the missing letters
to complete the months of the year. If they can’t guess
a particular month, encourage them to continue with
the rest and they can then go back and complete the
previous ones.
Key:  1 April  2 August  3 December  4 February
5 January  6 July  7 June  8 March  9 May
10 November  11 October  12 September
2 Learners write the months in the correct order on the
calendar pages, starting with January.
3 Learners write an important date for themselves and
their families and friends on each calendar page.
Optional follow-up activity (reinforcement):
Learners mingle around the classroom asking and
answering When’s your birthday? It’s the xx of xx. They have
to stand in the order of their birthdays from the beginning
of the year to the end. You could also make an English
birthday calendar to use in class.
Grammar 1
Using the worksheet
●● This worksheet provides practice of the target language
of talking about future possibilities using may/might.
●● Give out one worksheet to each pair. They cut out the
cards and read the game rules.
●● Learners work in pairs to do the activity. You may like
to do a few examples with the whole class before they
speak in pairs, e.g.
There are some dark clouds in the sky.
It might rain soon.
Optional follow-up activity (extension):
Learners work with the same partner. They choose one
of the situations and use it to improvise a short dialogue.
They can act out their dialogues for the class at the end of
the activity.
6
Vocabulary 2
Using the worksheet
●● This worksheet provides practice of the core transport
words: motorway, taxi, ambulance, bicycle, traffic,
railway, passenger and platform.
1 Learners circle the core transport words.
Key:  motorway, taxi, ambulance, bicycle, traffic,
railway, passengers, platform
2 Learners read the words in the legs of the word spiders
and write one of the core words in the centre of each.
Key:  1 bicycle  2 railway
3 Learners make their own word spiders for four other core
transport words. Encourage them to use dictionaries.
Optional follow-up activity (reinforcement):
Work with the whole class to brainstorm all the words that
they know connected to transport. Write them up clearly
where all the learners can see them. Learners then work in
small groups with a large sheet of paper and felt tip pens.
They make a word spider for the transport words.
Grammar 2
Using the worksheet
●● This worksheet provides practice of the indefinite
pronouns.
1 Learners look at the map of the UK and Ireland. Read
out and check the pronunciation of the place names.
Learners work on their own to read the short texts and
match them with a place on the map. They write the
place names.
Key:  1 Newcastle  2 Plymouth  3 Fort William
2 Read and drill the example with the class. Learners
work in pairs to choose a place, person or thing and
then take part in similar dialogues.
Optional follow-up activity (reinforcement):
Learners do a similar activity in the classroom with
classroom objects to play a version of I spy: I’m thinking
of something that starts with (a letter of the alphabet). Is
it anywhere near the window? No, it’s nowhere near the
window. Is it anywhere near you? Yes, it is. It’s somewhere
near me, etc.
Skills 1: Reading and speaking
Using the worksheet
●● This worksheet provides reading and speaking skills
practice in talking about future possibilities connected
to the unit topic.
1 Learners look quickly at the holiday advert and read
the possible titles. They then work on their own to read
the advert and match the headings with the holidays
described.
Key:  1b 2d 3a 4c
2 Learners choose the holiday that they would prefer to
go on. They read the relevant part of the advert again
carefully and imagine that they are on the holiday.
Learners make notes. Learners work in pairs or groups
to describe the holiday they are on.
Skills 2: Listening and writing
Using the worksheet
●● This worksheet provides listening and writing skills
practice in talking about holiday plans.
1 Learners look at the photos and say what they can see
in them. Play the audio. Learners listen and identify the
holiday.
Key:  c
Tracks 2 & 3
Girl: Hi Sam. You look excited!
Boy: I am. I can’t wait for the holidays.
Girl: Are you going to go away?
Boy: Yes, we’re going to go to Switzerland. My aunt and uncle
live there and we’re going to stay with them.
Girl: That sounds fun. Where do they live?
Boy: I can’t remember the name, but it’s a little village in the
mountains. My dad says it’s beautiful.
Girl: When are you going to go? The holidays start on the
14th July, don’t they?
Boy: Yes, but we’re going to leave on the 15th of July. We’re going
to drive there and my dad says there’s lots of traffic on the
motorways on the 14th July because it’s a holiday in France.
Girl: Ah, I see. And how long are you going to stay?
Boy: For two weeks. We come back on 1st August!
Girl: Two weeks! Lucky you. What are you going to do there?
Boy: Well, it depends on the weather. It might be really hot so
we might go swimming in a lake near the village and we
might go camping in the mountains.
Girl: And what are you going to do if it isn’t hot?
Boy: We might go walking in the mountains.
Girl: Will you go camping if the weather is bad?
Boy: We might do. It depends. I really don’t mind. I love
camping and I’m sure we’re going to have lots of fun.
2 Learners listen to the dialogue again and complete the
table with notes. They may need to listen two or three
times.
Key:  Date of departure: 15th July, Date of return: 1st
August, Transport: car, How long/stay: two weeks,
Where/stay: with aunt and uncle / a village in the
mountains / Switzerland, Activities: swimming/
camping/walking
3 Learners imagine that they are on holiday with Sam.
Brainstorm ideas about the journey and the start of the
holiday. Learners write a short social media post as if
they were on holiday in Switzerland with Sam.
Stages 1, 2 and 3: Prepare a
holiday planner for this school year
Using the worksheet
1 Learners are going to prepare their year planner. Each
template page is for one month. You can give each
learner 12 copies, one for each month, or assign each
pair just a few months. Learners add the dates and
month names to the templates. First ask them to work
individually and prepare their year planner for their
family. They can write their birthdays and their family’s
birthdays, national holidays, etc. and any other
important event for their family.
2 Learners suggest and discuss options for different
holidays. Ask learners to work with their Mission partner
and compare their individual calendars to see when
they might both be free to go on holiday together.
3 The next stage is to plan the holiday journeys. Learners
research the holiday options they have decided on
in Stage 2 and organise the exact date when they are
leaving and coming back, how they are getting there,
what they have to pack considering climate, etc.
When they know, they write it down or draw it in their
individual planners.
Culture
Using the worksheet
1 Brainstorm words and ideas connected to deserts. Ask
learners to skim read the text quickly to choose the best
title.
Key:  2 People of the tent
2 Learners write True or False for each sentence. You may
like to explain/check some of the new words such as
look for, goat, sheep, camel, adult, tradition and culture.
Key:  1 False  2 True  3 False  4 True  5 True
3 Learners work on their own or in pairs to imagine a
typical day in the life of a Bedouin child of their age.
They make notes and then write a short diary entry.
7
2 Our beautiful planet
Vocabulary 1
Using the worksheet
●● This worksheet provides practice of the following
words connected to the natural world: cave, desert,
environment, hill, land, ocean, stone, stream and wood(s).
1 Learners work on their own to match the definitions
with the natural words by colouring pairs of word and
definition the same colour.
Key:  1 environment  2 ocean  3 land  4 cave
5 stream 6 wood 7 desert 8 stone 9 hill 10 fire
2 Learners draw pictures of six of the words of their
choice, one in each square. Play Bingo with the class
with the natural words. Instead of calling out the
words, you could spell them out letter by letter to add
challenge and interest to the game.
Grammar 1
Using the worksheet
●● This worksheet provides practice of the target language
of talking about the past using the past simple with
both regular and irregular verbs.
●● Give out one worksheet to each pair. They look at the
people and say what they know about them. Alternatively,
you could assign the famous people to learners to
research and present to the class before doing this
activity.
●● Learners cut out the cards and arrange them face up in
two groups – photos and phrases.
●● They work as fast as possible to match two phrases
with each person. You can do this as a competition.
●● Check answers orally with the whole class asking them
to make full past simple sentences. Alternatively, you
can ask learners to write the full sentences.
