Pearson - Poptropica English 5 Teacher's Book

TEACHER’S BOOK 5
Alinka Kountoura
Series advisor: David Nunan
F01 Poptropica TB5 Global British English for Argentina 92072.indd 1 04/05/2017 14:52
TEACHER’S BOOK 5
C o n t ents
Scope and sequence 4
Introduction 6
Cross-curricular teaching 7
Literacy 8
What is Assessment for Learning? 9
Components 11
Unit walkthrough 13
How to use stories 18
Classroom management tips 19
Game bank 20
Extension bank 22
Unit worksheet answer keys 23
Lesson notes and worksheets 24
Festival 180
Evaluation 182
Evaluation answer keys 184
Evaluation sheets 188
S cope a n d s e q u e n c e
Welcome
Vocabulary: strange, time hole detector, buzz, weird, model, trace, port
Structures: It’s the year (2084).
Does that look (strange) to you?
You look like (something out of a sci-fi film).
1 Adventure camp
Vocabulary: Camping equipment: compass, first-aid kit, pegs, poles, rucksack, sleeping Phonics:
bag, tent, torch /θ/, /t/ and /ð/
Camping activities: cover our heads, keep out the rain, lay out the bed, pitch
a tent, put in the pegs, read a compass Cross-curricular:
An adventurer: mountaineer, scout, yoga, survival kit, buildings, calm Social Science:
an adventurer
Structures: I love (playing basketball).
I’m good at (swimming).
We’re (reading a compass).
We’re (putting in the pegs).
I’m taking (a big rucksack).
2 Wildlife park
Vocabulary: Animals: cheetah, elephant, emu, koala, lemur, meerkat, otter, panther, rhino, Phonics:
seal, snake, tiger, tortoise, turtle, whale /v/ and /w/
Adjectives: heavy, slow, long, fast, tall, short, big, small
Interesting animals: camouflage, chameleon, flies, lifespan, in the wild Cross-curricular:
Science:
Structures: How (heavy) is it? It’s (800 kilograms). interesting animals
How (tall) is it? It’s (about 5 metres) tall.
They’re (bigger) than (my pet fish).
They are (sometimes) smaller than your finger.
Females are (often) smaller than males.
They (usually) live for five to ten years.
3 Where I live
Vocabulary: Places: castle, cinema, library, park, shopping centre, swimming pool, town, city Phonics:
Prepositions of place: behind, between, in front of, near, next to, opposite /p/ and /b/
What I watch: sunset, rain, sky, clouds
Interesting places: cool, chimneys, roof, architect, noisy, tourists
Cross-curricular:
Geography:
Structures: I want to (watch the sun). interesting places
I don’t want to (waste my time).
Do you want to (watch it with me)?
4 Good days
Vocabulary: International dishes: curry, fish and chips, omelette, paella, soup, Phonics:
spaghetti, stew /ɪ/, /t/ and /d/
Verbs phrases: drop the ball, miss the bus, open a lunchbox, pack my bag,
pass a test, remember my juice Cross-curricular:
A famous sportsperson: sailor, alone, break the world record, filmed, race, Social Science:
brave, phoned, success story a famous sportsperson
Structures: I dropped (the plate).
He paddled (very fast).
Hannah cooked (fish and chips).
We loved (kayaking).
I didn’t pass (my test).
He didn’t ask why.
4
5 Trips
Vocabulary: Tourist attractions: aquarium, botanical gardens, museum, palace, theatre, Phonics:
theme park, water park word stress
Theme park attractions: big wheel, boating lake, carousel, dodgems,
mini-golf, rollercoaster Cross-curricular:
Beach safety: cover, surfing, flags, signs, surfboard Social Science:
beach safety
Structures: Did you go to the (museum)? Yes, I did. / No, I didn’t.
Did he like the (big wheel)? Yes, he did. / No, he didn’t.
6 Arts
Vocabulary: Film genres: action, cartoon, comedy, musical, romance, sci-fi, thriller, Phonics:
western /ɔː/ and /əʊ/
Music: blues, country, drum, guitar, harmonica, instruments, jazz, piano, pop,
radio, rock, saxophone, violin Cross-curricular:
Poetry: poem, zebra, stripes, good/bad habits, times, neat, sloppy, opposites Literature:
poetry
Structures: I had/didn’t have (a good time last Saturday).
The boy wrote/didn’t write (a lot of letters).
They made/didn’t make (dinner yesterday).
The girl saw/didn’t see (her brother).
Did you (hear the piano)? Yes, I did. / No, I didn’t.
7 Space
Vocabulary: Space: an alien, an astronaut, a comet, a planet, a satellite, a spaceship, Phonics:
a star, a telescope, the Moon /s/ clusters
Adjectives: amazing, complicated, frightening, intelligent
Space facts: land, possible, giant leap, mankind, discovery, life, gravity, Cross-curricular:
float up, tie down Science:
space facts
Structures: Who (is it)?
Where (is it)?
Why (are you looking at the sky)?
What (is that big red light)?
When (is your birthday)?
(Travel in space) is more exciting than (travel on Earth).
(Are they) more intelligent than (humans)?
8 Environment
Vocabulary: Ways to help the environment: collect the rubbish, recycle the paper/ Phonics:
bottles, reuse the bags, switch off the lights, use public transport /tʃ/ and /ʃ/
Our amazing world: continent
Cross-curricular:
Structures: I’m going to (recycle the bottles). Geography:
He’s going to (switch off the lights). our amazing world
They’re going to (collect the rubbish).
Are you going to (help)? Yes, I am. / No, I’m not.
He’s the tallest/cleanest/kindest boy in our class.
Dogs are more intelligent than cats.
Paris is the most beautiful city in Europe.
Introduction
Dear Teachers, is a six-level course
for children learning
Welcome!
English at primary level. It offers best
It is my pleasure to introduce you to Poptropica English. This is practice methodology in the
the most exciting and important series for teaching English to classroom, while also offering teachers
young learners on the market today. It is designed to educate and pupils an innovative digital
learners for the twenty-first century. This involves more than environment in the shape of the unique
teaching learners to communicate in English. It also involves Poptropica English Island
helping learners to socialise and work cooperatively, to have a Adventure Game.
sense of responsibility to others, to develop their ability to reflect
Poptropica English is designed to
on their learning processes and to begin learning and using English
provide teachers and pupils with a
independently.
truly blended English language learning
The series is based on some key educational principles. The most environment. It takes into account
important of these is that of catering to the whole learner. the current movement towards using
This means that you are not just responsible for developing the an increased amount of technology in
ability of learners to communicate through English, you are also the classroom and also at home, as
responsible for their emotional, social and moral development. more and more families use computers
This is a very challenging task, but Poptropica English will provide and want safe, effective, educational
you with resources to help you meet that challenge. material for their children.
Through these materials, learners engage with English by using Poptropica English motivates
it in a wide range of interesting and fun situations that relate children by introducing them to
to their everyday lives. Yes, they have to learn vocabulary and an online area which extends and
master the pronunciation and grammar of the language, but they enhances their learning. Children
do so through engaging tasks that keep them motivated and show follow the characters through their
them the relevance of English to their lives beyond the language book, while listening to stories,
classroom. singing songs, communicating
The journey from infancy to adulthood is an amazing adventure, and playing games along the way.
of which language learning is a part. I hope that you enjoy taking Most importantly, pupils will enjoy
your pupils on the adventure with Poptropica English. themselves and make their own
discoveries in English.
David Nunan
Series Advisor
Poptropica English
Methodology
Practice is provided in the form of controlled and
Poptropica English assumes no previous
more open activities using the presented language.
knowledge of English and takes a ‘5Ps’ approach
to communication in order to provide support and Production activities encourage pupils to use
encourage production from an early stage. The PPP the language either to speak or write something.
(Presentation, Practice and Production) method is These activities encourage pupils to become more
a tried and tested approach which is favoured by autonomous and to manipulate the language in order
many teachers in the primary classroom. The lesson to communicate.
sequence is clear and easy to follow and works in
Personalisation activities are also included in the
a structured way. The Poptropica English ‘5Ps’
lesson structure to engage pupils further with the unit
approach adds also Personalisation and Pronunciation.
language and to help them with language recall.
Presentation is the first stage. The teacher
Pronunciation is a key area in language teaching and
demonstrates the key language while providing a model
it is addressed in all units. Pupils practise it through fun
on audio for pupils to hear the correct pronunciation.
and engaging songs and chants that help them acquire
the stress, rhythm and intonation of English.
Cross - curricular teaching
Children are naturally curious about the world • What the pupils hear or read about a topic can later
around them. They want to know how nature works provide realistic reasons for speaking and writing
(Science), how man’s inventions function (Technology), about it.
they are drawn to the exciting stories behind man’s
Tip 2: As the pupils do the activities in the lesson,
achievements and artistic creations (History/Art), as
highlight any new vocabulary relating to the topic and
well as the fascinating landscapes and customs of far-
collect it in a simple list on the board. At the end of
away places (Geography/Social Science). Therefore,
the lesson, invite the pupils to copy the list into their
it seems natural and appropriate for their foreign
notebooks for later reference.
language classroom to provide opportunities for them
to explore this world and to integrate the resulting • Cross-curricular lessons can lead to very motivating
knowledge and understanding with language learning. individual or small group projects.
Here are some other reasons for integrating content Tip 3: Invite pupils to read the instructions and help
with language learning, as well as some tips for them visualise what the end product will be (a written
making the most of the cross-curricular pages in list of physical exercises, possibly illustrated with
Poptropica English: drawings or photos or a poster with pictures, captions
and a short text describing an animal from their
• Young pupils already bring an incredible amount of country). Help pupils think about what to write, how
previous knowledge of the world to the language-
to draft and edit and, finally, how to make it look nice
learning classroom.
(layout, design). Depending on the time available, allow
Tip 1: Start the lesson by inviting pupils to focus on the pupils to do the project in class or write a draft in class
images on the page and ask a few warm-up questions, and complete the project at home.
e.g. What can you see on the page? What is the lesson
about? What do you know about the topic? What else • Mini projects can lead to research opportunities.
would you like to know? Use the children’s first language Tip 4: Help the pupils brainstorm sources of
if19necessary. 2 information for their mini project (the school library,
the internet, an ‘expert’ from school, a relative or
Unit
20 2Find
Science
the chameleons in the photos. Then read.
1:38 family friend). Teach them to gather – and check the
relevance and reliability of – information.
Tip 5: You might like to give pupils feedback. You could
give pupils two stars and one wish e.g. Beautiful
pictures!, Excellent colouring! Add one more picture label.
Chameleons are one of the
world. There are 160 kinds
strangest animals in the
of chameleons and many
can
This
18
could be given in L1.
What do you know? 3
more facts about them.
change colour. Here are some Unit
19 3 Read.
Geography
1:55
Where are the places in the photos?
Size: They are sometimes smaller than your finger. Some
are longer than your arm! Females are often smaller than
males. Cool places 1
There are some very interesting cities, towns and villages in the
Body: They have got very long tongues and their feet have world. Here are some of them. Which do you want to see?
got claws. They are very good at climbing.
Barcelona, Spain
Colour: Chameleons are very clever – they use colour to Look at these beautiful chimneys! They are on 2
show how they feel or to hide. They can change colour when the roof of a house in Barcelona. They are by
they are scared, angry, hot or cold. For example, a panther Antoni Gaudí. Gaudí was a famous Spanish
chameleon turns red when it is angry. architect.
Places: A lot of chameleons live in Madagascar in Africa. This is a nice place to sit but it is noisy in the
Some live in India, too. They like hot, dry places. summer. It is in a big park and it looks like a
snake! Its name is the Serpentine Bench.
Food: Chameleons eat insects and they are good
at catching flies with their long tongues. Some big 3 Bourton-on-the-Hill and Bourton-on-the-Water,
chameleons can eat small birds.
4
Britain
One of these villages is on a hill and the other is on a
Lifespan: They usually live for five to ten years. river. In Bourton-on-the-Water, there are little bridges
They live longer when they are kept as pets than
over the river. There are a lot of wonderful, old villages
in the wild. in Britain. They are usually quiet but beautiful.
5
Alice Springs, Australia
Alice Springs is a town in the middle of
the desert. A lot of tourists want to visit
21 Ask and answer. • Plan Alice Springs because the world-famous
places/food/lifespan. Uluru, or Ayers Rock, is near the town.
1 What do chameleons look like? • Write – Write 1–2 sentences
2 When do they change colour? about each of these things.
HOME
3 Where do they live? • Share – Tell a classmate SCHOOL 20 Circle.
4 What do they eat? about your animal. LINK
1 The chimneys by Antoni
Lesson 6 19 Gaudí are in ( Spain / 21 Find out abo
Can understand a text about a chameleon / Can find out and talk about an interesting animal ut an interesting place. Then writ
Britain ). e.
2 The Serpentine Bench • Ideas – Choose a famous place
anywhere in the world.
• Plan – Make detailed notes ab
M02_POEN_PUB_05GLB_2034_U02.indd 19 18/04/2016 4:31 µ.µ.
is ( next to a museum /
out it.
in a park ). Where is it? What ’s there? Who
lives there?
3 Bourton-on-the-Water What can you do there? Is it no
isy/quiet/beautiful/hot, etc.?
is ( on a river / Why do you like it?
4
next to the sea ).
Alice Springs is
• Write – Use your notes. Write
about the place.
a paragraph 7
HOME
( a rock / a town ). • Share – Tell a classmate abou SCHOOL
t the famous
place that you chose.
LINK
Literacy
In Level 5, reading is introduced in the Pupil’s Book and Activity Book in the form of short paragraphs.
In the Activity Book, pupils write short sentences and paragraphs to practise the new language.
The Sounds fun notebook is something pupils prepare in class to be used at the end of Lesson 4 of each
unit. Pupils record the sounds learnt in each unit in their Sounds fun notebook and find or draw pictures of
words with these sounds. More confident pupils could also write the words below their drawings. With the
introduction of target vocabulary at the beginning of every unit, teachers should encourage pupils to add
these new words to the appropriate page in their Sounds fun notebook. In this way, pupils are consistently
recycling the sounds introduced in this level. Pupils could use an exercise book as their Sounds fun notebook
and then carry it through into next year. Alternatively, you could help them to make their own mini book
using the instructions below and three sheets of A4 paper.
Making a Sounds fun notebook

• Take one A4 sheet for every 8 pages needed in the book, i.e. three A4 sheets for a 24-page book.
• Put the sheets neatly one on top of the other. Fold the pile in half so that the short sides touch, then in
half again in the other direction. You should now have a small book shape.
• Cut along the folds at the top/bottom of the book so that the pages can turn, then staple at the top
and bottom of the spine.
Pronunciation table
Consonants Vowels
Symbol Keyword Symbol Keyword
p pen short ɪ bit
b back e bed
t ten æ cat
d day ɒ dog
k key ʌ cut
g get ʊ put
f fat ə about
v view i happy
θ thing u actuality
ð then long iː sheep
s soon ɑː father
z zero ɔː four
ʃ ship uː boot
ʒ pleasure ɜː bird
h hot eɪ
diphthongs make
x loch aɪ lie
ʧ cheer ɔɪ boy
ʤ jump əʊ note
m sum aʊ now
n sun ɪə real
ŋ sung eə hair
w wet ʊə sure
l let uə actual
r red iə peculiar
j yet
What is Assessment for Learning?
Poptropica English includes elements of Assessment Where is the learning adventure used?
for Learning methodology, which help to enhance
learning by supporting pupils in understanding what The learning adventure is used in Vocabulary,
they know and what they need to do next, empowering Cross-curricular and I can do it! lessons.
them to move themselves forward and making them
active in their own learning, as well as helping teachers How do I introduce the learning adventure to
understand where their pupils are. Assessment for my pupils?
Learning is looking for ways to understand how pupils It’s a good idea to model with pupils how to use the
are doing and using this information to help them learning adventure poster. The learning adventure
improve, as well as helping teachers make decisions poster can be put up in the classroom and the image
about how to help pupils improve. used in a sequence of activities in conjunction with both
the Pupil’s Book and accompanying teaching notes.
Assessment: isn’t this testing?
There are four steps on the learning adventure:
It can be, but when we talk about Assessment for
Learning, we’re really talking about assessing pupils 1 Let’s go! – This means that pupils have started a
formatively, watching and listening to our pupils to new learning objective and are at the beginning of
see how much they understand and using this to help their learning; maybe they know one or two words.
decide what we need to do next. This can be during 2 I’m on my way! – This means that pupils are moving
any activity in class – the kind of assessment you along their journey with increasing understanding or
already do every day! knowledge; maybe they know five or six words.
3 I’m almost there! – This means that pupils
Why is Assessment for Learning important in are feeling increasingly confident about what
Poptropica English? they have learnt; they have a good (though not
Poptropica English provides fun and engaging necessarily 100%) knowledge or understanding.
material to help your pupils have an exciting and 4 I’ve arrived! – This means that pupils are very
motivating early experience with English. A handful of confident about what they have learnt; they have a
Assessment for Learning techniques and activities good (though not necessarily 100%) knowledge or
have been integrated into each lesson, to build on understanding.
this positive experience. These activities give pupils
an awareness of what and how they are learning,
How do I use the poster with my class?
while giving you, the teacher, lots of opportunities
to assess how each pupil is doing. Introducing the It’s really useful if you can have the poster on the wall
learning adventure in your lessons to talk about for every class. The poster is used in two different ways.
pupils’ learning, makes each step along their English
language adventure visible and interactive, engaging
and motivating pupils while also developing self- y
assessment skills. Where are ou on your learning adven
ture
?
What is the learning adventure? I’m on

my way st
o
alm
I’m here
The learning adventure, based on each of the t
Poptropica English Islands, is a path which I’ve

represents how confident the pupil feels about a Let’s
go arrive
d
particular learning objective. Using this poster in class
enables pupils to develop self-assessment skills by
reflecting on how well they can remember vocabulary,
for example, from the lesson or unit. It can also help
gather evidence for the teacher on who is confident
about the lesson and who needs more practice. L5_3.indd 1 9/21/16 11:48 AM
For Vocabulary lessons Pop quiz – Gives you a quick end-of-lesson activity
The poster works in the same sequence each time and to help you check who has ‘got it’ and who needs
the lesson plans show you exactly when and how. more help.
Every lesson begins with pupil-friendly objectives – Provides opportunities to see where pupils are in their
these will appear in the teaching notes for each lesson. learning, enabling you to provide useful feedback and adjust
You can write these on the board. The first activity in your teaching in line with individual needs.
these lessons is What do you know? – this is a Pupil’s Extension questions – Asks pupils a question to help
Book activity asking pupils which words they know extend their thinking and learning.
on this topic before the main class presentation. This
will find out what pupils already know about a topic, Requires more than only remembering what they have
engage them and give pupils confidence that they learnt; illustrates that they have understood it.
know something already. Now, using the poster, ask I can do it! – Self-assessment lessons develop pupils’
the pupils, Where are you on your learning adventure? skills to assess where they are in their learning and what
Ask pupils to think about how many words they know they need to do next to achieve their learning goals,
and to say which stage on the poster they think they are motivating them to continue learning.
at, e.g. if they know two or three words they might say, Developing the skills to identify what you know and what you
Let’s go! as they are at the beginning of their learning. don’t forms a huge part of learning. With practice, this should
You should respond positively, as they are already facilitate learning and produce confident pupils, not afraid to
moving along their learning adventure! At the end of ask for help from teachers and classmates.
the lesson, ask the pupils again, Where are you on your
learning adventure? Pupils think how many words they
know now and choose another stage on the poster, When can I use the learning adventure?
e.g. if they know eight words they might say, I know You can use the learning adventure in any lesson
teddy bear, car, kite, doll, boat, bike, ball, train. It’s a with learning objectives. For pupils new to this concept,
good idea to remind pupils of where they were at the it’s good to begin with vocabulary, where it’s easy to
beginning of the lesson and where they are now, to identify what you know and have learnt.
really emphasise the progress they are making.
I can do it! What if my pupils do not use the learning

adventure accurately?
The poster is used to help pupils develop the skills
needed to identify what they know and what they don’t It doesn’t matter too much about accuracy. They aren’t
know, to help them focus and move themselves forward. giving themselves grades, they’re simply increasing their
With practice, this should make learning more efficient, awareness about their own learning. What matters
produce confident pupils not afraid to ask for help from is helping your pupils to increase their awareness by
teachers and classmates and underline that everyone modelling how to use the poster, using examples to
can make progress. As with every lesson, we begin with show how many words you might know for each stage
Pupil-friendly objectives. We ask pupils, What can you on the poster. Also, by encouraging pupils to think more
remember? This requires pupils to recall what topics/ positively about their progress if they underestimate
language they learnt in the unit. Ask pupils, Where are on the learning adventure. Or, if pupils indicate
you on your learning adventure? For each topic/language too confidently where they are, ask pupils to think a
area, ask pupils to say where they are on their learning little more carefully about how many words they can
adventure. The pupils then complete a set of activities to remember, for example. For strong pupils, keep them
help them review and consolidate the unit topic/language. motivated by asking them to find out more about the
topic or new words on the topic. Also, using the poster
What other Assessment for Learning activities regularly in class will help pupils integrate this into their
are there? Why should I use them? learning more easily.
What do you know? – Asks pupils if they know any What if my pupils are very shy?
words associated with the unit topic before the main
vocabulary presentation. If pupils don’t want to say where they are, you can
make cards that pupils can hold up in class. Each pupil
Pupils will feel confident that they already know some can make a card for each stage, e.g. Let’s go!
words from the topic so they aren’t at the beginning of
their learning.
10 Assessment for Learning
Components
For the pupil
Poptropica English
The Pupil’s Book presents materials to
Poptropica English
effectively present and practise the target
Welcome to Poptropica English,
a six level primary English series that
engages
materials and
Welcome to Popt
young learners like
ropic a English, a six level
never before. The
fun-filled online activit unique combination
primary English series
that engages
unique combination of beautiful in-class of beautiful in-clas
language and the Activity Book provides

ies, songs and games
young learners like never before. The and adventure that children won’t , creates a world s materials and
games, creates a world of excitement want to leave. of excitement and
fun-filled online activities, songs and adventure
that children won’t want to leave. Poptropica Engl
ish:
PUPIL’S BOOK • LEVEL 5

reinforcement, consolidation and freer • Empowers pupils
5
Poptropica English: , putting them at
ACTIVITY BOOK
the heart of the learnin
at the heart of the learning experience • Engages pupils, g experience
• Empowers pupils, putting them sparking imaginations
practice. Additional features include:

through captivating
PUP IL’S BOO K

adventures characters and online
through captivating characters and online • Evaluates pupil adventures
• Engages pupils, sparking imaginations performance in every
lesson
• Elevates learnin
5
e in every lesson g to a whole new
• Evaluates pupil performanc level
AC TI VI TY BO OK
• LEVEL
level
• Elevates learning to a whole new Poptropica Engl
• Four Wider World units;

ish makes learn
English ing English
Poptropica English makes learning an unforgettable
adventure.
an unforgettable adventure.
5
• Goodbye unit to consolidate and wrap up;
• Festival page;
• Wordlist at the back of the Activity Book.
The Poptropica English Island Adventure
Game provides a safe, engaging, highly-
motivating environment where pupils meet
GSE 10 20 30 40 50 60 70
Level 5 80 90
Level 4
the characters from the Pupil’s Book plus

Level 3
Level 2
Level 1
a host of other exciting characters and

Level 0
Jolly • Nunan
CEFR
A1 A2 <A1 +
Learn more about B1 + B2 + C1 C2
follow them on an adventure. Pupils will

the Globa l Scale
Jolly • Nunan
of Englis h at englis
h.com /gse Aaron Jolly
Series advisor: David Nunan
POPENG_BR_L5_A
engage in safe ‘closed-chat’ dialogues

CB_CVR.indd 1
8/2/16 2:52 PM
Aaron Jolly
Series advisor:
David Nunan
with the characters they meet, practising

COV_POEN_PUB_05GLB_2034_CVR
.indd 6
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target language from the units. They will

also follow instructions to help them solve
puzzles, learning supplementary language
along the way. The Poptropica English
Island Adventure Game is a great tool
to make learning happen in an interactive
way and it further consolidates and extends
the language learning process. Most of all,
pupils will enjoy learning through play and
will absorb English without realising it!
For the parent

Parents may wish to encourage their children to do
additional practice at home.
The Activity Book provides reinforcement and
consolidation of the language presented in the Pupil’s
Book. It contains controlled and freer practice plus
personalisation and further listening and reading texts.
11
For the teacher The Class Audio CDs contain all the songs (including
The Teacher’s Book provides step-by-step lesson karaoke versions), chants, stories and listening
plans covering all the course material. activities which appear in the Pupil’s Book. They also
contain audio for the evaluations which are at the back
Each lesson plan is clearly structured into stages: of the Teacher’s Book.
• Starting the lesson The posters accompanying the course are of two
• Presentation types. Learning adventure posters help pupils and
• Practice teachers gain awareness of what and how the pupils
• Ending the lesson. are learning. Vocabulary posters serve as another
The lesson notes are designed to provide flexible tool for teaching and consolidating vocabulary.
support for all teachers, including those who may
lack time for planning or who have limited access to The video stories are available on the Active Teach.
resources. The Introduction includes recommended They give pupils a new context in which to recycle the
procedures for using games and stories effectively. language of the Pupil’s Book.
For maximum flexibility and variety, the following The evaluations (unit and End-of-Year) can be found
photocopiable materials can be found in the at the back of the Teacher’s Book. The audio for these
Teacher’s Book: evaluations is on the Audio CD.
• Unit worksheets
• Unit and End-of-Year evaluations
Wildlife
Macaw Toucan
Weight 550 grams / 0.55 kilograms
Weight 920 grams / 0.92 kilograms Size 63 centimetres tall
Size 65 centimetres tall
Speed 45 kilometres per hour Sloth Speed 64 kilometres per hour
Food Fruit, eggs, insects
Food Fruit, nuts, insects, small animals
✪ A toucan’s beak is long (about 19 centimetres) but not
✪ Macaws are a type of parrot. Some macaws can copy Weight 4,000 grams / 4 kilograms very heavy – there’s a lot of air inside.
human speech – they can speak! Size 58 centimetres tall
Speed 1.6 kilometres per hour
Food Fruit, leaves
✪ Sloths can sleep when hanging from a tree!
Leopard
Cheetah
Leopard Pygmy marmoset

Tree frog Leaf-cutter ant
Weight 55,000 grams / 55 kilograms Weight 120 grams / 0.12 kilograms
Size 80 centimetres tall, 210 centimetres long Weight 0.05 grams / 0.00005 kilograms
Weight 11 grams / 0.011 kilograms Size 14 centimetres tall (+ 20 centimetre tail)
Speed 88 kilometres per hour Size 0.6 centimetres long
Size 8 centimetres long Speed 35 kilometres per hour
Food Other animals Speed 0.09 kilometres per hour
Speed 13 kilometres per hour Food Fruit, insects, other small animals
Food Fungus
Food Insects
✪ Leopards look like cheetahs but there are many differences. ✪ Pygmy marmosets are the smallest type of monkey in
Leopards are bigger and stronger but cheetahs are faster. They
✪ Tree frogs are often green – this gives them good ✪ Leaf-cutter ants don’t eat leaves. They use the leaves to the world.
also have different spots. grow a special fungus and eat this. They are ‘farmers’.
camouflage in the trees.
Tapir Hercules beetle

Elephant Tiger Weight 28 grams / 0.028 kilograms
Weight 295,000 grams / 295 kilograms Size 11 centimetres long
Size 90 centimetres tall, 190 centimetres long Weight 170,000 grams / 170 kilograms Speed 1.7 kilometres per hour
Weight 4,900,000 grams / 4,900 kilograms Size 95 centimetres tall, 240 centimetres long
Speed 40 kilometres per hour Food Wood, fruit, leaves
Size 300 centimetres tall, 600 centimetres long Speed 60 kilometres per hour
Food Leaves, grass, fruit
Speed 39 kilometres per hour Food Other animals ✪ A Hercules beetle weighing 28 grams can lift about 23,800
✪ Tapirs are cousins of the rhino and the horse. Food Grass, leaves, tree bark, fruit grams (28 x 850). They are small but very strong!
✪ Tigers use their coats to hide in tall grass and trees. Every
✪ Elephants are the biggest land animals in the world. tiger has different stripes.
Anaconda Crocodile Giant river otter River turtle

Weight 190,000 grams / 190 kilograms Weight 29,000 grams / 29 kilograms
Weight 4,500 grams / 4.5 kilograms
Size 750 centimetres long Size 170 centimetres long
Weight 380,000 grams / 380 kilograms Size 40 centimetres long
Speed 4.8 kilometres per hour Speed 26 kilometres per hour
Size 400 centimetres long Speed 3.2 kilometres per hour
Food Other animals Food Fish, crabs, snakes, other river animals
Speed 16 kilometres per hour Food Plants, fish, other small river animals
✪ Anacondas are the biggest type of snake in the world. Food Birds, insects, frogs, fish, other animals ✪ Giant river otters like to live in big family groups which eat,
They are quite fast in water but slow on land because of their sleep, play and travel together. There can be eight or nine giant ✪ Turtles were living on the Earth more than 200 million
weight. ✪ Crocodiles can live for seventy years. river otters in one group. (200,000,000) years ago.
M06 Pop Eng POS Pack Global 91525 U06A.indd 1 19/10/2016 11:51
12 Components
Unit walkthrough
Lesson 1 Lesson 2
Presentation and practice of Presentation and practice of
vocabulary with audio support grammar with audio support
Previous knowledge of the topic is activated through The new structure is highlighted through reading or
an Assessment for Learning activity. listening and practised in a speaking activity.
The unit grammar is summarised in a Look! box
on the Pupil’s Book page.
1 Adventure camp 5 Read and answer. True or false?
My name is Tom. I’m fourteen

1 What camping words do you know? Can you say them? and I’m British. I love playing
basketball and football. I can
2 Listen and read. Who is Tom’s sister? cook and swim but I can’t surf.
1:05
I’ve got one sister, Flo. She’s
twelve and she’s very funny. My name’s Maria and I’m
Remember to bring thirteen. I’m from Buenos
these things: sleeping bag
rucksack
torch
Aires in Argentina. I like
compass dancing but I’m not very good
at singing. I’ve got two sisters.
I’m Flo and I’m twelve. I’m
They’re eight and ten and
from Britain. I’m good at
I love playing with them!
swimming and I love talking
to my friends. I’ve got one
brother. He’s fourteen and he’s
very good at sports. He’s very
clever, too.
1 Tom can swim and surf.

Hannah: Hi, there. I’m Hannah. What are your names? 2 Flo is good at swimming.
Maria: I’m Maria. 3 Flo loves talking to friends.
Felipe: And I’m Felipe. 4 Maria’s British.
Tom: I’m Tom and this is my sister…
Flo: I’m Flo. 5 Felipe’s got two brothers.
Hannah: Great, let’s see… Maria… Felipe… Tom… Flo… I’m Felipe. I’m from Valencia in Spain. I’m
Welcome to the camp, guys! thirteen. I love playing computer games
1:08
and I like Science and Maths. I’ve got three
I love playing basketball. brothers and they love computer games,
3 4
Listen and say. too. We always have competitions!
1:06
3 5 I’m good at swimming.
1
2
first-aid kit rucksack
poles 6 Read the questions and 7 Choose someone from
sleeping bag 8 write answers in your Activity 5. Ask and answer.
7
notebook. Ask and answer.
1 How old are you?
tent 6
pegs torch 1 Where are Tom and Flo from? 2 Where are you from?
compass 2 What does Tom love doing? 3 What do you like doing?
4 Play the game. 3 How old are Maria’s sisters? 4 What are you good at?
4 What subjects does Felipe like? 5 Have you got any
A: I went camping and in my tent there was a sleeping bag. brothers or sisters?
B: I went camping and in my tent there was a sleeping bag and a…
4 Lesson 1 Can identify camping equipment Lesson 2 Can talk about what people like/don’t like/are good at doing 5
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Pupils listen to the key unit vocabulary in the context Pupils also locate the Poptropica English
of a dialogue between the characters. Island Adventure Game card on the opening spread.
Target vocabulary from the opening story is illustrated Clear and concise learning objectives help clarify the
and labelled aim of the lesson for the teacher and parent.
Further practice of the target language

1 Adventure camp 4 Read and choose. Then listen and check.
is provided in the Activity Book for

1:09
1 I can ( play / playing ) football.
all lessons.
2 He likes ( playing / play ) computer games.
1 Look and match the names with the people. 3 They are ( Britain / British ).
4 We are good at ( dancing / dance ).
Hannah Tom Felipe Flo Maria 5 She loves ( trampoline / trampolining ).
a
6 He’s good at ( sing / singing ).
1 2 3 4 5
Cristiano Ronaldo
5 c
1:10
Look and match. Then listen and check.
1 ? is good at playing football. a

Tom b
2 ? is good at acting and singing.
3 ? is from the USA and can play the guitar. Lewis Hamilton
2 Order the letters. Then match with the pictures. 4 ? is British and loves fast cars.
d
a b c Taylor Swift
1 ttne tent c
6 Choose a person from Activity 5 and write questions
2 kkracsuc
for them. Find out and write the answers. Penelope Cruz
3 olpse
4 geps d e f 1
5 ctorh 2
6 pomcssa 3
7 isleengp gba g 4
8 srift-dia itk h
7 Complete for you.

3 1:07
Look at Flo’s list. Listen and tick (✓) or cross (✗).
My name’s . I’m from
in .
List for adventure camp I love and
rucksack ✓ books but I don’t like .
torch mp3 player I’m good at and

pegs sleeping bag but I’m not good at .
compass
I’ve got .
4 Lesson 1 Lesson 2 5
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13
Lesson 3 8 Listen and say.
1:11
1 2
Presentation and practice of

3
pitch a tent keep out the rain
vocabulary with audio support

put in the pegs
4 5
6
Pupils learn a new set of vocabulary which is linked read a compass lay out the bed cover our heads
to the unit topic. This may be additional words or a 9
1:12
1:13
Listen and sing. How many activities can you find?
separate vocabulary set. The new language is then Scouts from all around the world,
We’re travelling together, from
from Spain to Italy.
the mountains to the sea.
practised in a song.
We walk for miles and learn every
day.
We read a compass and find our
way.
Chorus:
Oh, we are adventure scouts, here
A second grammar structure is presented in the With adventure and new friends,
is our song.
you can’t go wrong.
You can’t go wrong.
unit song, summarised in a Look! box on the Pupil’s At the end of the day, we’re back
We’re pitching our tents, they keep
to camp again.
out the rain.
Book page. We’re putting in the pegs and laying
We’re sleeping in sleeping bags
out our beds.
that cover our heads!
Chorus
The language of the lesson is then practised in a All this adventure is making us
We’re cooking our food which doesn’t
fit and strong.
take too long.
speaking activity. 10 Read and say.
We’re eating our dinner and then
We’re sleeping in tents all around
we’re so tired.
the fire!
1 He / cook dinner Chorus
Karaoke versions of the songs are included in the 2 They / sit in a circle
class audio. 3
4
I / read a compass
She / put in the pegs
1:14
We’re reading a compass.

5 We / pitch a tent
We’re putting in the pegs.
11 Play the game.
A: What am I doing? B: You’re reading a compass!
6 Lesson 3 Can identify camping activities
12 Read. Where was Flo yesterday?

1 Lesson 4
Dear Mum,
1st July
Skills practice and pronunciation
How are you? It’s our fourth day at camp and we’re
having a great time. We’ve got some new friends, too
– they’re from Spain and Argentina. They’re teaching A reading text and accompanying activities help to
me Spanish but I’m not very good at it!
Our first day was great. There was a big dinner consolidate the grammar and vocabulary of the unit.
to welcome everyone and there were songs by the
campfire. Our tent was cold but it was warm in the
sleeping bag. The Sounds fun pronunciation feature with audio
Yesterday, we went for a walk in the forest next to
the camp. The trees were very tall and there were a
lot of cool animals there. Here’s a photo of me with
presents English sounds with humorous characters and
my new friends.
Love to you and Dad,
tongue twisters.
Flo
13 Read and choose.
1 Flo’s new friends are from Spain and 15 Listen, read and say.
1:15
( Italy / Argentina ).
2 Flo is learning ( Spanish / Italian ). Theo’s teaching the trees to
3 There was a big ( lunch / dinner ) tell the time.
on their first day. They said, ‘Thanks, Theo.
4 It ( was / wasn’t ) cold in the It’s three o’clock.’
sleeping bag. But it was half past nine!
5 They went for a walk in the
( forest / city ) yesterday.
14 Ask and answer.
1 Do you like camping?

2 Where do you go camping?
3 What activities do you do there?
Lesson 4 Can understand a letter about being at adventure camp / Sounds: /θ/, /t/ and /ð/ 7
14 Unit walkthrough
Lesson 5 16 Talk about the pictures. Then listen and read.
1:18
Story
MATT IS TELLING BELLA
1 2
ABOUT THEIR TIME JOURNEY.
It’s a THD, a time hole
…so these weird guys
detector. You can travel
took our new THD and
through time with it.
went off in time! There! It’s Wow! Can
The story is provided with speech bubbles and working now. What is
it anyway?
we try it?
audio support. It consolidates vocabulary

and structures from previous lessons and
introduces new functional language. 3 4
Haven’t you got This looks fun! Don’t
stuff to do here? you like camping?
Yes, I love camping but

Um, not really. come on, TIME TRAVEL?
5 6
Sir! There’s a new Oh, all right.
trace! They’re going Oh, PLEASE!
to – Africa! Oh, WOW! AL, let’s follow
Please let me come. those guys.
She is good at computers,
sir. That could be useful.
17 Act out the story.
8 Lesson 5 Can understand a simple story / Can discuss a story
Lesson 6
18 What do you know? 1
Cross-curricular content and
19 Read. What is Bear’s job?
1:19
Bear Grylls
Bear Grylls is a mountaineer and adventurer. He went up Mount
Everest when he was just twenty-three years old! Bear usually
project
lives in the United Kingdom but sometimes he lives in the desert,
the mountains or the jungle. He is also Chief Scout of Scouts UK.
Target language is practised and extended through a
cross-curricular topic in English. The material in Level 5
1 What do you like doing?
I like playing the guitar, running, doing yoga and playing with my
children.
is related to Social Science, Science, Geography and

2 Do you like living in the jungle?
I love jungles but they’re difficult to live in. There are often a lot of snakes
and insects. Sometimes I sleep up in a tree and when it rains, it’s horrible.
3 Where is your favourite place?
An island in Indonesia. I love visiting islands and this one was really
beautiful.
Literature.
4 What do you do before an adventure?
I always learn a lot about where I want to go – I learn about the plants
and animals. I train six days a week and I run and do yoga, too. I also
prepare my survival kit. The project encourages production of the unit language.
5 Are you scared of anything?
Yes, I’m scared of high buildings and mountains but I just stay calm.
It isn’t easy.
20 Read and say. True or

false?
1 Bear does yoga before 21 Prepare for an

a trip. adventure trip.
2 Jungles are difficult to • Ideas – Imagine you are going
live in. to the jungle or mountains.
• Plan – Make notes. Where are
3 Bear doesn’t take a you going?
What do you need to take?
survival kit.
• Write – Answer these questions
with 1–2 sentences.
Where are you going? Why?
I’m going to Mount
How can you prepare? What will
Everest in Nepal. you take?
What are you scared of?
• Share – Interview a classmate
about HOME
I’m taking a big rucksack their adventure. SCHOOL
SCHOOL
with lots of things…
LINK
Lesson 6 Can understand a text about an adventurer / Can plan and talk about an adventure trip 9
Unit walkthrough 15
Lesson 7
22 Match.
Self-assessment and review

1 You do this to find your way. a sleeping bag
2 You put these in when pitching the tent. b read a compass
3 You do this before going to sleep. c pegs
4 You do this when it rains. d lay out the bed
Pupils complete a self-assessment in every unit. 5 You are warm when you use this. e cover your head
This involves pupils completing three activities – one 23

1:20
Listen and tick (✓) or cross (✗).
vocabulary, one grammar and one communicative. 1 Sally a

likes
b
loves
c
is good at
After completing each activity, pupils are invited

to self-assess what they can now do by ticking the 2 Pe e a b c
Assessment for Learning box under the relevant icon

in the ‘I Can’ feature.
24 Find and write questions. Then look at Activity 23 and write answers.
1 Sally / doing / love / does / what
2 Sally / what / at / good / is
3 Pete / a / is / compass / at / reading / good
25 Ask and answer.
1 What do you like doing? What do you not like doing?

2 What are you good at? What are you not good at?
3 What do you do when you go camping?
I can identify camping equipment and activities.

I can say what people are/aren’t good at doing.
I can say what people like/don’t like doing.
I can plan an adventure trip.
10 Lesson 7 Can assess what I have learnt in Unit 1
1 Lesson 8
Are you goo d at Review and consolidation
sing ing?
Pupils consolidate and practise the unit
language through a fun language game.
26 Write answers about you. Then guess about your partner.
What are you good at?

A: B:
What are you not good at?
A: B:
What do you like doing?
A: B:
What don’t you like doing?
A: B:
What subjects do you like?
A: B:
What subjects don’t you like?
A: B:
What sports do you like?
A: B:
What sports don’t you like?
A: B:
27 I want to know more!
Now go to Poptropica
English World
Lesson 8 Can use what I have learnt in Unit 1 11
16 Unit walkthrough
Wider World
Culture lesson
After Units 1, 3, 5 and 7, pupils complete a Wider World lesson.
Pupils read a text that explores an element of international
culture linked to one of the unit topics. Each Wider World
lesson includes a ‘Your Turn’ activity, which encourages
personalisation and extension of the topic.
Wider World 1 1
2
3
Camping around the world

1 What do you know?
2 Look and say. Guess the countries.

1:22
Then listen and check.
3 Read. Match the highlighted

words with the photos. 4 Read again. True or false?
b c
a 1 The mountains in Thailand
are easy to climb.
2 Alak likes watching birds.
3 Death Valley is in the desert.
4 Melissa doesn’t like riding her bike.
5 Vulcano is a big island.
6 Luca likes hiking.
5 Ask and answer.
Death Valley National Park in Vulcano is a small volcanic island 1 Do you like camping?
California is a great place for desert in Italy. I like camping there in the 2 Where can you camp in your country?
Camping in Thailand is great fun. camping. I usually visit Death summer with my grandparents.
My favourite place is a national Valley in the spring with my family. We sleep in a small cabin in the
park called Khao Sam Roi Yot . Khao I love riding my bike on the paths in forest. I like hiking to the top of the
Sam Roi Yot means the mountain the mountains. Mountain biking is volcano. My granny likes walking
with 300 peaks. difficult but it ’s very exciting. My on the black sandy beaches near Think of your ideal place to camp.
The mountains are very difficult dad likes making big campfires in the the sea. There is special mud in Imagine you go camping there every
to climb. I like watching the lovely evening. He likes cooking our dinner Vulcano that is very good for your summer. Describe it.
birds and other wild animals like on the fire. There are many types skin. Some people like putting the
deer and squirrels. There are a lot of mud on their bodies. I love visiting
of snakes, lizards and birds in Death
interesting caves , too. Thailand is
Valley. It ’s never boring in the desert! Vulcano! Where is it?
an exciting place!
Who do you go with?
What do you like doing there?
Alak, 12, Thailand Melissa, 12, the USA Luca, 11, Italy
12 Wider World 1 Can understand texts about camping around the world Wider World 1 Can talk about camping in my country 13
1 Adventure camp Name:

Name:
Class:
Class:
Name:
Class:
Evaluation
Evaluation sheet 1
A Listening and speaking B Reading and writing
1 3:43
Listen and tick (✓) or cross (✗). What has the girl got in her bag? 3 Read and circle True or False. At the end of each unit, pupils complete
1 sleeping bag
3 mp3 player
✓ 2 books
4 torch
To Ted Blake
From Robin Murray
Inbox
an evaluation to reinforce their progress
5 pegs
Hi, how are you? Are you having a good time in your village? I am! You know how
much I love camping, right? Well, I’m at an adventure camp with Kim and Justine
and we are having great fun! We are staying in tents and we are sleeping in sleeping
and identify areas for improvement.
The evaluation covers the key language
bags! There is a campfire and we usually have dinner there! Amazing!
Yesterday we went to a nature reserve. There were a lot of cool animals there!
Now, we are having lunch and some free time, so I’m writing an email to you.
See you in three weeks,
2 Look at the adventure camp. Then talk. What are the people doing?
Use the words from the box to help you.
Robin
of the unit through reading, writing,
listening and speaking.
1 Robin is in his village. True / False
cook put pitch read dig pegs tent compass poles 2 Robin is camping. True / False
3 They sleep near the campfire. True / False
4 They were at a nature reserve yesterday. True / False
5 Robin is eating his lunch at the moment. True / False
4 Write about yourself and a friend. Use the words to help you.
• I like/love… • He/She likes/loves…
Photocopiable © Pearson Education Limited 2017
• I’m good at… • He’s/She’s good at…
He’s/She’s/It’s… He’s good

He likes….
at…
She isn’t
They’re….
good at…
188 1 4 points 2 6 points 3 4 points 4 6 points Total 189
Unit walkthrough 17
How to use stories
Stories are an essential part of language learning Stage 4 – Role playing the story
because they allow pupils to absorb information in a
fun and stimulating way. Learning outside the normal After listening to the story several times, pupils are
boundaries of a teacher-based classroom environment ready to role play it in groups, providing them with the
creates the opportunity for pupils to develop their opportunity to reproduce larger chunks of language.
creative and communicative skills. Using stories in the Props can be brought to class and used to make the
classroom greatly enhances pupils’ ability to listen and experience even more stimulating. Teachers may play
to actively respond to target language and structures the audio or read the audioscript from the Teacher’s
in a fun and relaxed atmosphere. Stories increase Book, while pupils role play or pupils may recite the
motivation and encourage less confident pupils to story from memory. Try to ensure that, as far as
contribute with their ideas and opinions because they possible, every pupil gets an opportunity to be involved
are not confined to the limits of a certain structure. in the role play.
They provide larger chunks of language in a context Below are some suggestions for extra work with the
and provide an opportunity for pupils to produce stories:
language.
• While pupils listen to the story, they perform a
There’s a story in Lesson 5 of each unit, featuring specific action for target vocabulary (e.g. pupils clap
the characters. These stories serve to review and when they hear the word purple or stamp their feet
reinforce the target language and structures of the when they hear the word blue).
unit. The artwork is visually stimulating and the audio • Pupils draw a new picture for any frame of the story.
effects ensure pupils listen avidly from start to finish. • Pupils create a new ending for the story.
Below is a four-step method for using stories in the • Pupils draw or describe their favourite character.
classroom that starts with anticipation and ends with • Pupils discuss real-life situations that are related to
(assisted) performance. the story.
• Pupils comment on how they would feel or how they
Stage 1 – Anticipating the story would behave if they were in a similar situation to one
of the story characters.
Before listening to the audio, ask pupils questions • You might like to give pupils feedback. You could
or carry out a simple discussion in English or L1 to give pupils two stars and one wish, e.g. Fantastic
get them thinking about the story. This will enable actions!, Great teamwork!, Speak a bit louder next time.
pupils to begin forming an idea of the theme of the This could be given in L1.
story and how it might develop. It also provides an
opportunity to introduce any new vocabulary or to
review previously learnt language, allowing teachers to
assess how thoroughly pupils have absorbed the target
language of the unit. Teachers should not provide any
answers at this stage but rather allow pupils to think
for themselves.
Stage 2 – Hearing and seeing the story

At this stage, pupils listen to the story and work
through it to find answers to your questions. If access
to technology is limited or if it fails during the lesson,
teachers can simply read from the book.
Stage 3 – Checking the story

Some suggested questions to be asked after listening
to the story are provided in the teaching notes.
This gives teachers the possibility to further assess
the depth of pupils’ comprehension of the story and of
the language used. It also sparks pupils’ creativity and
imagination by encouraging them to visualise how the
story develops.
18
Classroom management tips
Poptropica English presents different classroom Strategic grouping: Depending on the activity,
dynamics. It goes from individual work to pairwork, you may want to group pupils using one of these
group work and whole-class activities. When working combinations: stronger and weaker pupils together,
in pairs, groups or in a whole-class setting, pupils stronger pupils together, weaker pupils together,
foster cooperative learning; learning with and from talkers and listeners together. Whatever you choose,
each other. The following suggestions focus on do not let pupils know what your strategy is.
different ways of grouping or pairing pupils. All the
activities presented here are suited to any group size, Signalling that the activity has finished
age or interest.
When assigning speaking activities and playing games
in large classes, it can often be hard to grab pupils’
Ideas on how to divide pupils into pairs attention. With this in mind, here are some suggestions
and groups to help you deal with this situation.
Grouping by order: Organise pupils in a specific order Can you hear me? Start talking to them in a very
and then divide them up. Ask pupils to get in line in low voice and say, If you can hear me, raise your hand.
alphabetical order (according to their first name, last Pupils who hear you raise their hand, which will get the
name or the number of letters in their name), order of attention of other pupils, who will do the same.
birthdays (grouped either by month or by their date of
birth), months of the year, days of the week or height. Clapping: Clap your hands in different patterns and
speed. Pupils have to join you in clapping. Say, Clap
Animal sounds: This is a loud but fun way to divide once if you can hear me. Some pupils join you. Then say,
pupils up. Write names of animals on slips of paper. Clap twice if you can hear me. And finally, Clap three
Distribute them and ask pupils not to show their slips times if you can hear me. At this point, pupils will notice
to each other. When they are ready, ask them to start that the activity has finished.
making the sound of the animal that is written on their
slip of paper. They have to find the other members of Eyes on me: Count to three saying, One, two, three…
their animal family. eyes on me! Pupils stop the activity and say, One, two,
three… eyes on you! This way, if the other pupils have
Pick and mix: Pupils can be divided into groups or not heard you, they will hear the pupils and then notice
pairs by having them pick objects from a bag. Then you that the activity is finished.
can ask them to find their teammates. Some examples
of objects you can use are: Give me five: Put your hand up and say, Give me
five. Pupils put their hands up and say, five. Then they
Coloured counters: (e.g. ask pupils to team with same start to count from one to five. If that does not grab
colours together; different colours together; two same everyone’s attention, say, Give me five again. Pupils
colour counters and two different ones, etc.) repeat the count.
Coloured pencils: (e.g. pupils who pick the same colours Putting hands up: Put your hands up. Wait until pupils
from the bag are in the same group/pair; light and dark notice your hands up and gradually stop talking.
of the same colour makes a pair; four different colours
makes a group, etc.) Ring a bell: Set a timer for the amount of time you
would like the activity to last or ring a bell. When
Numbered lolly sticks: Prepare lolly sticks by writing pupils hear the sound, they stop the activity.
a number on the end of each stick and placing them
number down in a small can or container. Each Silent request: Create a signal for silence.
pupil picks one and finds their group/pair (e.g, same Then practise the signal with your pupils until they
numbers, sequential numbers, odd numbers, etc.). know that every time you make that signal it’s time to
stop the activity.
Word jumble: Write vocabulary words from a topic on
slips of paper and put them in a bag or box. Ask pupils Singing: Play or sing a Poptropica English song or
to pick one and find the rest of their group or pair. chant. Have pupils join you.
Pupils should look for others who have similar words Traffic light: Make a traffic light with removable
or things (e.g. animals – all dogs together, all birds coloured circles. When green, pupils can talk in pairs
together, all cats together), others who group together or in groups. When orange, they must be ready to end
(e.g. jungle animals, farm animals, sea animals) or the conversation. When red, it’s time to stop talking.
others whose word starts with the same letter (e.g. If they’re too loud, you can quickly go from green to
roses, rainbow, red, rock). red. If they’re quieter again, go back to green.
19
Game bank
Flashcard games Pass the ball: Pupils stand in a large circle. Make a
Guess the card: Cut out a small square in the centre paper ball (or use a soft ball), then call out a category,
of a sheet of A4 paper. Hold the sheet in front of a e.g. family, and throw the ball to a pupil. He/She must
flashcard, allowing pupils to see only a small part of say a word in the category, then throw the ball to
the picture through the hole. Pupils guess the item. another pupil, who says another word in the same
category. If a pupil drops the ball, he/she must sit
Memory game: Stick flashcards on the board. down. Continue until one pupil remains. This game can
After pupils memorise the cards, remove them also be used to have pupils ask and answer questions
and pupils list the items. To make the game more or practise vocabulary that follows a sequence,
challenging, ask pupils to say the cards in the order e.g. days of the week, months of the year, etc.
they appeared on the board.
Teacher says: Give the pupils instructions but
Flashcard mime: Invite a pupil to the front. tell them to follow the instructions only if they are
Show him/her a card or a written word while hiding preceded by ‘Teacher says’. If you say, Pick up a pencil,
it from the rest of the class. He/She mimes the word pupils should do nothing, but if you say, Teacher says
silently. The pupil who correctly guesses the word is pick up a pencil, pupils must pick up a pencil. They
the next one to come forward. Alternatively, split the are out of the game if they do an action when they
class into two teams and ask a member of each team shouldn’t.
to mime the same word for their teams.
Sort the cards: Divide the class into small groups.
Team games
Mix flashcards from different units, then divide them Category writing: Divide the class into groups.
into piles according to the number of groups. Pupils Each group chooses their ‘captain’. Write the name of
sort them back into categories. The first group to a vocabulary category on the board, e.g. sports, food
finish wins. or animals. Each group helps their captain to write as
many words as they can which belong to that category
Noughts and crosses: Divide the class into two in two minutes.
teams. One is noughts and the other is crosses. Draw a
large grid on the board with nine spaces. Stick one Drawing race: Divide the class into two teams and
flashcard in each space, facing toward the board. invite a pupil from each team to the front. Whisper a
Pupils select a card, turn it over and say the word on word to the two pupils. Each pupil draws the item on
the flashcard. If it’s correct, remove the flashcard and the board. The first team to identify the item correctly
write a nought or a cross accordingly. wins a point.
Hot seat: A pupil sits with his/her back to the class. Parachute: Play a guessing game in teams. Draw a
The teacher shows the class a flashcard, e.g. lion. large parachute on the board with some strings
Pupils make sentences about the animal, e.g. They live leading to a stick figure hanging from the parachute.
in Africa. They can run fast. They eat meat. The pupil Think of a word pupils have learnt and draw a dash
in the hot seat has to guess the animal as quickly inside the parachute for each letter in the word.
as possible. Set a limit for the number of sentences/ Pupils from one team try to guess the word. For
guesses pupils can make. each incorrect guess, rub out one of the parachute’s
strings. Award points to the team when they guess
TPR games the word correctly. If all the parachute’s strings are
Aye, aye, Captain! You are the captain. Give orders rubbed out before pupils guess the word, the other
to the class. This is a useful activity for reviewing team can try.
actions, parts of the body, colours, numbers and Reading race: Write sets of sentences on strips of
classroom objects. For example, you say, Jump three paper describing flashcards, e.g. It’s big. It’s black and
times. Touch your head. Turn around. Pupils say, Aye, white. It’s got four legs. Divide the class into teams
aye, Captain! and carry out the action. Model a few and ask each team to stand in a line. Place a set of
times and then invite pupils to be the captain. sentences face down at the front of each line. Stick the
Basketball: Ask a question to a pupil. If he/she flashcards on the board. When you say, Go! one pupil
answers correctly, he/she has a shot at the ‘basket’ from each team picks up a sentence, sticks it below the
(the bin or a small box). If the pupil gets the ‘ball’ (of appropriate flashcard on the board and goes back to
paper) in the basket, he/she wins two points. If the ball his/her team. The first team to stick all its sentences
hits the basket without going in, he/she wins one point. under the correct cards wins.
20
Literacy and spelling games Miscellaneous games
Spelling bee: Divide the class into two teams. The first Bingo: Play bingo with any topic. Ask pupils to draw
player in Team A is given a word to spell. If correct, the bingo grids. Then they write or draw in the boxes
the team gets a point. This can also be done as a class the vocabulary items you wish to review. Call out the
competition by having pupils line up to be given words words in random order. The winner is the first pupil to
one by one. When they make a mistake, they sit down. tick off all the items in his/her grid.
The last pupil standing is the winner.
Drawing game: Pupils draw pictures of target
Little books labelling: Do an activity to practise vocabulary on the board. They must do this slowly,
spelling words with the target sounds/graphemes. line by line. The class tries to guess what each pupil
Give each pupil a sheet of paper and have them fold is drawing before he/she finishes the picture. The first
and tear it in half lengthways, then join the ends of pupil to guess draws the next item.
the two strips with tape. Now fold the paper like a
I spy: Choose something you can see and say, I spy
fan and stick some tape along the spine to make an
with my little eye, something beginning with (g). Pupils
eight-page book. Pupils write their name on the cover
guess the object. The pupil who guesses correctly has a
and then draw four simple illustrations on alternate
turn at choosing an item.
pages. Next they swap books with a partner and label
the illustrations in each other’s books. Then check the Pass the secret: Have pupils sit in a circle. Start
books together. the secret by whispering a simple sentence to the
pupil next to you, e.g. I’ve got a yellow hat. The pupils
Letter mess: Write a selection of letters on the board.
whisper the secret around the circle. The last pupil says
Explain to the class that they have to make as many
the secret out loud. Compare how close it is to your
words as possible from the given letters. Model one or
original secret sentence. If necessary, write the original
two examples on the board for them. Then give pupils
secret sentence on the board.
a time limit to do the activity in pairs or small groups.
Picture dictation: Divide the class into pairs. Pupil A
Speedy sounds: Make letter cards to review the key
describes a picture for Pupil B to draw. Then they
sounds from a unit. Show the cards in random order
switch roles. This game can be played with any
and have pupils chorus the letter sounds. Gradually
lexical set.
increase the speed. Then show a card and elicit a word
containing that sound. Repeat with the other cards. Stop the bus: Write a letter on the board and shout,
Start the bus! Pupils write as many words beginning
Rhyming tennis: Play a game to practise spelling
with this letter as they can think of. When you shout,
words with target sounds that rhyme, (e.g. ou, ow, all,
Stop the bus!, everyone stops writing. Pupils get one
aw, ew or y graphemes). Put the class in two teams
point for each correctly spelt word.
with a different set of letter cards. The first team must
make a word using their first letter card, e.g. y and Song or chant extension: Have pupils work in pairs
write it on the board, e.g. try. The second team must or small groups. Prompt them to write a new verse for
make a word that rhymes with try and write it on the song, using the lyrics on the Pupil’s Book pages.
the board, e.g. my. The first team must hit back with You can change just some words or all the lyrics
another rhyming word, e.g. fly. The teams go back and depending on their level.
forth until one team can’t make a word. The game is
over when all the cards are gone.
Spin the pencil: Play a game to practise spelling
words with target sounds/graphemes. Put the pupils
in pairs. Have them draw a large circle on a sheet of
paper with graphemes around the edge of the circle
(like a clock face). They take it in turns to spin a pencil
in the circle and spell a word from the letter sound that
the pencil is pointing to.
Spell check: Do an activity to practise spelling words
with target sounds and to focus on punctuation.
Write five sentences on the board, each with two
errors, e.g. the sentence does not begin with a capital
letter, the final punctuation is missing or wrong,
sample words are misspelt. In pairs, pupils correct
the mistakes.
Game bank 21
Extension bank
Welcome Unit 5
True or False: Hand out a set of signs that read True! Theme park design: Give each pupil a piece of paper
and False! to two teams of pupils. Make sure pupils and have them draw and colour a picture of their
close their books. Say some true/false statements own theme park. It can be from their imagination
about the story characters. The first team to hold up or a picture of one they have been to. Pupils present
the correct sign for each sentence gets a point. their posters to the class. Encourage the class to ask
questions as if the pupil had already visited the park,
Unit 1 e.g. What did you do first? What rides did you like? Did
My dream campground poster: Give each pupil you like the big wheel?
a piece of paper and have them design their dream
camp. Tell them they must include information about Unit 6
what country it is in, as well as what places (natural Films mime game: Shuffle the film flashcards from
or man-made) and what camping items are in it. They the unit (48–55) and place them face down so pupils
should also explain what activities one can do there. cannot see them. Put the pupils into teams and ask a
Pupils present their posters to the class. Encourage member of each team to come to the front. Show him/
other pupils to ask the presenter questions. her one flashcard without the rest of the class seeing it.
Each team member must mime the type of film for their
Unit 2 team. Once they have guessed the word, each team
Let’s compare: Put pupils in small groups. Put the must create a sentence with the word and run back to
animal flashcards from the unit (9–23) on the board. the front. If they are first to write a correct sentence
Write the following words/phrases on the board: on the board, they win a point. Repeat until all pupils
tallest, taller than; longest, longer than; shortest, shorter have had a turn.
than; biggest, bigger than; smallest, smaller than;
heaviest, heavier than; lightest, lighter than; fastest, faster Unit 7
than; slowest, slower than. Ask each group to make Solar system chants: Ask pupils to get into small
sentences about the animals on the flashcards using groups and give each group a piece of paper. The
the words and phrases on the board. Tell them it is a groups must write a rhyming poem or a chant about
race, so they need to work fast. Give them two minutes space, using any of the new words from the unit plus
to work, then have the teams read out their sentences. any other vocabulary they know. While they are
The winning team is the one to write the most correct writing, go round helping them find rhyming words.
sentences. Pupils present their poem or chant to the class.
Unit 3 Unit 8
Where is it? Hand out all the places flashcards (24–33) Quiz game: Play a quiz game with pupils to review
to the pupils and have them stand next to each other the vocabulary from the unit. Have pupils work in
strategically. Ask a pupil a question, e.g. Where is pairs to write questions for the rest of the class about
the library? and elicit a response, e.g. It’s opposite the the environment, e.g. What can you recycle? What can
supermarket. If the pupil’s answer is correct, he/she you do to reduce pollution? Ask each pair to write two
gets to ask another pupil a similar question. Repeat questions, each on a separate slip of paper with their
until all pupils have had a turn to speak. names on the back. When you are ready to play, read
one question at a time and award points to the first
Unit 4 team who answers correctly. Do not let pairs answer
Good/Bad day posters: Give each pupil a piece of their own questions.
paper and ask them to draw a scene that shows them
having a bad day. Pupils show their posters to the class Goodbye
and talk about it using target language. Encourage the Debate opinions: Brainstorm additional comparisons
class to ask questions. Display the posters around the about film/book genres, animals, daily activities, etc.
classroom. and write them on the board. Pair pupils and have
them discuss their preferences and opinions. Pupils
report back to the class. Have a discussion with the
whole class about the opinions and preferences and
encourage them to give reasons for their opinions.
22
Unit worksheet answer keys
Consolidation and extension worksheet 1 Consolidation and extension worksheet 5
1 Write. Then answer for you. 1 Find the words in the word snake and write them
Answer key: 1 are 2 at 3 doing 4 does in the correct balloon.
Pupils’ own answers Answer key: Places: water park, aquarium, theme
park, museum, theatre, palace, mini golf, botanical
2 Look, read and choose the correct family.
gardens Activities: sailing, trampolining, surfing
Tick (✓) a or b.
Rides: big wheel, rollercoaster, boating lake, carousel,
Answer key: 1 Picture b dodgems Adjectives: amazing, sandy
3 Now write about the other family. 2 Order the questions. Then match.
Answer key: Pupils’ own answers Answer key: 2 Did they like the boating lake? b
3 Did Martha go to the water park? d
Consolidation and extension worksheet 2 4 Did Joe play football last week? a
1 Look and complete. Then match.
Answer key: 2 tortoise 3 long 4 tall 5 bigger Consolidation and extension worksheet 6
1 Look, read and correct.
2 Look and write.
Answer key: 2 My sister didn’t buy a new computer
Answer key: 2 The tortoise is bigger than the crocodile.
yesterday. She bought a guitar. 3 We didn’t go to a
3 The rhino is heavier than the lion. 4 The cheetah is
theme park last Sunday. We went to the zoo. 4 I didn’t
faster than the lemur. 5 The whale is longer than the seal.
meet Susie outside the cinema. I met her outside the
Consolidation and extension worksheet 3 museum.
1 Look at the pictures and find the differences. 2 Read and tick (✓).
Then write about the rooms. Answer key: Picture 2
Answer key: 2 In picture A there is a chair in front of the
3 Now write about your favourite book in your
desk but in picture B the chair is behind the desk.
notebook.
3 In picture A there is a poster on the wall opposite the
desk but in picture B the poster is next to the bookcase. Consolidation and extension worksheet 7
4 In picture A there is a basketball on the desk but in
1 Read, write the words and match with
picture B the basketball is on the floor.
the pictures.
5 In picture A there is a skateboard under the desk but in
picture B the skateboard is on the desk. Answer key: 2 astronauts 3 planets 4 star
6 In picture A there is a rucksack between the skateboard 5 telescope
and the door but in picture B the rucksack is on the desk. 2 Complete the questions.
2 Look at the pictures. Write the questions Answer key: 2 Why 3 Where 4 What
and answers.
3 Make sentences.
Answer key: 2 Do you want to go to the swimming pool?
Answer key: Sample answers: 2 Geography is more
No, I don’t. 3 Do you want to go to the castle? No, I
complicated than English. 3 Aliens are more frightening
don’t. 4 Do you want to go to the supermarket? Yes, I do.
than crocodiles. 4 Swimming is more exciting than
Consolidation and extension worksheet 4 cooking.
1 Match to make sentences. Consolidation and extension worksheet 8
Answer key: 2 e 3 b 4 c 5 a 1 Read and circle.
2 Read, look and correct. Answer key: 2 the most expensive 3 hotter than
Answer key: Last Sunday was a great day for me. It was 4 the tallest 5 higher than
my brother’s birthday and there was a party. There was 2 Your school is going to celebrate Green Day.
a small big chocolate cake. We listened to music with our You are going to organise the celebration.
friends and we danced. We didn’t listen to music with our Write a paragraph about your plans.
friends and we didn’t dance, but we didn’t play played
football. Our mum cooked the food and it was very tasty. Answer key: Pupils’ own answers
There was spaghetti and fish and chips and water and milk
was pizza, sandwiches, ice cream and juice! At the end of
the day we were very tired!
23
Welcome
Lesson 1 PB pages 2–3 • Ask pupils to answer the questions on the board in pairs.
(The man and the robot are at a science park. They work
Learning objectives there. The man is a ‘time-engineer’ and the robot is his
Can understand a story Can discuss a story assistant. They are going home. The man and the woman
are stealing/taking something.)
Functional language • Ask, Why does Matt say the man and women are ‘weird’?
Let’s go home. Hurry up! Don’t worry! (Because they don’t look like other workers at the science
I want to go home! I’m Bella, by the way. park.) Where does the woman want to go? (She wants to go
Target language home.) Why do they laugh when they say they will have ‘all
guys, THD (time hole detector), trace, transport, weird the time in the world’? (It’s a joke about stealing time, so
1950 (nineteen fifty) they will have lots of time.)
• Focus on Frame 7 and point to the image of the
mysterious couple getting shocked by the science park
Warm-up engineer. Ask, What’s happening here? (They heard the
noise. They know they are being watched so they escape.)
• Greet pupils saying Hello/Welcome as they come into Then focus on the THD in frames 8 and 9 and ask,
the classroom. Introduce yourself saying, I’m (name) What’s that? (A time-hole detector, which is a time-travel
or I’m Miss/Mrs/Mr (surname), depending on school device.) Explain that it is used to find holes to go into to
culture. travel in time.
• Play a Get to know you game. Hand out the blank • Play the rest of the audio (CD1:02). Pupils listen and read.
cards. On the board write these headings: Name, • Then elicit understanding of the story: Where did the
I like/I don’t like, Brothers or sisters, Pets. Each pupil mysterious couple go? (They went to 1950.) Where did the
must copy the headings and write down their own man and his android assistant go? (They went to a camp.)
details. Then collect all the cards, shuffle and hand What are their names? (Matt and AL) Who did they meet?
them out randomly. Pupils move around asking (They met a girl named Bella.) What problem do they have?
questions until they find the card owners. Possible (Their THD isn’t working properly.) What does Bella say the
questions: What’s your name? Do you like (swimming)? problem is? (CTP port)
Have you got (a dog)?
Extension questions
Learning adventure
Why do the mysterious couple need to time-travel?
Open books and ask pupils to look at the pictures. What will happen in the next episodes? Ask the
Ask, What are we learning today? Write the lesson question, give pupils time to think, then discuss with their
objectives on the board or look at them on the screen: partners. Ask for volunteers to tell their ideas to the class.
We’re reading and discussing a story.
Pop quiz
Presentation Say a statement about the story, e.g. Matt is AL’s
• Ask pupils to look at the pictures on pages 2–3 and assistant – true or false? (False. AL is Matt’s assistant.)
encourage them to guess (in L1) what the story is about. Ask pupils to take turns to make similar true/false
They can look at other pages in the book to get ideas. statements and the class respond.
1 Talk about the pictures. Then listen Show homework

and read.
• Show the homework. Explain that pupils will do the
• Ask pupils questions about the pictures. Pupils answer activities at home in their Activity Books.
or guess. Ask, e.g. Where are the man and the robot? • Check the rubrics with pupils and go through an
What are they doing? What are the man and the woman example, if necessary, so pupils understand the
doing? Write the questions on the board. activities.
• Play the audio for Frames 1–6 (CD1:02) and ask pupils
to listen and follow along in their books. Pause after
the end of the sixth frame.
24
M01 Poptropica TB5 Global British English for Argentina 92072.indd 24 04/05/2017 15:15
7
Shh! What
8
Oh, no! They’ve got
the new model THD. What
5 Listen and say the years.
Then work in pairs.
was that? shall we do?
Come on, AL.
It’s late and I’m tired. Quick! We must
Let’s go home. leave NOW! Our THD has
Yes, sir. got a trace, sir!
1 Talk about the pictures.

1:02
Then listen and read.
1 IT’S THE YEAR 2084. MATT WORKS AT

THE FUTURE ISLAND SCIENCE PARK.
IT’S TIME TO GO HOME. CD1, Track 03
Hey, AL, does
that look strange
to you?
Yes, sir. And the
time hole detector
2
3
WHOA! OK, that’s So where are

they now?
9 10
sixteen forty-two fourteen sixty-two
eighteen eighty nineteen eighty
enough. We’re going in! Um, I don’t think
is buzzing!
this is 1950, AL.
In 1950, sir.
Something’s wrong with Sorry, sir. The THD is
6 terrible again today! But we’ve
the THD. Hold on!
still got the trace!
nineteen ninety-nine two thousand and

one twenty ten twenty-two ten
Hurry up, 4 There’s something weird 5 Oh! Who are you?
Dot! about those guys… 11 THAT’s your transport? 12
You look like something out
Don’t worry! We’ve got It looks like a problem
of a sci-fi film.
all the time in the world with the CTP port.
with this machine! Our transport Wow! You’re
Hi, I’m Matt.
isn’t working. good.
Listen and match. Then say

This is AL. Thanks. I’m Bella,
by the way.
6
OK, I’ve got what we
need. We can go now.
Good. I want to
the years.
go home, Zeb.
TO BE CONTINUED…
2 Lesson 1 Can understand a story / Can discuss a story Lesson 2 Can understand a story / Can discuss a story 3
A02_POEN_PUB_05GLB_2034_WELC.indd 2 06/04/2016 2:35 µ.µ. A02_POEN_PUB_05GLB_2034_WELC.indd 3 06/04/2016 2:35 µ.µ.

CD1, Track 04
two thousand and five nineteen sixty-
AB page 2 five twenty ten twenty fifty
nineteen seventy-five
1 Write the names of the characters.
ANSWER KEY ANSWER KEY

2 AL 3 Bella 4 The mysterious couple 2d 3a 4e 5c
2 Look at Activity 1 and number.
ANSWER KEY
b4 c1 d3
3 Tick (✓).
ANSWER KEY
1c 2a
4 Read and circle True or False.
ANSWER KEY
2T 3F 4F 5T 6T
Materials
A blank card for each pupil
25
1 Adventure camp
Worksheet 1
Name: Class:
1 Write. Then answer for you.

1 Where you from?
2 What are you good ?
3 What do you love ?
4 What sports your
friend like?
2 Look, read and choose the correct family. Tick (✓) a or b.
a b
My family and I don’t usually go camping. We stay in a hotel near the sea.
My mother loves swimming. I don’t like swimming very much, so I read my
book. I also like listening to music on my mp3 player. My brother loves playing
with the sand. He’s very good at it! My dad usually reads the newspaper or
he sleeps.
3 Now write about the other family.
Consolidation and extension worksheet 1
1 Adventure camp
Unit overview
Unit objective
• I can talk about camping
Language
Camping equipment: compass, first-aid kit, pegs, poles, rucksack,
sleeping bag, tent, torch
Target
Camping activities: cover our heads, keep out the rain, lay out the bed,
vocabulary
pitch a tent, put in the pegs, read a compass
An adventurer: mountaineer, scout, yoga, survival kit, buildings, calm
I love (playing basketball). I’m good at (swimming).

Target
We’re (reading a compass). We’re (putting in the pegs).
structures
I’m taking (a big rucksack).
Phonics: /θ/, /t/ and /ð/

Features
Cross-curricular: Social Science: an adventurer
Skills
• Can understand a simple story

• Can understand details of a story
Reading • Can recognise why camping safety is important
• Can understand a letter about being on adventure camp
• Can understand a text about an adventurer
• Can write simple sentences about what people like

• Can write simple sentences about what people are/aren’t good at doing
Writing • Can plan an adventure trip
• Can write camping words (Activity Book)
• Can write a letter about adventure camp/an adventurer (Activity Book)
• Can write about an adventure camp/an adventurer (Activity Book)
Listening • Can identify camping equipment and activities

• Can identify camping activities
• Can talk about what people like/don’t like/are good at doing

Speaking • Can identify the sounds /θ/, /t/ and /ð/
• Can discuss a story
• Can talk about safety when you go camping/on an adventure trip
27
1
Lesson 1 PB page 4 2 Listen and read. Who is Tom’s sister?
• Ask pupils to look at the picture. Direct pupils’
Learning objective attention to the adventure camp advert and ask: What
Can identify camping equipment is it? (an advert) What is it for? (an adventure camp)
Target language • Ask, What are they doing? (They’re arriving at an
adventure camp.)
compass, first-aid kit, pegs, poles, rucksack,
sleeping bag, tent, torch • Play the audio (CD1:05). Pupils listen, follow in their
books and find the answer.
Recycled language
I’m (Felipe).
This is (my sister). ANSWER KEY
I went camping and in my tent there was Flo
(a sleeping bag).
Presentation
Check homework 3 Listen and say.
• Check the homework as a class. Ask pupils what they
• Give pupils time to look at the pictures to introduce
found easy/difficult and help them with any problems
the new vocabulary.
or difficulties.
• Play the audio (CD1:06). Pause for pupils to say
the words.
Warm-up
• Play the audio again, pausing after each word so that
• Ask pupils their opinions about camping. Ask (in L1) pupils can repeat and mime using each object.
if any of them have ever been camping and what it
was like. Accept answers (in L1) but encourage them 4 Play the game.
to use as much English as possible. • Demonstrate the memory game with a pupil. Start by
saying, I went camping and in my tent there was a
Learning adventure sleeping bag. Then ask him/her to repeat the sentence
and add one more item. Then repeat the sentence
1 What camping words do you know? adding one more item to that of the pupil.
Can you say them?
• Divide pupils in pairs. Explain (in L1) that the winners
• Open books and ask pupils to look at the activities. are the pairs who can come up with the most items.
Ask, What are we learning today? Write the lesson • Then ask pairs how many items they have got in their
objective on the board or look at it on the screen: tents and put the words on the board.
We’re learning to identify camping equipment.
• Close books. Ask pupils what words they know in Groupwork
English for camping, e.g. tent, sleeping bag. Write them
on the board. • Put pupils in small groups and ask them to brainstorm
a plan for a themed adventure camp, e.g. cooking
• Introduce pupils to the learning adventure poster.
camp, basketball camp, acting camp, music camp.
Use this poster with pupils to help them indicate
how confident they feel about the lesson objective • Pupils write a list of things the campers would
need. They can also draw a picture for each item.
and show the teacher who may need more help. See
Invite pupils to present their plans to the class.
pages 7 and 8 in the Introduction for how you use
this in your lessons.
Learning adventure
• Refer to the learning adventure poster and say, Great!
You are already moving along your learning adventure! Ask pupils, How many words do you know for
camping equipment now? Give pupils a minute to
tell their partner the new words they know. Ask pupils,
Where are you on your learning adventure now? Ask
pupils which words they find easiest or most difficult to
remember. Tell pupils, Well done! to reinforce progress.
28
1
AB page 4
1 Adventure camp
1 What camping words do you know? Can you say them?
1 Look and match the names with
the people.
2 Listen and read. Who is Tom’s sister?