Key:  1  Christopher Columbus discovered
America. He sailed across the Atlantic ocean four
times.  2  Amelia Earhart flew across the Atlantic on
her own. She wrote books about flying.  3  Marco
Polo travelled to China over 700 years ago. He told
stories of his journey when he was in prison.  4  Neil
Armstrong flew into space in 1969. He landed on
the moon.  5  Edmund Hillary climbed Mount
Everest in 1953. He travelled to the North and South
Poles.  6  James Cook explored the coast of Australia
more than 240 years ago. He made maps of many
countries in the Pacific ocean.
8
Vocabulary 2
Using the worksheet
●● This worksheet provides practice of the core animal
words: butterfly, beetle, camel, creature, dinosaur, eagle,
extinct, octopus, swan and tortoise.
1 Learners work on their own to label the eight animal
pictures.
Key:  1 swan  2 camel  3 butterfly  4 tortoise
5 dinosaur  6 octopus  7 eagle  8 beetle
2 Learners read the two fact cards and write one of
the animals from the previous exercise in each card.
Check that they understand that habitat means the
environment where an animal lives.
Key:  1 beetle  2 dinosaur
3 Learners choose two animals (they can be from this
core set or others that they know). They work on their
own using dictionaries to complete the fact cards.
4 Learners work in pairs. They use their notes from the
previous exercise to describe their animals for their
partners to guess.
Grammar 2
Using the worksheet
●● This worksheet provides practice of talking about
abilities and situations using too and enough.
●● Give out one worksheet to each pair. Learners read the
instructions, cut out the cards and put them face down
in a pile.
●● Each pair needs a coin to play.
●● They play the game. Make sure that they understand
that they must give negative answers. E.g. Can you
drive? No, I’m not old enough. / No, I’m too young.
Skills 1: Listening and reading
Using the worksheet
●● This worksheet provides listening and reading skills
practice connected to the unit topic.
1 They look at the information form and identify the
missing information. Play the dialogue. They listen and
complete the gaps.
Key: Opens: 9.30, Closes: 17.00, Getting there: by boat,
Prices: Adult $46; Child $26, Shopping: four zoo shops
Track 4
Man: Hello. How can I help you?
Woman: Hi. I’m planning to visit the zoo tomorrow. Could you
tell me when it opens, please?
Man: At half past nine. We open at half past nine every day
of the year, even on 25th December and 1st January.
Woman: Right. That’s great. And when does it close?
Man: Well, it’s December now, so it’s the summer closing
times. That means that the gates close at five o’clock.
You don’t have to leave the zoo until half past five
though.
Woman: OK. And how about transport to get there? My friend
says that there’s a lot of traffic, so it isn’t a good idea
to drive.
Man: Your friend is right. The best way to get here is by
ferry.
Woman: By boat! What fun! Where do the ferries leave from?
Man: They leave from the town centre, near the Opera House
– and the trip takes about ten minutes. It’s very quick.
Woman: That sounds great. How much are the tickets?
Man: For the ferry or for the zoo?
Woman: For the zoo. How much is the zoo? I’m going to visit
with my 8-year-old son and my 3-year-old daughter.
Man: Well, your ticket will cost $46, your son has to pay the
child’s price – which is $26 – and you don’t have to pay
for your daughter. Children under four can visit the zoo
free.
Woman: That’s great. Thanks so much.
Man: You’re welcome. Can I help with anything else?
Woman: Oh, yes, just one more thing. Are there any shops at
the zoo? I want to buy some presents to take back
home.
Man: Yes, there are four shops in the zoo, with lots of lovely
presents.
Woman: Great. Thanks again. Goodbye.
Man: Bye! And we look forward to welcoming you to the zoo
tomorrow!
2 Learners work on their own to read the blog post about
a visit to Taronga Zoo and complete the sentences with
1, 2 or 3 words.
Key:  1 Australia  2 yesterday  3 went by/took a
boat  4  Australian animals  5  he was scared  paintings. What can you see in this picture?
6  he was tired
Skills 2: Writing and speaking
Using the worksheet
●● This worksheet provides writing and speaking skills
practice connected to the unit topic.
1 Learners work on their own to select an animal and
complete the form. They may need to do some research
to find all the answers. They present their animals
orally to the class.
2 Learners work in pairs. They imagine that they are on
holiday in Sydney and read notes about the trip they
took the previous day. They then ask questions about
the trip that their partners took. With weaker classes, you
may like to drill the questions first with the whole class.
Stages 1, 2 and 3: An
explorer’s diary
Using the worksheet
1 Learners are going to write an expedition diary of an
explorer’s trip. First they need to choose a research
destination somewhere in the world. Then they write
(and draw) what they packed and what they did on the
first day. Encourage learners to use the past simple.
2 Give each ‘explorer’ another diary page template. Then,
they share their incidents in groups. Encourage learners
to use the past simple.
3 Give each ‘explorer’ another diary page. First learners
find out about an endangered species at their
destination from Mission Stage 1. Put them into groups
of learners who have chosen a destination in a similar
part of the world. Each group makes notes about ways
to protect the animal. They write a short paragraph.
Culture
Using the worksheet
1 You may like to find out what the learners already know
about Australian Aborigines, if anything. Pre-teach stick
and dot. They read the text to themselves and write the
words in the gaps.
Key:  1 Australia  2 ago  3 nomads  4 caves
5 fingers  6 paints  7 colours  8 desert
2 Teach/revise these words: background, light, circle, corner.
Learners listen and write colour words in the labels.
Key:  1 white  2  red, orange, yellow  3  light yellow
4 brown, green  5 green
Track 5
Teacher: Well, today we’re going to do some Aboriginal art
Pupil: Lots of dots!
Teacher: Yes, there are lot of dots. But the dots make a picture.
Can you see what it is?
Pupil: It’s Australia.
Teacher: Well done, yes. It’s Australia. Now, can you see the
labels? Well, you need to write some colours in the
labels.
First of all. Can you see the big dots that go around
Australia? They are white. OK? Write white on the
label. Good. Now, the dots on the inside of Australia
are red, orange and yellow. Write red, orange and
yellow on the label. The background of the whole
picture is light yellow – so you need to colour the
background of the whole picture – in light yellow.
Then, there are parts of circles in the corners of the
picture – can you see them? These circles are brown
and green. Right, now there’s just a wide row of dots in
the middle, behind Australia. You can colour those in
different shades of green. OK? They are all green – but
lots of different greens. Great! Now check the colours
with a partner and you can colour in the picture.
9
3 Let’s celebrate!
Vocabulary 1
Using the worksheet
●● This worksheet provides practice of the following words
connected to competitions: volleyball, match, chess,
race, prize, puzzle, quiz, team, winner, score and stadium.
●● Learners work in A/B pairs to complete the crossword.
●● Cut up the worksheets and give them out. Learners look
at their puzzles and at the example. To check that they
understand the task, ask stronger learners to do one or
two more examples in open pairs.
●● In weaker classes, you may like learners to work in A
and B groups first to prepare their answers.
●● Learners work in A/B pairs to ask, answer and complete
their puzzles.
Key:  Learners show each other their worksheet to
check their answers.
Optional follow-up activity (extension):
Do a sentence-making race with the class. Call out one of
the core words. Learners have to think of a true sentence
about themselves with the word in it, e.g. I won a prize
for dancing last year. Our school team played badly on
Saturday. They write the sentence on a mini whiteboard or
run up and write it on the board. They score points for the
number of words in a correct sentence. Continue with all
the core words.
Grammar 1
Using the worksheet
●● This worksheet provides practice of the target language
of talking about life experiences using the present
perfect and ever/never.
●● Give out one Bingo grid to each learner. Read the
instructions and example with the class and check they
understand them. Their aim is to find people for whom
each sentence is true and cross out the Bingo square
when they do so. The first person to cross out all the
squares shouts ‘Bingo’ and is the winner.