1:05
ANSWER KEY
Remember to bring
sleeping bag
2 Flo 3 Maria 4 Felipe 5 Hannah
these things: rucksack
torch
compass
2 Order the letters. Then match with

the pictures.
ANSWER KEY
Hannah: Hi, there. I’m Hannah. What are your names? 2 rucksack, b 3 poles, g 4 pegs, d
Maria: I’m Maria.
Felipe: And I’m Felipe. 5 torch, e 6 compass, f 7 sleeping
Tom: I’m Tom and this is my sister…
Flo:
Hannah:
I’m Flo.
Great, let’s see… Maria… Felipe… Tom… Flo…
bag, a 8 first-aid kit, h
Welcome to the camp, guys!
3 4
Listen and say.
1
1:06
3 5 3 Look at Flo’s list. Listen and
2
first-aid kit
tick (✓) or cross (✗).
poles rucksack
sleeping bag 8
7
tent 6
torch
CD1, Track 07
pegs compass Hannah: Hi, Flo. Have you got
4 Play the game.
everything?
A: I went camping and in my tent there was a sleeping bag.
B: I went camping and in my tent there was a sleeping bag and a…
Flo: Yes, I think so!
Hannah: OK, well, have you got your
4 Lesson 1 Can identify camping equipment
rucksack?
Flo: Yes, I have. It’s here.
Hannah: Have you got your torch?
Pop quiz Flo: Yes, I have. It’s here.
Hannah: Have you got your pegs?
Ask pupils if they would like to go to an adventure camp. Flo: No, I haven’t.
Encourage them to tell you what they can take to the Hannah: Oh, OK. Have you got a
adventure camp with them. compass?
Flo: Yes, I have. And I’ve got
Show homework books but I haven’t got an
• Show the homework. Explain that pupils will do the activities mp3 player.
at home in their Activity Books. Hannah: Er… OK. What about your
• Check the rubrics with pupils and go through an example, sleeping bag, Flo?
if necessary, so pupils understand the activities. Flo: Let me see… er… no,
I haven’t. Oh, no!
Direct pupils’ attention to the fence card on page 4 of the Pupil’s
Book. Tell pupils to go online to the Poptropica English Island
Adventure Game and find the item. Once pupils click on it, they
are taken to a supplementary language task. ANSWER KEY
a torch, a compass, books
Materials
Poster
29
1
Lesson 2 PB page 5 Presentation
• Read through the Look! box with the pupils and play
Learning objectives the audio (CD1:08).
Can talk about what people like • Focus on the highlighted words. Ask pupils which
Can talk about what people are/aren’t good at doing other word we can use instead of love. (like)
Target language
• Remind them that we can also use like/love + noun:
I like Science and Maths.
I love (playing basketball).
I’m good at (swimming).
• Elicit more examples from the pupils and write a few
of them on the board.
Recycled language • Pupils then copy the sentences into their notebooks.
Countries, Nationalities, Sports, School subjects
I can (swim). 6 Read the questions and write answers in
I like (Science). your notebook. Ask and answer.
I’ve got (three brothers).
• Ask pupils to look at the questions.
• They work in pairs and answer the questions.
Check homework
ANSWER KEY
• Check the homework as a class. Ask pupils what they 1 They are from Britain.
2 He loves playing basketball and football.
or difficulties. Do remedial teaching as/if necessary
3 They’re eight and ten.
before moving on to the new lesson.
4 He likes Science and Maths.
Warm-up
• With books closed, elicit the names of the main 7 Choose someone from Activity 5. Ask and
characters and where they are. (Hannah, Tom, Flo, answer.
Maria and Felipe. They are at the adventure camp.)
• Ask two pupils to model the questions and answers.
Learning adventure Have one pupil ask the questions and another pupil
pretend to be one of the characters and answer
Open books and ask pupils to look at the activities. the questions.
Ask, What are we learning today? Write the lesson • Divide pupils in pairs and give them time to ask and
objectives on the board or look at them on the screen: answer about a character from Activity 5.
We’re learning to talk about what people like, don’t like
and are/aren’t good at doing. Pop quiz
Give each pupil a sheet of paper and ask them to
5 Read and answer. True or false? draw a friend (it could be an imaginary friend or
• Pupils work in pairs and correct the false sentences. a ‘real’ friend). They can include smaller pictures to
help describe what their friend is good / not good at,
their nationality, etc. Pupils then take turns to
ANSWER KEY
‘introduce’ their friend. Invite other pupils to ask
1 F (He can cook and swim but he can’t surf.) 2 T
questions, e.g. How old is he? Has she got any brothers
3 T 4 F (She’s from Buenos Aires in Argentina.)
or sisters? What does he like doing?
5 F (He’s got three brothers.)
Show homework
activities at home in their Activity Books.
• Check the rubrics with pupils and go through an
example, if necessary, so pupils understand the
activities.
30
1
5 Look and match. Then listen
5 Read and answer. True or false?
and check.
My name is Tom. I’m fourteen

and I’m British. I love playing
basketball and football. I can
CD1, Track 10
cook and swim but I can’t surf. Girl: Hi. Who’s that?
I’ve got one sister, Flo. She’s
twelve and she’s very funny.
Boy: It’s Cristiano Ronaldo, of course!
My name’s Maria and I’m
thirteen. I’m from Buenos He’s a famous footballer. He’s
Aires in Argentina. I like
dancing but I’m not very good
very good at playing football.
I’m Flo and I’m twelve. I’m
at singing. I’ve got two sisters. Girl: Oh, do you like Taylor Swift?
They’re eight and ten and
from Britain. I’m good at
I love playing with them! Boy: Who’s she?
swimming and I love talking
to my friends. I’ve got one Girl: She’s a singer and she plays the
brother. He’s fourteen and he’s
very good at sports. He’s very
guitar, too.
clever, too. Boy: Where’s she from?
1 Tom can swim and surf.
Girl: She’s from the USA.
2 Flo is good at swimming. Boy: And who’s that? Is she a singer,
3 Flo loves talking to friends.
4 Maria’s British. too?
5 Felipe’s got two brothers.
I’m Felipe. I’m from Valencia in Spain. I’m
Girl: That’s Penelope Cruz. She’s good
thirteen. I love playing computer games at singing but she’s not a singer.
and I like Science and Maths. I’ve got three
She’s an actress and she is very
1:08
I love playing basketball. brothers and they love computer games,

I’m good at swimming. too. We always have competitions! good. And who’s that?
Boy: That’s Lewis Hamilton. He’s British
6 Read the questions and 7 Choose someone from
and he drives very fast cars!
write answers in your Activity 5. Ask and answer. Girl: Cool!
notebook. Ask and answer.
1 How old are you?
1 Where are Tom and Flo from? 2 Where are you from?
2 What does Tom love doing? 3 What do you like doing?
3 How old are Maria’s sisters? 4 What are you good at?
4 What subjects does Felipe like? 5 Have you got any ANSWER KEY
brothers or sisters?
1a 2d 3b 4c
Lesson 2 Can talk about what people like/don’t like/are good at doing 5

6 Choose a person from Activity 5
AB page 5 and write questions for them.
Find out and write the answers.
4 Read and choose. Then listen and check.
ANSWER KEY
Pupil’s own answers
CD1, Track 09
1 I can play football.
2 He likes playing computer games.
3 They are British. 7 Complete for you.
4 We are good at dancing.
5 She loves trampolining.
6 He’s good at singing. ANSWER KEY
ANSWER KEY
2 playing 3 British 4 dancing 5 trampolining 6 singing
Materials
A sheet of paper
31
1
Lesson 3 PB page 6 9 Listen and sing. How many activities
can you find?
Learning objective • Pupils look at the photograph. Ask, Where are
Can identify camping activities the children in the photo? What are they doing?
(They’re camping. They’re sitting down. They’re looking
Target language
at the fire.)
cover our heads, keep out the rain, lay out the bed,
pitch a tent, put in the pegs, read a compass • Pre-teach find our way.
We’re (reading a compass). • Tell pupils they are going to listen to a song.
Ask, What do you think the song is about?
We’re (putting in the pegs).
I’m taking (a big rucksack). • Play the audio (CD1:12). Pupils read and follow
the words.
Recycled language • Play the song again. Pupils listen for the second time
What are you doing? and find as many activities in the song as possible.
Check answers.
• Play the audio again. Encourage pupils to sing.
Check homework • If pupils feel confident, use the karaoke version of
the song on the Audio CD (CD1:13).
or difficulties. Do remedial teaching as/if necessary ANSWER KEY
before moving on to the new lesson. five activities: reading a compass, pitching a tent,
putting in the pegs, laying out the beds, cooking
Warm-up the food
• With books closed, say What do we do when we go
camping? Accept answers in L1 but encourage them
to use as much English as possible. Write them on Practice
the board.
• Play the song again. Divide pupils in three groups and
allocate a verse to each group to sing.
Learning adventure
Open books and ask pupils to look at the activities. Presentation
Ask, What are we learning today? Write the lesson • Read through the Look! box with the pupils and play
objective on the board or look at it on the screen: the audio (CD1:14).
We’re learning to identify camping activities. • Focus on the highlighted words. Elicit that we use
• Close books. Ask pupils what words they know in am/are/is (not) and the verb in the -ing form to talk
English for camping activities, e.g. swimming, running. about now or around now.
Write them on the board. • Give pupils the infinitive forms of the verbs in the song
• Refer to the learning adventure poster and say, Great! and ask pupils to find the present continuous forms.
You are already moving along your learning adventure! • Elicit more examples from the pupils and write a few
Presentation • Pupils then copy the sentences into their notebooks.
8 Listen and say. 10 Read and say.
• Give pupils time to look at the pictures to introduce • Do the first item as a class.
the new vocabulary. • Pupils work in pairs and make sentences from the
• Play the audio (CD1:11). Pause for pupils to say prompts. Monitor the activity.
the words.
ANSWER KEY
pupils can repeat and mime the activities.
1 He’s cooking dinner. 2 They’re sitting in a circle.
3 I’m reading a compass. 4 She’s putting in
the pegs. 5 We’re pitching a tent.
32
1
Show homework
8
1:11
Listen and say. • Show the homework. Explain that pupils will
1 2 3 do the activities at home in their Activity
Books.
pitch a tent keep out the rain put in the pegs • Check the rubric with pupils and go
4 5 through an example, if necessary, so pupils
6
understand the activities.
read a compass lay out the bed cover our heads
AB page 6
9 Listen and sing. How many activities can you find?
1:12
1:13
Scouts from all around the world

We’re travelling together, from
, from Spain to Italy.
the mountains to the sea.
8 Look and complete the sentences.
We walk for miles and learn every
day.
We read a compass and find our
way.
Chorus:
Oh, we are adventure scouts, here
With adventure and new friend
is our song. ANSWER KEY
s, you can’t go wrong.
You can’t go wrong. 2 covering our heads
At the end of the day, we’re back
We’re pitching our tents, they keep
to camp again. 3 laying out the bed
out the rain.
We’re putting in the pegs and laying
We’re sleeping in sleeping bags
out our beds. 4 keeping out the rain
Chorus
that cover our heads!
5 putting in the pegs
All this adventure is making us
fit and strong.
6 reading a compass
We’re cooking our food which doesn
’t take too long.
We’re eating our dinner and then
10 Read and say. we’re so tired.
We’re sleeping in tents all aroun
d the fire!
1 He / cook dinner Chorus
2 They / sit in a circle
9 Look and write sentences.
3 I / read a compass
1:14
4 She / put in the pegs
We’re reading a compass.
5 We / pitch a tent
We’re putting in the pegs.
ANSWER KEY
2 is reading a compass 3 is cooking
11 Play the game.
4 are putting in the pegs
A: What am I doing? B: You’re reading a compass!
6 Lesson 3 Can identify camping activities
11 Play the game.

• Ask a pair of pupils to read the dialogue aloud.
• Divide pupils in pairs. One pupil mimes an activity and their
partner tries to guess what it is.
Learning adventure
Ask pupils, How many words for camping activities do you
know now? Give pupils a minute to tell their partner the
new words they know. Ask pupils, Where are you on your learning
adventure now? Tell pupils, Well done! to reinforce the progress
they are making.
Pop quiz
Write six words and expressions from Lessons 1 and 2.
Give pupils a few seconds to remember the expressions.
Then ask them to close their eyes and remove one or two of the
expressions. Pupils say the missing words.
Materials
Poster
33
1
Lesson 4 PB page 7 13 Read and choose.
• Pupils read the letter again and answer the questions.
Learning objectives • Encourage pupils to look only for the information
Can understand a letter about being on adventure needed to answer the questions. They should be
camp prepared to explain their answers.
Sounds: /θ/, /t/ and /ð/ • After they have answered the questions, deal with
any vocabulary queries.
Recycled language
Countries, Nationalities
It was (cold). ANSWER KEY
They went for a walk. 1 Argentina 2 Spanish 3 dinner 4 wasn’t
They’re (teaching me Spanish). 5 forest
Warm-up 14 Ask and answer.

• Revise the names of the characters and then allocate • Pupils ask and answer the questions in pairs.
them to pupils. In pairs, pupils go around the class
introducing their ‘new friends’ to other pairs, giving
• They then switch with another pair and report their
findings to their new partner.
information about them, e.g. This is Tom. He’s from
Britain. He likes…
• Go around the class and monitor the activity.
Collect examples of good language and mistakes
as you hear them and put them on the board for all
Learning adventure pupils to share.
Open books and ask pupils to look at the activities.
Ask, What are we learning today? Write the lesson
15 Listen, read and say.
objectives on the board or look at them on the screen: • Pupils look at the tongue twister and say which
We’re reading a letter about being on adventure camp sounds the blue letters make.
and we’re learning to pronounce words with the sounds • Play the audio (CD1:15) to check.
/θ/, /t/ and /ð/. • Say the sounds /θ/, /t/ and /ð/ in isolation a few times
for pupils to repeat.
12 Read. Where was Flo yesterday? • Play the audio again. Stop after each line to give
pupils time to repeat.
• Ask pupils to look at the text. Elicit (in L1) that it is • Pupils practise saying the tongue twisters in pairs.
a letter.
• As this is a skimming task, tell pupils to read it very Practice
quickly and focus only on the question. They shouldn’t
worry about unknown words at this point. • To revise vocabulary, ask pupils to make wordsnakes
• Check the answers. in pairs. Pupils string together vocabulary from
Lessons 1–4 along with random words or letters
in one very long snake. They give their snakes to a
ANSWER KEY partner to find the words hidden in it.
She was in the forest.
Pop quiz
Direct pupils’ attention to the pictures next to
Flo’s letter. Ask pupils to describe what they see.
Give each pupil a sheet of paper and ask them to draw
and colour a picture of their own favourite camping
memory. Invite pupils to present and share it with the
other pupils, using as much ‘camping language’ from
the last four lessons as possible. Then put up their
pictures in the classroom.
34
1
AB page 7
12 Read. Where was Flo yesterday?
1 10 Listen and answer.
1st July
Dear Mum,
How are you? It’s our fourth day at camp and we’re CD1, Track 16, CD1, Track 17
having a great time. We’ve got some new friends, too
– they’re from Spain and Argentina. They’re teaching
Hello Grandad,
me Spanish but I’m not very good at it! How are you and Granny? Adventure
Our first day was great. There was a big dinner
to welcome everyone and there were songs by the
camp is great. It’s my fifth day here.
campfire. Our tent was cold but it was warm in the I’ve got some new friends from Britain
sleeping bag.
Yesterday, we went for a walk in the forest next to
and Argentina. They’re really nice. I’m
the camp. The trees were very tall and there were a teaching my new friend, Flo, Spanish.
lot of cool animals there. Here’s a photo of me with
my new friends. She’s funny and she’s learning fast.
Love to you and Dad, Our first day was good. There was a
Flo
big dinner and then there were songs by
the campfire. I don’t like singing but it
13 Read and choose. was fun.
1 Flo’s new friends are from Spain and 15 Listen, read and say.
Yesterday, we went for a walk in the
( Italy / Argentina ).
1:15
forest. It’s very beautiful here but there
2 Flo is learning ( Spanish / Italian ). Theo’s teaching the trees to
3 There was a big ( lunch / dinner ) tell the time. aren’t any computers and there isn’t any
on their first day. They said, ‘Thanks, Theo.
It’s three o’clock.’
internet! I want my computer games!
4 It ( was / wasn’t ) cold in the
sleeping bag. But it was half past nine! Love, Felipe
5 They went for a walk in the
( forest / city ) yesterday.
14 Ask and answer.
1 Do you like camping? ANSWER KEY

2 Where do you go camping?
3 What activities do you do there? 1 Grandad 2 No, it’s his fifth day.
3 He wants his computer games.
Lesson 4 Can understand a letter about being at adventure camp / Sounds: /θ/, /t/ and /ð/ 7
11 Listen again and complete.
Show homework
ANSWER KEY
• Show the homework. Explain that pupils will do the activities 2 Britain 3 Spanish 4 singing
at home in their Activity Books. 5 went 6 aren’t
• Check the rubric with pupils and go through an example,
if necessary, so pupils understand the activities.
12 Imagine you’re at adventure camp.
Write a letter home.
ANSWER KEY
Materials
A sheet of paper for each pupil
35
1
Lesson 5 PB page 8 • After pupils have a clear understanding of the story,
play the audio again and ask different groups of pupils
Learning objectives to read along the parts of the characters.
Can understand a simple story • Ask pupils to work in pairs to predict (in L1) what
Can discuss a story happens next. Volunteers tell the class their ideas.
Take a vote to find the most popular idea.
Functional language
Can we try it? Extension questions
Please let me come.
Oh, please! Write the following questions on the board:
Oh, all right! Who do you think ‘the weird guys’ / ‘the mysterious
couple’ are? Why do they want the THD? Divide pupils in
Recycled language groups and ask them to discuss the questions. They
Africa, camping, computers, THD, trace, travel might like to write their answers/ideas in their
through time notebooks.
• Sample answers could include: They’re thieves/robbers,
Warm-up people who work with Matt, people from the future/past,
aliens. They want the THD so they can escape in time and
• Elicit what pupils can remember from the Welcome invent something.
unit. Do a quick True or False quiz with the whole class.
Say, The girl’s name is Belinda. (False – Her name is Bella.) 17 Act out the story.
The robot’s name is Matt. (False – His name is AL.) Matt
and AL use the THD for space travel. (False – They use • See the ‘How to use stories’ section on page 18 for
the THD for time-travel.) Bella helped Matt. (True) more ideas on how to build your pupils’ confidence
with roleplays.
Learning adventure • Invite a group of pupil volunteers to act out the roles.
Play the audio while pupils act out the story or say
Open books and ask pupils to look at the story. the lines and pupils repeat.
Ask, What are we learning today? Write the lesson • Divide pupils in groups of three (Matt, AL, Bella). Give
objectives on the board or look at them on the screen: groups time to practise their roleplay.
We’re reading and discussing a story. • Play the audio (CD1:18) again and ask pupils to speak
along. Ask other groups of pupils to come to the front
16 Talk about the pictures. Then listen to act out the story.
and read. You might like to give the pupils feedback on their
roleplay.
• Direct pupils’ attention to the story and ask questions
about the characters and the scenes, e.g. Where are
they now? (on a campsite) Groupwork
• Play the audio (CD1:18) and ask pupils to listen to the • Have a discussion (in L1 and English) about time-travel.
story as they follow along in their books. Where would pupils want to go: to the past or to the
• Play the audio again. Check pupils’ understanding future? Why?
of the story by pointing to the pictures and asking
questions, e.g. Are they in the right place? (No, they went Values
to the wrong place.) Are the ‘weird guys’ there? (No, they
aren’t.) Point to the sign with chores on them in the • Have a discussion (in L1) about camping. Ask, Is it a
picture and ask, Does Bella have a lot to do? (Yes, she good idea? Why?/Why not? What can you learn if you
does.) Does Bella think time-travel is exciting? (Yes, she go camping? Talk about leaving litter behind and the
does.) Where are they going now? (Africa) danger of open fires if not properly put out.
• Ask pupils to think about (in L1 and English) all the
ways they can protect the environment when they
go camping.
36
1
14 Correct the sentences.
16 Talk about the pictures. Then listen and read.
1:18
MATT IS TELLING BELLA

ABOUT THEIR TIME JOURNEY.
1 2 ANSWER KEY
…so these weird guys
It’s a THD, a time hole
detector. You can travel
1 Bella loves/likes camping.
took our new THD and
through time with it.
went off in time! There! It’s Wow! Can
2 Matt says Bella can come with them.
working now. What is
it anyway?
we try it?
3 They’re going to Africa.
15 Write. Then number the story

3 4 events in order.
Haven’t you got This looks fun! Don’t
stuff to do here? you like camping?
Yes, I love camping but

Um, not really. come on, TIME TRAVEL?
ANSWER KEY
1 Matt and AL time-travel to an
adventure camp.
2 They meet a girl called Bella.
3 Bella makes the THD work again.
5 6
Sir! There’s a new Oh, all right. 4 Bella wants to time-travel with
trace! They’re going Oh, PLEASE!
to – Africa! Oh, WOW! AL, let’s follow Matt and AL.
Please let me come. those guys.
She is good at computers,
5 Matt says that Bella can come
sir. That could be useful. with them.
6 They follow the mysterious couple
to Africa.

Role playing the story
Below are some suggestions for extra
work with the stories:
M01_POEN_PUB_05GLB_2034_U01.indd 8 07/04/2016 2:05 µ.µ. • While pupils listen to the story, they
perform a specific action for target
Pop quiz vocabulary.
Make true or false statements about the story. Asks pupils • Pupils draw a new picture for any frame
to call out true or false, e.g. Matt finds the trace of ‘the weird of the story.
guys’. (False – AL finds the trace.) • Pupils create a new ending for the story.
• Pupils draw or describe their favourite
character.
Show homework
• Pupils discuss real-life situations that are
• Show the homework. Explain that pupils will do the activities related to the story.
at home in their Activity Books. • Pupils comment on how they would feel
• Check the rubrics with pupils and go through an example, or how they would behave if they were
if necessary, so pupils understand the activities. in a similar situation to one of the story
characters.
AB page 8 • You might like to give pupils feedback.
You could give pupils two stars and
13 Tick (✓). one wish, e.g. Fantastic actions! Great
teamwork! Speak a bit louder next time.
ANSWER KEY
1b 2c
37
1
Lesson 6 PB page 9 • Close books. Ask pupils, What famous explorers or
adventurers do you know? What do you need to take
Learning objectives with you if you go exploring in dangerous places?
Can understand a text about an adventurer • Refer to the learning adventure poster and say, Great!
Can plan and talk about an adventure trip You are moving along your learning adventure!
Cross-curricular 19 Listen and read. What is Bear’s job?

Social Science: an adventurer
• Ask about the photos, e.g. Do you know this man?
Target language What’s his name? What do you know about him?
An adventurer: mountaineer, scout, yoga, survival Elicit responses.
kit, buildings, calm • Play the audio (CD1:19). Pupils listen and read along in
Recycled language their books. Remind them to use the context to work
desert, insects, island, jungle, mountains, snakes out meaning.
• Elicit the answer to the question in the rubric.
Check homework ANSWER KEY

Bear is a mountaineer and adventurer.
before moving on to the new lesson. 20 Read and say. True or false?
Background
• Ask pupils to read the statements chorally.
• In pairs, pupils read about Bear Grylls again and do
• Bear Grylls was the youngest person to climb the activity.
Mount Everest. He went on many dangerous journeys: • Ask three volunteers to say the statements and
he crossed the North Atlantic Ocean in a small boat decide if they are true or false.
and climbed a very high mountain in Antarctica. He is
also the Chief Scout of Scouts in Britain – he often ANSWER KEY
talks to the scouts about his adventures. 1T 2T 3F
• When he was twenty-one, he had an accident. He
jumped from a plane with a parachute and broke
his back in three places but started walking again
and climbed Mount Everest only two years later. Mini project
Now he has his own TV programmes. 21 Prepare for an adventure trip.
Warm-up • Ask pupils what steps they will take to make sure they
include all the necessary information. Remind pupils of
• Ask pupils (in L1 or English), Do you like camping? the steps to success: Think, Plan, Write and Share.
Where do you go? Is it easy to camp? Why?/Why not? Think Ask pupils what the most interesting places to
Have you camped anywhere strange or dangerous? go on an adventure are for them: Where do you want
• Ask pupils (in L1), what they consider dangerous. Have to go on your adventure? Mountains, jungle, sea, desert?
they ever done anything really dangerous? Accept What is it like in those places? What do you need to
all answers. Tell them they are going to read about a survive there?
man who has done many dangerous things. Plan Ask pupils to make detailed notes to answer the
questions in the Pupil’s Book.
Learning adventure Write Ask pupils to write a few sentences to answer
18 What do you know? each of the questions.
Share Model an interview by having one of the
• Open books and ask pupils to look at the activities. pupils interview you (the teacher). Then have pupils
Ask, What are we learning today? Write the lesson interview each other.
objectives on the board or look at them on the screen: You may also wish to give pupils feedback on
We’re reading a text about an adventurer and planning their projects.
and talking about an adventure trip.
38
1
Pop quiz
18 What do you know? 1 Pupils think of a place for an adventure
19
1:19
Read. What is Bear’s job? and write four sentences describing it
and a list of five things they would need to
Bear Grylls take with them. In pairs, they take turns to
Bear Grylls is a mountaineer and adventurer. He went up Mount
read their sentences and try to guess the
Everest when he was just twenty-three years old! Bear usually
lives in the United Kingdom but sometimes he lives in the desert,
place their partner has described.
the mountains or the jungle. He is also Chief Scout of Scouts UK.
1 What do you like doing?

I like playing the guitar, running, doing yoga and playing with my Show homework
children.
• Show the homework. Explain that pupils will

2 Do you like living in the jungle?
I love jungles but they’re difficult to live in. There are often a lot of snakes
and insects. Sometimes I sleep up in a tree and when it rains, it’s horrible.
3 Where is your favourite place?
An island in Indonesia. I love visiting islands and this one was really
do the activities at home in their Activity
beautiful.
4 What do you do before an adventure?
Books.
I always learn a lot about where I want to go – I learn about the plants
and animals. I train six days a week and I run and do yoga, too. I also • Check the rubrics with pupils and go
prepare my survival kit.
5 Are you scared of anything? through an example, if necessary, so pupils
Yes, I’m scared of high buildings and mountains but I just stay calm.
It isn’t easy. understand the activities.
AB page 9
20 Read and say. True or
false?
16 Look and write.
1 Bear does yoga before 21 Prepare for an
a trip. adventure trip.
2 Jungles are difficult to • Ideas – Imagine you are going
live in. to the jungle or mountains.
3 Bear doesn’t take a
• Plan – Make notes. Where are
you going? ANSWER KEY
What do you need to take?
survival kit.
• Write – Answer these questio
ns with 1–2 sentences.
2 snakes 3 mountains 4 tree
I’m going to Mount
Where are you going? Why?
How can you prepare? What will
5 guitar 6 island
Everest in Nepal. you take?
What are you scared of?
• Share – Interview a classmate
about HOME
I’m taking a big rucksack their adventure. SCHOOL
SCHOOL
with lots of things…
LINK 17 Complete the sentences. Use
Lesson 6 Can understand a text about an adventurer / Can plan and talk about an adventure trip 9
words from Activity 16.
ANSWER KEY
Optional home–school link 2 mountains 3 snakes 4 tree
• Ask pupils to take their work home and share their work with 5 island 6 yoga
their families. They may wish to ask their parents or siblings
about where they want to go on an adventure and what they
need to survive there.
Learning adventure
Ask pupils, What do you know about preparing for and going
on an adventure trip now? Tell pupils to work with a partner.
Give pairs a minute to think of ideas. Accept any answers and
promote discussion. Ask pupils, Where are you on your learning
adventure? Tell pupils, Well done! to reinforce the progress they
are making.
Materials
Poster
39
1
Lesson 7 PB page 10
CD1, Track 20
1 Sally likes singing and she loves camping.
Learning objective On camps she teaches us how to cook things.
Can assess what I have learnt in Unit 1 She’s good at cooking.
Recycled language 2 Pete is very active. He likes kayaking, and he
Target language from Unit 1 loves travelling to other countries. But he’s not
good at reading a compass – we got lost in the
forest last Saturday!
Check homework
• Check the homework as a class. Ask pupils what they • Play the audio again. Pause after the first part of the
found easy/difficult and help them with any problems audio to check the answers.
before moving on to the new lesson. ANSWER KEY
1a✓ b✗ c✓
Warm-up 2 a ✓ b✓ c✗
• Ask, Did you like the interview with Bear Grylls?
What does he like doing? What is he good at?
What about you? Accept one-word answers and full 24 Find and write questions. Then look at
sentences from the whole class and put them on Activity 23 and write answers.
the board. • Direct pupils’ attention to the words in each line.
Give pupils time to write the questions.
Learning adventure • Then give pupils time to write the answers for
the questions.
objective on the board or look at it on the screen: ANSWER KEY
We’re thinking about out learning adventure. 1 What does Sally love doing? She loves camping.
• Close books. Ask pupils, How many words for 2 What is Sally good at? She’s good at cooking.
camping equipment can you remember? Put their 3 Is Pete good at reading a compass? No, he isn’t.
ideas on the board.
• For each example, ask pupils, Where are you on
your learning adventure? Reassure pupils who are 25 Ask and answer.
less confident that they will have opportunities for
more practice. • Give pupils some time to practise answering the
questions in pairs.
22 Match. • Then ask for volunteers to perform in front of the
class, providing feedback and group error correction
• Check that pupils understand the instruction for the at the end.
activity.
• Give pupils a couple of minutes to do the matching Learning adventure
and check their answers with a partner.
Ask pupils (in L1) how they feel about their
learning in this unit. Ask pupils to tell you what
ANSWER KEY they found easiest or most difficult to learn in the unit.
1b 2c 3d 4e 5a Pupils revise the three I can statements at the bottom
of page 10 of the Pupil’s Book. For each one, pupils tick
the box that reflects how confident they feel about the
23 Listen and tick (✓) or cross (✗). language point. Ask pupils, Where are you on your
learning adventure? Pupils indicate where they think
• Direct pupils’ attention to the pictures. Ask pupils to they are on the learning adventure poster. Tell pupils,
describe what they see.
Well done! to reinforce the progress they are making.
• Play the audio. Pupils listen and write ticks and crosses.
40
1
AB page 10
22 Match.
18 Look and write.
1 You do this to find your way. a sleeping bag
2 You put these in when pitching the tent. b read a compass
3 You do this before going to sleep. c pegs
4 You do this when it rains. d lay out the bed
5 You are warm when you use this. e cover your head ANSWER KEY
2 love 3 You aren’t 4 We aren’t
23
1:20
Listen and tick (✓) or cross (✗). 5 They aren’t 6 I’m not 7 isn’t
likes loves is good at 8 aren’t
1 Sally a b c
2 Pe e a b c 19 Read and complete the

sentences. Then listen and
check.
24 Find and write questions. Then look at Activity 23 and write answers.
1 Sally / doing / love / does / what CD1, Track 21

2 Sally / what / at / good / is I’ve got two brothers, Peter and Patrick.
3 Pete / a / is / compass / at / reading / good
They’re very different. Peter is good
at swimming and he loves surfing.
Patrick doesn’t like water but he loves
25 Ask and answer.
camping and running. He’s good at
1 What do you like doing? What do you not like doing? skateboarding, too.
2 What are you good at? What are you not good at?
3 What do you do when you go camping? We often play computer games at the
weekend. It’s the one thing we all love
and sometimes I win!
I can identify camping equipment and activities.
I can say what people are/aren’t good at doing.
I can say what people like/don’t like doing.
I can plan an adventure trip.

ANSWER KEY
2 loves 3 doesn’t 4 running 5 play
6 sometimes
Pop quiz
In groups of four, pupils tell the others the answers to the
following questions: Which is your favourite activity in the General poster activities
unit? Why? Which activity don’t you like? Why? What is your • Before displaying the poster for the first
favourite new word? Which word is the most difficult for you? time, pupils can predict who and what
they will see and then see how many
Show homework items they guessed correctly.
• Pupils can create their own posters,
• Show the homework. Explain that pupils will do the activities at based on a similar topic.
home in their Activity Books.
• With a time limit, pupils can look at
• Check the rubric with pupils and go through an example, if the posters and try to remember as
necessary, so pupils understand the activities. many words as possible and then in
pairs, they can try to recall the content
through questions and answers, e.g. Is
there a hat? What colour is it?
• In teams or pairs, pupils can write
down as many words as possible for the
items in each poster.
Materials
Poster
41
1
Lesson 8 PB page 11 Extension questions
Say to pupils, The only thing you need is a sleeping
Learning objective bag when you go camping. Divide pupils in two
Can use what I have learnt in Unit 1 groups and tell pupils that they have to think of
Recycled language reasons to support whether this statement is true or
Target language from Unit 1 false. Remind them there is no right or wrong answer
but they need to give their reasons for what they think.
Warm-up 27 I want to know more!

• Play a miming game. Start by miming an action • Ask pupils to choose anything they enjoyed from the
(reading a compass, covering your head, etc.) and unit and to go and find out more. You might like to
asking pupils to guess what you are doing. Elicit, set this activity as homework with a quick feedback
e.g. You’re reading a compass. The first pupil who session at the beginning of the next lesson.
guesses correctly stands up and mimes an action. • You can also suggest that pupils write one or two
Keep the game going until all pupils have had a questions about what they want to know, then
chance to mime an action. switch the question(s) with a partner. Pupils then
find the answer(s) to their partner’s question(s) as a
Learning adventure homework activity and report to the class in the next
lesson.
Ask, What are we learning today? Write the lesson Are you ready for Unit 2?
objective on the board or look at it on the screen:
We’re asking and answering questions to revise Unit 1 Ask pupils if they are ready to move on to the
language. next unit. Tell pupils that it is fine if they don’t
remember everything as they will continue to practise
26 Write answers about you. Then guess throughout the level.
about your partner. • Encourage pupils to ask if they’ve got any questions
about what they learnt in Unit 1. Tell pupils, Well done!
• Tell pupils that they are going to play a game where to reinforce the progress they are making.
they have to try to guess things about their partner.
• Explain that they need to start by writing the answers Consolidation and extension worksheet 1
to the eight questions in their Pupil’s Book.
• Give pupils a few minutes to write their answers. • Pupil’s complete the consolidation and extension
Make sure that they understand that what they write activities on Worksheet 1 (page 26).
in their books must be a secret from their partner to
make the game more fun. 1 Write. Then answer for you.
• When pupils have finished writing, teach them these • Ask pupils to read the questions and complete them
steps for the game: by writing one word in each gap.
1 You say an answer. • Check the answers.
2 Your partner tries to guess the question. • Pupils then answer the questions for themselves.
3 If your partner guesses correctly they get one point. • Ask pupils to share their answers in pairs.
4 Ask one question each and then change.
5 Play until one pupil gets five points. 2 Look, read and choose the correct family.
• Put pupils into pairs to play the game. You can do this Tick (✓) a or b.
with pupils who were not sitting next to each other
during the writing to make sure that they haven’t seen • Ask the class to look at the two pictures and ask two
their partner’s answers. volunteers to describe them.
• Ask the pupils to read the description and tick the
correct one.
3 Now write about the other family.

• Give pupils some time to do the activity.
• Ask volunteers to read their texts aloud to the class.
42
1
AB page 11
1 20 Complete the Unit Quiz.

Are you go od at
singing? ANSWER KEY
1 pegs, tent, sleeping bag, compass,
rucksack, torch, mp3 player, books, etc.
2 Maria isn’t good at singing.
3 a went b playing
21 Write for you.