●● Check his/her answers with the whole class. The learner
makes the sentences from memory and the others
respond, e.g.
Maria has been in an ambulance.
(Maria) Yes, that’s right. I have./No, I haven’t!
10
Vocabulary 2
Using the worksheet
●● This worksheet provides practice of the core music and
festival words: concert, drum, festival, flag, instrument,
musician, pop, rock, stage, tune and violin.
1 Learners work on their own to read the sentences and
write the correct word with each one. There are five
extra words.
Key:  1 drum  2 musician  3 violin  4 festivals
5 rock  6 instrument  7 stage  8 concert 
9 tune  10 pop
2 Learners work in pairs to play a guessing game with the
words, as in the example.
Optional follow-up activity (extension):
You could collaborate with their music teacher on this
activity. Play short extracts of music and ask the learners
to identify the instruments.
Grammar 2
Using the worksheet
●● This worksheet provides practice of talking about
the recent indefinite past using the present perfect
(focusing on the past participles of irregular verbs) with
just, yet and already.
1 Give out one worksheet to each learner. They need
a red and a blue pen, highlighter or coloured pencil.
Check that learners understand the instructions. They
can work on their own or in pairs to find the verbs in the
wordsquare and write them in pairs.
Key:  1 do/done  2 drink/drunk  3 eat/eaten
4 go/gone  5 have/had  6 make/made  7 see/
seen  8 spend/spent  9 swim/swum  10 take/
taken
2 Learners read the statements and questions by writing
the correct number in the boxes. Check answers by
asking learners to read the matching items in pairs.
Key:  1 d  2 c  3 h  4 a  5 b  6 g  7 e  8 f
Skills 1: Reading and speaking
Using the worksheet
●● This worksheet provides reading and speaking skills
practice connected to the unit topic and core language.
1 Ask learners How brave are you? Check that they
remember the meaning of brave by asking learners to
give examples of a brave person. Learners work on their
own to read and do the quiz. They circle the answers
that are true (or truest) for them. Learners may ask
about the meaning of some of the words (view, heights,
bite, horror film, ghost, haunted). Encourage them
to guess the meaning in the context of the situation
described in each item.
2 Learners work in pairs to discuss their answers.
3 Learners give a short presentation about their partners.
Skills 2: Listening and writing
Using the worksheet
●● This worksheet provides listening and writing skills
practice connected to the unit topic and core language.
1 Learners look at the three adverts. They listen to a voice
message that Amelia leaves for her mother and identify
where she is.
Key:  3  Amelia is at a sports camp.
Tracks 6 & 7
Hi Mum! I tried to call you but you didn’t answer, so I’m leaving
this message. I can’t phone tonight because we’re going to go
out to a dance festival in town.
I’m having a brilliant time. I can’t believe I’ve been here for three
days already. We’ve done so many things that I don’t know what
to tell you about!
Every morning we do sports and then we sometimes go on trips
in the afternoon.
My team won our volleyball match yesterday, but we lost our
hockey match this morning. We’re really bad at hockey!
Tomorrow morning we’re going to play baseball. I’ve never
played before and it looks difficult. I hope I can hit the ball – it’s
really small. Then there’s a running race in the afternoon. We
have to run five miles. I’ve never run that far before and I’m a bit
scared that I’m not fit enough.
Anyway, what else? The food is terrible – but camp food
is always bad. It will be great to be back at home and eat
something you and Dad make.
Oh, yes. On Friday evening they give out all the prizes in the
camp stadium and then there’s a short concert. The children
from the music camp in town are going to play some tunes.
I look forward to seeing you on Saturday. Don’t forget to pick me
up from school! See you then.
2 Read the sentences with the class checking that
learners understand them. They listen again and decide
if they are true or false.
Key:  1 False  2 False  3 False  4 True  5 True
6 True
3 Learners imagine that they are at the camp in the
advert. They write a short postcard to their families.
Stage 1, 2 and 3 : A class quiz
Using the worksheet
1 Put learners into Mission groups. Give each group a
photocopy of the quiz questions template. Remind
them that they should use the present perfect for the
questions, following the examples in the Mission box
on the Pupil’s Book page. Learners write the questions
about the Diversicus characters on the worksheet.
2 Put learners in their Mission groups from Stage 1 and
hand out the worksheets from Stage 1. Learners write
three questions in the same way in their Mission groups.
Monitor and make sure each learner features in at least
one question, and that the questions use the present
perfect.
3 In their Mission groups from Stages 1 and 2, learners
choose a country to research its music. Learners write
three questions about music in their chosen country on
their worksheets, each with three answer options.
Culture
Using the worksheet
1 Discuss the question with the class.
2 Learners look at the photo and suggest answers to the
questions. They then look quickly at the encyclopedia
entry and check their answers. Use this activity to
revise/teach these words: hit, kick, touch, pitch, court,
net, side (of a court) and pass.
Key:  They are playing footvolley. Players can’t touch
the ball with their hands. They have to kick it or use
any other part of the body.
3 Learners work on their own to read the text carefully
and answer the questions.
Key:  1 two  2  1965  3  their hands  4  in summer
4 Learners work in pairs to do the writing task.
11
4 Time of our lives
Vocabulary 1
Using the worksheet
●● This worksheet provides practice of the core verb set
related to the unit topic: look after, repair, tidy, fetch,
prepare (for an exam), send (a message), make sure and
meet (somebody somewhere).
1 Learners work on their own or in pairs to write out the
sentences with the correct punctuation. You may like to
set this as a class competition.
Key:  1  I have to look after my little brother today.
2  My mum helped me to repair the wheel on my bike.
3  I have to tidy my room on Saturday morning.
4  I mustn’t forget to fetch the post.
5  We have to prepare for our English exam.
6  Can you send a message when you arrive?
7  I need to make sure I get up early tomorrow.
8  He’s meeting me outside school this afternoon.
2 Learners work on their own to read the questions and
write short answers. They then work in pairs to ask and
answer the questions.
Grammar 1
Using the worksheet
●● This worksheet provides practice of the target language
of describing past actions using the past continuous
and the past simple with when and while.
●● Give out one worksheet to each pair of learners. They
cut out the cards and play a memory game with them.
●● Learners put the cards upside down in two groups. One
learner turns over a card in each group and tries to
make a sentence using them both.
●● If the sentence makes sense, he/she keeps both the
cards. If it doesn’t make sense, he/she has to turn them
both over again and it’s their partner’s turn.
Vocabulary 2
Using the worksheet
●● This worksheet provides practice of telling the time.
●● Learners work on their own to read the situations, draw
the times on the clock faces and then calculate the
length of time to answer the questions.
Key:  1  Two hours and five minutes  2  Forty-five
minutes  3  One hour and forty minutes  4  Two
hours and twenty minutes
12
Grammar 2
Using the worksheet
●● This worksheet provides practice of talking about the
recent indefinite past using the present perfect with for
and since.
●● Give out one worksheet to each pair. They each need a
coin. Check that learners understand the instructions.
They work together to ask questions and make present
perfect negative statements with for or since.
Skills 1: Listening and speaking
Using the worksheet
●● This worksheet provides listening and speaking skills
practice using the core unit language.
1 Learners look at the pictures and say what they can
see in each one. Use this stage to pre-teach/check these
words: rain, traffic lights, puddle, splash, wet and cross
(the road). Play the audio. Learners listen and complete
the pictures.
Key:  1  Learners draw the hands on the clock face
to show 3.45.  2  Learners write the shop sign: TOY
SHOP. 
3  Learners colour the boy on the bike’s jacket green. 
4  Learners draw a biscuit in each of their hands.
Track 8
Mum: I was worried about you. I’ve been here for twenty
minutes. Did you leave school late?
Adam: No, we didn’t. We left at quarter to four – the same as
every day.
Mum: Was it raining when school finished?
Adam: No, it wasn’t. It was cloudy. It started raining when we
were walking past the toy shop. Zoe wanted to go in and
look at the toys, but I told her we couldn’t. I wanted to
make sure that we got home on time.
Mum: Thanks, Adam. It’s really good of you to look after Zoe.
Adam: Don’t worry, Mum. She was very good – although she
cried a little bit.
Mum: Why did she cry? Because she couldn’t go into the shop?
Adam: No, she was fine about that. When we were waiting to
cross the road, it started raining very hard. We were
standing next to the traffic lights and there was a pool
of water in front of us – a really big puddle. Anyway,
suddenly a boy from St Thomas’ School – I know he
was from St Thomas’ because he was wearing a green
jacket – well, he rode past us really fast on his bike and
he splashed water all over us.
Mum: Oh, dear! Did you get very wet?
Adam: Well, I didn’t get very wet, but Zoe did. We crossed the
road and I sent you a text message with my phone but
you didn’t answer. I wanted you to come and fetch us.
Mum: Oh, dear, I’m sorry. I didn’t see it. I was coming home on
the train and there were lots of people, so I couldn’t look
at my phone. So, what did you do?
Adam: Well, I know I promised not to buy Zoe anything, but she
was really sad and wet … so we went into the café and
I bought some chocolate biscuits. We ate them on the
way home in the park.
Mum: Good idea! Was it still raining?
Adam: No, it wasn’t. It stopped raining when we were walking
through the park. And we met someone there …
Mum: Who did you meet?
Adam: The boy from St Thomas’ School. He was trying to repair
the wheel on his bike – and he looked sad and wet. Zoe
and I were really happy!
Mum: Adam, that wasn’t very nice of you! What happened
next?
2 Learners work in pairs to invent and act out the
dialogues between the boy and his sister in each of the
pictures.
Skills 2: Reading and writing
Using the worksheet
●● This worksheet provides reading and writing skills
practice connected to the unit topic and core language.
1 Learners read the descriptive sentences and match
them with the pictures from the picture story.
Key:  1 c  2 a  3 b  4 d  5 e
2 Learners choose the right word to go in each gap.
Key:  a while  b rode  c leaving  d send  e were
3 Learners imagine what happened at the end of the
story. They can draw the picture in the frame if they
like drawing. They note down words to continue one
of the phrases.
4 Learners write the ending in three or four short
sentences.
Stages 1, 2, 3 and Final:
Write a chain mystery story
Using the worksheet
1 Learners decide the setting (where their story takes
place) and the characters and also write a title for their
story. Give each group one template.
2 Ask learners to get into their groups. Give each group
the template from another group that they completed
at Stage 1. Ask them to continue the story. They have to
think about what happens in the story and describe
the problem.
3 Ask children to get into their groups. Give each group
a worksheet from a different group (not their original
stories or the ones they worked on in Stage 2). They
have to read what is written and continue with the
story, writing a solution to the problem.
Final: Put learners into their Mission groups and hand
out the worksheets – it should be a story which the
group hasn’t worked on yet, if possible. They read the
story and work together to write an ending.
Culture
Using the worksheet
1 Tell learners to read the three titles and listen to the
podcast. They choose the best title. Pre–teach the
following words and phrases: devil, fireworks, parade,
bullfight, dress up, costume and donkey.
Key:  3
Tracks 9 & 10
Hello! My name’s Ivan and this is today’s Class 4 World Festivals
podcast. My podcast is about Colombia.
There are lots of really cool festivals in Colombia, but I’ve chosen
the two most interesting ones – I think. I’m not going to tell
you about the famous Carnival in Barranquilla because people
celebrate carnival all over the world and we’ve already heard
about carnival in Rio de Janeiro.
There’s a different carnival that I want to speak about – the
Carnival of the Devil. I’ve never been to it. It takes place in
Riosucio, a town in the jungle! The carnival takes place every two
years at the beginning of January.
The Carnival of the Devil sounds scary, but it isn’t. This devil isn’t
really bad. He’s happy and playful. There are parades, fireworks,
bullfights and lots of music.
At Easter in a little town called San Antero, on the Caribbean
coast, there’s a special Donkey Festival.
The main event of the five-day festival is a donkey parade.
People dress up their donkeys as famous people. The two
donkeys with the best costumes win a prize and become the
king and queen of the festival. You can also enjoy concerts,
street theatre and a great food market. I’d really love to go
there one day.
2 Learners listen again and write True or False.
Key:  1 False  2 False  3 True  4 False  5 True
6 False  7 True  8 False
3 Learners work on their own or in pairs to do online
research and complete the fact card.
13
5 Let it snow!
Vocabulary 1
Using the worksheet
●● This worksheet provides practice of the core weather
and season words: fog, ice, storm, warm, spring,
summer, autumn and winter. It also revises words for
talking about the weather that the learners already
know as well as clothing and free-time activities
connected to the seasons.
●● Using the months, elicit the four seasons and write
them on the board. Learners take a sheet of paper and
divide it into four rectangles. They write a season in
each and then sort the words into seasonal groups.
Grammar 1
Using the worksheet
●● This worksheet provides practice of the target language
of expressing decisions made at the moment of
speaking and making offers using will/won’t.
1 Learners work on their own to make mini dialogues
by matching the utterances in the jigsaw pieces. They
colour pairs the same colour.
Key:  1 c  2 a  3 h  4 g  5 e  6 d  7 f  8 b
2 Learners work on their own to write responses. They
read out the problems and responses in pairs.
Vocabulary 2
Using the worksheet
●● This worksheet provides practice of the core winter
words.
1 Learners work on their own to circle the words.
Key:  glove snowball skiing snowboard pond  practice using the core unit language.
snowboarding sledge snowman pocket
2 Learners label the picture with the words from the scarf.
Key:  1 snowboard  2 snowboarding  3 skiing 
4 sledge  5 snowman  6 glove  7 pond
8 pocket  9 snowball
14
Grammar 2
Using the worksheet
●● This worksheet provides practice of complex sentences
with so/because.
1 Learners work on their own or in pairs. They need
coloured pencils. Read the example sentence on the
shaded parts across from left to right. Learners need
seven colours to build sentences by colouring in the
different parts from left to right.
2 Learners copy out the sentences from the previous
exercise.
Key:  1  We were late for school today because
there was a lot of snow on the roads.  2  My hands
are very cold because I left my gloves at home. 
3  It was raining hard this morning, so I took my
umbrella to school.  4  My dad drove me to school
because it was very foggy this morning.  5  There
was a bad storm on Friday, so we didn’t go skiing at
the weekend.  6  We’ll go sledging after school today
because it’s going to stop snowing soon.  7  My mum
is repairing my skis, so I’ll go snowboarding instead
of skiing.
Optional follow-up activity (reinforcement):
●● Make a copy of and cut out the sentence parts. Give
out a set to each pair in the class. They have to put
the sentences in order as quickly as possible without
looking at their answers to the previous exercise.
Skills 1: Listening and speaking
Using the worksheet
●● This worksheet provides listening and speaking skills
1 Learners look at the pictures and say what they can
see in each one. They read the questions. Pre-teach the
words coach, slip (v) and crash. Play the audio. Learners
listen and tick the pictures that answer the questions.
Key:  1 c  2 b  3 c  4 b
Track 11
Grandma: Did you have a good time last week on the school
trip, Tabatha?
Tabatha: It was great, Grandma. I want to go again next
winter. Skiing isn’t difficult at all – I loved it!
Grandma: That’s brilliant! Did it take a long time to get there?
Tabatha: Yes, we were on the coach for the whole day, so we
got really bored. It took a long time because it was
 very foggy when we were driving on the motorway,
so the driver had to go slowly.
Grandma: Was it foggy when you arrived at the hotel?