26 Write answers about you. Then guess about your partner.
What are you good at? ANSWER KEY

A: B:
What are you not good at?
A: B:
What do you like doing?
A: B:
What don’t you like doing?
A: B:
What subjects do you like?
A: B:
What subjects don’t you like?
A: B:
What sports do you like?
A: B:
What sports don’t you like?
A: B:
English World
Pop quiz
Describe an object (e.g. a first-aid kit) or a person (e.g.
Bear Grylls) from the unit. Ask pupils to guess.
Evaluation
• You can check your pupils’ progress using Evaluation sheet 1
(pages 188 and 189). See also answer keys on page 184.
Show homework
• Show the homework. Explain that pupils will do the activities
at home in their Activity Books.
Materials
43
Wider World 1
Camping around the world • Ask pupils to say what type of places they show
PB pages 12–13 (a desert, a mountain with a cave and an island).
Then ask them to guess which countries these
Learning objectives photos were taken in.
Can understand texts about camping around • Tell pupils they are going to listen to three children
the world speaking about camping.
Can talk about camping in my country • Play the audio (CD1:22). Pupils listen and check their
predictions.
Target language • Ask volunteers to come to the front and show these
bike, cave, desert, mud countries on the map of the world.
Recycled language
Nature, Activities, Families ANSWER KEY
I like/love (watching birds). 1 the USA 2 Thailand 3 Italy
He likes (cooking).
3 Read. Match the highlighted words with

Check homework the photos.
• Check the homework activity as a class. Ask them if • Divide pupils in pairs. They must read the three texts
they found any question particularly difficult. Is there and match the highlighted words with the photos.
anything that pupils would like to check with you
before starting the new unit?
• To make it more challenging, set a time limit.
• After checking the answers, ask pupils if they are
surprised by any of the information.
Warm-up • Ask the pupils if they think they would like to visit
• Play the Memory game (see page 20) to revise any of these places and why. Have a discussion (in
vocabulary about camping from Lessons 1 and 3 L1 and English) in the lesson about what they know
of Unit 1. about these three countries and where it would be the
easiest to camp and why.
Learning adventure
1 What do you know? ANSWER KEY
1 b (desert, bike) 2 a (caves) 3 c (mud)
• Elicit different places where people go camping,
e.g. the beach, the desert, near mountains, lakes and
rivers, islands, the forest and put them on the board.
Extension questions
• Open books and ask pupils to look at the activities.
Ask, What are we learning today? Write the lesson Say to pupils, Camping is dangerous. Camping in
objectives on the board or look at them on the screen: England is brilliant. Divide pupils in two or more
We’re reading texts about camping around the world and groups and tell them that they have to think of reasons
talking about camping in my country. to support whether these statements are true or false.
Remind them there is no right or wrong answer but
2 Look and say. Guess the countries. they need to give their reasons for what they think.
• Direct pupils’ attention to photos 1–3. Give pupils 4 Read again. True or false?
some time to look at them.
• In pairs, pupils brainstorm all the statements they can • In pairs, pupils read the texts more carefully and
answer the questions. Ask them to correct the
think of about the three photos. Go around the class
sentences that are false.
and prompt as needed.
44
Wider World 1 1
2
3
Camping around the world

1 What do you know?
2 Look and say. Guess the countries.

1:22
3 Read. Match the highlighted

words with the photos. 4 Read again. True or false?
b c
a 1 The mountains in Thailand
are easy to climb.
2 Alak likes watching birds.
3 Death Valley is in the desert.
4 Melissa doesn’t like riding her bike.
5 Vulcano is a big island.
6 Luca likes hiking.
5 Ask and answer.
Death Valley National Park in Vulcano is a small volcanic island 1 Do you like camping?
California is a great place for desert in Italy. I like camping there in the 2 Where can you camp in your country?
Camping in Thailand is great fun. camping. I usually visit Death summer with my grandparents.
My favourite place is a national Valley in the spring with my family. We sleep in a small cabin in the
park called Khao Sam Roi Yot . Khao I love riding my bike on the paths in forest. I like hiking to the top of the
Sam Roi Yot means the mountain the mountains. Mountain biking is volcano. My granny likes walking
with 300 peaks. difficult but it ’s very exciting. My on the black sandy beaches near Think of your ideal place to camp.
The mountains are very difficult dad likes making big campfires in the the sea. There is special mud in Imagine you go camping there every
to climb. I like watching the lovely evening. He likes cooking our dinner Vulcano that is very good for your summer. Describe it.
birds and other wild animals like on the fire. There are many types skin. Some people like putting the
deer and squirrels. There are a lot of mud on their bodies. I love visiting
of snakes, lizards and birds in Death
interesting caves , too. Thailand is
Valley. It ’s never boring in the desert! Vulcano! Where is it?
an exciting place!
Who do you go with?
What do you like doing there?
Alak, 12, Thailand Melissa, 12, the USA Luca, 11, Italy
12 Wider World 1 Can understand texts about camping around the world Wider World 1 Can talk about camping in my country 13
• Ask pupils to read through the texts one last time Your Turn!
and note any unknown words. Encourage them to
work out their meanings from the context if possible.
• Tell pupils that they are going to work with their
partner and talk about their ideal place to go camping
Explain the rest with drawings or with the help of and prepare a description.
the dictionary.
• Divide pupils in pairs. Make sure you give pupils time
• Ask pupils to decide which of these new words they to think through their answers before they work with
consider more important and want to learn and write their partner.
them in their notebooks.
• To give pupils a reason to listen, each pupil/pair will
also think of one/two more questions to ask their
ANSWER KEY partner.
1 F (The mountains are very difficult to climb.) • Ask pupils to share their ideas/results with another
2 T 3 T 4 F (She loves riding her bike.) partner, if there is time.
5 F (Vulcano is a small island.) 6 T
Pop quiz
Divide pupils in pairs and give them one of the
5 Ask and answer. countries from the lesson. Ask them to write
• In pairs, pupils discuss the questions and report back down as much information as they can remember from
to the class. the texts.
• Go around the class, monitoring and helping where
necessary.
Materials
A map of the world
45
2 Wildlife park
Worksheet 2
Name: Class:

1 Chameleons change their c olour !
2 Look at that t in the garden!
It’s eating a flower!
3 How l is that snake?
4 How t is a giraffe?
5 Lions are b than leopards.
2 Look and write.

1 4
5
2 3
1 the chameleon / the snake (short) 4 the cheetah / the lemur (fast)
2 the tortoise / the crocodile (big) 5 the whale / the seal (long)
3 the rhino / the lion (heavy)
1 The chameleon is shorter than the snake.

2
3
4
5
2 Wildlife park
Unit overview
Unit objective
• I can talk about wild animals
Language
Wild animals: cheetah, elephant, emu, koala, lemur, meerkat, otter, panther,
Target rhino, seal, snake, tiger, tortoise, turtle, whale
vocabulary Adjectives: heavy, slow, long, fast, tall, short, big, small
Interesting animals: camouflage, chameleon, flies, lifespan, in the wild
How (heavy) is it? It’s (800 kilograms).

How (tall) is it? It’s (about 5 metres) tall.
Target
structures
They are (sometimes) smaller than your finger. Females are (often) smaller
than males. They (usually) live for five to ten years.
Phonics: /v/ and /w/

Features
Cross-curricular: Science: interesting animals
Skills
• Can understand a simple story • Can understand details of a story

Reading • Can recognise the importance of thinking before you act
• Can understand a text about a rescued koala
• Can understand a text about a chameleon
• Can find out and write about an interesting animal

Writing • Can write simple sentences to compare one animal with another
• Can write simple sentences about my favourite animal (Activity Book)
Listening • Can identify wild animals • Can understand a simple story
• Can ask and answer about animals using How tall/heavy/long/fast is it?
• Can talk about which animal is the biggest/longest/slowest/fastest
• Can compare animals using bigger/longer/slower/faster than
Speaking • Can identify the sounds /v/ and /w/
• Can talk about thinking carefully before making important decisions
• Can talk about an interesting animal
47
2
3 Listen and say.
Learning objective
Can identify wild animals • Give pupils time to look at the pictures to introduce
the new vocabulary.
Target language • Play the audio (CD1:24). Pause for pupils to say
cheetah, elephant, koala, rhino, snake, tortoise the words.
Recycled language • Play the audio again, pausing after each word so that
Adjectives pupils can practise the pronunciation.
was/were
4 Play the game. You have one minute.
• Write heavy and slow on the board. Repeat the
Warm-up adjectives chorally with the class and mime what they
mean. You can also check the meaning by asking the
• To remind pupils of the main characters, do a quiz class to give you the equivalents in L1.
with the class. Say This person has got a sister. (Tom)
This person is from Argentina. (Maria) • Ask pupils to find other adjectives describing animals
in Activity 2. (long, fast, big, naughty)
Learning adventure • Ask a pair of pupils to read the dialogue at the
bottom of the page aloud.
1 Do you know the names of any wild • Pupils then play the game in pairs. One pupil says
animals? What can you say about one of the adjectives, their partner names animals
them? that fit the adjective. Give a time limit. They then
switch roles.
Pairwork
We’re learning to identify wild animals. • Divide pupils in pairs and ask each pair to make a
• Close books. Ask pupils what words they know in poster about their favourite animals. They should
English for wild animals, e.g. koala, lion. Write them draw the animals and write a few sentences describing
on the board. them. Collect them and have a class display.
You are already moving along your learning adventure! Learning adventure
Ask pupils, How many words do you know for wild
2 Listen and read. Where was Flo?
animals now? Give pupils a minute to tell their
• Ask pupils to look at the picture. Ask the class, Where partner the new words they know. Ask pupils, Where
are the children? (at the wildlife park) Explain wildlife, if are you on your learning adventure now? Ask pupils
necessary. which words they find easiest or most difficult to
• Play the audio (CD1:23). Pupils listen, follow in their remember. Tell pupils, Well done! to reinforce the
books and find the answer. progress they are making.
ANSWER KEY Pop quiz

Flo was with the elephant.
Describe an animal, e.g. It is orange. It has black
stripes. Pupils guess the name of the animal, e.g.
• Play the audio again and ask, Is Hannah happy with It’s a tiger. Repeat a few times or ask a stronger pupil
them? (no) Elicit why not. (They are late.) to describe another animal.
48
2
AB page 12
2 Wildlife park
1 Do you know the names of any wild animals?
What can you say about them?
1 Look and write.
ANSWER KEY
2
1:23
Listen and read. Where was Flo? 2 cheetah 3 koala 4 rhino 5 snake
1 2
6 tortoise
2 Write about five animals from

There you all
are! Where Activity 1. Use these words.
were you? We were with the cheetahs.
They were really fast!
3 4
I was with the elephant. ANSWER KEY

2 Cheetahs are fast.
3 Snakes are long.
I was with the
snakes. They
4 Tortoises are slow.
Cool! How big was it?
were really long!
Really big! And it was really naughty!
5 Rhinos are heavy.
3 Listen and say.
1:24
1
3 5
3 Listen and say. Then match.
rhino 6
2 tortoise elephant
4 CD1, Track 25
koala
1 two thousand and ten
cheetah snake
2 one hundred and eighty
4 Play the game. You have one minute. 3 two hundred and eighteen
A: Slow. B: Tortoises are slow. 4 two hundred and ten
14
5 one thousand and eighteen
Lesson 1 Can identify wild animals
Show homework ANSWER KEY

• Show the homework. Explain that pupils will do the activities at 2e 3c 4a 5b
• Check the rubrics with pupils and go through an example,
Direct pupils’ attention to the fan card on page 14 of the Pupil’s
Book. Tell pupils to go online to the Poptropica English Island
Adventure Game and find the item. Once pupils click on it, they
are taken to a supplementary language task.
Materials
Poster, a large sheet of paper for each pupil
49
2
Lesson 2 PB page 15
ANSWER KEY
a giraffe
Learning objective
Can ask and answer about animals using How tall/
heavy/long/fast is it? Presentation
Target language
Adjectives: heavy, slow, long, fast, tall, short,
• Read through the Look! box with the class and play
the audio (CD1:27).
big, small
How (heavy) is it?
• Focus on the highlighted words. Explain that we use
How + adjective + is it? to ask about size and weight
It’s (800 kilograms). and kilograms, centimetres and metres in the answer.
How (tall) is it?
It’s about (5 metres tall).
• We use tall/long to answer How tall/long…?
• Elicit more examples from the class and write a few
Recycled language of them on the board.
Numbers • Pupils then copy the sentences into their notebooks.
6 Look and make questions. Then ask and
Check homework answer.
• Check the homework as a class. Ask pupils what they • Pupils work in pairs. They ask and answer questions,
found easy/difficult and help them with any problems using the information from Activity 5.
or difficulties.
ANSWER KEY
Warm-up 1 How tall is the giraffe? It’s 5 metres tall.
2 How heavy is the rhino? It’s 1,600 kilograms.
• Play Spelling bee (see page 21) to revise animals and 3 How fast is the rhino? It’s fast.
adjectives describing them.
4 How long is the giraffe? It’s 3 metres long.
5 How tall is the rhino? It’s 2 metres tall.
Learning adventure
6 How heavy is the giraffe? It’s 800 kilograms.
objective on the board or look at it on the screen: 7 Choose an animal. Ask and answer.
We’re learning to ask and answer about animals using • Teach pupils point to read numbers like 1.8 m
How tall/heavy/long/fast is it? (one point eight metres).
• In pairs, pupils ask and answer to guess the animal.
5 Listen, look and say. Which animal is
Tom with? Practice
• Give the class time to look at the pictures. Ask them • In pairs, pupils measure furniture, etc. in the
to name the animals. classroom and report to the class.
• Play the audio. Pupils listen and answer the question
in the rubric. Elicit the answer. Pop quiz
Make statements about the animals in Activity 7
CD1, Track 26
in the Pupil’s Book, e.g. It’s 1.8 metres long. Ask
Tom: Hey, Flo! I’m with an animal. Guess what it is!
pupils to call out the name of the animal you are
Flo: OK, I’ve got a question! How heavy is it?
describing, e.g. the cheetah.
Tom: It’s about 800 kilograms.
Flo: How fast is it?
Tom: Fast! Show homework
Flo: Hmm… how tall is it? • Show the homework. Explain that pupils will do the
Tom: It’s very tall. It’s about 5 metres tall! activities at home in their Activity Books.
Flo: I know! It’s a giraffe! • Check the rubrics with pupils and go through an
Tom: Yes! Come and see! example, if necessary, so pupils understand the
activities.
50
2
Child B: Scary! There’s an elephant.
5
1:26
Listen, look and say. Which animal is Tom with?
How long is it?
Child A: It’s 7 metres long and
2½ metres tall and
4,000 kilograms!
Child B: And what about the hippo?
Child A: Well, it’s very big! It’s 3,000
kilograms, but it’s not very
Name: Roddy Geri
tall. It’s about 1½ metres tall.
How heavy? Name:
1,600 kilograms 800 kilograms Child B: How long is it?
How tall? How heavy?
2 metres 5 metres
How tall?
How long?
How fast?
3 metres
How long?
3 metres Child A: It’s 4 metres long! The same
fast! fast!
How fast?
as my bedroom!
6 Look and make questions. Then ask and answer. Child B: Wow! Hippos are big!
1 tall / the giraffe? 2 heavy / the rhino? 3 fast / the rhino?
4 long / the giraffe? 5 tall / the rhino? 6 heavy / the giraffe?
A: How long is it?

ANSWER KEY
1:27
B: It’s 5 metres tall.
How heavy is it? It’s 800 kilograms.
How tall is it? It’s about 5 metres tall. 1 250 2 1, 1.5 3 90, 9
4 2.5, 4,000, 7 5 1.5, 3,000, 4
7 Choose an animal. Ask and answer.
A: How long is it? 5,000 kilograms

3.5 metres
B: It’s 1.8 metres long.
5 Find and write the questions.
45 kilograms 200 kilograms
0.8 metres 1.2 metres

ANSWER KEY
2 How tall is the lion?
3 How heavy is the snake?
1.8 metres 2.5 metres 7 metres
4 How long is the elephant?
Lesson 2 Can ask and answer about animals using How tall/heavy/long/fast is it? 15

6 Write answers to the questions in
Activity 5. Ask and answer.
AB page 13
4 Listen and complete the chart. ANSWER KEY

2 The lion is 1 metre tall.
3 The snake is 90 kilograms.
CD1, Track 28 4 The elephant is 7 metres long.
Child A: Hey, look at this!
Child B: What is it?
Child A: It’s the wildlife park guide. It’s cool, look! Hmm,
there’s a lion.
Child B: Cool! How tall is the lion?
Child A: It’s about a metre tall!
Child B: And how heavy is it?
Child A: The lion is 250 kilograms!
Child B: That’s heavy and dangerous!
Child A: What about the cheetah?
Child B: Well the cheetah’s 1½ metres long but it’s not
very tall.
Child A: How tall is it?
Child B: It’s a metre tall but it’s very fast!
Child A: And here’s a snake. It’s long and it’s heavy!
It’s 9 metres long and it’s 90 kilograms!
51
2
Lesson 3 PB page 16 9 Listen and sing. How many animals
are in the song?
Learning objective • Direct pupils’ attention to the song. Ask them to tell
Can compare animals using bigger/longer/slower/ you (L1, if necessary) which animals they can see in
faster than the photographs. (bird, turtle)
Target language • Tell the class they are going to listen to a song.
emu, lemur, meerkat, panther, otter, seal, tiger,
turtle, whale • Play the audio (CD1:30). Pupils read and follow
the words.
• Play the song again. Pupils listen for the second time
Recycled language and find as many animals in the song as possible.
Short adjectives Check answers with the whole class.
• Play the audio again. Encourage pupils to sing. Every
time pupils hear a new animal they clap their hands.
Check homework • If pupils feel confident, use the karaoke version of the
song on the Audio CD (CD1:31).
or difficulties. Do remedial teaching as/if necessary ANSWER KEY
before moving on to the new lesson. Eight (seals, otters, blue whales, turtles, fish,
tigers, panthers, lemurs)
Warm-up
• Say, You have got your own wildlife park. What animals
have you got? 10 Read and say. Jungle, sea or mountains?
Learning adventure
• In pairs, pupils say where the animals live.
Open books and ask pupils to look at the activities. ANSWER KEY
Ask, What are we learning today? Write the lesson 1 jungle 2 sea 3 jungle 4 mountains 5 sea
objective on the board or look at it on the screen: 6 sea 7 mountains 8 jungle
We’re learning to compare animals using bigger, longer,
slower and faster than.
• Close books. Ask pupils what adjectives they know in Presentation
English for describing animals, e.g. tall, big. Write them
on the board. • Read through the Look! box with the class and play
• Refer to the learning adventure poster and say, Great! the audio (CD1:32).
You are already moving along your learning adventure! • Focus on the highlighted words. Elicit that we use -er
or -r at the end of the adjectives + than to compare
Presentation two animals, people or things.
• Point to the pictures in Activity 8 and ask, Is a lemur
8 Listen and say. big? (No, it isn’t.) Is a tiger big? (Yes, it is.) Which is
bigger, a lemur or a tiger? (a tiger)
• Give pupils time to look at the pictures to introduce • Ask pupils to read the song and find more examples
the new vocabulary.
of comparatives.
• Play the audio (CD1:29). Pause for pupils to say
• Elicit more examples from the class and write a few of
the words.
them on the board.
• Pupils then copy the sentences into their notebooks.
pupils can practise the pronunciation.
52
2
Pop quiz
8 Listen and say.
1:29 Hold up two pictures of animals and ask
1
2 3 4
5
pupils to make sentences comparing them,
e.g. The tiger is bigger than the cheetah. etc.
panther lemur emu
tiger turtle
6
7 8 9
Show homework
• Show the homework in the Activity Book.
whale meerkat otter
seal
Ask pupils to do the activities at home.
• Check the rubric with pupils and go through
9
1:31
Listen and sing. How many 10 Read and say. Jungle, an example so pupils understand the
animals are in the song? sea or mountains? activities.
1 tigers 2 seals
3 lemurs 4 goats
5 whales 6 turtles AB page 14
7 eagles 8 panthers
Jungle!
7 Complete the table. Use these
1:32 words.
They’re bigger than my pet fish.
Chorus:
Take me to a place where the days are longer,
Where I can be with the animals, wild and free.
11 Look and say. ANSWER KEY
Take me to a place where the trees are taller
Than the houses and the buildings in the big city.
1 Giraffes / tall / tigers big ➔ bigger than: hotter than, wetter than
In the sea there are seals, smaller than otters.
2
3
Lemurs / fast / rhinos
Elephants / heavy / turtles
happy ➔ happier than: heavier than
There are blue whales, longer than my street. 4 Koalas / slow / cheetahs cold ➔ colder than: longer than, shorter
Can you see the turtles, swimming in the blue water? 5 Panthers / dark / lions
They’re bigger than my pet fish but they’ve than, slower than, smaller than, taller than
got feet!
Chorus 12 Play the game. Guess
In the jungle there are tigers, faster than taxis. the animal.
There are panthers, darker than the night.
I want to see the lemurs, sitting in the trees. A: It’s shorter than a giraffe. 8 Look and make sentences.
I really love wild animals, orange, black or white! It’s faster than a panther.
B: It’s a cheetah!
16 Lesson 3
ANSWER KEY
Can compare animals using bigger/longer/slower/faster than
M02_POEN_PUB_05GLB_2034_U02.indd 16 18/04/2016 4:30 µ.µ. 2 The panther is bigger than the lemur.
3 The whale is longer than the seal/turtle.
11 Look and say. 4 The whale is heavier than the seal/turtle.
• In pairs, pupils make sentences from the prompts. Point out that 5 The tortoise is slower than the otter.
heavy loses the -y and we add the -ier ending when using the
comparative form.
9 Write the questions. Then write
ANSWER KEY the answers.
1 Giraffes are taller than tigers. 2 Lemurs are faster than
rhinos. 3 Elephants are heavier than turtles. 4 Koalas are
ANSWER KEY
slower than cheetahs. 5 Panthers are darker than lions.
2 Is the seal longer than the whale?
No, it isn’t.
3 Is the tortoise faster than the otter?
12 Play the game. Guess the animal. No, it isn’t.
• Pupils work in pairs. One pupil thinks of an animal from 4 Is the whale heavier than the turtle?
Activity 8 and describes it using the comparative form. Yes, it is.
They then switch roles. 5 Is the lemur faster than the tiger?
Yes, it is.
Learning adventure
Ask pupils, How many words for wild animals do you know?
Give pupils a minute to tell their partner the new words they
know. Ask pupils, Where are you on your learning adventure now?
Tell pupils, Well done! to reinforce the progress they are making.
Materials
Poster, pictures of animals from this Unit
53
2
Lesson 4 PB page 17 15 Match the places with the animals. Think of
three more with a friend.
Learning objectives • In pairs, pupils match the animals with the places.
Can understand a text about a rescued koala • They then brainstorm more animals for each place.
Sounds: /v/ and /w/
Target language ANSWER KEY
joey, koala, rescue, reserve, safe, sponsor, violin, 1 Africa 2 Australia 3 Asia and Africa 4 Asia
walrus
Recycled language
Africa, Asia, Australia 16 Listen, read and say.
• Pupils look at the tongue twister and say which
sounds the blue letters make.
Warm-up • Play the audio (CD1:33) to check.
• Pupils think of wild animals and make a list. • Say the sounds /v/ and /w/ in isolation a few times
They compare their animals with a partner. and pupils repeat.
• Play the audio again. Stop after each line to give
Learning adventure pupils time to repeat.
• Pupils practise saying the tongue twisters in pairs.
Ask, What are we learning today? Write the Pop quiz
lesson objectives on the board or look at them on the
screen: We’re reading a text about a rescued koala and Play The Five Questions game to guess the animal.
we’re learning to pronounce words with /v/ and /w/. Write or model with a pupil the following
dialogue. Pupil A: Is it heavier than a hippo? Pupil B: No
13 Read. Is Vernie happier now? it isn’t. Pupil A: Is it faster than a panther? Pupil B: Yes it
is. Pupil A: Is it a cheetah? Pupil B: Yes it is!
• With books closed, ask, Where do koalas live?
(in Australia)
Show homework
• Pupils read the text and find the answer to the
question in the rubric. • Show the homework. Explain that pupils will do the
ANSWER KEY
• Check the rubric with pupils and go through an
Yes, she is.
activities.
AB page 15
14 Read again and answer.
• Pre-teach reserve, rescue, home. Elicit the meaning 10 Listen to the interview with Jen from
of sick, died. the Koala Reserve and choose.
• Pupils read the text and answer the questions.
CD1, Track 34, CD1, Track 35

ANSWER KEY
Mike: Hello, Jen! My name’s Mike.
1 Her home was next to a road.
Jen: Hello there! Do you like the Koala Reserve?
2 It means a baby koala.
Mike: Yes, I do. It’s fantastic! Can I ask you some
3 No, she wasn’t. She’s happier now.
questions?
5 No, she wasn’t. She was sick.
Jen: Of course! Happy to help!
6 She is in a koala reserve.
Mike: Great! First question, How tall is Vernie?
Jen: She’s short. She’s only 70 centimetres tall.
Mike: And how fast is she?
Jen: Not very fast! She likes sleeping but not
running!
Mike: How heavy is she?
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2
12 Complete. Then circle.
13 Read. Is Vernie happier now? 2
ANSWER KEY
2 heavier, True 3 shorter, True
PLEASE SPONSOR VERNIE! 4 bigger, False 5 faster, False
6 longer, Sometimes true 7 slower,
Vernie’s Story
Jen from the Koala Reserve Please
True 8 smaller, False
says. ‘Here at the reserve,
sponsor
we’ve got a lot of rescued koalas.
They live longer here and they are me!
happier here than in the wild.
Vernie the koala was in the wild for years.
Her home was next to a road. It was very
13 Listen and circle the correct
dangerous. Her joey, a baby koala, died one
day on the road. Vernie was very sad. sound. Then complete the
We went to the forest one day, looking for sick
koalas. Vernie was next to the road. She was
sentence with the circled
not happy and she was sick.’ letters.
Now, she is safe, happy and healthy in our
To sponsor Vernie now, koala reserve. Please sponsor her!
click on this link.
CD1, Track 36
14 Read again and answer. 1 very
1 Where was Vernie’s home?
16
2 whales
2 What does ‘joey’ mean? Listen, read and say.
3 Was Vernie happier in the wild?
1:33
3 water
4
5
Was Vernie healthy in the wild?
Where is Vernie now?
The clever, heavy walruses love
violins on Wednesdays.
4 windy
5 clever
15 Match the places with the 6 went
animals. Think of three more
with a friend.
Africa Asia Australia
1 cheetahs 2 koalas ANSWER KEY

3 elephants 4 tigers
1 very 2 whales 3 water 4 windy
5 clever 6 went
Lesson 4 Can understand a text about a rescued koala / Sounds: /v/ and /w/ 17 I love wet weather in the winter but
Vernie wants an umbrella!
Jen: Well, she loves eating – she’s 8 kilograms! So, why all
the questions?
Mike: I want to sponsor Vernie!
Jen: Oh.
ANSWER KEY
2 70 centimetres 3 sleeping 4 Vernie
11 Listen again and order Mike’s questions.

Then write the answers.
ANSWER KEY
a She’s 70 centimetres tall. – 2
c She’s 8 kilograms. – 4
d She’s not very fast – 3
55
2
Functional language
I can’t see anyone! Extension questions
Oh, please be quiet!
Get us out of here! Write the following questions on the board:
Why do you think the mysterious couple are
Target language running? Where are they going? Divide pupils in groups
get down, knot, tie and ask them to discuss the questions. They might like
Recycled language to write their answers/ideas in their notebooks.
Animals, Comparatives • Sample answers could include: They are running away
rope from the rhino or a cheetah. They are running away
from another wild animal. They are going into the
future/the past.
Warm-up
• Elicit what pupils can remember about the story. 18 Act out the story.
Ask, Where do Matt and AL meet Bella? (at an adventure • See the ‘How to use stories’ section on page 18 for
camp) How do Matt and AL travel to Bella’s camp? (They more ideas on how to build your pupils’ confidence
travel through time.) How does Bella help Matt and AL? with roleplays.
(She repairs their THD time-travel machine.) Who are • Invite a group of pupil volunteers to act out the roles.
Matt and AL following? (The people who took a THD Play the audio while pupils act out the story or say
from Matt’s office.) the lines and pupils repeat.
• Divide pupils in groups of three (Matt, AL, Bella). Give
Learning adventure groups time to practise their roleplay.
Open books and ask pupils to look at the story.
• Play the audio (CD1:37) again and ask pupils to speak
Ask, What are we learning today? Write the lesson to act out the story.
objectives on the board or look at them on the screen:
We’re reading and discussing a story. You might like to give the pupils feedback on their
roleplay.
17 Talk about the pictures. Then listen
and read. Groupwork
• Direct pupils’ attention to the story and ask questions • Have a discussion (in L1 and English) about animals
about the characters and the scenes, e.g. Where are in Africa. Ask, What other kinds of wild animals could
they now? What animals can you see? Matt, Bella and AL meet in Africa? Which wild animals
• Play the audio (CD1:37) and ask pupils to listen to the would you specially like to see? Why?
story as they follow along in their books.
• Play the audio again. Check pupils’ understanding Values
of the story by pointing to the pictures and asking • Have a discussion (in L1 and English) about reserves.
questions, e.g. Are the people with the THD there? Ask, Are there any reserves in your country? What
(Yes, they are.) What are they doing? (They are running animals live there? Are they a good idea? Why/Why not?
away from a rhino.) Does the rhino chase Matt, Bella
and AL, too? (Yes, it does.) How does Bella help them?
(She helps them climb a tree.) What is Bella good at?
(Ropes and tying knots.) Do they stay up the tree a
long time? (Yes, because it is sunset in the next picture.)
What animal do they make friends with? (a meerkat)
What does Matt do to escape from the cheetah? (He uses
the THD to time-travel away.)
56
2
AB page 16
1:37
14 Tick (✓).
1 2
THE THD IS WORKING NOW. Rhinos can run at 50 km
per hour. But the cheetah is faster
than all animals. It can…
I can’t see
anyone.
Over there! They’re ANSWER KEY
getting away, quick! Oh, um, Oh, PLEASE
quick! be QUIET! 1b 2c

3 4
Is the rhino
still there? It’s lucky I had
Um, how do
this rope. ANSWER KEY
No. And those guys
that took the THD
we get down?
Yeah, and you 1 The cheetah is faster than the rhino.
aren’t here, either. can tie knots!
2 Bella calls the meerkat ‘little guy’.
3 They don’t talk to the mysterious
couple.
4 Matt can’t tie knots.
5 6
Um, is that a
Hello, little guy. cheetah?
The cheetah is QUICK! Get us
faster than the out of here!
rhino… 16 Write. Then number the story
events in order.
ANSWER KEY
7 They all leave Africa quickly.
5 Bella says ‘hi’ to a meerkat.
18 Act out the story. 3 Matt and Bella climb a tree.
4 Bella ties a knot in her rope and they
18 Lesson 5 Can understand a simple story / Can discuss a story get down from the tree.
1 Matt, Bella and AL arrive in Africa.
2 The mysterious couple are running
Pop quiz away from a rhino.
Say a line of text/statement from the story, e.g. Um, is that
a cheetah? and the pupils put their hands up if they know
who said it. (Matt) Repeat with statements/text said by the
characters to aid recall of the story.
Show homework
57
2
Lesson 6 PB page 19 21 Ask and answer.
• Revise animal body parts and pre-teach tongue, claw,
Learning objectives male and female.
Can understand a text about a chameleon • Read the questions. Explain (in L1) that question 1
Can find out and talk about an interesting animal is about appearance.
Cross-curricular • In pairs, pupils read and answer the questions.
Science: interesting animals
ANSWER KEY
Target language
1 They are different sizes. They’ve got very
camouflage, chameleon, flies, lifespan, in the wild
long tongues and their feet have got claws.
Recycled language They change colour.
Comparatives, Animals, Countries 2 They change colour when they are nervous,
scared, hot or cold. (or angry)
3 They live in Madagascar in Africa and India.
Check homework 4 They eat insects, flies and small birds.
or difficulties. Do remedial teaching as/if necessary Mini project
22 Find out about an interesting animal.
Warm-up • Remind pupils of the steps to success: Think, Plan,
Write and Share.
• Write on the board the headings: Size, Colour and Think Remind pupils of the discussion from Activity 19
Places. Elicit information about a wild animal.
in the Pupil’s Book and ask them to choose a strange
animal that they know something about.
Learning adventure
Plan Direct pupils to the headings in the Pupil’s Book
for this section of the project and ask them to make
19 What do you know? detailed notes.
Write Ask pupils to write a few sentences under each
• Open books and ask pupils to look at the activities. heading to create a paragraph of text.
objectives on the board or look at them on the screen: Share Ask pupils to share with a partner and then,
We’re reading a text about a chameleon and finding out optionally, some pupils can share with the whole class.
and talking about an interesting animal. You may also wish to give pupils feedback on
• Close books. Ask pupils how many strange and their projects.
interesting animals they know in English, e.g. koala,
snake. Optional home–school link
You are moving along your learning adventure! • Ask pupils to take their work home and share their
work with their families. They may wish to look on the
20 Find the chameleons in the photo. internet for more strange animals with their parents
Then listen and read. or siblings.
• Pre-teach camouflage, cool, flies and chameleon. Learning adventure

• Direct pupils’ attention to the four photos. Say, There
is a strange animal in these pictures. Can you see it? Ask pupils, What new things do you know about
Listen and read about this animal. What can it do? interesting animals in other countries now? Tell
• Play the audio (CD1:38). Pupils listen, read and find pupils to work with a partner. Give pairs a minute to
the chameleons. think of ideas. Accept any answers and promote
discussion. Ask pupils, Where are you on your learning
adventure? Tell pupils, Well done! to reinforce the
progress they are making.
58
2
AB page 17
19 What do you know? 2 17 Read. When do Arctic foxes have
20
1:38
Find the chameleons in the photos. Then read. white/brown coats?
ANSWER KEY
Cool camouflage They have white coats in winter and
for chameleons! brown or grey coats in summer.
strangest animals in the
Chameleons are one of the can
of chameleons and many
world. There are 160 kinds
more facts about them.
change colour. Here are some
Size: They are sometimes smaller than your finger. Some

are longer than your arm! Females are often smaller than
18 Read the sentences and write C
males. (chameleon) or F (fox).
Body: They have got very long tongues and their feet have
got claws. They are very good at climbing.
Colour: Chameleons are very clever – they use colour to
show how they feel or to hide. They can change colour when
they are scared, angry, hot or cold. For example, a panther
ANSWER KEY
chameleon turns red when it is angry. 2F 3F 4C
Places: A lot of chameleons live in Madagascar in Africa.
Some live in India, too. They like hot, dry places.
Food: Chameleons eat insects and they are good
at catching flies with their long tongues. Some big
chameleons can eat small birds. 19 Think about a wild animal. Draw
Lifespan: They usually live for five to ten years.
They live longer when they are kept as pets than
and complete the profile.
in the wild. 22 Find out about an
interesting animal.
• Ideas – Think about an interes
you know.
ting animal ANSWER KEY
21 Ask and answer. • Plan – Make notes about size/bo
places/food/lifespan.
dy/colour/ Pupil’s own answers
1 What do chameleons look like? • Write – Write 1–2 sentences
2 When do they change colour? about each of these things.
HOME
3 Where do they live? • Share – Tell a classmate SCHOOL
SCHOOL
4 What do they eat? about your animal. LINK
Lesson 6 Can understand a text about a chameleon / Can find out and talk about an interesting animal 19
Pop quiz
Ask pupils to sit in chairs in a circle. Assign pupils different
animal names. Stand in the middle and start talking. When
you mention one of these animal names, all those who have been
assigned that word get up and switch chairs. Whilst they are up,
remove a chair which will leave one pupil standing. This pupil
takes your place in the middle of the circle.
Show homework
Materials
Poster
59
2
Lesson 7 PB page 20 24 Listen, tick (✓) and circle.
• Ask pupils to look at the pictures and name the
Learning objective animal in each picture.
Can assess what I have learnt in Unit 2 • Play the audio. Pupils listen and tick the box next to
the appropriate animal.
Recycled language
Target language from Unit 2
CD1, Track 39
1 The panther is bigger than the cheetah.
Check homework 2 The gorilla is taller than the lemur.
3 The tiger and the cheetah are both cats but are
• Check the homework as a class. Ask pupils what they different. The cheetah is smaller, but it is faster
than the tiger.
4 Both these animals live in the water. Whales are
heavier than otters.
Warm-up
• Play the audio again. Pupils listen and circle the
• Divide pupils in two teams. Play Spelling bee appropriate adjective under each picture.
(see page 21) using animal names from this Unit.
For extra points for the teams, pupils must say a
sentence using a comparative adjective. ANSWER KEY
1 b, bigger 2 a, taller 3 c, faster 4 b, heavier
Learning adventure
Open books and ask pupils to look at the activities. 25 Look at Activity 24 and write.
objective on the board or look at it on the screen: • Ask pupils to look at the pictures of 1a and 1b in
We’re thinking about our learning adventure. Activity 24 and then elicit the answer: The panther is
bigger than the cheetah. Write this on the board.
• Close books. Ask pupils, How many words for • Give pupils time to complete the activity. Go around
wild animals can you remember? Put their ideas on
the board. the classroom and help as needed.
• For each example, ask pupils, Where are you on your • Invite pupils to say the answers and write the correct
learning adventure? Reassure pupils who are less sentences on the board.
confident that they will have opportunities for more
practice. ANSWER KEY
1 The panther is bigger than the cheetah.
23 Read and circle. 2 The gorilla is taller than the lemur.
3 The cheetah is faster than the tiger.
• Ask pupils to focus on the sentences and make sure 4 The whale is heavier than the otter.
they understand the activity.
• Ask them to complete the activity individually but
compare and check their answers with a partner.
26 Look at the photos in Activity 24. Ask and
answer about the animals.
ANSWER KEY
1 metres 2 heavy 3 faster 4 smaller • In pairs, pupils practise the speaking activity in
Activity 26.
• After each pair has practised the speaking activity,
call the pairs to perform to the class, providing
feedback and group error correction.
60
2
Show homework
23 Read and circle.
1 The giraffe is five ( kilograms / metres ) tall. do the activities at home in their Activity
2
3
How ( heavy / tall / long ) is the rhino? It’s 1,600 kilograms.
Cheetahs are ( fast / faster ) than lions.
Books.
4 Meerkats are ( smaller / bigger ) than lemurs. • Check the rubric with pupils and go
through an example, if necessary, so pupils
24
1:39
Listen, tick (✓) and circle.
1 a b 2 a b
AB page 18
bigger / faster lighter / taller

20 Look and write.
3 a b 4 a b
ANSWER KEY
2 heavy 3 long 4 fast 5 longer than
fast / faster heavy / heavier
6 heavier than 7 faster than
25 Look at Activity 24 and write.
1
2 21 Read and write. Then listen
3
4 and check.
26 Look at the photos in Activity 24. Ask and answer about the
animals.
CD1, Track 40
A Are turtles bigger than whales?
B No, they aren’t. We went to the wildlife park yesterday.
There was a hippo and its name
was Henry. It was very old but its
I can talk about which animal is big/long/slow/fast. mouth was bigger than an elephant’s
I can compare animals using bigger/longer/slower/faster than.
I can find out and talk about an interesting animal. mouth and its body was longer than a
giraffe’s body. Henry’s teeth were very
big! They were bigger than my teeth!
Learning adventure
ANSWER KEY
Ask pupils (in L1) how they feel about their learning in this 2 was 3 bigger 4 longer 5 were
unit. Ask pupils to tell you what they found easiest or most 6 bigger
difficult to learn in the unit. Pupils revise the three I can
statements at the bottom of page 20 of the Pupil’s Book. For
each one, pupils tick the box that reflects how confident they feel
about the language point. Ask pupils, Where are you on your General poster activities
learning adventure? Pupils indicate where they think they are on
the learning adventure poster. Tell pupils, Well done! to reinforce For general poster activities see Lesson 7
the progress they are making. of Unit 1.
Pop quiz
In groups of four, pupils tell the others the answers to the
following questions: Which is your favourite activity in the
unit? Why? Which activity don’t you like? Why? What is your
favourite new word? Which word is the most difficult for you?
Materials
Poster
61
2
Lesson 8 PB page 21 28 Look at Unit 1, page 4. Ask and answer
more questions with -er words.
Learning objective • Focus on the examples at the bottom of the page.
Can use what I have learnt in Unit 2 Ask two pupils to read the text in the speech bubbles
aloud to the class.
Recycled language
Target language from Unit 2 • Tell pupils to turn to page 4 of the Pupil’s Book and
direct them to the camping vocabulary.
• Pupils ask and answer in pairs. Go around the
Warm-up classroom and help any pairs who have got problems.
• Then ask confident pairs to demonstrate for the
• Play an animal Train game by saying, e.g. An elephant whole class.
is bigger than a… Point to a pupil and elicit an animal
name, e.g. meerkat. The pupil then points to another 29 I want to know more!
pupil and says, A meerkat is (smaller) than a… The next
pupil then says an animal, e.g. rhino and points to • Ask pupils to choose anything they enjoyed from the
unit and to go and find out more. You might like to
another pupil and says, A rhino is (heavier) than a…
set this activity as homework with a quick feedback
Continue until the pupils run out of ideas.
session at the beginning of the next lesson.
Learning adventure • You can also suggest that pupils write one or two
questions about what they want to know, then
Open books and ask pupils to look at the activities. switch the question(s) with a partner. Pupils then
Ask, What are we learning today? Write the lesson find the answer(s) to their partner’s question(s) as a
objective on the board or look at it on the screen: homework activity and report to the class in the next
We’re completing a crossword to revise Unit 2 language. lesson.
27 Read the clues. Write the animals’ names. Are you ready for Unit 3?
• Direct pupils’ attention to the crossword and ask Ask pupils if they are ready to move on to the
questions about the pictures. Ask, What’s this? next unit. Tell pupils that it is fine if they don’t
Prompt pupils to answer, e.g. It’s a panther. remember everything as they will continue to practise
• Go over the sentences next to the crossword. throughout the level.
Explain any words that pupils are unfamiliar with. • Encourage pupils to ask if they’ve got any questions
• Give pupils sufficient time to do the activity. about what they learnt in Unit 2. Tell pupils, Well done!
Go around the classroom and help pupils who may to reinforce the progress they are making.
be having difficulty.
• Divide pupils in pairs and ask them to compare Consolidation and extension worksheet 2
their work.
• Check answers by inviting pupils to read the clues and • Pupil’s complete the consolidation and extension
choose a classmate to give the answer. activities on Worksheet 2 (page 46).

ANSWER KEY
Down: 1 rhino 2 lemur 4 elephant 5 tiger • Ask pupils to look at the pictures. Then ask them to
read the sentences, complete them and match them
9 seal 12 lion 13 zebra
with the pictures.
Across: 3 cheetah 6 whale 7 otter 8 panther
10 turtle 11 gorilla 14 koala 2 Look and write.
• Ask pupils to describe the pictures and ask a few
Extension questions volunteers to make and say some of the sentences
orally as examples.
Say to pupils, All animals are dangerous. • Then ask the class to write the sentences.
Divide pupils in pairs or groups and tell pupils
that they have to think of reasons to support whether
this statement is true or false. Remind them there is no
right or wrong answer but they need to give their
reasons for what they think.
62
2
Show homework
27 Read the clues. Write the animals’ names.
2 • Show the homework. Explain that pupils
will do the activities at home in their
Down Activity Books.
1 It’s a large land animal. It has got
one or two horns. • Check the rubric with pupils and go
1 2
2 has got a long tail.
It looks like a small monkey and
3 4 5 4 It’s a large land animal with a long
trunk and big ears. understand the activities.
It’s an orange cat with black
5 stripes.
AB page 19
6
It’s a large animal with flippers. It
7
9 eats fish and lives in the sea.
8 12 This animal is the ‘king’ of the
animal world.
13 black and white stripes.

It’s an African animal. It has got
22 Complete the Unit Quiz.
9
Across
10 13
11 12
3 It’s the fastest land animal in
the world. ANSWER KEY
6 in the sea.
It’s a very large mammal that lives
1 Possible answers: panther, cheetah,
14
7 This animal eats fish and is about
one metre long.
chameleon, Arctic fox, hippo, rhino,
8 It’s in the cat family and is usually
black.
koala, snake, tiger, lemur, whale,
10 a thick shell.
It’s a large sea reptile that has got otter, seal, turtle
11 It’s quieter than a chimpanzee but 2 a How tall is a giraffe?
much bigger.
14 like a small bear.
It’s an Australian animal that looks b How long is an elephant?
c How heavy is a koala?
3b
28 Look at Unit 1, page 4. Ask and answer more questions with
-er words.
Is the first-aid kit lighter

than the compass?
23 Write about your favourite animal.

English World
ANSWER KEY
Pop quiz
Describe an animal from the unit. Ask pupils to guess.
Practice
• Watch the video story The past is different Ask pupils what
happened in the story. Watch again, stopping at key points and
ask them about the language, the images or the story. Ask the
pupils to act out the story. Assign the roles of two of the
characters to confident speakers and let other pupils play the
other parts. Encourage them to say as much of the dialogue as
they can and prompt where necessary.
Evaluation
Materials
63
3 Where I live
Worksheet 3
Name: Class:
1 Look at the pictures and find the differences. Then write about the rooms.
A B
CE3.1A-B
1 In picture A there are some clothes on the floor but

in picture B the clothes are on the bookcase.
2
3
CE3.1A-B
4
5
6
2 Look at the pictures. Write the questions and answers.

1 Do you want to go to the
✓ shopping centre?
Yes, I do.
3
✗
4
✓
3 Where I live
Unit overview
Unit objective
• I can talk about where I live
Language
Places: castle, cinema, library, park, shopping centre, swimming pool,
town, city
Target
Prepositions of place: behind, between, in front of, near, next to, opposite
vocabulary
What I watch: sunset, rain, sky, clouds
Interesting places: cool, chimneys, roof, architect, noisy, tourists
I want to (watch the sun).

Target
I don’t want to (waste my time).
structures
Do you want to (watch it with me)?
Phonics: /p/ and /b/

Features
Cross-curricular: Geography: interesting places
Skills

Reading • Can recognise the importance of being flexible
• Can understand an email about living on an island
• Can understand a text about cool places
• Can use the phrases want to and don’t want to

• Can find out and write about an interesting place
Writing • Can write simple sentences about where places are (Activity Book)
• Can write simple sentences to describe places (Activity Book)
• Can write simple sentences about where I live (Activity Book)
Listening • Can identify places in a town

• Can say where places are and give directions

• Can identify the sounds /p/ and /b/
Speaking • Can discuss a story
• Can talk about learning to be flexible
• Can talk about an interesting place
65
3
Lesson 1 PB page 22 • Play the audio again. Ask, Is the weather cold? (No,
it isn’t. It’s hot.) What do the children want to do? (go
Learning objective swimming) Is Flo with them? (No, she isn’t.) Who has got
Can identify places in a town the money? (Flo)
Target language
castle, cinema, library, park, shopping centre, ANSWER KEY
swimming pool, town, city She’s buying ice cream.
Recycled language
What’s she doing?
Presentation
She’s buying ice cream.
There is/isn’t (a swimming pool). 3 Listen and match. Then listen and say.
Check homework the new vocabulary.
• Ask pupils to look at the pictures again. Ask, What
• Check the homework activity as a class. Ask them if can you see in the pictures? In pairs, pupils find as many
they found any question particularly difficult. Is there places as they can.
anything that pupils would like to check with you • Play the audio (CD1:42). Pause for pupils to say
before starting the new unit? the words.
Warm-up pupils can match them with the letters in the pictures.
• Ask, Where were the children in Unit 2? (at the wildlife
park) Who was with the elephant? (Flo) What happened? ANSWER KEY
Say (in L1), The elephant squirted water. She got wet. a library b swimming pool c supermarket
Was Hannah happy? (No, because they were late.) d cinema e castle f park g shopping centre
Learning adventure
1 What names of places in a town do 4 Talk about your town or village.
you know? Can you say them? • Revise there is/isn’t/are/aren’t. Say, In my town there’s a
• Open books and ask pupils to look at the activities. (cinema) but there aren’t any (swimming pools).
Ask, What are we learning today? Write the lesson • Ask, What is there in your town? In pairs, pupils talk
objective on the board or look at it on the screen: about their town.
We’re learning to identify places in town. • Ask some pairs to report back to the class.
• Close books. Ask pupils what words they know in
English for places in town, e.g. supermarket, school. Pairwork
Write them on the board. • In pairs, pupils talk about their favourite places in
• Refer to the learning adventure poster and say, Great! their town and then report to the class. Encourage
You are already moving along your learning adventure! them to give reasons. Ask the class to vote (in L1)
for the most popular place in the town.
2 Listen and read. What is Flo doing?
• Ask pupils to look at the picture. Ask the class, Where Learning adventure
are the children? (in town)
Ask pupils, How many words do you know for
• Play the audio (CD1:41). Pupils listen, follow in their places in town now? Give pupils a minute to tell
their partner the new words they know. Ask pupils,
remember. Tell pupils, Well done! to reinforce the
66
3
AB page 20
3 Where I live
1 What names of places in a town do you know? Can you say them?
1 Find and write.
ANSWER KEY
2 Listen and read. What is Flo doing?
1:41
1
a
s h o p p i n g c e n t r e c
I’m hot now! I want to
b
c go swimming! Where’s a z e g j l j u o h y w r k a
the swimming pool?
Phew! 450 steps! f c l i b r a r y y r k h k s
z i d h y k r d f q z o t p t
It’s there – near
the cinema. But x n s u p e r m a r k e t a l
where’s Flo?
y e g h j y g c c x z a t r e
p m v b b n m p o u y r e k q
d
Oh, no! She’s got g a h g g h j k l o i y w b u
the money!
e s w i m m i n g p o o l d c p
2
2 cinema 3 library 4 park 5 swimming
f
pool 6 supermarket 7 castle
g
Look! She’s there

– near the park. She’s buying ice 2 Complete with the places in
cream! I want ice
What’s she doing?
cream, too! Come on! Activity 1.
3 Listen and match. Then listen and say.
1:42
castle cinema library park

shopping centre supermarket swimming pool
ANSWER KEY
2 library 3 castle 4 park 5 swimming
4 Talk about your town or village. There’s a cinema but pool 6 cinema 7 supermarket
there isn’t a castle.
22 Lesson 1
Read and answer about you.
Can identify places in a town
3
Pop quiz ANSWER KEY

Play a round of the Memory game (see page 20) to further Pupil’s own answers
practise the new vocabulary. Start by saying, In my town
there’s a park. Pupils add other words for places.
Show homework
Materials
Poster
67
3
Lesson 2 PB page 23
Maria: Um, oh yes, there it is. It’s in front of the
library now, next to the supermarket.
Learning objectives Tom: What? Oh, no. Thanks!
Can say where places are and give directions 3
Target language Felipe: Hi, Maria!
behind, between, in front of, near, next to, opposite Maria: Hello, Felipe.
Felipe: We can’t see the ice cream van again.
Recycled language We’re next to the supermarket.
Places Maria: Um, OK, I see it! It’s between the cinema
Where is (the ice cream van)? and the school.
Felipe: OK, we’re running there now! Thanks!
Maria: Oh, and Felipe?
Check homework Felipe: Yes?
• Check the homework as a class. Ask pupils what they Maria: Can you buy me ice cream – chocolate
found easy/difficult and help them with any problems and banana? Thanks!
before moving on to the new lesson. • Play the audio again. Pause after each dialogue and
check answers.
Warm-up
• Display the photos or drawings of places in your town ANSWER KEY
and elicit the words. 1a 2b 3a
Learning adventure
Presentation
Ask, What are we learning today? Write the lesson • Read through the Look! box with the class and play
objectives on the board or look at them on the screen: the audio (CD1:44).
We’re learning to say where places are and give • Focus on the words. Explain (in L1) the difference
directions. between opposite/in front of, near/next to.
5 Listen. Choose the correct picture. them on the board.
• Pre-teach ice cream van.
• Play the audio. Pupils listen and choose the correct 6 Look at the Look! box. Where’s the mouse?
pictures.
• Ask a pair of pupils to read the dialogue aloud.
• In pairs, pupils ask and answer the questions.
CD1, Track 43
1 Practice
Flo: Hi, Maria!
Maria: Hi, Flo. What’s wrong? • Place a classroom object in different positions and ask
Flo: We can’t find the ice cream van. the pupils, Where’s the…? Pupils answer chorally.
Where is it? Can you see it?
Maria: Oh, it’s in front of the supermarket at
7 Look at the town on page 22 again. Play.
the moment. • Demonstrate the activity, using the example.
Flo: Where’s the supermarket? • Pupils work in pairs.
Maria: Next to the library!
Flo: Oh, yes! Thanks! Pop quiz
2
Tom: Hi, Maria! Stick strips of paper with names of places around
Maria: Hi, Tom. the classroom and make some roads between
Tom: We’re in front of the supermarket and we desk rows. Ask the pupils to ask and answer questions
can’t see the ice cream van. about where the places are.
68
3
5 Listen and complete the map.
5 Listen. Choose the correct picture.
1:43
1 a bb
CD1, Track 45
1
Flo: Excuse me, where’s the
library?
2 a bb Man: It’s opposite the swimming
pool and next to the
supermarket.
Flo: Thank you!
2
3 a bb Flo: Excuse me, where’s the
cinema?
Woman: It’s opposite the park and near
the museum.
Flo: Thank you!
3
Flo: Excuse me, where’s the
1:44
1 2 3 4 5 6
shopping centre?
next to opposite near in front of between behind
Man: It’s opposite the park, near the
castle.
6 Look at the Look! box. Where’s the mouse? Flo: Thank you!
A: Where’s the mouse in Number 1?
4
B: The mouse is next to the box. Flo: Excuse me, where’s the school?
Woman: It’s opposite the park, next to
7 Look at the town on page 22 again. Play.
the cinema.
It’s opposite the park and next
to the cinema. What is it?
It’s the... Flo: Thanks!
Lesson 2 Can say where places are and give directions 23

ANSWER KEY
Show homework 1 library 2 cinema 3 shopping centre
4 school
• Check the rubrics with pupils and go through an example, 6 Look at the map in Activity 5 and
write sentences in your notebook.
Direct pupils’ attention to the helicopter card on page 23 of the
Pupil’s Book. Tell pupils to go online to the Poptropica English
Island Adventure Game and find the item. Once pupils click on ANSWER KEY
it, they are taken to a supplementary language task. Pupil’s own answers
AB page 21
4 Look and write. Where is the ice cream van?
ANSWER KEY
2 near 3 opposite 4 next to 5 behind 6 in front of
Materials
Photos of places in your town, strips of paper with names of places
69
3
Lesson 3 PB page 24 • Play the song again. Pupils listen for the second time
and answer the question. Check answers with the
Learning objective whole class.
Can say what I want and don’t want to do • Play the audio again. Encourage pupils to sing.
• If pupils feel confident, use the karaoke version of
Target language the song on the Audio CD (CD1:48).
sunset, rain, sky, clouds
I want to (watch the sun).
I don’t want to (waste my time). ANSWER KEY
Do you want to (watch it with me)? No, he doesn’t.
Recycled language
I love (sitting by the window).
Presentation
Check homework the audio (CD1:49).
• Check the homework as a class. Ask pupils what they • Focus on the highlighted words. Explain how we use
want to and don’t want to.
found easy/difficult and help them with any problems.
• Ask pupils to find more examples of want to and don’t
want to.
Warm-up
• Ask, What is there in your town? What do you like about them on the board.
your town? Why?/Why not? • Pupils then copy the sentences into their notebooks.
Learning adventure 10 Look and say. Make sentences.
Open books and ask pupils to look at the activities. • Do the first item as example with the class.
Ask, What are we learning today? Write the lesson • Pupils continue working in pairs.
We’re learning to say what I want and don’t want to do. ANSWER KEY
• Close books. Ask pupils what words they know 1 I don’t want to live in a city.
in English for places in town, e.g. castle, cinema. 2 Do you want to watch the sunset?
Write them on the board. 3 He doesn’t want to go to the park.
• Refer to the learning adventure poster and say, Great! 4 Does she want to play basketball?
You are already moving along your learning adventure!
Presentation 11 Tell a friend. Do you like noisy cities or

quiet places? Why?
8 Listen and say.
• Pre-teach noisy. Revise because and too + adjective.
• Give pupils time to look at the pictures to introduce • Pupils talk about their preferences and give reasons.
the new vocabulary.
• Play the audio (CD1:46). Pause for pupils to say Learning adventure
the words.
• Play the audio again, pausing after each word so that Ask pupils, How many words about towns and
pupils can practise the pronunciation. cities do you know now? Give pupils a minute to
tell their partner the new words they know. Ask pupils,
9 Listen and sing. Does the boy like Where are you on your learning adventure now? Tell
the city? pupils, Well done! to reinforce progress.
• Direct pupils’ attention to the song. Ask them to
tell you (in L1, if necessary) what they can see in the Pop quiz
picture. (Boy looking at the city.)
• Tell the class they are going to listen to a song. Divide pupils in pairs and ask them to talk about
Ask, What do you think the song is about? what they want to do and where they want to go
• Play the audio (CD1:47). Pupils read and follow this week. Invite pupils to the front to talk about what
the words. their partners want to do and where they want to go.
Encourage pupils to use target language.
70
3
8 Look and write.
8 Listen and say.
1:46
1 2 3 4 5 6 ANSWER KEY
2 Flo wants to be a film star.
3 Felipe wants to buy a computer.
4 Maria doesn’t want to play basketball.
town sunset rain city sky clouds
9 1:47 Listen and sing. Does the boy like the city?
1:48
9 Look at Activity 8 and write
I love sitting by my window.
I love watching the world go by.
dialogues. Then listen and check.
I want to stay forever.
I want to watch the sunset in the sky.
Do you want to watch with me? (x2)
CD1, Track 50
I don’t like walking in the city,
With people running up and down. 1
No time for listening, no time for talking.
I don’t want to live in this mad town.
Felipe: Hi, Tom. Do you want to go to
Do you want to walk with me? (x2) the park?
I love sitting by my window.
I love watching the clouds up high.
Tom: No, I don’t! I want to go to
I want to stay forever.
I want to watch the rain fall from the sky.
the beach.
Do you want to come with me? (x2) 2
Maria: Hi, Flo. Do you want to be a
film star?
10 Look and say. Make sentences.
1:49
Flo: Yes, I do!
1 I / not want to / live in a city I want to watch the sun. 3
2 you / want to / watch the sunset?
3 He / not want to / go to the park
I don’t want to waste my time.
Tom: Hi, Felipe. Do you want to buy a
Do you want to watch it with me?
4 she / want to / play basketball?
computer game?
11
Felipe: Yes, I do.
Tell a friend. Do you like noisy cities or quiet places? Why?
4
I like noisy cities because...
Flo: Hi, Maria. Do you want to play
24
basketball?
Lesson 3 Can say what I want and don’t want to do
Maria: No, I don’t! I don’t like basketball!
Show homework
ANSWER KEY
• Show the homework. Explain that pupils will do the activities 2 Hi, Flo. Do you want to be a film star?
at home in their Activity Books. Yes, I do!
• Check the rubric with pupils and go through an example, 3 Hi, Felipe. Do you want to buy a
if necessary, so pupils understand the activities. computer game? Yes, I do.
4 Hi, Maria. Do you want to play basketball?
AB page 22 No, I don’t! I don’t like basketball.
7 Look and write. Then match.
ANSWER KEY
b rain, 1 c sky, 3 d city, 5 e town, 2 f clouds, 6
Materials
Poster
71
3
• Explain (in L1) that and links two ideas that agree,
Learning objectives but two contradicting ideas and because tells us the
Can understand an email about living on an island reason for something.
Sounds: /p/ and /b/
14 Look and match the sentence halves.
Target language
airport, e-pal, village • Pupils read and match the sentence halves.
Recycled language
and, because, but ANSWER KEY
1c 2d 3b 4a
Warm-up
• Pupils talk about their area and its positive aspects. Practice
Start by saying I like my town/village because… • In pairs, pupil A makes half a sentence stopping at the
conjunction and pupil B finishes it, e.g. I want some ice
Learning adventure cream but… I haven’t got any money.
Open books and ask pupils to look at the activities. 15 Listen, read and say.
objectives on the board or look at them on the screen: • Pupils look at the tongue twister and say which
We’re reading an email about living on an island and sounds the blue letters make.
we’re learning to pronounce words with /p/ and /b/. • Play the audio (CD1:51) to check.
• Say the sounds /p/ and /b/ in isolation a few times and
12 Read. Where does Alex live? pupils repeat.
• Elicit (in L1) what type of text it is. (an email) Pre-teach pupils time to repeat.
e-pal, airport, email, village. • Pupils practise saying the tongue twisters in pairs.
• Pupils make guesses about where Alex lives.
• They then read the text and answer the question. Pop quiz
• Ask, Are there any islands in your country?
Have a class discussion (in L1 and English). Ask,
Do you like Sark? Why?/Why not? Are there any
ANSWER KEY
such places in your country? What’s interesting
He lives in a village on Sark.
about them?
13 Read the sentences. True or false? Show homework
• In pairs, pupils read the email again and decide if the • Show the homework. Explain that pupils will do the
sentences are true or false.
ANSWER KEY activities.
1T 2F 3F 4F 5T
72
3
ANSWER KEY
12 Read. Where does Alex live?
3 a5 b2 c3 d4 e1
From: alex@yoohoo.com
To: jack@nmail341.com
Hi Jack,
11 Choose the correct answer.
I’m writing to you because I want to have an e-pal in a big city. I love
sending emails to friends.
Listen again and check.
I live in a village on Sark. Sark is a very small island in Britain, near
France. Only 600 people live on Sark. I’m happy here because my
family and friends are here. I love school, too. We sometimes play
sports but often there aren’t many people to play on two teams.
The beaches here are very clean but they’re very quiet. There aren’t
ANSWER KEY
any shopping centres on the island. We go by boat for an hour to 2 doesn’t like 3 near 4 wants
another island to go to a shopping centre! On Sark, there isn’t an
airport and there aren’t any cars. We ride our bikes everywhere.
I want to make new friends from different places. Do you like living
in Liverpool? Is it a big city? Please email or phone me soon.
Alex
12 Read and write and, but or because.
13 Read the sentences. True or false?

ANSWER KEY
1 Alex likes emailing his friends.
2 Sark is a big island. 15 Listen, read and say.
2 and 3 but 4 but 5 because
3 Alex doesn’t like Sark. 1:51
4 There is a shopping centre on Sark. Poppy rides her bike on the beach
5 You can’t fly to Sark. but her parents are near the
pyramids on a big boat abroad.
14 Look and match the sentence halves.
13 Write three sentences about where
you live.
1 I’m happy here because
2 We sometimes play sports but
3 The beaches are clean but
4 There isn’t an airport and
ANSWER KEY
a there aren’t any cars. Pupil’s own answers
b they’re very quiet.
c my family and friends are here.
d there aren’t many people to play.
Lesson 4 Can understand an email about living on an island / Sounds: /p/ and /b/ 25
AB page 23
10 Listen and number 1–5.

Jack: Hi, Alex, it’s Jack!
Alex: Oh, hi! Thanks for your email. It was really
interesting! I want to know more about Liverpool!
Jack: Well, it’s a big city but I like it because all my friends
live here, too. I don’t like quiet places.
Alex: Are there some nice parks there?
Jack: Yes, I live near a big park with a lot of trees and
flowers. There’s also a river near my house. It’s called
the Mersey. I like going across the river in a boat.
Alex: Do you like your school?
Jack: Yes, my school’s nice and I’m very happy there. I want
to be good at everything!
Alex: Well, I’ve got a French lesson now, Jack.
Jack: OK, Alex. Do you want to come to Liverpool in the
summer?
Alex: Cool! And you can come to Sark!
Jack: Fantastic! Bye!
73
3
Functional language
Well, I’m hungry. Extension questions
Target language Write the following questions on the board:
look for, (micro) chip, spare, hide Why do you think Dot and Zeb Martin want the
space-time chip? Divide pupils in groups and ask them
to discuss the question. They might like to write their
Warm-up answers/ideas in their notebooks.
• Elicit what pupils can remember about the story. • Sample answers could include: to make a time machine,
Say: The story is about AL and his robot Matt. Two of to make a space ship, to repair/fix a time machine.
their friends steal their THD. They go after them and
meet a girl called Belinda. They follow the thieves of 17 Act out the story.
the THD to America. In America they run away from
a tiger. All sentences are wrong and pupils must • See the ‘How to use stories’ section on page 18 for
correct them. (The story is about Matt and his robot AL. more ideas on how to build your pupils’ confidence
Two mysterious people they don’t know steal their THD. with roleplays.
They meet a girl called Bella. They follow the thieves to • Invite a group of pupil volunteers to act out the roles.
Africa. In Africa they run away from a rhino/a cheetah.) Play the audio while pupils act out the story or say
the lines and pupils repeat.
Learning adventure • Divide pupils in groups of three (Bella, Matt, AL). Give
groups time to practise their roleplay.
Open books and ask pupils to look at the story. • Play the audio (CD1:54) again and ask pupils to speak
Ask, What are we learning today? Write the lesson along. Ask other groups of pupils to come to the front
objectives on the board or look at them on the screen: to act out the story.
We’re reading and discussing a story. You might like to give the pupils feedback on
their roleplay.
and read. Values
• Direct pupils’ attention to the story and ask questions • Have a class discussion about being flexible.
about the characters and the scenes: Where are the Ask pupils (in L1), How do you feel when you have to
characters? What are they doing in Frame 5? do things you don’t like? If necessary, give pupils an
• Play the audio (CD1:54) and ask pupils to listen to the example: You want to meet your friends but you’ve got
story as they follow along in their books. a test tomorrow. Elicit, e.g. I feel bad, it’s frustrating.
• Play the audio again. Check pupils’ understanding • Encourage pupils to share a story of a time when
of the story by pointing to the pictures and asking they had to do something they didn’t want to.
questions, e.g. Where are they? (in Atlantis) Who does • Explain that it’s important to learn to be flexible.
AL see on the video-screen? (The people that took the Sometimes you can spend a lot of time sitting by
THD.) What are their names? (Zeb and Dot Martin) What the window (like the boy in the song in Lesson 3)
do Zeb and Dot Martin want? (a space-time chip) How but sometimes you have to do other things.
does Matt feel? (He’s hungry.)
74
3
AB page 24
1:54
14 Tick (✓).
IN THE
1 2
LOST WORLD
OF ATLANTIS What are those
Yes, those weird guys guys doing?
that took the THD were
here. Come on, let’s go to I think they’re looking ANSWER KEY
for something.
We’re in Atlantis?
the control centre. 1a 2c
15 Circle.
3 4
They were here. It’s an important chip for
They said their names are Zeb and a time-travel machine.
Dot Martin. They wanted to buy a
space-time chip, model 3PX40. There are three in
ANSWER KEY
the THD. And I’ve got a spare
3PX40 in here.
1 knows 2 buy 3 eat something
Guys, someone’s
coming! Quick, hide!
A what?
16 Complete the summary.
5 6
And I think Zeb
and Dot Martin are
Where are we hungry, too. ANSWER KEY
going now? Well, I’m hungry.
2 control centre 3 chip 4 time-travel
4 security guard 6 hungry

26 Lesson 5 Can understand a simple story / Can discuss a story • While pupils listen to the story, they
vocabulary.
Pop quiz • Pupils draw a new picture for any frame
of the story.
Say a line of text/statement from the story, e.g. There are • Pupils create a new ending for the story.
three in the THD! and the pupils put their hands up if they • Pupils draw or describe their favourite
know who said it. (AL) Repeat with other statements or parts of character.
statements said by the characters. • Pupils discuss real-life situations that are
related to the story.
Show homework • Pupils comment on how they would feel
or how they would behave if they were
• Show the homework. Explain that pupils will do the activities in a similar situation to one of the story
at home in their Activity Books. characters.
• Check the rubrics with pupils and go through an example, • You might like to give pupils feedback.
if necessary, so pupils understand the activities. You could give pupils two stars and
one wish, e.g. Fantastic actions! Great
teamwork! Speak a bit louder next time.
75
3
Lesson 6 PB page 27 19 Listen and read. Where are the places
in the photos?
Learning objectives • Pre-teach chimney, roof, architect, bench, bridge, hill.
Can understand a text about cool places Revise desert, mountain, river.
Can find out and talk about an interesting place • Direct pupils’ attention to the photos and ask, Do you
know where they are?
Cross-curricular
Geography: interesting places • Play the audio (CD1:55). Pupils listen, read and match
the places with the photos.
Target language
cool, chimneys, roof, architect, noisy, tourists
ANSWER KEY
Recycled language 1/2 Barcelona, Spain 3/4 two villages in Britain
bridges, cities, desert, river, towns, villages 5 Alice Springs, Australia
Check homework 20 Circle.

• Check the homework as a class. Ask pupils what they • Ask pupils to read the text in Activity 19 one more
found easy/difficult and help them with any problems time. They then read the four statements and circle
or difficulties. Do remedial teaching as/if necessary one of the two choices in each item.
before moving on to the new lesson. • Give pupils time to do the activity. Go around the
classroom and help as needed.
Background
• Antoni Gaudi was a Spanish architect. His buildings ANSWER KEY
don’t follow any of the normal rules of architecture. 1 Spain 2 in a park 3 on a river 4 a town
One of the most famous is the Sagrada Familia.
• The villages described here are in the Cotswolds,
a beautiful part of west-central England.
Mini project
• Uluru is a famous rock formation in Australia,
also called Ayers Rock. It changes colour at dawn 21 Find out about an interesting place.
and sunset. Then write.
Write and Share.
• Have a class discussion (in L1 and English). Ask, What Think Ask pupils to choose an interesting place that
interesting places are there in (the pupils’ country)? they already know something about. Encourage them
Why are they interesting? What can you see there? to look at the world map to get ideas. If you have
time, let them do some internet research.
Learning adventure Plan Direct pupils to the questions in the Pupil’s Book
for this section of the project and ask them to make
18 What do you know? detailed notes.
Write Ask pupils to write a few sentences to answer
• Open books and ask pupils to look at the activities. each of the questions to create a paragraph of text.
Ask, What are we learning today? Write the lesson Share Ask pupils to share with a partner and then,
objectives on the board or look at them on the screen: optionally, some pupils can share with the whole class.
We’re reading a text about cool places and finding out
You may also wish to give pupils feedback on
and talking about an interesting place.
their projects.
• Close books. Ask pupils what special or famous places
and buildings they know about in other countries.
Where are they? Why are they special? Optional home–school link
• Refer to the learning adventure poster and say, Great! • Ask pupils to take their work home and share their
You are moving along your learning adventure! work with their families. They may wish to talk with
their parents or siblings about other famous places
they know of or have visited.
76
3
AB page 25
18 What do you know? 3 17 Look and write. Then guess the
19
1:55
Read. Where are the places in the photos? countries.
Cool places 1
There are some very interesting cities, towns and villages in the
world. Here are some of them. Which do you want to see?
ANSWER KEY
Barcelona, Spain 1 (Spain) 2 roof, bridge, river (Britain)
Look at these beautiful chimneys! They are on 2
the roof of a house in Barcelona. They are by 3 hill (Australia)
Antoni Gaudí. Gaudí was a famous Spanish
architect.
This is a nice place to sit but it is noisy in the
summer. It is in a big park and it looks like a
snake! Its name is the Serpentine Bench.
3 Bourton-on-the-Hill and Bourton-on-the-Water,

18 Match the paragraphs with
4
Britain
One of these villages is on a hill and the other is on a
the pictures and write the
river. In Bourton-on-the-Water, there are little bridges
over the river. There are a lot of wonderful, old villages
words. Then listen and check.
in Britain. They are usually quiet but beautiful.
5
Alice Springs, Australia
Alice Springs is a town in the middle of
CD1, Track 56
the desert. A lot of tourists want to visit
Alice Springs because the world-famous
Upper Swell is a pretty village in Britain.
Uluru, or Ayers Rock, is near the town. It’s got a lot of old houses. There is also a
river in the village with a bridge. It’s very
20 Circle. quiet but a lot of people visit it in the
1 The chimneys by Antoni
summer.
Gaudí are in ( Spain / 21 Find out about
an interesting place. Then write. The Adelaide Hills are in Australia. It’s
Britain ).
2 The Serpentine Bench • Ideas – Choose a famous place
anywhere in the world.
very lovely there. You can see a lot of
is ( next to a museum /
in a park ).
• Plan – Make detailed notes about
Where is it? What’s there? Who
it. animals and birds in the wildlife park. The
lives there?
3 Bourton-on-the-Water What can you do there? Is it noisy/q
uiet/beautiful/hot, etc.? hills are near the city of Adelaide.
is ( on a river / Why do you like it?
next to the sea ). • Write – Use your notes. Write
Barcelona is a big city in Spain, next
a paragraph
4 Alice Springs is about the place.
HOME to the sea. Tourists want to go there
( a rock / a town ). • Share – Tell a classmate about SCHOOL
SCHOOL
place that you chose.
the famous
LINK because there is always a lot to do and
see. This interesting building is by Gaudi.
Lesson 6 Can understand a text about cool places / Can find out and talk about an interesting place 27
Learning adventure ANSWER KEY

2 houses 3 bridge 4 Australia 5 park
Ask pupils, What new things do you know about interesting 6 near 7 next 8 want 9 because
places and famous buildings in other countries now? Tell pupils Photo 1 Barcelona
to work with a partner. Give pairs a minute to think of ideas. Photo 2 Upper Swell
Accept any answers and promote discussion. Ask pupils, Where Photo 3 Adelaide Hills
are you on your learning adventure? Tell pupils, Well done! to
reinforce the progress they are making.
19 Think about a place you know in
Pop quiz your own country. Write in your
notebook.
Divide pupils in two teams and have a quiz. Ask questions
about the text in this lesson: What is the green thing? (a
chimney) Who was Gaudi? (an architect) Where was he from? ANSWER KEY
(Spain) What does the bench look like? (a snake) Why do tourists Pupil’s own answers
want to visit Alice Springs? (Because the world-famous Ayers Rock is
near the town.)
Show homework
Materials
Poster, a map of the world, internet access
77
3
Lesson 7 PB page 28 23 Listen and choose the right words.
• Read the sentences to the class and check pupils know
Learning objective what the places in town are by asking questions, e.g.
Can assess what I have learnt in Unit 3 What can you buy in a supermarket? ( food, lots of things)
Recycled language • Play the audio. Pupils listen and circle the correct
words.
• Then ask volunteers to read the sentences aloud
with the correct answer.
Check homework
CD1, Track 57
• Check the homework as a class. Ask pupils what they Boy: I’m hungry. I want to buy a sandwich.
or difficulties. Do remedial teaching as/if necessary Where’s the supermarket?
Girl: It’s next to the park. Let’s go there now.
Girl: Do you want to come to the library with me?
Warm-up Boy: Yeah, OK, but where is it?
Girl: It’s behind the cinema. Next to the school.
• On the board write the words for places in a town
from Lesson 1 and the names of countries from Girl: Is the swimming pool behind the shopping
Lesson 6 in two columns. Divide pupils in two teams. centre?
The teams must think of a sentence that includes a Boy: No it isn’t. It’s in front of it.
word from each column, e.g. I went to Spain. There was
Boy: Is that the library between the river and
a big museum. Invite a pupil from each team to come
the park?
to the front and say their sentence to the class.
Girl: That isn’t a library! That’s the castle!
Continue until all pupils have taken a turn. Give two
points for each correct sentence. Girl: Where’s Jim’s house? Is it opposite the
shopping centre?
Learning adventure Boy: No, that’s Ann’s house. Jim’s house is
opposite the cinema.
We’re thinking about our learning adventure. ANSWER KEY
• Close books. Ask pupils, How many words for places in 1 next to 2 behind 3 in front of 4 castle
town can you remember? Put their ideas on the board. 5 Ann’s house
• For each example, ask pupils, Where are you on
your learning adventure? Reassure pupils who are
less confident that they will have opportunities for 24 Find the sentences and write. Then number.
more practice.
• Give pupils some time to put the words in the
correct order.
22 Write the words.
• Check answers by inviting three pupils to write their
• Ask pupils to look at the pictures and write the names statements/questions on the board. Correct any
of the places in town. mistakes.
• Tell them to try to spell the words from memory and • Then ask them to match items a–c with replies 1–3.
not look back in their books.
ANSWER KEY
ANSWER KEY a Do you want to go to the library? 2
1 supermarket 2 library 3 park 4 cinema b I want to go to the supermarket. 1
5 castle 6 shopping centre c I want to watch a film. 3
78
3
Pop quiz
22 Write the words.
In groups of four, pupils tell the others
1 2 3
the answers to the following questions:
Which is your favourite activity in the unit?
Why? Which activity don’t you like? Why? What
is your favourite new word? Which word is the
4 5 6
most difficult for you?
Show homework
23
Listen and choose the right words.
1:57 do the activities at home in their Activity
1 The supermarket is ( near / next to ) the park. Books.
2 The library is ( behind / next to ) the cinema.
3 The swimming pool is ( behind / in front of ) the shopping centre. • Check the rubric with pupils and go
4
5
The ( castle / library ) is between the river and the park.
( Jim’s house / Ann’s house ) is opposite the shopping centre.
24 Find the sentences and write. Then number.
a to / library / ? / the / go / to / want / you / do 1 I want to buy something

AB page 26
for dinner.
b want / I / to / supermarket / to / go / the 2 Yes, I do. I want some
new books to read! 20 Look and write.
c to / watch / I / film / a / want 3 Can I come, too? What
time does it start?
25 Ask and answer. ANSWER KEY

1 Where do you want to go this weekend? 2 want to 3 don’t want to 4 don’t
2 What do you want to do this weekend? 5 opposite 6 between 7 in front of
8 behind
I can say where places are and give directions.
I can talk about what I want/don’t want to do.
I can find out and talk about an interesting place.