Stage 2: Prepare a TV
Tabatha: No, it wasn’t. It was really cold, but it was very clear. weather report
There was ice on the streets and I slipped as soon as
I got off the coach. Using the worksheet
Grandma: Oh, dear! So you had an accident before you started 2 On a large sheet of paper, learners draw a map of the
skiing! country they have chosen in Stage 1. They include
Tabatha: Yes, but it wasn’t bad. I fell over but I didn’t hurt
the main natural features and label the main cities.
myself. Not then, anyway.
Give each group a photocopy of the weather symbols
Grandma: What do you mean, ‘not then’. Did you hurt yourself
afterwards? template. They discuss what the the weather for each
Tabatha: Well, the next morning – that was our first morning area of the country is like on a winter day. They colour
there – we didn’t have our equipment, so we couldn’t and cut out the relevant weather symbols and stick
go skiing. We decided to go sledging instead. They them on their maps.
had lots of sledges at the hotel that we could use.
Grandma: Did you fall off the sledge?
Tabatha: No, I didn’t fall off it, but I crashed into a tree and
Culture
hurt my foot. Using the worksheet
Grandma: Oh, dear! How did that happen?
Tabatha: It was so silly … you see, before we went sledging, 1 Learners talk about how they get to school.
we made a big snowman and then we had a 2 Learners skim the article quickly and answer.
snowball fight. My gloves got really wet because I
touched a lot of snow, so I took them off and I put
Key:  He rides a horse.
them in my pocket. When I was going down the hill
on the sledge, one of my gloves fell out of my pocket.
I was looking back for the glove when I crashed into 3 Learners read the questions then read the article
the tree because I didn’t see it. carefully and note down the answers. Use this activity
Grandma: Oh, dear! to revise/check these words: farm, vet and countryside.
Tabatha: Don’t worry, Grandma! I was fine.
2 Learners ask and answer questions about their Key:  1  seven  2  1 1/2 hours  3  there isn’t a road
favourite seasons. Learners look at the table and write 4  Yes  5  be a vet/work on the farm
the names of four classmates across the top. Elicit and
drill the questions that they will need to ask: What’s 4 Learners draw a large Venn diagram on a sheet of paper
your favourite season? Why do you prefer (autumn)? and make notes about their school journeys.
What do you like doing in (autumn)? Learners ask and 5 Learners imagine that they are writing an email to
answer the questions and take notes. Marco. They can start like this:
Dear Marco,
Skills 2: Reading and writing I read an article about your journey to school. It’s very
different from mine!
Using the worksheet
●● This worksheet provides reading and writing skills
practice connected to the unit topic and core language.
●● Learners read the messages and complete the gaps
with one or two words.
●● They check their answers in pairs by reading one part
each. They can act out the dialogue as if it was a phone
call rather than a message chain.

Key:  1 ’ve/have  2 might/may  3 ’ll/will  4 won’t

5 snowboard  6 so  7 enough  8 was

15
6 Working together
Vocabulary 1
Using the worksheet
●● This worksheet provides practice of the core job words:
businessman / woman, engineer, firefighter, manager,
mechanic, pilot, police officer and uniform. It also
provides revision of the job words from PEC Level 3.
●● Give each pair a worksheet. They need a dice and they
each need at least ten counters in two different colours,
i.e. one colour for one learner and a different colour for
the other learner.
●● Learners read the instructions and play the game.
Most learners will be familiar with the game Three in a
Row, but you could draw a grid on the board and play
a quick game with the class first to make sure they
understand the rules.
●● Learners throw the dice to find out how many sentences
they need to make about the job that they want to put
their counter on.
Grammar 1
Using the worksheet
●● This worksheet provides practice of the target language
of tag questions.
1 Learners work in pairs. For this activity they shouldn’t
work with their close friends, so you might want to
choose the pairs yourself. Learners complete the form
for their partners, but without asking any questions.
They have to write what they think is the right
information.
2 Learners work with their partner to check the
information that they have written on the form, as in
the example. They must use tag questions to do so.
Read the examples first with the class and focus on the
responses to make sure that learners understand the
use of the affirmative and negative.
Vocabulary 2
Using the worksheet
This worksheet provides practice of the core world of
●●
work words: office, factory, news, newspaper, fire engine,
businessman, meeting, police station and fire station.
●● Learners work on their own to read the definitions, and
cross out and write the letters to form the words.
Key:  1 office  2 factory  3 fire station  4 news
5 businessman  6 newspaper  7 fire engine 
8 meeting  9 police station
16
Grammar 2
Using the worksheet
●● This worksheet provides practice of the core language
of showing surprise or acknowledgement by
responding to information with short questions.
1 Learners work on their own to write a true sentence
about themselves for each prompt. The sentence should
be connected to the topic and should be as unusual as
possible.
2 Learners work in pairs to say their sentences and react
with short questions as in the example.
Optional follow-up activity (reinforcement):
Learners choose one or two of their sentences – they
should be the most surprising ones. They mingle around
the class and stop and talk to a partner when you clap
your hands or blow a whistle. The pair say their sentences
and respond appropriately and then move on. To feed
back at the end of the activity, ask learners to say which
piece of information was the most surprising.
Skills 1: Reading and writing
Using the worksheet
●● This worksheet provides reading and writing skills
practice connected to the unit topic and core language.
1 Talk about blogs. Ask learners if their families have got
one or if they read any. Learners skim read the blog
and suggest what they think might be in the photos.
Feed back with the whole class, comparing ideas. There
are no right answers. Check or pre-teach the following
words and phrases: hose, fashion show, bank account,
credit card and cash machine.
2 Learners read the blog again and complete the
statements.
Key:  1 an airport  2 four hours  3 the
job centre  4  a firefighter  5  choose some
clothes  6  the music academy
Skills 2: Listening and speaking
Using the worksheet
●● This worksheet provides listening and speaking skills
practice connected to the unit topic and core language.
1 Learners read the notes and then listen and complete
them. They may need to listen two or three times.
 Key:  Present: robot pet  From: parents 
Colour: black and green  Body: strong back legs,
short front legs, big head  Can: walk, sit down,
climb  Can’t: make a noise  How it works: voice
control
Track 12
Adult: Did you have a good weekend, Thomas? It was your
birthday, wasn’t it?
Boy: Yes, it was. It was fantastic! I had a party on Saturday
afternoon with all my friends from school.
Adult: Ah, yes. Your mum told me about it. You had a magician’s
show, didn’t you?
Boy: Yes, we did. It was really cool. I learnt two new magic
tricks!
Adult: Did you? Fun! Will you show me them?
Boy: Of course, but I want to show you my favourite present
first. Look. This is it!
Adult: Ummm … it looks interesting, but what is it?
Boy: It’s a pet – a robot pet.
Adult: Is it? But … it’s black and green. It looks like a dinosaur.
It doesn’t look like a pet.
Boy: But it’s a robot – and it’s a pet.
Adult: Wow! Who gave it to you?
Boy: My parents.
Adult: Right. Was it a surprise?
Boy: No, it wasn’t. I asked for it. You see, my friend Alex has
got one.
Adult: Has he? Is his the same?
Boy: No, it isn’t. Mine has got strong back legs and short front
legs – and a big head. Alex’s is brown and it’s got four
legs, a long neck and a small head.
Adult: Ah. Yours is a different kind of dinosaur, isn’t it?
Boy: That’s right.
Adult: So, what can it do?
Boy: Well, it can walk and sit down and it can climb up things.
Adult: Wow! Does it make a noise?
Boy: No, it doesn’t. But it can understand my voice. It works
by voice control.
Adult: Voice control? That’s amazing!
2 Learners work in pairs to tell their partners about the
robot pets that they want to buy. They respond to their
partner’s information with short questions.
Stage 1: Invent something
to help with a job
Using the worksheet
1 Ask learners to get into four or five groups and give each
group a photocopy of the thinking map. Tell them that
they have to choose a job and write the name in the
centre bubble. Next, they have to think of tools required
for that job. They can write crazy and fun ones, like an
alarm clock to keep busy people (e.g. doctors) awake or
a one-piece suit for a firefighter.
A firefighter who helps people in danger needs to be able
to dress quickly. He needs an easy-to-wear uniform.
Culture
Using the worksheet
1 Learners look at the pictures and say the words. Check
that they understand them. They work in pairs to invent
a possible story, including the things in the pictures,
and write short sentences. Use this stage to pre-teach
plant (a seed).
2 Learners listen and compare the story/stories that they
created. Use examples to check that they understand
these words: greedy, rich, poor, cut, chase (away).
Tracks 13 & 14
Teacher:
Today I’m going to tell you a story. It’s an old story from Korea.
The names in the story are unusual because they’re old Korean
names, but the meaning of the story isn’t very different from
some of our old stories. We’ll talk about that later.
A long, long time ago, there were two brothers called Nolbu
and Heungbu. Nolbu was the older brother. He was unkind and
greedy and he always took everything from his younger brother,
Heungbu. Heungbu was poor and kind and he loved helping
people. Nolbu was rich and he lived in a big house. Heungbu
lived in a small house and he didn’t have much money.
One day Heungbu – the younger brother – saw a snake in a tree.
It was climbing up the tree to catch a swallow. The bird was very
scared when it saw the snake, so it fell out of the tree and it broke
its leg when it hit the ground. Heungbu chased the snake away
and he looked after the swallow. When the swallow’s leg was
better, it flew away.
The next spring the swallow came back to Heungbu’s garden
with its family and it gave Heungbu a small brown seed as a
thank you present. Heungbu planted the seed in his garden, and
by autumn he had a beautiful big pumpkin. Heungbu and his
family cooked the pumpkin and when his wife cut it open, it was
full of gold coins. With the money they bought a new house and
they always had good food to eat.
Nolbu heard about his brother’s new house and he went to visit
him to ask him about the money. Heungbu told his brother the
story and Nolbu immediately ran into the forest, he found a
swallow and he broke its leg. Then he took it home to look after it.
The next spring Nolbu’s swallow came back to visit him and it
gave him a seed. Nolbu planted the seed and waited greedily
all year for it to grow. By the autumn he had three beautiful big
pumpkins. Nolbu cut them open in his garden, but there weren’t
any gold coins inside. A demon jumped out of the first pumpkin
and hit Nolbu because he was so greedy. A man from the bank
jumped out of the second pumpkin and he took away all of
Nolbu’s money. But Nolbu still hadn’t learnt his lesson. He cut
open the third pumpkin and a river of dirty water poured out of
it and filled his house with water.
Finally Nolbu learnt that he shouldn’t be greedy. He went to visit
his brother, said sorry to him and they became good friends.
3 Learners listen again and write True or False.
Key:  1 False  2 True  3 False  4 True  5 False
6 True  7 True  8 True
4 Learners choose one of the titles and invent a story.
17
7 Then and now
Vocabulary 1
Using the worksheet
●● This worksheet provides practice of the core home
words: gate, toilet, shelf, shampoo, soap, comb, brush,
fridge, oven, telephone and key. It also provides revision
of these other home words from previous levels of the
course: balcony, bath, clock, cupboard, fan, lamp, roof,
rug and stairs.
●● Give each learner a Bingo sheet. Revise the words
quickly with the class and then ask them to choose
twelve of the items and to draw them in the Bingo grid.
●● Play Bingo with the class. Instead of calling out the
words for them to cross out, call out the following
definitions at random:
balcony a small place outside a house where you
can sit
bath a place where you sit or lie to wash your
body
brush a thing you use to tidy your hair or clean
your teeth
clock a thing that tells you the time
comb a long thin thing that you use to tidy your
hair
cupboard a piece of furniture that you keep things in
fan a thing that you use to feel cooler
fridge a large thing that you put food in to keep it
cold
gate an outside door in a wall
key a small piece of metal that you turn in a
door to open or close it
lamp a thing that produces light
oven a thing that you put food in to cook it
roof this covers the top of a house
rug a thing that you put on the floor and is nice
to walk on
shampoo a liquid that you use to wash your hair
shelf a piece of wood that you put things on in a
cupboard
soap you use this with water to wash your body
stairs you walk up and down these to move from
one floor to another in a building
telephone you use this to talk to someone who is in
another place
toilet you use this in the bathroom
Grammar 1
Using the worksheet
●● This worksheet provides practice of the target language
of talking about past experiences using the present
perfect and focusing on irregular past participles.
18
1 Learners work on their own to write questions using the
verbs in the box as in the example.
2 Learners swap worksheets with a partner, read the
questions and write short answers. Alternatively, they
could do this stage orally, asking and answering in
pairs.
Vocabulary 2
Using the worksheet
●● This worksheet provides practice of the core adjectives
for describing objects: broken, cheap, empty, expensive,
full, heavy, light, tidy, untidy and unusual.
1 Learners work on their own to write words in the
shapes. They read the items one by one and write a
true answer in the shape of their choice.
2 Learners swap worksheets with a partner. They look at
the words in their partners’ shapes and try to imagine
which of the items on the list they correspond to.
Grammar 2
Using the worksheet
●● This worksheet provides practice of the core language
of asking about and explaining function with be used
for + gerund/to + infinitive as well as revising the home
words vocabulary.
●● Learners work in A/B pairs to complete the crossword.
They have to explain the function of the home words to
do so.
●● Cut up the worksheets and give them out. Learners look
at their puzzles and at the example. To check that they
understand the task, ask stronger learners to do one or
two more examples in open pairs.
●● In weaker classes, you may like learners to work in A
and B groups first to prepare their answers. They can do
this orally or take notes.
●● Learners work in A/B pairs to ask, answer and complete
their puzzles.
Key:  Learners show each other their worksheet to
check their answers.
Skills 1: Reading and speaking
Using the worksheet
●● This worksheet provides reading and speaking skills
practice connected to the unit topic and core language.
1 Look at the pictures and discuss the questions with the
class. Encourage them to be as imaginative as possible.
2 Learners scan the article quickly and tick the two
pictures that are mentioned.
Key:  earmuffs & ice lolly
3 Learners read the article again and write the names to
show who the sentences are true for. You may like to
ask stronger learners to guess and then look up and
check the meaning of the following words from the
texts: a band (of metal), sew, fur, patent (v), mixing stick
and frozen.
Key:  1 Both  2 Frank  3 Both  4 Frank  5 Both
2 Learners read the sentences and then listen again and
write True or False. Check their answers and then focus
on the invention itself. Elicit and teach windscreen wiper
and for hanging towels on (a hook) using pictures. Ask
learners to draw a picture of the invention on the board.
Key:  1 False  2 True  3 False  4 True  5 False
6 True
3 Learners work in pairs, small groups or as a whole class
to brainstorm and make a list of possible ideas.
4 Learners work on their own or in pairs to design an
invention.

Stages 1, 2, 3: Create an
Skills 2: Listening and writing encyclopedia entry
Using the worksheet Using the worksheet
●● This worksheet provides listening and writing skills
Learners use this template to make notes at each
practice connected to the unit topic and core language.
Mission stage. They will use these notes to write their
1 Play the dialogue once and learners answer the encyclopedia entry in the Final Mission task.
question.
1 Put the class in Mission groups. Give each group a
photocopy of the template. They choose a household
Key:  3 object for their mission. They have to write it on their
templates.
Tracks 15 & 16
Dad: Hi, Helen! Why are you drawing? Have you finished 2 In Mission groups, learners discuss the uses of their
helping at home? object. They write notes on their template next to
Helen: Hi, Dad. Well, not yet … but I’ve almost finished. ‘What’s it used for?’.