21 Read the email and write.
ANSWER KEY
25 Ask and answer. 2 between 3 park 4 shopping centre
• Pupils ask and answer the questions in pairs. Go around the 5 quiet 6 want 7 noisy
classroom and help as necessary.
• After each pair has practised, ask for volunteers to perform
to the class.
General poster activities
Learning adventure For general poster activities see Lesson 7
of Unit 1.
Ask pupils (in L1) how they feel about their learning in this
unit. Ask pupils to tell you what they found easiest or most
statements at the bottom of page 28 of the Pupil’s Book. For
each one, pupils tick the box that reflects how confident they feel
about the language point. Ask pupils, Where are you on your
the learning adventure poster. Tell pupils, Well done! to reinforce
the progress they are making.
Materials
Poster, a bag
79
3
Say to pupils, The best place in town is the
Learning objective shopping centre. Divide pupils in two or more
Can use what I have learnt in Unit 3 groups and tell them that they have to think of reasons
Recycled language to support whether this statement is true or false.
Target language from Unit 3 Remind them there is no right or wrong answer but
they need to give their reasons for what they think.
Check homework 27 I want to know more!

• Check the homework as a class. Ask pupils what they • Ask pupils to choose anything they enjoyed from the
found easy/difficult and help them with any problems unit and to go and find out more. You might like to
or difficulties. set this activity as homework with a quick feedback
Warm-up • You can also suggest that pupils write one or two
questions about what they want to know, then switch
• Play Spelling bee (see page 21) to revise words from the question(s) with a partner. Pupils then find the
this unit. answer(s) to their partner’s question(s) as a homework
activity and report to the class in the next lesson.
Learning adventure
Are you ready for Unit 4?
Ask, What are we learning today? Write the lesson Ask pupils if they are ready to move on to the
objective on the board or look at it on the screen: next unit. Tell pupils that it is fine if they don’t
We’re solving a puzzle to revise Unit 3 language. remember everything as they will continue to practise
throughout the level.
26 Where do you want to go? • Encourage pupils to ask if they’ve got any questions
• Direct pupils’ attention to Part 1. Ask pupils to read about what they learnt in Unit 3. Tell pupils, Well done!
the hints and then explain in their own words what to reinforce the progress they are making.
needs to be done.
• Give pupils time to complete Part 2. Check the answers. Consolidation and extension worksheet 3
• Pupil’s complete the consolidation and extension
ANSWER KEY activities on Worksheet 3 (page 64).
2 1 Z 3 A 6 D 10 G 12 J 15 M 19 P
23 V 26 W 1 Look at the pictures and find the
differences. Then write about the rooms.
• Focus on the large grid in Part 3. Give pupils time • Read the example. Explain or revise floor and
to fill in all the spaces, using the completed table in bookcase. Revise prepositions of place.
Part 2. Go around the classroom and help pupils who • Ask some pupils to say another sentence about
may be having difficulty. the pictures.
• Direct pupils’ attention to Part 4. Ask pupils to explain • Then ask pupils to write sentences about the
in their own words what needs to be done. two pictures.
• Give pupils time to complete the task on their own.
Tell them that they might find place names that are 2 Look at the pictures. Write the questions
not in this unit but probably know them anyway. and answers.
Go around the classroom and help as needed. • Pupils look at the pictures and write questions and
answers with want to.
ANSWER KEY
4 Down: school, library, castle, bakery, hospital,
park, stadium, bookshop, swimming pool
Across: post office, bank, station, airport,
factory, restaurant
80
3
AB page 27
Puzzle! 3 22 Complete the Unit Quiz.

26 Where do you want to go?
ANSWER KEY
1 Read the hints. A is between B and C.
1 Possible answers: cinema, library,
J is between K and L. D is between E and F.
Z is the first letter. V is between U and X. M is between N and O. shopping centre, swimming pool,
G is next to I. W is the last letter.
P is between R and S. castle, park, supermarket, school
J K L M 2 a between b opposite c near
A B C D E F G 8H 9 I
2 Write the letters. 1 2 3 4 5 6 7
F H I
10 11
K
12 13
L d behind
B C E
S T U
N O P 17Q 18R 19 20 21
S T
14 15 16
N O Q R
19 16 20 21 16 7 7 9 4 5
23 Write about your town/city.
V W X Y 26Z
20 13 4 21 8 9 20 2 20 14
23 24 25 4 9 3 2 16 21 21 16 26
22 8
U X Y
ANSWER KEY
8 2 20 3 20 18 3 16 9 16
16 18 21 11 19 3 6 11 15 19
16 3 13 5 9 19 9 20 15 7 Pupil’s own answers

13 18 5 18 21 3 22 8 9 9
3 Change the numbers to letters. 15 25 5 25 3 18 15 16 14 14
2 3 14 11 13 11 5 19 10 10
20 21 3 21 9 16 14 5 19 25
16 3 9 18 19 16 18 21 16 3
7 3 4 21 16 18 25 8 16 13
Find and cross out the
4 place names, i.e. school.
5 3 18 4 3 6 5 23 13 13
18 5 20 21 3 22 18 3 14 21

English World
Pop quiz
Describe a place from the unit. Ask pupils to guess.
Evaluation
• You can check your pupils’ progress using Evaluation sheet
3 (pages 192 and 193). See also answer keys on pages 184
and 185.
Show homework
Materials
81
Wider World 2
Our homes • Ask pupils, Which photo is of a big city? (Photo 3)
PB pages 30–31 Which photo is of a small village? (Photo 1) Which is
of a cave? (Photo 2) Then ask them to guess which
Learning objectives countries these photos were taken in.
Can understand texts about where other children • Tell pupils they are going to listen to three children
live speaking about their houses.
Can talk about where I want to live • Play the audio (CD1:58). Pupils listen and check
their predictions.
Target language • Ask volunteers to come to the front and show these
big city, cave, small village countries on the map of the world.
Recycled language
Places in town ANSWER KEY
There are (a lot of shopping centres). 1 Greece 2 Spain 3 Hong Kong
We like (sailing).
3 Read. Match the texts with the photos.

Check homework
• Divide pupils in pairs. They must read the three texts
• Check the homework activity as a class. Ask them if and match the texts with the photos.
they found any question particularly difficult. Is there
• To make it more challenging, set a time limit.
• Elicit answers from the class. Pupils can check their
own work.
Warm-up
• In pairs, pupils read one of the texts aloud to
their partners. Monitor and record pronunciation
• Say, Imagine that a friend from another country is mistakes. Put them on the board and drill the correct
coming to see you. Where can he/she go? What can pronunciation chorally and individually.
he/she see? How can he/she go there?
• In pairs or small groups, pupils discuss these questions ANSWER KEY
and report to the class. Encourage them to use a2 b3 c1
vocabulary from Unit 3.
Learning adventure
Extension questions
1 What do you know?
Say to pupils, The best place to live is by the sea.
• Ask pupils what words they know in English for places The best place to live is in an apartment.
in the city, e.g. supermarket, school. Divide pupils in two or more groups and tell them that
• Open books and ask pupils to look at the activities. they have to think of reasons to support whether these
Ask, What are we learning today? Write the lesson statements are true or false. Remind them there is no
objectives on the board or look at them on the screen: right or wrong answer but they need to give their
We’re reading texts about where other children live and reasons for what they think.
talking about where we want to live.
4 Read again and choose.
2 Look and say. Guess the three
countries. Then listen and check. • In pairs, pupils read the texts again and choose
the correct answers. They must be able to justify
• Direct pupils’ attention to photos 1–3. Give pupils their choices.
• In pairs, pupils brainstorm all the statements they can • Ask pupils to read through the texts one last time
Explain the rest with drawings or with the help of
the dictionary.
82
3
Wider World 2 4 Read again and choose.
Our homes 2 1 Alba lives in a ( cave house / beach house )

in Spain.
2 She likes going to the ( museum / beach ) at
1 What do you know? the weekend.
3 There’s a ( supermarket / sports centre )
2
behind Chiu-Wai’s flat.
Look and say. Guess the three
1:58 4 Chiu-Wai is learning ( taekwondo / sailing ).
countries. Then listen and check.
5 Eleni lives ( near a river / on an island ).
1
6 Eleni’s father is ( not good at / good at )
fishing.
5 Ask and answer.
1 Where do you want to live and why?

c 2 What do you like about where you live?
3 What don’t you like?

a
I’m from a small town in Andalucía, Spain. My house is very unusual.
Draw your ideal town. Write about it.
It’s a cave house. Some people think caves are scary and dark but I
think they’re great. There are a lot of nice places to visit in my town.
A lot of people go to the beautiful beaches at the weekend. It’s fun
to play volleyball on the sand. The old castles near my house are very This is my ideal town. There’s a big
interesting, too. My favourite is called Vélez-Blanco. I love my home! cinema…
Alba, 11, Spain I live on an island in Greece called

Paros. I live with my family in a
b beautiful white house in a village.
The island is quite small – just
I live in Hong Kong, a very busy place in Asia. Seven million 13,000 people live here. There is
people live in Hong Kong. It ’s very noisy here but it ’s never a harbour near our house. My
boring. I live on the fortieth floor of a building in Kowloon. sister and I like going there and
It ’s got great views. There’s a sports centre behind my flat. watching the boats. We like sailing
I go there every day to learn taekwondo. There are a lot of too and sometimes we go fishing
shopping centres, restaurants and museums near my home. with our father. My father loves
fishing but he’s not very good! I love
The Science Museum is my favourite. I always learn new and
living on an island.
interesting things there. I love Hong Kong!
Chiu-Wai, 12, Hong Kong Eleni, 12, Greece
30 Wider World 2 Can understand texts about where other children live Wider World 2 Can talk about where I want to live 31
• Ask pupils to decide which of these new words they • Divide pupils in pairs and give each pupil a sheet of
consider more important and want to learn and write paper. Make sure you give pupils time to think through
them in their notebooks. their answers and draw their ideal town before they
work with their partner. They can use ideas from the
drawing in the Pupil’s Book.
ANSWER KEY
1 cave house 2 beach 3 sports centre • Pupils draw their ideal town and write a short text
about it.
4 taekwondo 5 on an island 6 not good at
• To give pupils a reason to listen, each pupil/pair will
also think of one/two more questions to ask their
partner.
5 Ask and answer. • Ask pupils to share their ideas/results with another
• Pupils in pairs brainstorm the questions and then partner, if there is time.
switch ideas with another pair. Do they have similar
or different ideas? Then choose pupils to report back Pop quiz
to the class.
countries from the lesson. Ask them to write
Your Turn! down as much information as they can remember from
• Pre-teach ideal. the texts.
• Tell pupils that they are going to work with their
partner and talk about their ideal town and draw it.
Materials
A map of the world, a sheet of paper for each pupil
83
4 Good days
Worksheet 4
Name: Class:
1 Match to make sentences.

1 She missed the bus a but he didn’t want to go to bed.
2 There was a storm b with tomato sauce and cheese.
3 My favourite food is spaghetti c so she cooked fish and chips.
4 She was very hungry d and she was late for school.
5 My brother was very tired e and the waves were very big!
2 Read, look and correct.
Last Sunday was a great day for me. It was my brother’s birthday and there was
a party. There was a small chocolate cake. We listened to music with our friends
and we danced, but we didn’t play football. Our mum cooked the food and it was
very tasty. There was spaghetti and fish and chips and water and milk! At the
end of the day we were very tired!
4 Good days
Unit overview
Unit objective
• I can talk about good days
Language
International dishes: curry, fish and chips, omelette, paella, soup,
spaghetti, stew
Target Verbs: drop the ball, miss the bus, open a lunchbox, pack my bag, pass a
vocabulary test, remember my juice
A famous sportsperson: sailor, alone, break the world record, filmed, race,
brave, phoned, success story
Target I dropped (the plate). He paddled (very fast). Hannah cooked (fish and chips).
structures We loved (kayaking). I didn’t (pass the test). He didn’t (ask why).
Phonics: /ɪd/, /t/ and /d/

Features
Cross-curricular: Social Science: a famous sportsperson
Skills
• Can understand a simple story and the details of a story

Reading • Can recognise the importance of being positive
• Can understand texts about other children’s good days
• Can understand a text about a famous sailor
• Can complete simple sentences about things that happened in the past
• Can complete simple sentences using because
Writing • Can write about a famous sportsperson
• Can write simple sentences about food I like and I don’t like (Activity Book)
• Can write simple sentences about a good or bad day (Activity Book)
• Can write simple sentences about the past (Activity Book)
Listening • Can identify food dishes from other countries

• Can talk about things that happened in the past

• Can talk about what somebody did and didn’t do
Speaking • Can give reasons for things that did and didn’t happen using because
• Can talk about being positive
• Can talk about a famous sportsperson
85
4
3 Listen and say.
Learning objective
Can identify food from other countries • Give pupils time to look at the pictures to introduce
the new vocabulary.
curry, fish and chips, omelette, paella, soup, the words.
spaghetti, stew • Play the audio again, pausing after each word so
Recycled language that pupils can practise the pronunciation.
Nationalities
Do you like (curry)?
4 Do you like the food in Activity 3? Ask
and answer.
• Revise present simple questions and elicit possible
Warm-up answers Yes, I do. I love it!, No, I don’t. I hate it!,
I don’t know.
• Say, The children were in town in Unit 3. True or false?
(true) They were up in the castle. (true) It wasn’t very • Pupils ask and answer about the dishes.
hot. ( false) Flo was with them. ( false)
Groupwork
Learning adventure • Elicit the question, What’s your favourite food?
Answer: My favourite food is…
1 Do you know any dishes from other
countries? • Put pupils in small groups to talk about their
favourite food. Monitor and help.
• Open books and ask pupils to look at the activities. • Groups report back to the class.
Ask, What are we learning today? Write the lesson • Make a bar chart of the most popular dishes.
objective on the board or look at it on the screen: Pupils vote (in L1) for the most popular dish.
We’re learning to identify food dishes from other
countries. Learning adventure
Ask pupils, How many words do you know for
English for dishes from other countries, e.g. pizza, fish
and chips. Write them on the board. international food dishes now? Give pupils a minute
• Refer to the learning adventure poster and say, Great! to tell their partner the new words they know. Ask
You are already moving along your learning adventure! pupils, Where are you on your learning adventure now?
Ask pupils which words they find easiest or most
2 Listen and read. Is Tom happy? Why? difficult to remember. Tell pupils, Well done! to
reinforce the progress they are making.
• Ask pupils to look at the picture.
• Pre-teach What’s wrong? and asleep. Pop quiz
• Play the audio (CD2:01). Pupils listen, follow in their
books and find the answer. Put up the world map on the board. Say a word
• Tell pupils to look at pictures 2, 3 and 4 and ask (in L1) from this lesson and ask pupils to point to the
Is this now or in the past? (the past) Elicit (in L1) how we map where the dish comes from.
know that. (Use of was/were and past simple endings.)
• Play the audio again. Check understanding of
Show homework
the story. Ask, Where was Tom? (He was asleep.)
Were there any eggs? (No, there weren’t.) Where was the • Show the homework. Explain that pupils will do the
spaghetti box? (It was too high.) Where is Tom’s curry activities at home in their Activity Books.
now? (It’s on the grass!) • Check the rubrics with pupils and go through an
activities.
ANSWER KEY
Tom isn’t happy at the beginning of the story
because he is hungry. He is happy at the end
because Felipe gives him some paella.
86
4
3 Make a list of food you like and
4
don’t like. Tell a friend.
Good days
1 Do you know any dishes from other countries? ANSWER KEY
2 Listen and read. Is Tom happy? Why?
2:01
1 2 I was asleep and

missed lunch.
I wanted an
omelette but
Tom, what’s there weren’t
wrong? any eggs.
I’m hungry!
I cooked a curry but then I
4 dropped the plate on the grass.
3
Then I wanted some

spaghetti but the
box was too high.
Don’t worry, have

5 some of my paella!
3 Listen and say. Yum! Thank you!

2:02
1 2 3
curry fish and chips soup
4 5 6 7
stew paella spaghetti omelette
4 Do you like the food in Activity 3? Ask and answer.
A: Do you like curry? B: Yes, I love it!
32 Lesson 1 Can identify dishes from other countries
AB page 28
1 Write. What is Flo’s favourite food?
ANSWER KEY
2 omelette 3 fish and chips 4 soup 5 curry 6 pizza
Flo’s favourite food is paella.
2 Complete the quiz. Use the food from Activity 1.
ANSWER KEY
2 paella 3 spaghetti/pizza 4 curry
5 fish and chips
Materials
Poster, reference books or access to internet, a map of the world
87
4
Lesson 2 PB page 33
Flo’s Mum: Well done!
Flo: But we were all wet, cold and hungry
Learning objective after the kayaking. We went to the
Can talk about things that happened in the past tents and Hannah cooked omelettes
Target language and salad for us. It was yummy and
I dropped (the plate). we weren’t cold any more.
He paddled (very fast). Flo’s Mum: Wow, what a busy day!
Hannah cooked (fish and chips). Flo: Yes, I’m tired, now! Bye Mum!
We loved (kayaking). Flo’s Mum: Bye, Flo!
Recycled language
International food dishes
was/were, went ANSWER KEY
1c 2b 3d 4a
Check homework
• Check the homework as a class. Ask pupils what they 6 Match the sentences with the pictures in
found easy/difficult and help them with any problems Activity 5.
• In pairs, pupils match the pictures with the sentences.
Warm-up ANSWER KEY

1b 2a 3c 4d
• Use photos of the food items from Lesson 1 to revise
vocabulary.
Learning adventure Presentation

Open books and ask pupils to look at the activities. • Read through the Look! box with the class and play
the audio (CD2:04).
objective on the board or look at it on the screen: We’re • Focus on the highlighted letters. Ask pupils (in L1),
What do we put at the end of the verb to talk about
learning to talk about things that happened in the past.
the past? (-ed). Elicit the rule for doubling the last
consonant.
5 Listen, look and say the correct order. • Elicit the past forms of be. (was/were)
• Pre-teach kayaking, competition and paddled. • Elicit more examples from the class and write a few of
Revise cold, wet and hungry. them on the board.
• Play the audio. Pupils listen and put the pictures in • Pupils then copy the sentences into their notebooks.
the correct order.
7 Read and say. Use these words.
CD2, Track 3 • Revise sail. Explain ago, last month/week, in + year,
Flo’s Mum: Hi, Flo. How was your day? if necessary.
Flo: It was great! We went to a big lake • Give pupils some time to complete the sentences with
in the forest and there were a lot the verbs from the word bank.
of sports. We went swimming and
climbing. I was scared but Maria ANSWER KEY
wasn’t. She climbed up the climbing 1 cooked 2 wanted 3 climbed 4 sailed
wall to the top. Then there was a 5 played
kayaking competition. We all loved
kayaking! Tom was very good at it.
He paddled very fast and he was
first! I was second!
88
4
Direct pupils’ attention to the hanging basket
5
card on page 33 of the Pupil’s Book. Tell
Listen, look and say the correct order.
2:03
d
pupils to go online to the Poptropica English
Island Adventure Game and find the item.
a b c
Once pupils click on it, they are taken to a
supplementary language task.
AB page 29
4 Find five words.
ANSWER KEY
missed climbed wanted cooked
6 Match the sentences with the pictures in Activity 5.
dropped
1 Tom paddled very fast.
2 Hannah cooked omelettes.
3 Maria climbed up the climbing wall.
4 They were cold and hungry.
2:04 5 Complete. Use the words in
7 Read and say. Use these words.
I dropped the plate.
He paddled very fast.
Activity 4.
climbed cooked dropped sailed wanted Hannah cooked fish and chips.
We loved kayaking.
1 Yesterday I ? dinner for my family.
2 Last week we ? new bikes but my mum said, ‘No!’ ANSWER KEY
3
4
A year ago he ? Mount Everest.
In 2005, she ? around the world.
2 cooked 3 climbed 4 dropped
5 Last month they ? basketball.
8 Talk to a friend about last week. Use the words.

6 Read and write. Who is the writer?
climbed cooked dropped loved
was wanted went were
I cooked an omelette! Tom, Flo or Felipe?
Lesson 2 Can talk about things that happened in the past 33

ANSWER KEY
2 was 3 loved 4 wanted 5 paddled
6 were 7 enjoy
8 Talk to a friend about last week. Use the words. Felipe is the writer.
• Check the verbs in the word bank.
• In pairs, pupils talk about what they did last week.
Pop quiz
Brainstorm all the simple past verbs from page 33 of the
Pupil’s Book and write them on the board: cooked, paddled,
dropped, loved, climbed, wanted, sailed, was/were, went. Have
pupils write as many sentences as they can, using the verbs.
Set a time limit. Award a point to each correct sentence.
Show homework
• Show the homework. Explain that pupils will do the activities at
• Check the rubrics with pupils and go through an example, if
necessary, so pupils understand the activities.
Materials
Pictures of international food items from Lesson 1
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4
Lesson 3 PB page 34 10 Listen and sing. Was it a good day or
a bad day?
Learning objective • Direct pupils’ attention to the song. Ask them to
Can give reasons for things that somebody did or tell you (in L1, if necessary) what they can see in
didn’t do using because the pictures. (Children opening their lunchboxes
and playing.)
Target language
drop the ball, miss the bus, open a lunchbox, pack •Tell the class they are going to listen to a song.
my bag, pass a test, remember my juice
I didn’t (pass the test). • Play the audio (CD2:06). Pupils read and follow
the words.
He didn’t (ask why).
• Play the song again. Pupils listen for the second time
Recycled language and answer the question. Check answers with the
Past simple regular whole class.
• Play the audio again. Encourage pupils to sing.
Check homework the song on the Audio CD (CD2:07).
found easy/difficult and help them with any problems ANSWER KEY
or difficulties. It was a bad day. (But, in the end, it was a good day.)
Warm-up
• In small groups, pupils talk about what they did the Presentation
previous day. Remind them of the correct verb ending.
the audio (CD2:08).
Learning adventure
• Focus on the highlighted words. Elicit the rules for
Open books and ask pupils to look at the activities. past simple negative. (We put didn’t and the verb in
Ask, What are we learning today? Write the lesson the infinitive)
objective on the board or look at it on the screen: • Pupils listen to and read the song again (CD2:06) and
We’re learning to give reasons for things that somebody find all the past simple affirmative and negative verbs.
did or didn’t do using because. • Elicit more examples from the class and write a few of
them on the board.
• Close books. Ask pupils what past forms of verbs they
know in English, e.g. cooked, climbed. Write them on • Pupils then copy the sentences into their notebooks.
the board.
11 Read and say. True or false?
You are already moving along your learning adventure! • Pupils read the song and decide if the statements are
true or false.
Presentation
9 Listen and say. ANSWER KEY
1F 2T 3F 4F 5T
the new vocabulary.
• Play the audio (CD2:05). Pause for pupils to say 12 Read and say.
the words.
• Play the audio again, pausing after each word so • In pairs, pupils read the prompts and make
that pupils can practise the pronunciation. affirmative or negative sentences. Monitor and help.
Remind them how to use because, if necessary.
Practice
• Divide pupils in pairs. One pupil mimes an activity and
his/her partner guesses. Encourage them to use the
past simple.
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4
Show homework
9
2:05
1 2 3 4 5 6 do the activities at home in their Activity
Books.
• Check the rubric with pupils and go
pack my miss the pass a open a remember drop the
bag bus test lunchbox my juice ball understand the activities.
10
2:06
2:07
Listen and sing. Was it a good day or a bad day? AB page 30
Chorus:
It was a bad day, it was really bad
But you smiled at me, now I’m not sad. 7 Look and match.
I packed my school bag and walked up the street.
I missed the bus, ‘Ow, my tired feet.’
I didn’t pass my test, I was late for class.
My friends said, ‘Next time, get here fast!’
I opened my lunchbox and said, ‘No way!’ ANSWER KEY
I didn’t remember my juice today.
2b 3d 4e 5a
Chorus
I went to the park and played with a ball.
I kicked it too hard, it went over a wall.
A boy helped me, he didn’t ask why.
We played in the park and we looked at the sky.
I dropped the ball, he said, ‘That’s OK.’
8 Read and choose. Then listen
Now he’s my friend and it’s a good day. and check.
11 Read and say. True or false? 12 Read and say.
1 She didn’t miss the bus. 1 We / not laugh / because we were sad. CD2, Track 09
2
3
She was late for class.
She remembered her juice.
2 She / not open / her eyes because it was
a scary film.
1 I wanted a salad but there weren’t
4 She didn’t kick a ball. 3 They / play / a second football match any tomatoes.
5 She dropped the ball. because they weren’t tired.
4 I / pass / the test because I studied a lot.
2 They didn’t remember their
2:08
5 He / not miss / the bus because he was sandwiches but they remembered
early.
I didn’t pass my test. the apples.
He didn’t ask why. 3 Flo didn’t miss the bus yesterday.
34 Lesson 3 Can give reasons for things that somebody did or didn’t do using because
She was early.
4 Tom didn’t drop the ball. He was
the winner.
5 I opened the window because it
ANSWER KEY was hot.
1 We didn’t laugh because we were sad.
2 She didn’t open her eyes because it was a scary film.
3 They played a second football match because they
ANSWER KEY
weren’t tired.
2 didn’t remember 3 didn’t miss
4 I passed the test because I studied a lot.
4 didn’t drop 5 opened
5 He didn’t miss the bus because he was early.
Learning adventure 9 Look and complete the sentences.
Ask pupils, How many past simple verbs do you know now?
Give pupils a minute to tell their partner the new words they ANSWER KEY
know. Ask pupils, Where are you on your learning adventure now? 2 didn’t like, loved 3 didn’t play, wanted
Pop quiz
Play a mime game using verbs in the past. Mime an action
and let pupils guess what you did last week. The first pupil
to guess correctly gets to mime the next action and so on.
Materials
Poster
91
4
Lesson 4 PB page 35 15 Think of a good day. Tell a friend.
• In pairs, pupils talk about a good day they had.
Learning objectives They switch partners and report on their friends’ days.
Can talk about a good day in the past
Sounds: /ɪd/, /t/ and /d/ 16 Listen, read and say.
Target language • Pupils look at the tongue twister and say which
bounce, concert, join, onstage, rock star, tasty, sounds the blue letters make.
wedding, winner • Play the audio (CD2:10) to check.
Recycled language • Ask pupils to notice the /ɪd/ sound in wanted, the
/d/ sound in played and the /t/ sound in passed and
competition, guitar, piano, scary
bounced. Ensure that pupils understand it’s the last
Food
sound NOT the letter that matters.
Warm-up
• Ask, Can you remember a very good or bad day in your
life? What happened? How did you feel? Pop quiz
Learning adventure Revise the song, then give each pupil a piece of
paper and ask them to draw a scene that shows
Open books and ask pupils to look at the activities. them having a good day. Pupils show their drawing to
Ask, What are we learning today? Write the lesson the class and talk about it using target language.
We’re learning to talk about a good day in the past and Show homework
we’re learning to pronounce verbs ending in /ɪd/, /t/ and /d/.
13 Read and match the texts with the photos. activities at home in their Activity Books.
• Ask pupils to describe what they see in the photos. example, if necessary, so pupils understand the
• Pre-teach onstage, wedding, tasty, join, winner, concert. activities.
Revise guitar, scared, competition.
• Pupils read the texts and match them with the photos. AB page 31
ANSWER KEY 10 Listen to Amy, Mark and David.

1b 2c 3a Match the people with the events.

14 Read and say. True or false? Correct the AMY: Hi, I’m Amy! My birthday last April was
false sentences. a fantastic day. I didn’t want a big party
• Pupils read the texts again and correct the false but my family planned a surprise party
statements. for me. My friends were there and there
was a lot of food, too. My mum cooked
spaghetti for everyone. It was delicious!
ANSWER KEY
Next year, I want a really big party!
1 F (Jake didn’t want to play onstage.)
MARK: Hello, I’m Mark. Last Wednesday there
2 F (Jake played the guitar.) 3 T 4 F (There was
was a Maths test at school. I was very
some tasty fish and a tall cake at the wedding.)
nervous because Maths is very difficult.
5T 6T
But I remembered my Maths lessons and
I passed the test! My friends passed, too.
I was very happy.
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4
12 Write about a good day last year.
13 Read and match the texts with the photos. 4
My good day a
b ANSWER KEY
1
One Saturday last May was a great day for
me. I played the guitar in a school concert.
I was first onstage and I was scared. I didn’t
want to play. Then I went onstage and I was
OK. I really liked it. Now I want to be a rock
star! 13 Listen and write.
c
Jake, 12
2
year was wonderful.
My cousin’s wedding last – about a hundred!
ple
CD2, Track 13
There were a lot of peo was some tasty fish 3
re
The food was great. The t to wear a pink Last Friday was a really
good day. After schoo
1 He wanted to go to the park.
’t wan l, I
and a tall cake. I didn went to the park with
2 They always cook dinner at
is my new favourite my frien ds and we playe
d
dress but I loved it. Pink basketball. Then, a group
of girls from another
colour! school joine d us and
we playe d against them
in a
six o’clock.
competition. We were
Laura, 13
Sandy, 12
the winners!
3 I enjoyed the film but it was too long.
4 We always pass our tests because we
14 Read and say. True or false? always do our homework.
Correct the false sentences.
5 She missed the bus because she
False! Jake didn’t want
was late.
to play onstage. 2:10
Donny wanted the ball but he passed

1 Jake wanted to play onstage.
it on to Ted.
2 Jake played the piano.
Ted played fast but it bounced off
3 Laura didn’t want to wear a pink dress.
4 There was curry at the wedding.
the teacher’s head!
ANSWER KEY
5 Sandy played basketball in the park last Friday.
6 Sandy and her friends were the winners. 2 cook 3 enjoyed 4 pass 5 missed
15 Think of a good day. Tell a friend.
Last Saturday was a

good day. I went to...
Lesson 4 Can talk about a good day in the past / Sounds: /i/, /t/ and /d/ 35
DAVID: Hi, I’m David. Last summer was great. I went on

holiday with my family to the beach. We went
swimming and kayaking. I went diving with my dad,
too. It was my first time. It was amazing – I loved
the fish!
ANSWER KEY
1 David 2 Amy 3 Mark
11 Listen again and choose.
ANSWER KEY
2c 3c 4a 5c
Materials
A piece of paper for each pupil
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4
Functional language
Eek! Extension questions
Target language
Write the following questions on the board:
delicious, dumplings, food bin, rat
Why do you think Zeb and Dot want food bins?
Divide pupils in groups and ask them to discuss the
question. They might like to write their answers/ideas
Check homework
in their notebooks.
• Check the homework as a class. Ask pupils what they • Sample answers could include: They are very hungry.
found easy/difficult and help them with any problems They want to use the bin to carry things in. They need
or difficulties. the food to feed their animals. They need it to solve a
mystery. They need to use the food to create energy/fuel.
Warm-up
• Elicit what pupils can remember about the story. 18 Act out the story.
Ask, Where are Matt, Bella and AL in the story in • See the ‘How to use stories’ section on page 18 for
Unit 3? (Atlantis) Who comes with them from Africa? more ideas on how to build your pupils’ confidence
(the meerkat) What are the names of the mysterious with roleplays.
couple? (Zeb and Dot Martin) • Invite a group of pupil volunteers to act out the roles.
Learning adventure the lines and pupils repeat.
Open books and ask pupils to look at the story. • Divide pupils in groups of five (Zeb Martin, Dee, Bella,
Matt, Dot Martin). Give groups time to practise their
roleplay.
to act out the story.
and read. You might like to give the pupils feedback on their
roleplay.
about the characters and the scenes: Where are the Values
characters in Picture 1? What animal can you see in
Picture 3? • Have a discussion (in L1 or English) about trying
• Play the audio (CD2:14) and ask pupils to listen to the food from other cultures. Ask, Is it a good idea?
story as they follow along in their books. Why/Why not?
• Play the audio again. Check pupils’ understanding
of the story by pointing to the pictures and asking Pop quiz
questions, e.g. What did Zeb eat? (dumplings) What
was Dot looking for? ( food bins, recycled food, old food) Say a line of text or a statement from the story
Who is Dee? (a cook) What does Bella want to know? that is incorrect and ask pupils to correct it,
(What Dot Martin is looking for.) What does Dot think e.g. The Martins haven’t got any food bins. and pupils put
the meerkat is? (a rat) Do Matt and Zeb enjoy their food their hands up if they know how to correct it. (The
and oil? How do you know? (Yes, because they say it’s Martins have got one food bin.) Repeat with other
delicious/good/I needed that.) How many food bins does statements/text from the story.
Dot take? (one)
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4
15 Write. Then number the story
events in order.
2:14
ZEB AND DOT ARE AT THE 1 2

RESTAURANT GASTRONOME. ANSWER KEY
It’s Dot Martin!
Mm, these dumplings
1 Dee made dumplings for Zeb.
What is she
are delicious! Did you
make them? Why yes, looking for? 2 Dot looked in a food bin.
I did. 3 Dot thought the meerkat was a rat.
4 Matt, Bella and the meerkat ate some
food.
5 Zeb asked Dot what happened.
3
It isn’t a rat.
4
6 Dot and Zeb left the restaurant with
It’s a meerkat!
Eek! It’s a rat! This is really good. the food bin.
Um, where did
the Martins go?

5
What
6
I only got one
happened?
because those kids and
that RAT stopped me.
Did they just
take a food bin? • While pupils listen to the story, they
vocabulary.
• Pupils draw a new picture for any frame
It’s not a RAT! of the story.
• Pupils create a new ending for the story.
• Pupils draw or describe their favourite
character.
• Pupils discuss real-life situations that are
related to the story.
• Pupils comment on how they would feel
or how they would behave if they were
in a similar situation to one of the story
Show homework characters.
• Show the homework. Explain that pupils will do the activities • You might like to give pupils feedback.
at home in their Activity Books. You could give pupils two stars and
• Check the rubrics with pupils and go through an example, one wish, e.g. Fantastic actions! Great
if necessary, so pupils understand the activities. teamwork! Speak a bit louder next time.
AB page 32
13 Tick (✓).
ANSWER KEY
1b 2a
ANSWER KEY
1 Zeb liked the dumplings.
2 Dot didn’t know what the meerkat was.
3 Dot and Zeb took the food bin.
95
4
Lesson 6 PB page 37
ANSWER KEY
She sailed alone around the world and broke the
Learning objectives world record. Christmas Day was bad. New Year’s
Can understand a text about a famous sailor Day was good.
Can find out and talk about a famous sportsperson
Cross-curricular
Social Science: a famous sportsperson 21 Circle.
Target language • Ask, What do you think about Ellen? Was her journey
sailor, alone, break the world record, filmed, race, easy or difficult?
brave, phoned, success story • Read the sentences chorally. Then ask the pupils to
Recycled language work in pairs to check information in the text and
Months, Dates, Feelings, Weather circle the correct options.
• Elicit answers from the class. Pupils check their
own work.
Check homework • Deal with vocabulary queries.
• Check the homework as a class. Ask pupils what they ANSWER KEY
or difficulties. Do remedial teaching as/if necessary 1 November 2 2005 3 often 4 didn’t enjoy
before moving on to the new lesson. 5 phoned
Warm-up
Extension questions
• Ask pupils to think about famous sportsmen and
sportswomen. Write on the board the question Have a discussion (in L1 and English) about
What did… do? Invite pupils to the board to fill in the famous adventurers or sportsmen/women of the
name and write what this sportsperson did. Ask pupils past, e.g. Edmund Hillary, Charles Lindbergh, the Wright
to vote on who is the most famous sportsperson. brothers. Ask pupils, Do you know any of them?
Would you like to be like them? Why?/Why not?
Learning adventure
Mini project
19 What do you know?
• Open books and ask pupils to look at the activities. 22 Choose a famous sportsperson.
Ask, What are we learning today? Write the lesson Write about a special thing they did.
objectives on the board or look at them on the screen: • Remind pupils of the steps to success: Think, Plan,
We’re reading a text about a famous sailor and finding Write and Share.
out and talking about a famous sportsperson. Think Ask pupils to choose their special sportsperson.
• Close books. Ask pupils what words they know in If they have access to the internet, they can find
English for water sports, e.g. swimming, kayaking. additional facts or teacher can support them with
• Refer to the learning adventure poster and say, Great! quick internet checks.
You are moving along your learning adventure! Plan When all the pupils have chosen their
sportsperson, check their choices and make a note so
20 Listen and read. What did Ellen do in you can prepare to help them with details, if needed.
2005? What was good/bad? Direct them to the questions in the Pupil’s Book for
• Check if any pupils know anything about Ellen this section of the project and ask them to make
MacArthur. If not, pupils look at the photos detailed notes.
and guess. Write While pupils write, go around the classroom
• Pre-teach sailor, solo, storm, waves, filmed. Revise scary, to check and help pupils to write to the best of their
dangerous, tired. ability. They can write three to five sentences in a
• Play the audio (CD2:15). Pupils listen, read the text short paragraph.
and answer the questions in the rubric. Share Ask pupils to share with a partner and then,
optionally, some pupils can share with the whole class.
their projects.
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4
Show homework
19 What do you know? 4 • Show the homework. Explain that pupils will
20 Read. What did Ellen do in 2005? What was good/bad?
2:15
Books.
Amazing Ellen • Check the rubrics with pupils and go
sailor who sailed alone
Ellen MacArthur is a famous British
world record .
around the world and broke the
1 The Race Around 2 Bad Times in the Race

the World It was often dangerous but AB page 33
Ellen’s race started in Ellen was brave. There were
November 2004 and finished storms and big waves. Her food
in February 2005. She broke the
world record by thirty-three hours.
was boring and dry and she was
often tired. One very bad day 17 Look and complete the lists. Then
She became the fastest person to
sail around the world alone. When
for Ellen was Christmas Day.
There was a big storm and it write one more.
Ellen was at sea, she filmed her was scary. Ellen phoned her
journey. We can see her good and family but she didn’t want to
bad days on her videos. talk. She didn’t open her
Christmas presents.
ANSWER KEY
3 A Good Time in the Race
New Year’s Day was good for Ellen. There were no storms.
1 filmed 2 dangerous 3 storms
Ellen called her friends and family. She
opened her Christmas presents, seven
days late and laughed. There were some
funny presents. She enjoyed that day.
18 Look and complete Ellen’s
21 Circle. 22 Choose a famous sportsperson.
Write about a special thing they did.
diary. Then listen and check.
1 Ellen started her race in
• Ideas – Choose a sportsperson
( November / December ) 2004. who did something
very special.
2 She finished in ( 2005 / 2006 ).
3 It was ( never / often ) • Plan – Make detailed notes about
him/her. CD2, Track 16
What did he/she do?
dangerous.
4 Ellen ( enjoyed / didn’t enjoy )
When/Where did he/she do it? Yesterday was a really good day.
What was difficult/special about
Christmas Day 2004.
• Write – Use your notes. Write
it?
There were no storms and the weather
5 Ellen ( phoned / didn’t phone ) a paragraph.
her family on New Year’s Day. • Share – Tell a classmate about
your
was good. I was happy because I
sportsperson’s success story. HOME
SCHOOL
SCHOOL phoned my family and friends. I opened
LINK my Christmas presents, too. I loved the
Lesson 6
funny presents and the chocolate.
Can understand a text about a famous sailor / Can find out and talk about a famous sportsperson 37
Optional home–school link ANSWER KEY

• Ask pupils to take their work home and share their work with 2 happy 3 phoned 4 opened
their families. They may wish to discuss with their parents or 5 loved 6 chocolate
siblings about their own favourite sportsmen/women.
Learning adventure 19 Imagine you’re a sailor or

adventurer. Write a diary.
Ask pupils, What new things do you know about famous Use these words.
sportspeople? Tell pupils to work with a partner. Give pairs
a minute to think of ideas. Accept any answers and promote
discussion. Ask pupils, Where are you on your learning adventure? ANSWER KEY
Tell pupils, Well done! to reinforce the progress they are making. Pupil’s own answers
Pop quiz
Revise some of the sportsmen and sportswomen that have
been discussed in this lesson. Then play a guessing game.
You can have pupils guess your ‘identity’ by having them ask you
yes/no questions, e.g. Do you play football? Do you live in Spain?
Once the identity is established, pupils can ask you questions as
if in an interview.
Materials
Poster, internet access
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4
Lesson 7 PB page 38
ANSWER KEY
1c 2e 3b 4a 5d
Learning objective
Can assess what I have learnt in Unit 4
Recycled language 24 Look at Activity 23. Write the verb.
• Ask pupils to try to write the verbs without listening
to the audio again.
Check homework • Remind them that they should use a negative form
of the verb if there is a big red cross on the picture in
• Check the homework as a class. Ask pupils what they Activity 23.
found easy/difficult and help them with any problems • To check the answers, play the audio again (CD2:17).
ANSWER KEY
1 didn’t play 2 packed 3 didn’t eat 4 missed
Warm-up
5 didn’t catch
• To revise the past simple affirmative and negative ask
pupils to write a sentence (affirmative or negative)
on a slip of paper about what they did last night. 25 Match.
Collect the sentences, shuffle them and hand them out
randomly. Individual pupils now read them aloud and • Give pupils time to match the words with the
respond, e.g. Pupil A: I played football yesterday. Pupil definitions. Go around the classroom, prompt and
B: I didn’t play football. I watched TV. Monitor and help. help as needed.
• To check answers, ask for a volunteer to share
Learning adventure their ideas.

ANSWER KEY
1c 2e 3d 4f 5b 6a
We’re thinking about our learning adventure.
• Close books. Ask pupils, How many words for dishes 26 Ask and answer.
can you remember? Put their ideas on the board.
• For each example, ask pupils, Where are you on your • Divide pupils in pairs. Ask pupils to take turns to ask
learning adventure? Reassure pupils who are less and answer the questions.
confident that they will have opportunities for more • Encourage them to give their partner as much detail
practice. as possible in their answers. Go around the classroom,
prompt and help as needed.
23 Listen and match.
• Ask pupils to read the names of the children and look Learning adventure
at the pictures. Explain that pupils need to listen and Ask pupils (in L1) how they feel about their
match the people with the correct picture. learning in this unit. Ask pupils to tell you what
• Play the audio, twice if necessary, for the class to do they found easiest or most difficult to learn in the unit.
the matching. Pupils revise the three I can statements at the bottom
CD2, Track 17 the box that reflects how confident they feel about the
Boy: Tom and Rob didn’t play football because it language point. Ask pupils, Where are you on your
was very cold. learning adventure? Pupils indicate where they think
Girl: Sally remembered her book when she saw they are on the learning adventure poster. Tell pupils,
her bag. Well done! to reinforce the progress they are making.
Boy: Lenny didn’t eat the curry because it was
too hot.
Girl: Laura was late and she missed the bus.
Boy: Jenny and Sam are friends because she
dropped the ball.
98
4
21 Write the verbs in the correct
column.
23 Listen and match.
2:17
1 Lenny 2 Jenny and Sam 3 Sally 4 Tom and Rob 5 Laura

ANSWER KEY
look – looked: laughed, remembered,
a b c d e
talked, packed, climbed
like – liked: loved, smiled, phoned
drop – dropped: stopped
24 Look at Activity 23. Write the verb.
1 Tom and Rob football because it was very cold.

22 Write these sentences in a
2
3
Sally remembered her book when she
Lenny
her bag.
the curry because it was too hot.
different way.
4 Laura was late and she the bus.
5 Jenny and Sam are friends because she the ball.
ANSWER KEY
25 Match.
1 I didn’t like the film last night.
1
2
You make this with eggs.
Do this if you don’t want to be thirsty.
a
b
spaghetti
miss the bus
2 He climbed a mountain last year.
3 People eat a lot of this in India. c omelette 3 Yesterday, we stayed at the library all
4 Study hard to do this. d curry
5 Don’t do this before school. e remember my juice afternoon.
6 This is an Italian food. f pass a test 4 James didn’t visit his grandparents
last Saturday.
26 Ask and answer.
5 Sally walked to school yesterday.
1 What is your favourite food? What food don’t you like?
2 Tell me what you did and didn’t do this week.
3 Tell me about a very good day in your life.

I can talk about things that happened in the past.
I can give reasons for things that did and didn’t happen using because. For general poster activities see Lesson 7
I can find out and talk about a famous sportsperson.
of Unit 1.
Pop quiz
In groups of four, pupils tell the other groups the answers
to the following questions: Which is your favourite activity in
the unit? Why? Which activity don’t you like? Why? What is your
favourite new word? Which word is the most difficult for you?
Show homework
AB page 34
20 Look and write.
ANSWER KEY
2 didn’t play 3 didn’t walk
Materials
Poster, slips of paper
99
4
Say to pupils, Fish and chips is the best meal.
Learning objective Divide pupils in two or more groups and tell them
Can use what I have learnt in Unit 4 that they have to think of reasons to support whether
Recycled language this statement is true or false. Remind them there is no
Target language from Unit 4 right or wrong answer but they need to give their

• Revise verbs and objects from this unit by writing • Ask pupils to choose anything they enjoyed from the
simple sentences with them on the board. Brainstorm unit and to go and find out more. You might like to
additional verbs + objects pupils know, e.g. They went set this activity as homework with a quick feedback
to Africa. Dot Martin took a food bin. session at the beginning of the next lesson.
• Give pupils time to memorize the sentences and then • You can also suggest that pupils write one or two
erase them. In pairs, pupils write as many sentences questions about what they want to know, then
as they can in two minutes. They can write sentences switch the question(s) with a partner. Pupils then
that they have seen on the board as well as making find the answer(s) to their partner’s question(s) as
sentences on their own. Give 1 point for any correct a homework activity and report to the class in the
‘memorized’ sentence and 2 points for any ‘new’ next lesson.
sentences. The winner is the pair of pupils who get the
highest scores. Are you ready for Unit 5?
Learning adventure Ask pupils if they are ready to move on to the

next unit. Tell pupils that it is fine if they don’t
Open books and ask pupils to look at the activities. remember everything as they will continue to practise
Ask, What are we learning today? Write the lesson throughout the level.
objective on the board or look at it on the screen: • Encourage pupils to ask if they’ve got any questions
We’re asking and answering questions to revise Unit 4 about what they learnt in Unit 4. Tell pupils, Well done!
language. to reinforce the progress they are making.
27 Answer the questions about you. Consolidation and extension worksheet 4

Then interview your friend. Use words from
the box. Write your answers. • Pupil’s complete the consolidation and extension
activities on Worksheet 4 (page 84).
• Ask pupils to look at the table and to think about the
last time they did the things in the ‘you’ column and 1 Match to make sentences.
possible answers for ‘your friend’ column.
• Ask the class to match the halves to make sentences.
• Explain to pupils that they are going to interview and
be interviewed by their partner and they have to write 2 Read, look and correct.
the answers in the table.
• Ask the class to repeat some of the questions – not all • Ask some volunteers to describe the picture. Then
of them – chorally to check pupils know how to make ask the pupils to read the paragraph and correct the
the question forms. paragraph.
• Pupils ask and answer the questions and complete
the table. Go around the classroom and help as Pop quiz
necessary.
Describe a food item from the unit. Ask pupils
• Remind the pupils to use good talk partner behaviour to guess.
as pairs interview each other. If time permits, pupils
can change partners and do the activity again.
100
4
Show homework
27 Answer the questions about you. Then
interview your friend. Use words from the box.
4 • Show the homework. Explain that pupils will
Write your answers. do the activities at home in their Activity
at the weekend yesterday Books.
YOU YOUR FRIEND YOU YOUR FRIEND through an example, if necessary, so pupils
have a good day? a place you went to understand the activities.
Yes, I did. No, he didn’t. I went to He went to
do your homework?
a person you talked to AB page 35
wash the dishes?
cook the lunch? something you did

climb a tree?
something you didn’t do ANSWER KEY
play an instrument?
1 a Spain b Britain c India
watch TV? something you watched on TV 2 He wanted to go to the party.
pass a test?
something you didn’t want to do
help a friend? 24 Write five sentences about last
week or last night.
Did you have a good No, I didn’t.
day yesterday?
ANSWER KEY
What did you do I went to the
at the weekend? swimming pool.

English World
Practice
• Watch the video story The robot can tidy up. Ask pupils what
happened in the story. Watch again, stopping at key points and
ask them about the language, the images or the story. Ask the
pupils to act out the story. Assign the roles of two of the
Evaluation
Materials
101
5 Trips
Worksheet 5
Name: Class:
1 Find the words in the wordsnake and write them in the correct balloon.
ngboatingl
Places azi useu ake Adjectives
m sm m
m algarden t beautiful
tra atrepala i
a
lrollercoaster
waterparkbig
c
he s
me elbotan e
mpol ingm

rkdodg
i

in
p a
us

ce
ni sandycaro
it fu
w
go e
lfsurfingth
he

u
els
aili ea Rides
ngaquariumb

Activities

2 Order the questions. Then match.

1 you / did / theme / like / park / the
Did you like the theme park ?
2 did / boating / they / like / lake / the a Yes, he did.

? b No, they didn’t.
3 park / did / to / Martha / go / the / water c Yes, I did.
? d No, she didn’t.
4 football / Joe / play / last / did / week
?
5 Trips
Unit overview
Unit objective
• I can talk about trips and attractions
Language
Tourist attractions: aquarium, botanical gardens, museum, palace, theatre,
theme park, water park
Target
Theme park activities: big wheel, boating lake, carousel, dodgems,
vocabulary
mini-golf, rollercoaster
Beach safety: cover, surfing, flags, signs, surfboard
Target Did you go to (the museum)? Yes, I did. / No, I didn’t.

structures Did he like the (big wheel)? Yes, he did. / No, he didn’t.
Phonics: word stress

Features
Cross-curricular: Social Science: beach safety
Skills

Reading • Can recognise the importance of planning
• Can understand a letter about a holiday in Newquay
• Can understand a text about beach safety in Australia
• Can complete simple sentences about planned activities

• Can write an email about holidays at the beach
Writing • Can make a safety poster
• Can write simple sentences about past activities (Activity Book)
• Can complete simple sentences about a theme park (Activity Book)
• Can identify tourist attractions

Listening • Can identify theme park activities
• Can ask and answer about trips in the past

Speaking • Can ask and answer about planned activities
103
5
3 Listen and say.
Learning objective
Can identify tourist attractions • Give pupils time to look at the pictures to introduce
the new vocabulary.
aquarium, botanical gardens, museum, palace, the words.
theatre, theme park, water park • Play the audio again, pausing after each word so
Recycled language that pupils can practise the pronunciation.
Places
was/were, went Practice
• Ask pupils (in L1 or English) about the tourist
attractions from this lesson. Ask, e.g. Where can you
Check homework see and hear actors? (at the theatre) Where can you go
• Check the homework activity as a class. Ask them if on rides? (at a theme park) Where can you see a lot of
they found any question particularly difficult. Is there flowers? (at the botanical gardens)
before starting the new unit? 4 Play the game.
• Pupils cover the dialogue in Activity 1. In pairs, they
Warm-up say the name of a character and their partner must
say where he/she went or didn’t go.
• Ask, What did you do yesterday/last weekend/last week?
Where did you go in the last school holidays? Write
vocabulary items from Unit 3 on the board and build Groupwork
up the list to include the answers pupils give you. • Have a class discussion (in L1 and English) about
what places pupils enjoy visiting and why. Are there
Learning adventure any places like the ones in Lesson 1 in their area?
Have they ever been there? Ask pupils to try to
1 What names of tourist attractions do persuade others in the class why it would be a good
you know? idea to visit those places.
Ask, What are we learning today? Write the lesson Learning adventure
We’re learning to identify tourist attractions. Ask pupils, How many words do you know for
• Close books. Ask pupils what words they know in tourist attractions now? Give pupils a minute to
English for tourist attractions, e.g. park, theatre. tell their partner the new words they know. Ask pupils,
Write them on the board. Where are you on your learning adventure now? Ask
• Refer to the learning adventure poster and say, Great! pupils which words they find easiest or most difficult to
You are already moving along your learning adventure! remember. Tell pupils, Well done! to reinforce the
2 Listen and read. Where was Felipe
yesterday? Pop quiz
• Ask pupils to look at the picture. Ask pupils to sit in a circle and assign each pupil
• Pre-teach trip. Say, The children went on a day trip one of the tourist attractions from Lesson 1. Stand
yesterday. in the middle and start talking. When you say the names
• Play the audio (CD2:18). Pupils listen, follow in their of a tourist attraction, all the pupils with that attraction
books and find the answer. switch chairs; when you say tourist everyone switches
chairs. The teacher can also take a chair, leaving one
ANSWER KEY pupil in the middle to take the teacher’s role.
Felipe was at Aquafun water park.
104
5
2 Read and complete with words
5
from Activity 1. Then listen
Trips and check.
1 What names of tourist attractions do you know?
2 Listen and read. Where was Felipe yesterday?

CD2, Track 20
1 We went to the aquarium. There were
2:18
1 Hi, there! There was an old 2 Maria, did you go to

Aquafun yesterday? No, I didn’t. I went
ticket for Aquafun water
park in the tent. Is it yours?
to the museum. a lot of fish there.
2 We loved the water park because we
love swimming.
3 I liked the theatre. The actors were
No, it isn’t ours. We went
very good.
to the palace yesterday.
4 The palace was fun but the Queen
3 Felipe, did you go to
Yes, I did. It was amazing!
wasn’t there.
Aquafun yesterday?
5 The theme park was good fun. I was
sometimes scared but it was exciting!
6 The museum was OK but I don’t really
like old pictures.
Really?!
3 Listen and say.

2:19
3
1
2
4 ANSWER KEY
2 water park 3 theatre 4 palace
museum
theatre
theme park
5 theme park 6 museum
aquarium
6
5 4 Play the game.
7
water park
A: Maria… 3 Complete for you. Use words from
B: …went to the museum.
palace A: Yes! Activity 1.
botanical gardens
40 Lesson 1 Can identify tourist attractions

ANSWER KEY
Show homework
AB page 36
1 Look and write.
ANSWER KEY
2 museum 3 palace 4 water park 5 theatre
6 theme park
Materials
Poster
105
5
Lesson 2 PB page 41
ANSWER KEY
1 Yes, she did. 2 Yes, she did. 3 Yes, she did.
Learning objective 4 No, she didn’t.
Can ask and answer about trips in the past
Target language
Did you go to (the museum)? Presentation
Yes, I did.
No, I didn’t. • Read through the Look! box with the class and play
the audio (CD2:22).
Recycled language • Focus on the highlighted words. On the board write:
Tourist attractions Felipe/aquarium? Elicit the question (Did Felipe go to
the aquarium?) and short answers (Yes, he did. / No,
he didn’t.)
Check homework • Elicit more examples from the class and write a few of
• Check the homework as a class. Ask pupils what they them on the board.
found easy/difficult and help them with any problems • Pupils then copy the sentences into their notebooks.
6 Look and make questions. Ask and answer.
• In pairs, pupils ask and answer the questions, using
Warm-up the pictures and the prompts.
• Ask pupils (in L1 or English) to name the capital of
Great Britain. Ask if they have been to London. ANSWER KEY
Encourage pupils to share their experiences. 1 Did Maria go to the museum? Yes, she did.
2 Did Tom and Flo go to the aquarium? No, they
Learning adventure didn’t.
3 Did Maria go to the water park? No, she didn’t.
Open books and ask pupils to look at the activities. 4 Did Felipe go to the theatre? Yes, he did.
We’re learning to ask and answer about trips in the past. 7 Think of a place. Ask and answer.
5 Listen and choose. • Pupil A thinks of a place. Pupil B finds out where
Pupil A went.
• Direct pupils’ attention to the picture. Explain that at
the weekend Maria went to London. Pop quiz
• Give pupils some time to read the questions.
• Play the audio. Pupils listen and circle the answers. All the pupils sit in a circle. Play a memory game.
Say, What did you do yesterday? First pupil
CD2, Track 21 chooses an attraction and says, e.g. I went to the
Flo: Where did you go at the weekend, Maria? palace. Then, everybody says, What did you do
Maria: I went to London. I went to a lot of places. yesterday? Second pupil says, e.g. She went to the
Flo: Cool! Did you go to the palace? palace. I went to the water park. Continue with each
Maria: Yes, I did. Buckingham Palace was next pupil saying what all the other pupils did.
beautiful.
Flo: Did you go to the aquarium? Show homework
Maria: Yes, I did. The fish were cool.
Flo: Did you go to the British Museum?
Maria: Yes, I did. It was interesting.
Flo: Where did you go after that?
• Check the rubrics with pupils and go through an
Maria: To a pizza restaurant – I was really hungry! activities.
106
5
5 Find and write.
5 Listen and choose.
2:21
1 Did Maria go to Buckingham Palace?

( Yes, she did. / No, she didn’t. ) ANSWER KEY
2 Did Maria go to the aquarium? 2 I didn’t go to the park on Saturday.
( Yes, she did. / No, she didn’t. )
3 Did Maria go to the British Museum? 3 She went to the swimming pool two
4
( Yes, she did. / No, she didn’t. )
Did Maria go to an Indian restaurant?
days ago.
( Yes, she did. / No, she didn’t. ) 4 Did they go to the library last week?
5 We went to a theme park in 2014.
2:22
you I
he the museum? Yes, he did.
Did go to
she Buckingham Palace? No, she didn’t. 6 Listen and tick (✓) or cross
they they (✗). Then write questions and
answers.
6 Look and make questions. Ask and answer.
CD2, Track 24
1 ? (✓) 2 ? (✗)
1
Felipe: Did you go to the palace last
week, Maria?
Maria: Yes, I did.
3 ? (✗) 4 ? (✓) 2
Tom: Did you go to the museum
yesterday, Flo?
Flo: No, I didn’t.
7 Imagine a place. Ask and answer. 3
A: Did you go to the beach on Saturday? Flo: Did you go to the water park
B: No, I didn’t.
A: Did you go to… on Saturday, Tom?
Tom: Yes, I did.
Lesson 2 Can ask and answer about trips in the past 41 4
Flo: Did you go to the theme park
last month?
Direct pupils’ attention to the bench card on page 41 of the Felipe: No, I didn’t.
Pupil’s Book. Tell pupils to go online to the Poptropica English 5
Island Adventure Game and find the item. Once pupils click on Tom: Did you go to the aquarium
it, they are taken to a supplementary language task. yesterday?
Hannah: Yes, I did.
AB page 37 6
Maria: Did you go to the theatre last
4 Look and complete. Then listen and check. night?
Flo and
Tom: No, we didn’t.
CD2, Track 23
1 I went to the cinema last week.
2 They didn’t go to the theme park on Saturday.
ANSWER KEY
3 Did she go to the swimming pool? No, she didn’t.
2✗ 3✓ 4✗ 5✓ 6✗
4 He didn’t go to the park yesterday.
ANSWER KEY
2 didn’t 3 Did, didn’t 4 go
107
5
Lesson 3 PB page 42 9 Listen and sing. Where did they go?
• Direct pupils’ attention to the song. Tell the class they
Learning objective are going to listen to a song. Ask, What do you think
Can identify theme park activities the song is about?
Target language • Play the audio (CD2:26). Pupils read and follow
the words.
big wheel, boating lake, carousel, dodgems,
mini-golf, rollercoaster • Play the song again. Pupils listen for the second time
Did he like the (big wheel)?
whole class.
Yes, he did.
No, he didn’t. • Play the audio again. Encourage pupils to sing.
Check homework
ANSWER KEY
• Check the homework as a class. Ask pupils what they They went to the theme park.
Presentation
Warm-up
• To revise past simple interrogative of go and short the audio (CD2:28).
answers, pupils write down a famous place. The other • Focus on the highlighted words. Explain (in L1) that we
pupils ask questions to guess where they went. form the past simple questions in the same way for all
verbs. Elicit the rules.
Learning adventure • Pupils listen to read the song again and find all the
past simple questions and short answers.
Open books and ask pupils to look at the activities. • Elicit more examples from the class and write a few of
Ask, What are we learning today? Write the lesson them on the board.
objective on the board or look at it on the screen: • Pupils then copy the sentences into their notebooks.
We’re learning to name theme park activities.
• Close books. Ask pupils what English words they Practice
know for tourist attractions, e.g. water park, botanical
gardens. Write them on the board.
• Give prompts for pupils to make questions and short
answers, e.g. We/play/a game last lesson? Did we play a
• Refer to the learning adventure poster and say, Great! game last lesson? Yes, we did.
10 Look and say the answers.
Presentation
• Pupils look at the pictures and answer the questions.
8 Listen and say.
• Give pupils time to look at the pictures to introduce ANSWER KEY
the new vocabulary. 1 No, he didn’t. 2 Yes, they did.
• Play the audio (CD2:25). Pause for pupils to say 3 No, we didn’t. 4 No, she didn’t.
the words.
pupils can practise the pronunciation. 11 Think of a sport and guess. Ask and
• Ask pupils, Do you like theme parks? Which rides do answer.
you like? Why?
• In pairs, pupil A thinks of a sport that he/she played
last week. Pupil B asks questions to guess the sport.
108
5
Show homework
8
2:25
1 2 3 4 do the activities at home in their Activity
Books.
• Check the rubric with pupils and go through
big wheel dodgems carousel mini-golf an example, if necessary, so pupils understand
5
the activities.
9 2:26
Listen and sing. Where did they go?
2:27
We went to the theme park yesterday,

AB page 38
A special treat for my brother’s birthday.
Did you like the big wheel, going up high? boating lake
No, I didn’t! Because I can’t fly! 7 Look and find.
Did you like the carousel with horses of gold?
No, the horses were small and we’re too old! 6
Did you like the dodgems then, fun and fast?
No, we didn’t! Our car was slow and we were last.
So where did you go? What rides did you like?
ANSWER KEY
Did you like the mini-golf and the boating lake?
No, but we loved the rollercoaster, it was a thrill.
rollercoaster b o a t i n g l a k e b k
We went on it ten times and now we feel ill!
m q e r y u i k o b f o a
i g k t s f i q d i v a n
2:28
10 Look and say you I

the answers. he he n z f r b m u k r g m c i
1 like the Yes, did.
Did she she
Did he play big wheel? No,
we
didn’t. i d o d g e m s i w x a m
we
basketball
last week? they they g z x w g r d a z h t r g
o s h u w t x i w e q o d
2 3 4
Did they Did we play Did she like

l c a r o u s e l e z o o
like the mini-golf the boating
carousel? last week? lake?
f x j t g z r w d l n a d
r o l l e r c o a s t e r
11 Think of a sport and guess. Ask and answer.
A: Did you play football yesterday? B: No, I didn’t.

2 mini-golf 3 boating lake 4 dodgems
5 carousel
42 Lesson 3 Can identify theme park activities
8 Find the sixth word. Then complete

Learning adventure Felipe’s sentence.
Ask pupils, How many theme park activities do you know now?
Give pupils a minute to tell their partner the new words they ANSWER KEY
know. Ask pupils, Where are you on your learning adventure now? rollercoaster
Pop quiz 9 Look and match.

Play a memory game in a circle. The first pupil says
something they went on/did at the theme park that they
ANSWER KEY (suggested answers)
liked and one thing that they didn’t like. The next pupil repeats the
2c 3a 4b
previous pupils’ statements in the 3rd person and adds his/her
own, e.g. She went on the dodgems. She liked them. She went on the
rollercoaster. She was scared. I went on the boating lake. I liked it.
I played mini-golf. It was fun., etc. If a pupil gets an event 10 Complete the questions. Then match
statement wrong, the pupil who said that statement puts his/her with the answers.
hand up.
ANSWER KEY
2 play, d 3 like, c 4 watch, b 5 dance, a
Materials
Poster
109
5
Lesson 4 PB page 43
ANSWER KEY
1 surfing, sailing, trampolining, football
Learning objectives 2 at New Year
Can understand and write a letter about a holiday 3 Yes, she did. She went surfing.
in Newquay 4 It was a bit cold but it didn’t rain.
Sounds: word stress 5 Yes, she did.
Target language
brochure, sandy
14 Talk to your friend about your last holiday
Recycled language
or trip.
postcard
Holiday activities, Weather, Places • In pairs, pupils ask and answer about their last
holiday.
Check homework 15 Listen, read and say.

• Check the homework as a class. Ask pupils what they • Ask pupils to look at the cartoon. Ask, What’s the
found easy/difficult and help them with any problems problem? (The children can’t decide where to go.)
or difficulties. • Play the audio (CD2:29). Ask pupils to repeat the
sentences chorally and individually. Make sure they’re
Warm-up using correct word stress.
• Write on the board: Yesterday I went somewhere and • Pupils practise saying the tongue twisters in pairs.
I did something. Encourage pupils to ask past simple
Pop quiz
questions to find out more. Then invite some pupils to
the front to do the same. Give each pair of pupils a piece of paper and ask
them to write about their favourite holiday.
Learning adventure Pupils present it to the class. Have the class vote which
holiday sounds the most attractive.
objectives on the board or look at them on the screen: Show homework
We’re reading and writing a letter about a holiday and • Show the homework. Explain that pupils will do the
practising word stress. activities at home in their Activity Books.
12 Read. Match the underlined words with the example, if necessary, so pupils understand the
photos a–d. activities.
• Direct pupils’ attention to the photos. Ask pupils to AB page 39
read the first paragraph quickly and do the matching.
• Ask, Do you like this place? Would you like to go there?
11 Listen and complete the brochure.
• Revise waves, sailing. Elicit possible holiday activities
and weather conditions.
CD2, Track 30
ANSWER KEY Come to Blackpool!
a surfing b trampolining c fireworks We’ve got long, sandy beaches!
d sandy beaches Visit the famous theme park!
Go snorkelling and diving!
In the evening, go ice-skating or trampolining!
13 Read and write the answers in your You’re never bored in Blackpool!
notebook.
• Ask, Who wrote the postcard? (Sarah to Gemma)
• Pupils read the text and write down the answers.
110
5
ANSWER KEY
12 Read. Match the underlined words with the
photos a–d.
5 2 exciting 3 rainy 4 ice-skating
5 loved
Newquay is the place to be!
a
Fantastic sandy beaches, great sea and a lot to do!
• Go surfing, sailing or trampolining!
13 Imagine you went to the beach
• Visit the aquarium or the water park!
• At New Year, see our amazing fireworks!
last summer. Write an email.
b c 14th July
Newquay
Hi Gemma,
great! Yesterday we
went surfing in ANSWER KEY
I’m in Newquay. It ’s trampolining,
the sea. The sea was a bit cold. We went
n! It didn’t
down and got hot agai
too. We jumped up and the beach.
play ed foot ball on
rain and we turt les and
and I really loved the
The aquarium was good was a fantastic
ed the water park . It
d the fish. We also visit year . Are you
come back next
holiday and I want to
enjoying your summer
holidays, too? 14 Listen and mark the stress.
Love,
thing for Sarah
There’s some
ly!
all the fami
CD2, Track 32
13 Read and write the answers
1 water park
in your notebook. 15
2:29
Listen, read and say. 2 swimming pool
1 What activities can you do at The theme park has the big 3 shopping centre
2
Newquay beach?
When can you see the fireworks?
wheel but there’s mini-golf in the
shopping centre.
4 theme park
3 Did Sarah go in the sea? 5 big wheel
4 What was the weather like?
5 Did she enjoy her holiday?
14 Talk to your friend about

your last holiday or trip. ANSWER KEY
A: I went to the beach last summer. 2 swimming pool 3 shopping centre
B: Cool! Did you swim in the sea?
4 theme park 5 big wheel
Lesson 4 Can understand a letter about a holiday in Newquay / Sounds: word stress 43
ANSWER KEY
2 theme park 3 diving 4 ice-skating 5 trampolining
12 Listen and choose.
CD2, Track 31
Interviewer: Hi there. Today we’ve got Oliver in the studio.
He’s here to talk about his trip to Blackpool.
Hi, Oliver. How are you?
Oliver: I’m tired. My trip was really busy!
Interviewer: Really? Did you go to the famous theme park?
Oliver: Yes, I did. It was brilliant. The rides were
really scary but really exciting.
Interviewer: And did you go to the beach?
Oliver: No, I didn’t. The weather was rainy.
Interviewer: Did you go ice-skating in the evening?
Oliver: Yes, I did. I went with my brother. There were
a lot of people and it was great!
Interviewer: Do you want to go again next year, Oliver?
Oliver: Yes, I do. I loved it!
Materials
A sheet of paper for each pair of pupils
111
5
Write the following questions on the board:
Learning objectives Why do you think Carol and Matt say that Dot and
Can understand a simple story Zeb are ‘weird’? What do Dot and Zeb really want?
Can discuss a story Discuss your answers. Divide pupils in groups and ask
Functional language them to discuss the questions. They might like to write
What happened there? their answers/ideas in their notebooks.
I’ll tell you what happened there. • Sample answers could include: Matt thinks they are
weird because they take things all the time but he doesn’t
Target language
know why. Carol thinks they are weird because they flew
bang, flash, flew, pod
off in her space pod.
Recycled language
pond 17 Act out the story.
• See the ‘How to use stories’ section on page 18 for
more ideas on how to build your pupils’ confidence
Warm-up with roleplays.
• To remind the pupils of the story, write the key • Invite a group of pupil volunteers to act out the roles.
words from the last episode on the board: restaurant, Play the audio while pupils act out the story or say
dumplings, rat, meerkat, took, food bin. Ask them to the lines and pupils repeat.
work in pairs to retell the story using these words. • Divide pupils in groups of four (Matt, AL, Carol Carnival,
Bella). Give groups time to practise their roleplay.
Learning adventure • Play the audio (CD2:33) again and ask pupils to speak
along. Ask groups of pupils to come to the front to act
Open books and ask pupils to look at the story. out the story.
Ask, What are we learning today? Write the
You might like to give the pupils feedback on their
lesson objectives on the board or look at them on the
roleplay.
screen: We’re reading and discussing a story.
16 Talk about the pictures. Then listen Values

and read. • Have a class discussion (in L1 or English). Ask, Did you
like Newquay? Why/Why not? What can we learn in places
• Direct pupils’ attention to the story and ask questions like this? Can you think of any ways people can take care of
about the characters and the scenes, e.g. Where are
places that are tourist destinations? (e.g. not leaving litter)
the characters? Where is the pod in Picture 6?
What interesting places are there in your country?
• Play the audio (CD2:33) and ask pupils to listen to the
story as they follow along in their books.
Pop quiz
• Play the audio again. Check pupils’ understanding
of the story by giving pupils false statements to Say the name of a character from the story.
correct, e.g. Carol Carnival is happy. (She isn’t happy. Pupils put their hands up if they can remember
She’s angry.) The Martins weren’t at the theme park. and say a line of their dialogue correctly, e.g. Carol
(The Martins were at the theme park.) They didn’t go on ‘Well, this one certainly flew!’
a ride. (They went on a ride.) Carol heard a flash and saw
a bang. (Carol saw a flash and heard a bang.) The pod
flew away. It’s not there. (The pod didn’t fly away. It’s in
Show homework
the pond.) • Show the homework. Explain that pupils will do the
• After pupils have a clear understanding of the story, activities at home in their Activity Books.
play the audio again and ask different groups of pupils • Check the rubrics with pupils and go through an
to read along the parts of the characters. example, if necessary, so pupils understand the
• Ask pupils to work in pairs to predict (in L1) what activities.
happens next. Volunteers tell the class their ideas.
112
5
17 Listen and number.
2:33
1 2 CD2, Track 34
AT THE THEME PARK
Serena: Can I see the map, Marta?
Wow. What
happened here? Marta: Sure, here you are.
Ooh! Rides!
Serena: Hmm… here’s the harbour and
here’s your parents’ nature
reserve… but what’s this?
I’ll tell you what They wanted to go
happened! Those weird on the ride. They went Marta: You mean next to the harbour?
guys… Grrr! into a pod.
That’s the aquarium!
3
The door closed, then I
4
But these pods can’t
Serena: Cool! And what’s that,
saw a flash and there
was a BANG. And then
fly, can they?
opposite the zoo?
Well, this one
the pod took off. certainly flew. It flew Marta: That’s the water park.
right off the ride!
And here are some mountains,
they’re between the water
park and the palace.
Serena: And what’s that, next to the
5 6 nature reserve?
Well, it didn’t I don’t understand.
Where did it fly? work. Look. What do those weird Marta: That’s the theme park.
guys want?
HOW did it fly?
It’s really good fun!
Hmm,
maybe they used the
THD for power.
ANSWER KEY
1c 2a 3b 4d
AB page 40
15 Tick (✓).
ANSWER KEY
1b 2c
16 Answer the questions.
ANSWER KEY
1 No, they didn’t. 2 Yes, she did. 3 Yes, she did.
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5
Lesson 6 PB page 45 20 Answer the questions.
• Pupils read the text again and in pairs answer the
Learning objectives questions.
Can understand a text about beach safety in
Australia
ANSWER KEY
Can make a safety poster
1 a clothes b sun cream c hat
Cross-curricular 2 near a red flag
Social Science: beach safety 3 between blue flags
Target language
cover, surfing, flags, signs, surfboard
Extension questions
Recycled language
always, dangerous, never, surf, swim Have a class discussion (in L1 and English) about
how important it is to follow safety rules on the
beach and why. Ask, Have you got the same rules in your
Check homework country? Do you follow the rules? Do you know any other
• Check the homework as a class. Ask pupils what they safety rules? e.g. Don’t swim after eating.
or difficulties. Do remedial teaching as/if necessary Mini project
21 Make a safety poster about a dangerous
Warm-up outdoor activity in your country.
• Talk to pupils (in L1 and English) about their • Remind pupils of the steps to success: Think, Plan,
experiences of going to a beach/pool/water park, Write and Share.
etc. Ask, Is it fun? Is it dangerous? What do you do to Think Ask pupils to choose a dangerous activity to
protect yourselves? Write their answers on the board. create a safety poster for. If they have access to the
internet, they can find additional facts or teacher can
Learning adventure support them with quick internet checks.
Plan Encourage pupils to organise their ideas as
18 What do you know? mind maps and source appropriate images to use.
Go around the classroom and help with vocabulary
• Open books and ask pupils to look at the activities. and spelling.
Write Encourage pupils to organise the information
on their poster in a logical way so that it is easy to
We’re reading a text about beach safety in Australia.
understand and looks attractive.
Share Put the posters up on the wall and pupils vote
English for dangerous outdoor activities, e.g. climbing,
on which give the most powerful safety messages.
kayaking.
• Refer to the learning adventure poster and say, Great! You may also wish to give pupils feedback on
You are moving along your learning adventure! their projects.
19 Listen and read. What do the different Optional home–school link

flags mean?
• Ask pupils to take their work home and share their
• Direct pupils’ attention to the photos. Use them to work with their families. They may wish to get their
elicit the meaning of flag, surf, surfer and surfboard. parents or siblings to think of more safety rules and
Pre-teach cover and sun cream. add them to the poster.
• Play the audio (CD2:35). Pupils listen, read the text
and answer the question in the rubric.
ANSWER KEY
The red and yellow flags mean the water is safe.
The red flags mean the water is dangerous.
The blue flags mean you can never surf.
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5
Show homework
19 Read. What do the different flags mean?
2:35
Books.
• Check the rubrics with pupils and go
2 understand the activities.
BEACH SAF ETY IN AUSTRA LIA
1 AB page 41
Sun safety
• Put on some clothes – always
wear a T-shirt or other clothes.
• Put on sun cream – always wear Swim safety 18 Read and do the quiz. What’s your
sun cream in the sun. • Swim between the red
• Put on a hat – always wear a
hat to cover your head in the
and yellow flags. This
water is safe.
score?
sun. • Never swim near a red
flag. It means the water is
dangerous.
Surf safety 3 • Always swim near the beach.
• Always surf between
Don’t swim far away. ANSWER KEY
the surfing signs.
• Always stay with
your surfboard.
• Never surf between
blue flags.
21 Make a safety
poster about
19 Look and write in the correct
a dangerous outdoor
activity in your country.
column(s).
• Ideas – Choose an outdoor activity