Dad: Is your room tidy? 3 In Mission groups, learners research the history
Helen: Yes, it is. I’ve tidied my room and I’ve taken the rubbish
and evolution of their object using the internet or
out too. The bins are empty – and clean.
encyclopedias.
Dad: So, what haven’t you done?
Helen: Well, do you remember that you asked me to clean the
bathroom mirror? Culture
Dad: Oh, yes. You put soap all over it. I remember.
Helen: Well, I’ve cleaned it twice, but it still doesn’t look clean, Using the worksheet
so that’s why I’m here drawing. 1 Learners read the three text types and then look quickly
Dad: You’re drawing something so the mirror looks cleaner … at the text and identify what it is.
I’m not sure I understand that!
Helen: No! Look! I’m inventing a special mirror cleaner!
Dad: A mirror cleaner! How does it work? Key:  3
Helen: Well, why don’t you have a look at my drawing?
Dad: OK. Let’s see. So what’s this long, straight thing on the 2 Pre-teach the following words and phrases from the
mirror? text: exhibition, wall, ramp, bars (on windows). Learners
Helen: It’s from a car – it’s for cleaning the car window – the read the text again and make notes about Egyptian
front one.
homes.
Dad: Ah, I see. A windscreen wiper. And what’s this round
thing here?
Helen: Well, that’s from the kitchen. It’s for hanging towels on.
My idea is to put it here, at the top of the mirror. And to
hang the windscreen wiper from it.
Dad: I see, and then … ?
Helen: Well, you move the wiper from left to right with your
hand and it cleans the mirror.
Dad: Wow, that’s a great idea! Shall we try it?
Helen: Really?
Dad: Yes, come on! And you can help me clean the car as well!
Helen: Oh, Dad!!

19
8 Space travel

Vocabulary 1 Vocabulary 2
Using the worksheet Using the worksheet
●● This worksheet provides practice of the core space ●● This worksheet provides practice of the core adventure
words: astronaut, deep, engine, enormous, planet, words: enter, follow, leave, stay, touch, turn on, turn off,
rocket, space, spaceship and telescope. land, exit, entrance as well as press, push, explore, put on
1 Learners work on their own to circle the space words in and prepare.
the puzzle. They label the pictures with the words. 1 Make sure learners understand the situation. They work
on their own or in pairs to match the heads and tails of
Key: the instructions. Pre-teach spacesuit.
t e l e s c o p e
Key:  1 d  2 i  3 a  4 f  5 k  6 c  7 n  8 b
p r o c k e t
9 l  10 o  11 j  12 e  13 g  14 h
l s p a c e
a s t r o n a u t 2 One learner reads the instructions and the other acts
them out. Then they swap roles.
n g d
e i e Grammar 2
t n e
Using the worksheet
s p a c e s h i p
●● This worksheet provides practice of the core language
of narrating past events using the past simple and the
e n o r m o u s past continuous with when.
●● Learners work in pairs. They cut out the story cards and
2 Learners look at the word spiders and write words from place them face up on the desk in front of them.
Activity 1 in the centre of each. ●● Write up this sentence: Last night I dreamed I was
travelling in space.
Key:  1 enormous  2  astronaut ●● Learners work together to put the cards in order to
continue the story. They can add elements of their own
3 Learners choose two other space words and make word e.g. (watch / Milky Way) I was watching the Milky Way
spiders for them. They can show their spiders to other out of the rocket window when suddenly … (see / alien)
learners and ask them to guess the core words. … I saw an alien.

Grammar 1 Skills 1: Reading and listening

Using the worksheet
●● This worksheet provides practice of the target language
of talking about intentions and making predictions
about the future using going to and will.
●● Learners play the game in small groups. They each
need a counter and they use a coin instead of a dice:
heads = move one square, tails = move two squares
●● Learners place their counters on a blank square
anywhere on the board. The youngest player starts.
He/She tosses the coin and moves clockwise around
the board. When a player lands on a question square,
the other players read out the question. The first player
must answer the question and pass the coin to the next
player.
●● Learners tick the questions as they ask them. The first
group to ask and answer all the questions are the winners.
20
Using the worksheet
●● This worksheet provides reading and listening skills
practice connected to the unit topic and core language.
1 Learners look quickly at the leaflet and answer the
questions, giving their personal opinions.
2 Learners read again and answer the questions.
Key:  1  6 pm  2  no (you should arrive early)
3  rocket training  4  more than 3.8 billion years
old  5  an astronaut
3 Learners listen to an extract in which a teacher is asking
three learners about their visit to the Space Centre.
Read the list of activities first and then they listen and
match the children with their favourite activities there.
Key:  David 3  Helen 5  Harry 1
Track 17
Teacher: Did you all have a good time yesterday at the Space
Centre? I really enjoyed it. How about you, David?
David: I really loved it. I’ve asked my Dad if I can go with him
again in the holidays. It was so cool – and I’ve decided
that I want to be an astronaut.
Teacher: Wow. That’s good. So you’ll have to work really hard
at science then.
David: Yes, I know. My dad told me that too.
Teacher: Anyway, what did you like best at the centre?
David: I really liked the International Space Station room –
where you can go into the space station and see what
it’s like to live in a spaceship. That was my favourite.
Teacher: Thanks, David. How about you Helen? What did you
enjoy?
Helen: Well, I liked the life in a spaceship room too, but for
me the most amazing thing was the Moon Room. You
know, putting on the astronaut’s suit and walking
down the rocket steps … it was so cool.
Teacher: Did you touch the moon rock in that room?
Helen: Yes, I did! It was incredible. That was my favourite
thing in the whole day – touching a piece of the
moon!!
Teacher: Yes, I enjoyed that too. And you, Harry? Did you have
a good time?
Harry: Yes, I did. I’ve already been there with my parents,
so it was my second visit. The first time I went I loved
the Deep Space Room and learning about all the
planets – that was so cool! I’ve got a planet map on
my bedroom ceiling which I look at every night before
I go to sleep.
Teacher: So you liked the trip into deep space activity best, did
you?
Harry Well, I liked that best last time, but this time my
favourite activity was having tea with an astronaut.
The cakes weren’t very good, but it was so great to
be able to talk to the astronaut and ask her lots of
questions about going into space.
Teacher: Right, thank you. Now, we’re going to read some more
about the first trip to the moon …
Skills 2: Speaking and writing
Using the worksheet
●● This worksheet provides speaking and writing skills
practice connected to the unit topic and core language.
1 Learners work in pairs with the graphic organiser to
plan a story linked to the topic of space and space
exploration. Learners write notes on the graphic
organisers. Ask pairs to summarise their stories using
going to: We’re going to write a story about a … and a …
. It’s going to take place … . First of all … .
2 Learners work in pairs to write their story as a past
narrative.
Stages 1, 2, 3: Plan a space
mission
Using the worksheet
1 Put learners in Mission groups and give each learner a
copy of the Mission planning template. Tell the groups
that they are about to go on a space mission and they
have to plan it. They have to invent the name of their
mission.
2 Tell learners to imagine they are in Mission Control and
they need to tell an astronaut who is in an unfamiliar
spaceship how to fly it. Learners draw a diagram of the
control panel (with appropriately coloured buttons)
and write instructions for taking off and landing.
3 Put learners in their Mission groups. Tell them to think
about what they are going to take.
Culture
Using the worksheet
1 Learners work in teams (pairs or small groups) to do
the quiz. Make sure they all understand these words:
lawyer, bridge, tunnel, helicopter, parachute, tank,
vegetarian and angel.
2 Learners listen to an extract from a children’s radio
programme and check their answers to the quiz.
Key:  1 in Vinci  2 his father  3 14  4 computers
(they didn’t exist)  5  Mona Lisa  6  a telephone 
7  he was left-handed; he wrote from right to left
(mirror writing)  8  He was a vegetarian.
Track 18
Radio presenter:
The incredible thing about Leonardo da Vinci is that he was good
at everything that he did.
Leonardo was born in 1452 in the town of Vinci near Florence, in
Italy. His father was a lawyer and an artist in his free time. He
gave him art classes at home.
When Leonardo was about 14 he went to study painting with an
artist.
Leonardo also studied maths and science when he was a teenager.
He loved music and he was very interested in nature – particularly
in the sky, the moon, water and the human body. He learnt about
these things and did many drawings of them. The only reason that
he didn’t study computers is because they didn’t exist!
You’ve probably heard of Leonardo’s most famous painting, the
Mona Lisa. Did you know that he took four years to paint it and
that he never finished it? He continued to paint all his life.
He was an incredible inventor and there are drawings of many
inventions in his notebooks. He drew designs for bridges and
tunnels, buildings, a helicopter, a parachute, a bicycle and even
a tank.
We know about Leonardo’s inventions because we can see and
read about them in his notebooks. It isn’t easy to read his writing
though. He was left-handed and he wrote backwards. Most
people need to use a mirror to read his notebooks.
One more thing about Leonardo before the programme finishes.
It’s my favourite fact about him. He was a vegetarian – like me.
And that was very unusual in the fifteenth century.
21
9 Great bakers
Vocabulary 1
Using the worksheet
●● This worksheet provides practice of the core words
connected to meals and snacks: fork, knife, olives,
pepper, piece, pizza, salt, snack and spoon.
1 Learners work on their own to read the definitions and
write the mealtime words.
Key:  1 fork  2 knife  3 olives  4 pepper
5 piece  6 pizza  7 salt  8 snack  8 spoon
2 Learners need coloured pencils of the six colours.
They colour in the word boxes according to the
word categories.
Key:  drinks: juice, water, milk, coffee
fruit: apple, grape, mango, strawberry, tomato
vegetables: bean, carrot, potato
meat: chicken, burger, meatball, sausage
used for eating: plate, spoon, knife, fork
verbs: cook, wash, boil, fry
Optional follow-up activity (extension):
Learners use the words and categories from the previous
exercise to make a food mind map. They add other words
connected to food and meals that they know.
Grammar 1
Using the worksheet
●● This worksheet provides practice of the target language
of describing things using smell/taste/feel/look/sound +
adjective or + like + noun.
1 Read the example with the learners and check that
they understand it. You could also ask them to act it
out, imagining that they are walking into a baker’s and
responding with the examples. Learners work on their
own to imagine the situations and write two possible
utterances for each one. They should use a variety of
the sense verbs in their statements.
2 Learners work in pairs. They read out their sentences in
random order for their partners to guess the situations.
Vocabulary 2
Using the worksheet
●● This worksheet provides practice of the core baking
words: bake, biscuits, butter, egg, flour, honey, jam,
cooker/oven, sugar and wash up.
22
●● Learners look carefully at the picture. They may
recognise it from their Activity Book. You can ask them
to make sentences describing it.
●● Learners read the sentences below the picture and
decide if they are true or false.
Key:  1 No  2 Yes  3 Yes  4 No  5 No 
6 Yes  7 Yes
Optional follow-up activity (extension):
Learners look at the other picture on page 111 in their
Activity Books. They write similar sentences (some true,
some false) about the picture. They swap sentences with a
partner and decide if they are true or false. You could also
do the follow-up stage as a class quiz.
Grammar 2
Using the worksheet
●● This worksheet provides practice of the core language
of talking about feelings and reactions using make +
somebody + adjective.
●● Learners work in pairs. They cut out and make the
spinners by putting a pencil through the centre of each.
Learners spin each pencil and use the word on the
spinner that touches the table when it falls. Then they
ask and answer questions as in the example.
●● You may like to do some more examples with the whole
class to check that they use the present simple when
speaking about general routine situations, e.g. What
often makes you angry?/Does anything often make you
angry?
Skills 1: Listening and speaking
Using the worksheet
●● This worksheet provides listening and speaking skills
practice connected to the unit topic and core language.
1 Learners look at the artwork and talk about the dishes
they can see. They can talk about the ones they like
and dislike or the ones they have often. Use this stage
to check/revise the vocabulary and to teach any
new items they may ask you about. Learners hear a
dialogue between Amy and her father about a cookery
class at school. They listen to find out which dish each
child made and write a letter corresponding with the
dish for each child.
Key:  Amy: j tomato soup; Ben: h roast chicken;
Catherine: d salad; Daniel: f pasta with tomato sauce
Track 19
Narrator: What did the children make in their cooking class at
school today?
Dad: What did you do at school today, Amy?
Amy: It was great, we had a cooking class.
Dad: Cooking? I didn’t know that you did cooking classes.
Amy: Well, we don’t usually, but the kitchen was empty, so
we had a class there.
Dad: I see. So what did you make?
Amy: I made tomato soup. It was very easy to make.
Dad: That sounds good! What did it taste like?
Amy: It was delicious – of course! I made it.
Dad: Did you all make tomato soup? That’s a bit boring!
Amy: No, we didn’t. Ben made roast chicken – in the oven.
It smelled delicious while it was cooking. It smelled
like when you make it here at home.
Dad: Good for Ben. How about your friend Catherine? What
did she make?
Amy: Catherine … I can’t remember … oh, yes. I remember
now. She made a salad with lettuce, tomatoes and
olives – black olives. I love black olives.
Dad: I thought you didn’t like olives. You said they taste
too strong.
Amy: Well, I didn’t like them, but I do now. I tasted
Catherine’s salad and it was good. My favourite dish
was the one that Daniel made – pasta with tomato
sauce. It smelled so good, and it tasted delicious!
Dad: So Daniel made that, did he? Well, it makes me very
happy to find out that they’re teaching you how to
cook at school. I didn’t learn anything like that at my
school.
Amy: But that was a long time ago, Dad.
Dad: You know what? Talking about food is making me
hungry! Now you’re a professional, let’s make dinner
together!
Amy: OK!
2 Learners play a speaking game in pairs or small groups.
Read the example with the class and ask them to
suggest which dish it is, (salad, wrap). Play one or two
rounds with the whole class before putting learners into
pairs or small groups to play.
Key:  1 bowl  2 spoon  3 knife  4 piece
5 plate  6 freezer  7 snack  8 taste
3 Learners work on their own to research and produce a
recipe.
Stage 1: A challenge card for
a cooking competition
Using the worksheet
1 Put learners in Mission groups and give each group a
copy of the challenge card template for the cooking
competition they are all going to participate in. Tell
them that they have to think of a cooking challenge
for another group. Encourage them to think of 3 or 4
instructions that the other group have to follow, such
as what it should taste/smell like, what occasion it
should be for, whether it should have/not have certain
ingredients, how you should eat it. When they finish
they give their challenge card to another group.
Culture
Using the worksheet
1 Learners look at the picture and talk about what they
can see. Ask questions to guide them to make as many
sentences as possible about the picture. Learners
discuss the two questions.
2 Read the sentences with the class and check that they
understand them. Learners then read the article and
answer. Feed back and check answers with the whole
class. You may want to check that learners understand
these words: Easter, Lent, rich food, full moon, fry, (frying)
pan, toss, flip.
Key:  1 Yes  2 No  3 No  4 Yes  5 No

Skills 2: Reading and writing 3 Ask the class to think about a day when they eat special
food in their country. Ask them to research the reasons
Using the worksheet
why and write a webpage.
●● This worksheet provides reading and writing skills
practice connected to the unit topic and core language.
1 Read the three recipe titles with the class and ask them
to say what ingredients they think each one has. Use
mime to pre-teach bite as a verb and explain that the
noun means small pieces that people can eat with one
bite. Learners skim the recipe as quickly as possible and
match it with the dish.

Key:  Banana bites

2 Pre-teach powder and mixture. Learners work on their

own to write the correct words from the box in the gaps.

23