1 What do you need to wear for sun safety? that can
be dangerous.
a
b • Plan – Make notes. Think of rules
that can ANSWER KEY (suggested answers)
make it safe.
2
c
Where is it dangerous to swim?
Never… Always… Don’t forget to… Beach/sea: snorkelling, diving, surfing,
You can… You can’t… Wear… Take…
• Write – Make a poster like in
horse-riding, walking
3 Where can you never surf? Activity 19.
• Share – Show your poster Park/countryside: walking, horse-riding,
and tell the class about it. HOME
SCHOOL
SCHOOL rollerblading, skateboarding
LINK Mountain: climbing, walking, horse-
Lesson 6 Can understand a text about beach safety in Australia / Can make a safety poster 45
riding
Learning adventure
Ask pupils, What new things do you know about outdoor
safety now? Tell pupils to work with a partner. Give pairs a
minute to think of ideas. Accept any answers and promote
discussion. Ask pupils, Where are you on your learning adventure?
Pop quiz
In groups, pupils write and act out a skit showing an aspect
of safety at the beach/park/school playground. They can
also do the skit as a silent film and the pupils watching must
guess what aspect of safety is the subject and what rules are
being broken.
Materials
Poster, a large sheet of paper for each pupil, internet access
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5
Lesson 7 PB page 46 23 Listen and tick (✓). Then write.
• Ask pupils to look at the pictures at random and tell
Learning objective you what they are, e.g. What’s 3b? (mini-golf) What’s
Can assess what I have learnt in Unit 5 6b? (theatre), etc.
Recycled language • Explain to the pupils that they are going to hear about
Target language from Unit 5 Jenny’s summer holiday and the pictures show things
that she did today and yesterday, in the morning,
afternoon and evening.
Check homework • Play the audio once and pupils tick the correct option
for each pair of pictures. Stop after each item to give
• Check the homework as a class. Ask pupils what they them time to make their choice.
or difficulties.
CD2, Track 36
Warm-up My name’s Jenny. It’s my summer holiday now.
Today, this morning I went to the water park
• Play Spelling bee (see page 21) to revise the vocabulary again. I was there yesterday morning, too. I went
from this unit. on the water slide ten times!
This afternoon we went to the amusement park.
Learning adventure We went on the carousel but then it rained and
we went home. It was better yesterday when we
Open books and ask pupils to look at the activities. went on the new rollercoaster. It was fantastic!
Ask, What are we learning today? Write the lesson This evening I went to the aquarium with my dad.
objective on the board or look at it on the screen: There were a lot of beautiful coloured fish.
We’re thinking about our learning adventure. Yesterday evening I went to the theatre with my
• Close books. Ask pupils, How many words for tourist grandparents. We came home very late.
attractions can you remember? Put their ideas on
the board.
• each example, ask pupils, Where are you on
For
• Play the audio again for pupils to answer questions
1–3. Encourage them to write full sentences.
• Check answers as a class.
more practice.
ANSWER KEY
22 Circle. 1a 2a 3a 4a 5b 6b
1 She went to the water park.
• Focus pupils on the sentences. Tell them that they can 2 She went to the rollercoaster.
work out the correct answer if they understand all the
3 She went to the theatre.
words in the sentence.
• Read the sentences chorally and give pupils the
opportunity to ask you about any words they
don’t know. Practice
• Pupils complete the activity and compare their ideas
• To practise past simple interrogative and short
with a partner. Check answers as a class. answers, divide pupils in pairs and ask each partner
to write five incomplete affirmative sentences about
ANSWER KEY what he/she did last week, e.g. Last Sunday, my friends
1 theme park 2 big wheel 3 rollercoaster and I visited…, etc. His/Her partner asks questions
4 museum to find the missing information, e.g. Did you visit
a museum?
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5
Pop quiz
22 Circle.
In groups of four, pupils tell the other
1 Last week, I went on some cool rides at the ( theatre / palace / theme park ). groups the answers to the following
2 First, we went on the ( big wheel / mini-golf / carousel ) because we like to go up high.
3 Then we went on the ( carousel / rollercoaster / dodgems ) because it’s very fast. questions: Which is your favourite activity in
4 My sister is interested in history so she visited the ( museum / aquarium / theme park ). the unit? Why? Which activity don’t you like?
Why? What is your favourite new word?
23 Listen and tick (✓). Then write.
2:36
Which word is the most difficult for you?
this morning yesterday morning
1 a b 2 a b
Show homework
this afternoon yesterday afternoon

3 a b 4 a b
Books.
this evening yesterday evening
5 a b 6 a b
AB page 42
1 What did she do yesterday morning?
2
3
What did she do yesterday afternoon?
What did she do yesterday evening?
20 Look and write.
24 Look at Activity 23. Imagine. Then ask and answer.

ANSWER KEY
1 What did you do yesterday?
2 Did you like the ? 1 Did 2 didn’t 3 didn’t 4 didn’t
3 What did you enjoy the most?
I can identify tourist attractions and theme park activities. 21 Number. Then listen and
I can ask and answer questions about trips in the past.
I can make a safety poster.
check.
M05_POEN_PUB_05GLB_2034_U05.indd 46 14/04/2016 1:23 µ.µ. CD2, Track 37

Girl: Did you go to the beach on
24 Look at Activity 23. Imagine. Then ask and answer. Saturday?
• Give pupils a few moments to think about their imaginary day Boy: Yes, I did. We went swimming in
and decide on their answers. the sea.
• Go around the classroom, prompt and help as necessary whilst Girl: Did you like it?
pupils ask and answer in pairs. Have them change partners Boy: No, I didn’t. The water was cold.
several times and speak with different people. Girl: Did you play football on the
beach?
Learning adventure Boy: Yes, we did but the ball went into
the water!
unit. Ask pupils to tell you what they found easiest or most
statements at the bottom of page 46 of the Pupil’s Book. For ANSWER KEY
each one, pupils tick the box that reflects how confident they feel a4 b6 c1 d2 e3 f5
the learning adventure poster. Tell pupils, Well done! to reinforce
the progress they are making. General poster activities
For general poster activities see Lesson 7
of Unit 1.
Materials
Poster
117
5
Lesson 8 PB page 47 • Divide pupils in pairs and ask them to sit back to
back with their partner. Pupils take turns to describe
Learning objective the layout of their theme park to their partner who
Can use what I have learnt in Unit 5 listens and draws on the second map. Go around the
classroom, prompt and help as necessary. At the end
Recycled language of the activity, pupils look at each other’s maps and
Target language from Unit 5 compare.
Extension questions
Warm-up
Say to pupils, The best place in town is the theme
• Divide the pupils in teams and have them stand park. Divide pupils in two or more groups and tell
in lines. The first pupil in each line whispers two them that they have to think of reasons to support
sentences to the pupil next to him/her using the whether this statement is true or false. Remind them
target language, e.g. I went to the theatre on Saturday. there is no right or wrong answer but they need to give
I went to the theme park yesterday. The messages are their reasons for what they think.
passed on down the line, the pupils only being allowed
to whisper the message once to their neighbour.
The pupil at the end of the line says the sentences
aloud and the originator of the messages says if • Ask pupils to choose anything they enjoyed from the
they are correct. Correct sentences get two points, unit and to go and find out more. You might like to
partially correct sentences one point. This last pupil set this activity as homework with a quick feedback
then goes to the front and the game is repeated until session at the beginning of the next lesson.
everyone has a turn being the ‘whisperer’. • You can also suggest that pupils write one or two
Learning adventure switch the question(s) with a partner. Pupils then
find the answer(s) to their partner’s question(s) as
Open books and ask pupils to look at the activities. a homework activity, and report to the class in the
Ask, What are we learning today? Write the lesson next lesson.
We’re designing a theme park to revise Unit 5 language. Are you ready for Unit 6?
25 Draw. Then listen to your friend and draw. Ask pupils if they are ready to move on to the
• Elicit the names of different theme park attractions remember everything as they will continue to practise
and build up a list on the board, e.g. big wheel, throughout the level.
dodgems, mini-golf, rollercoaster, boating lake.
• Next to each word draw a simplified symbol that • Encourage pupils to ask if they’ve got any questions
pupils can copy and use on their own maps. about what they learnt in Unit 5. Tell pupils, Well done!
to reinforce the progress they are making.
• Elicit some suggestions about other possible items
pupils might want to put in their parks, e.g. café,
swimming pool and put these on the board as well. Consolidation and extension worksheet 5
• Direct pupils’ attention to the two maps in their • Pupil’s complete the consolidation and extension
books. Give pupils time to decide what they want to activities on Worksheet 5 (page 102).
put in their own theme parks and to complete the map
on the top half of the page (Your theme park). 1 Find the words in the wordsnake and write
• Demonstrate the activity using a rough map on them in the correct balloon.
the board and eliciting sentences from the class to
describe where things are in relation to each other.
• Ask pupils to look at the wordsnake and find the words.
Revise next to, between, in front, behind, etc.
• They decide what type of word each one is and write
them in the correct balloon.
2 Order the questions. Then match.

• Ask a pupil to read the example aloud to the class.
• Pupils order the words in items 2–4 to
make questions,
• They then match the questions with the answers.
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5
AB page 43
25 Draw. Then listen to your friend and draw. 5 22 Complete the Unit Quiz.
Design a theme park!
Your theme park
ANSWER KEY
1 a palace, b aquarium, c theatre,
d water park
CANDY
FLOSS
2 Possible answers: carousel, big wheel,
dodgems, rollercoaster
3 Did you go to the park yesterday?
4 Yes, I did. / No, I didn’t.
23 Write six sentences about last

Your friend’s theme park
The big wheel is next
to the entrance.
year and last week.
ANSWER KEY
CANDY
FLOSS

English World
Pop quiz
Describe a place from the unit. Ask pupils to guess.
Evaluation
Show homework
Materials
119
Wider World 3
Our holidays • Ask, What can you see? Do you know the names of any
PB pages 48–49 of the places? Elicit possible vocabulary, e.g. mountains,
ancient city, gardens, etc. Then ask them to guess
Learning objectives which countries these photos were taken in.
Can understand texts about holidays • Tell pupils they are going to listen to three children
Can talk about my favourite holiday speaking about their holidays.
• Play the audio (CD2:38). Pupils listen and check their
Target language predictions.
Fairy Chimneys, hot-air balloon, mountains, ruins, • Ask volunteers to come to the front and show these
Taj Mahal countries on the map of the world.
Recycled language
Means of transport
3 Read. Match the highlighted words with
Past simple affirmative the photos.
• Divide pupils in pairs. They must read the three texts
and match the highlighted words with the photos.
Check homework • To make it more challenging, set a time limit.
• Check the homework activity as a class. Ask pupils if • Elicit answers from the class. Pupils can check their
they found any question particularly difficult. Is there own work.
before starting the new unit? ANSWER KEY
1 c (mountains, ruins) 2 a (Taj Mahal)
Warm-up 3 b (hot-air balloon, Fairy Chimneys)
• Divide pupils in two teams. One pupil from the first
team says a verb in the infinitive and another from
the other team makes a sentence in the past simple Extension questions
about places they visited on holiday. Give a point if the
sentence is correct and an extra point if it’s about a Say to pupils, (Australia) is the best place to go on
place they visited on holiday. holiday. Divide pupils in two or more groups and
tell them that they have to think of reasons to support
Learning adventure whether this statement is true or false. Remind them
there is no right or wrong answer but they need to give
1 What do you know? their reasons for what they think.
• Ask pupils what words they know in English for tourist 4 Read again. Answer the questions.
attractions, e.g. aquarium, water park.
• Open books and ask pupils to look at the activities. • Tell pupils that they don’t need to understand all
Ask, What are we learning today? Write the lesson unknown words to do the activity.
objectives on the board or look at them on the screen: • They read and answer the questions. Ask them to
We’re reading texts about holidays and talking about our justify their answers.
favourite holidays. • Ask pupils to read through the texts one last time
2 Look and say. Describe what you see. work out their meanings from the context if possible.
Then listen and check. Explain the rest with drawings or with the help of
the dictionary.
• Direct pupils’ attention to photos 1–3. Give pupils
some time to look at them. • Ask pupils to decide which of these new words they
consider more important and want to learn and write
• In pairs, pupils brainstorm all the statements they can
them in their notebooks.
120
Wider World 3 3
4 Read again. Answer the questions.
Our holidays 1
2
Where is the Taj Mahal?
Whose tombs are inside the Taj Mahal?
2
3 Where was Zeynep’s hotel?
1 What do you know? 4 Name two things you can do in Cappadocia.
5 Who lived in Machu Picchu long ago?
6 What was the Intihuatana Stone?
2 Look and say. Describe what you see.
2:38
1 5 Ask and answer.
1 What was your favourite holiday and why?

2 What’s a nice place to visit where you live?
c
3 Read. Match the highlighted words with the photos.
a
Ask and answer in your class.
Last year, I went to a city called Agra in India. I visited the
Present the results in a graph.
Taj Mahal with my family. A man called Emperor Shah Jahan
married a princess called Mumtaz Mahal. When she died he was
very sad. He built the Taj Mahal for her. Twenty thousand workers Last year, I visited a city called
and one thousand elephants finished it in 1653. The tombs of Machu Picchu. It ’s in the Andes Your favourite holiday
Emperor Shah Jahan and his wife are inside the Taj Mahal. I think Mountains in Peru. Long ago, How did you get there?
the Taj Mahal is beautiful! people called Incas lived in this
10
Samir, 11, India ancient city. The city was lost 9
in the mountains for hundreds 8
b
of years. There are ruins of 7
gardens, houses and even a 6
This summer, I went by bus to Cappadocia in Turkey. We stayed in a palace. My favourite ruin is 5
hotel in front of the Uçhisar Castle. During the day, we visited a city called the Intihuatana Stone. It 4
3
that was inside a mountain. There are houses, restaurants and hotels was a big sundial at the top of a
2
all inside the mountain. We then went in a hot-air balloon and saw big pyramid. There were often 1
the beautiful Fairy Chimneys. special celebrations around the by bus by plane by car by boat
After that, we visited a famous Turkish bath. I can’t wait to Intihuatana Stone. Machu Picchu
visit Cappadocia again next year. is a great place to visit!
Zeynep, 12, Turkey Juan, 12, Peru
48 Wider World 3 Can understand texts about holidays Wider World 3 Can talk about my favourite holiday 49
Your Turn!
ANSWER KEY
1 In Agra, in India. • Ask pupils to look at text b. Ask, How did Zeynep go
to Cappadocia? (by bus) Elicit other means of transport
2 Emperor Shah Jahan and his wife, Mumtaz Mahal.
and check that pupils understand we say by bus, by
3 In front of the Uçhisar Castle.
boat, by plane, etc.
4 Possible answers: go in a hot air balloon to see
the Fairy Chimneys; visit a Turkish bath; visit a • Tell pupils that they are going to work with other pupils
and talk about how they got to their ideal holiday.
city inside a mountain.
5 The Incas. • Make sure you give pupils time to think through their
answers before they work with their partners.
6 It was a sundial at the top of a pyramid.
• Pupils mingle, asking each other about their favourite
holiday and how they travelled there.
• To give pupils a reason to listen, each pupil/pair will also
5 Ask and answer. think of one/two more questions to ask their partners.
• In pairs, pupils talk about their favourite holiday and • They then create a bar graph to present the results.
what they did. • Ask pupils to present their results to the class, if
• They then brainstorm nice places in their country to there is time.
visit and report back to the class.
• Monitor and help. Did all the pupils think of the same Pop quiz
places?
• Take a class vote for the most popular place.
countries from the lesson. Ask them to write down
as much information as they can remember
from the texts.
Materials
A map of the world
121
6 Arts
Worksheet 6
Name: Class:
1 Look, read and correct. 1

1 They saw a romantic film.
They didn’t see a romantic film.
They saw a sci-fi film. 2
2 My sister bought a new computer yesterday!
3
3 We went to a theme park last Sunday.
4 I met Susie outside the cinema. 4
2 Read and tick (✓).

My favourite book is Percy Jackson and the Titan’s Curse. It’s about a boy,
Percy. Percy isn’t a normal boy. He is the son of Poseidon and he has
many adventures. Percy and his friends get into a lot of trouble all the
time! The book is sometimes funny and sometimes scary. I liked this book
because it was very interesting and it made me laugh. CE6.2
1 2
CE6.2
3 Now write about your favourite book in your notebook.
6 Arts
Unit overview
Unit objective
• I can talk about arts
Language
Genres: action, cartoon, comedy, musical, romance, sci-fi, thriller, western
Target Music: blues, country, drum, guitar, harmonica, instruments, jazz, piano,
vocabulary pop, radio, rock, saxophone, violin
Poetry: poem, zebra, stripes, good/bad habits, times, neat, sloppy, opposites
I had/didn’t have (a good time last Saturday).

Target
structures
Did you (hear the piano)? Yes, I did. / No, I didn’t.
Phonics: /ɔː/ and /əʊ/

Features
Cross-curricular: Literature: poetry
Skills
• Can understand the details of a story

Reading • Can recognise the importance of being self-sufficient
• Can understand a text about a favourite book
• Can understand a simple poem
• Can complete simple sentences about events in the past (Activity Book)
Writing • Can write a review of my favourite book (Activity Book)
• Can write a poem about an animal or a monster (Activity Book)
• Can complete simple sentences about my favourite music (Activity Book)
• Can identify different types of film

Listening • Can identify musical instruments
• Can talk about things I did or didn’t do

• Can identify the sounds /ɔː/ and /əʊ/
Speaking • Can discuss a story
• Can talk about a poem I like
• Can talk about being self-sufficient
123
6
3 Listen and say.
Learning objective
Can identify different types of films • Give pupils time to look at the pictures to introduce
the new vocabulary.
action, cartoon, comedy, musical, romance, sci-fi, the words.
thriller, western • Play the audio again, pausing after each word so that
Recycled language pupils can practise the pronunciation.
cinema, scary, noise
Practice
• Divide pupils in pairs. One partner calls out the name
Warm-up of a film and his/her partner says what type it is. If
• Say true and false sentences about the story in Unit 5 they disagree they have to give reasons using because.
Lesson 1, e.g. Felipe went to the palace. True or false? • Finally, have a survey to find the most popular type of
(False. He went to the water park.) Tom and Flo went film in the class. The class make a bar chart to show
to the museum. (False. They went to the palace.) Maria what type of films they like.
went to the museum. (True)
• Ask: Where did you go last weekend? Accept one-word 4 Ask and answer.
answers but encourage pupils to use full sentences. • In pairs, pupils ask and answer. Encourage pupils to
give reasons, using because they are… .
Learning adventure
Practice
1 What different types of films do you
know? Which do you like? • Divide pupils in two groups. Ask them (in L1 and
English) to brainstorm descriptions of different
• Open books and ask pupils to look at the activities. types of film without mentioning them.
• A pupil from group A describes a type of film and
group B pupils try to guess the type, e.g. Pupil A: It’s a
We’re learning to identify different types of films.
love story. Pupil B: It’s a romance. They then switch.
English for types of films, e.g. thriller. Write them on
Learning adventure
the board.
• Refer to the learning adventure poster and say, Great! Ask pupils, How many words do you know for types
You are already moving along your learning adventure! of films now? Give pupils a minute to tell their
partner the new words they know. Ask pupils, Where
2 Listen and read. What is Shadow in are you on your learning adventure now? Ask pupils
the House? which words they find easiest or most difficult to
• Ask pupils to look at the pictures. Elicit where Maria remember. Tell pupils, Well done! to reinforce the
was (at the cinema). Revise shadow. progress they are making.
• Play the audio (CD2:39). Pupils listen, follow in their
books and find the answer. Pop quiz
Ask pupils to sit in a circle. Start a chant rhythm
ANSWER KEY by tapping your lap and say, On Monday I saw a
It is a scary thriller. (thriller). The next pupil repeats your sentence and
follows it with On Tuesday I saw a (romance). Continue
around the circle with the days of the week. If a pupil
forgets or hesitates too long, they are out and the
chant starts again from Monday.
124
6
2 Listen to Maria and Felipe and
6
choose.
Ar ts
1 What different types of films do you know? Which do you like? CD2, Track 41
2 Listen and read. What is Shadow in the House?
Felipe: What type of films do you like,
Maria?
2:39
1 Hi, Maria! 2
There was something in the house.
Hi guys! I just saw Shadow in It wrote letters on the window… Maria: I like thrillers. I like thrillers
the House. It’s a scary thriller
but I had a great time! because they are exciting and
sometimes scary.
Felipe: Do you like cartoons, too?
Maria: No, I don’t. I’m too old for
3 4
cartoons now.
…and it made terrible noises.
Boo!
Aaah!
Felipe: Really? I love cartoons but I
Flo, we didn’t see you! hate musicals!
Maria: I love watching musicals! I love
5
listening to music and I love
dancing, too.
Sorry!
Felipe: Mmm… I like listening to music
3 Listen and say.
4
5 The
but I hate dancing!
Action
2:40
Man Wild
3 West
1 2
action western ANSWER KEY

sci-fi 6
7 8 2 cartoons 3 cartoons 4 musicals
thriller comedy
4 Ask and answer.
A: What films do you like?

romance musical cartoon
3 Complete the sentences for you.
B: I like thrillers and…
50 Lesson 1 Can identify different types of films
ANSWER KEY
Show homework
AB page 44
1 Look and write.
ANSWER KEY
2 romance 3 comedy 4 sci-fi 5 thriller 6 western
7 action 8 cartoon
Materials
Poster
125
6
Learning objective the audio (CD2:42).
Can talk about things I did and I didn’t do • Focus on the highlighted words. Explain (in L1) that
there is no rule how to form the past simple of
Target language
irregular verbs and we have to learn them by heart.
I had/didn’t have (a good time last Saturday).
• Elicit that the negative is formed the same way as for
regular verbs.
• Remind them that the past simple of be is different.
(was/were, wasn’t/weren’t)
Recycled language • Elicit more examples from the class and write a few
cinema, last Monday/night, scary, shadow, of them on the board.
yesterday • Pupils then copy the sentences into their notebooks.
Practice
Check homework
• To practise the new forms, mime some verbs that
• Check the homework as a class. Ask pupils what they pupils know. Say, Yesterday I… a letter and mime
found easy/difficult and help them with any problems writing. Then pupils play the game in pairs.
before moving on to the new lesson. 6 Look and choose. Then listen and
check.
Warm-up
• Pupils look at the pictures and choose the correct form.
• Play Bingo (see page 21) to revise the vocabulary from • Play the audio. Pupils listen, check and repeat
Lesson 1. the sentences.
Learning adventure CD2, Track 43

Open books and ask pupils to look at the activities. 1 The boy wrote a lot of letters last night.
Ask, What are we learning today? Write the lesson 2 The girl didn’t see her brother.
objective on the board or look at it on the screen: We’re 3 They made dinner yesterday.
learning to talk about things we did and we didn’t do. 4 His dad didn’t have a good time at the cinema.

• Ask pupils some questions about the story in ANSWER KEY
Lesson 1, e.g. Who went to the cinema? (Maria) 1 wrote 2 didn’t see 3 made 4 didn’t have
What was the name of the film? (Shadow in the House)
What type of film was it? (It was a thriller.)
• Revise have a good time. 7 Read and say. Make true sentences for you.
• Pupils read the story in Activity 2. They correct the
• In pairs, pupils read the prompts and make true
false statements.
sentences for themselves.
ANSWER KEY
1T ANSWER KEY
2 F (She had a great time!) 1 I wrote/didn’t write in my diary last Monday.
3 F (The shadow wrote on the window.) 2 I saw/didn’t see a film last week.
4 F (The shadow made terrible noises.) 3 I had/didn’t have a good time last Saturday.
5 F (She made a scary noise.) 4 I made/didn’t make dinner for my family
yesterday.
5 I had/didn’t have a birthday party last year.
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6
AB page 45
2:42
4 Look and write. What did/didn’t
1
2
Maria saw a scary film.
Maria didn’t have a good time.
have had didn’t have they do last week?
3 The shadow didn’t write on the window. write wrote didn’t write
4 The shadow made friendly noises. make made didn’t make
5 Flo didn’t make a scary noise.
see saw didn’t see
ANSWER KEY
6
2:43
Look and choose. Then listen and check. 2 Maria saw Shadow in the House.
3 Felipe didn’t have a party.
4 Flo wrote in her diary.
5 Maria and Flo went to the beach.
1 The boy ( wrote / didn’t write ) a lot of 2 The girl ( saw / didn’t see )
5 Complete Flo’s diary. Then
letters last night. her brother. listen and check.
CD2, Track 44
Yesterday was fun. I went to the
cinema. Maria went, too, but she saw a
thriller. I saw a comedy. It was about
3 They ( made / didn’t make ) dinner 4 His dad ( had / didn’t have ) a good
yesterday. time at the cinema. a funny man, George. He made a lot
of funny noises and I had a good time.
7 Read and say. Make true sentences for you.
After the film, I saw Maria but she
didn’t see me. I said, ‘Boo!’ She was
1 I / write / in my diary last Monday.
2 I / see / a film last week. I wrote/didn’t scared! It was funny but I said, ‘Sorry’
write...
3
4
I / have / a good time last Saturday.
I / make / dinner for my family yesterday.
and we laughed.
5 I / have / a birthday party last year.
Lesson 2 Can talk about things I did or didn’t do 51

ANSWER KEY
2 went 3 saw 4 made 5 had
6 didn’t see 7 said 8 said
Pop quiz
Ask some pupils to read their sentences from Activity 6 in
the Activity Book aloud to the class. Have a class 6 Write about last weekend.
discussion about who did the same things, who did the most Write three sentences.
interesting thing, who didn’t do what they wanted.
Show homework ANSWER KEY

Direct pupils’ attention to the earphones card on page 51 of the
Pupil’s Book. Tell pupils to go online to the Poptropica English
Island Adventure Game and find the item. Once pupils click on
it, they are taken to a supplementary language task.
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6
Lesson 3 PB page 52 9 Listen and match with the type of
music. Which instruments can you hear?
Learning objective • Look at the pictures and introduce the vocabulary.
Can identify musical instruments • Say the words and ask pupils to repeat after you.
Target language • Play the audio (CD2:46) again. Pupils listen and identify
the musical instruments.
blues, country, drum, guitar, harmonica,
instruments, jazz, piano, pop, radio, rock,
saxophone, violin ANSWER KEY
Did you hear (the piano)? Yes, I did. / No, I didn’t. 1 guitar, drum 2 saxophone, piano, drums
3 violin, drum, guitar 4 harmonica, piano
Check homework
• Check the homework as a class. Ask pupils what they 10 Listen and sing. How many instruments
found easy/difficult and help them with any problems are in the song?
or difficulties. • Direct pupils’ attention to the song. Ask, What do you
think the song is about?
Warm-up • Play the audio (CD2:47). Pupils read and follow.
• Draw a music mind map on the board. Put music • Play the song again. Pupils answer the question. Check
with lines out and two groups, types of music and answers with the whole class.
instruments. Elicit (in L1 and English) vocabulary from • Play the audio again. Encourage pupils to sing and
the pupils and write it on the board (in English). Leave mime playing the instruments mentioned in the song.
the mind map on the board. • If pupils feel confident, use the karaoke version (CD2:48).

four: saxophone, guitar, violin, harmonica
objective on the board or look at it on the screen: We’re Presentation
learning to identify different types of music and musical
instruments. • Read through the Look! box with the class and play the
audio (CD2:49).
• Close books. Ask pupils what words they know in • Focus on the highlighted words. Elicit that we use did
English for music, e.g. song, guitar. Write them on
the board. and the verb in infinitive for both regular and irregular
verbs and write examples on the board.
• Refer to the learning adventure poster and say, Great! • Pupils copy the sentences into their notebooks.
11 Listen. Ask and answer.
Presentation
• Play the audio. Pupils listen and answer the questions.
8 Listen and say. Do you know any other
types of music?
CD2, Track 50
• Ask, Do you like music? Which type? Look at the mind map. 1 (guitar) 2 (drums) 3 (violin) 4 (harmonica)
• Play the audio. Pupils listen. 5 (saxophone)
CD2, Track 45
1 (rock music) 2 (jazz music) 3 (pop music)
4 (blues music) ANSWER KEY
1 Yes, I did. 2 No, I didn’t. 3 Yes, I did.
4 Yes, I did. 5 No, I didn’t.
ANSWER KEY
1 rock 2 jazz 3 pop 4 blues 12 Ask and answer.
• Ask pupils to write four questions each.
• In pairs, pupils take turns to ask and answer the
questions.
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6
AB page 46
8 Listen and say. Do you know any other types of music?
Find ten music words. Complete
2:45
7
9
2:46
Listen and match with the type of music. Which instruments can you hear? the table.
blues jazz pop rock
e f
a b c d
ANSWER KEY
violin harmonica saxophone guitar drum piano s p i a n o z r t p
10
2:47
Listen and sing. How many instruments are in the song? a z x g u i t a r o
2:48
Chorus:
x d v i o l i n o p
Did you hear the music last night on the radio?
Did you hear the music last night on the radio? o h a r m o n i c a
I didn’t feel happy, I was so sad.
But the music was great, it made me feel glad.
p x v b r o c k z o
Chorus
Yes, I did. Playing funky jazz was a saxophone.
And I loved dancing to it on my own.
h v w l x d z v j t
Chorus
No, I didn’t. Was it pop, was it rock, what was it like?
o m q u z r w q a z
Country music with guitars and violins, it was all right.
Chorus
n z v e x u w k z v
Yes, I did. It was the kind of music I choose. 2:49
Guitar and harmonica playing the blues. Did you hear the piano? e w x s q m z j z m
Yes, I did./No, I didn’t.
Instruments: piano, saxophone, guitar,
11 Listen. Ask and answer. 12 Ask and answer. violin, harmonica, drum
Music styles: pop, blues, rock, jazz
2:50
1 Did you hear a guitar? Did you have a party

last month?
2 Did you hear a saxophone?
3 Did you hear a violin? have yesterday
4 Did you hear a harmonica?
5 Did you hear a piano?
write
make ?
in (January)
on (Monday) 8 Read and write. Then listen
see last (week)
and check.
52 Lesson 3 Can identify musical instruments

CD1, Track 51
Learning adventure Jon: Hi, Sally. Did you go to a concert
on Saturday?
Ask pupils, How many words for musical instruments do you Sally: Yes, I did. It was amazing!
know now? Give pupils a minute to tell their partner the Jon: Really? Did you hear any pianos?
new words they know. Ask pupils, Where are you on your learning Sally: Pianos? No, I didn’t.
adventure now? Tell pupils, Well done! to reinforce progress. Jon: Oh, did you see any violins?
Sally: No, I didn’t. But I saw guitars.
Pop quiz It was a rock concert!
Say, I can play the piano. I can’t play the violin. and mime the
actions as you speak. Brainstorm a list of musical
instruments and write them on the board. Pupils play a miming ANSWER KEY
game in groups. The first group to successfully mime and guess 2 did 3 was 4 hear 5 violins
pairs of sentences containing all the words is the winner. 6 didn’t 7 rock
Show homework 9 Write four questions for a friend.

• Show the homework in the Activity Book. Ask pupils to do Write the answers.
the activities at home.
so pupils understand the activities.
Materials
Poster
129
6
Lesson 4 PB page 53 15 Talk to a friend about a book. Think about
these questions.
Learning objectives • Pre-teach characters (in a book).
Can understand a text about a favourite book • In pairs, pupils ask and answer about their
Sounds: /ɔː/ and /əʊ/ favourite book.
Target language
get into trouble, goofy, secondary school
Recycled language • Pupils look at the tongue twister and say which
sounds the blue letters make.
Past simple, Past simple expressions
• Play the audio (CD2:52) to check.
Warm-up
• To revise past simple, silently mime some activities
from verbs pupils know. Pupils ask questions in the Pop quiz
past simple to find out what you are miming.
Ask pupils to work in pairs to design a cover for a
Learning adventure book called, Diary of a…, on a sheet of paper.
They have to think about the storyline of their book,
Open books and ask pupils to look at the activities. including characters (who), year (when), events (what),
Ask, What are we learning today? Write the lesson etc. When they have finished, pairs can present their
objectives on the board or look at them on the screen: book idea. The class can vote for the best cover and
We’re reading a text about favourite books and we’re the best storyline.
learning to pronounce words that include /ɔː/ and /əʊ/.
Show homework
13 Read. Is the book a thriller, a romance or
a comedy? • Show the homework. Explain that pupils will do the
• Pupils skim read and find out what type of book it is. • Check the rubric with pupils and go through an
• Ask, Do you like this book? Why/Why not? Pupils discuss example, if necessary, so pupils understand the
the book in small groups and report back to the class activities.
with their opinions.
AB page 47
ANSWER KEY
It’s a comedy. 10 Listen and choose.
CD2, Track 54
14 Read and choose. Interviewer: Hello! Today on ‘Discovery Island
• Explain goofy and get into trouble. book review’ we’ve got Alicia in the
• Pupils read the review again more closely and answer studio. Hello, Alicia.
the questions. Alicia: Hello.
Interviewer: Now, Alicia, tell us about your
favourite book.
ANSWER KEY
Alicia: Well… it’s Inkheart by Cornelia Funke
1b 2a 3b 4a
and it’s really great. It’s about a
girl, Meggie. She’s 12 and she loves
books. Her dad loves books, too and
he can make people come out of the
books!
130
6
11 Listen again and tick (✓).
13 Read. Is the book a thriller, a romance or a
comedy?
6
ANSWER KEY
2 T 3 Don’t know 4 T 5 F
Goofy Girl: Surviving Secondary School
I love this book. I read it every day last summer. It’s about a girl, Harriet. Harriet is a
normal girl in secondary school and she writes in a diary every day. Harriet has got a
best friend, Meg, and a mean little brother. Harriet is always getting into trouble and a 12 Write a review of your favourite
lot of funny things happen to her. My favourite part is the bit about
her first day at school. Harriet is late for school and she can’t find
book. Think about the characters,
her new classroom. Then she and Meg argue about it and they aren’t the story and why you like it.
friends anymore. Harriet is friends with George, a boy in her class, and doesn’t
speak to Meg for some time. The ending is good but I can’t tell you! The book was
really funny and it made me laugh a lot. I’m keen on the cartoon pictures in the
book, too. I liked it because I’m in secondary school, too – and my best friend’s
name is Harriet. She’s like Goofy Girl! ANSWER KEY
Emily, 13
14 Read and choose.
1 Emily read the book:

a last week.
16
13 Complete. Use these words.
Listen, read and say.
2
b last summer.
The two girls in the book were:
2:52
Then listen and repeat.
a Harriet and Meg. I saw a small, cold goat in a boat.
b Harriet and Evan. I said to him, ‘Here, have my yellow
3 The two girls were friends: coat.’
a all the time. CD2, Track 55
b most of the time.
4 The book made Emily: 1 Yesterday, I saw a comedy in
a laugh a lot.
b cry a lot.
the cinema.
2 This T-shirt is too small!
15 Talk to a friend about a book. 3 He’s drawing a boat on the sea.
Think about these questions.
4 She wrote a letter to her granny
• Is it a comedy/thriller/romance? last night.
• Who are the characters?
• Why do you like it? 5 I usually go to the shopping centre
on Saturdays.
Lesson 4 Can understand a text about a favourite book / Sounds: /ɔ:/ and /Əʊ/ 53
ANSWER KEY
Interviewer: Wow, sounds interesting… 2 small 3 drawing, boat 4 wrote
Alicia: Yes and there are monsters, too! 5 go
Interviewer: Cool! And why is Inkheart your favourite book?
Alicia: Well, I like Meggie a lot. I like her because
she’s 12 and I am, too! And I love books, too,
like her! The book is quite long but the story is
really good.
Interviewer: Did you see the film of the book, too?
Alicia: Yes, I did. It was really good. I loved the
actors.
Interviewer: Great, well thanks a lot, Alicia. Next week on
‘Discovery Island book review’ we’ve got…
ANSWER KEY
1b 2a
Materials
A sheet of paper for each pair of pupils
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6
Lesson 5 PB page 54 • Play the audio again. Check pupils’ understanding
of the story by pointing to the pictures and asking
Learning objectives questions, e.g. Are Zeb and Dot Martin there? (No, they
Can understand a simple story aren’t.) How do they find Peter? (He shouts for help.)
Can discuss a story What’s Peter’s job? (He works at the studio / He’s a
sound engineer.) Who locked him in the cupboard? (Zeb
Functional language and Dot Martin) What did they take from the studio?
Help! (They took a saxophone.) What did they do before they
Thank you! left the studio? (They recorded some music.) What does
What’s going on? Peter wonder? (What music the Martins were recording.)
Target language • After pupils have a clear understanding of the story,
lock in, record, recording studio, saxophone play the audio again and ask different groups of pupils
to read along the parts of the characters.
Recycled language • Ask pupils to work in pairs to predict (in L1) what
food bin happens next. Volunteers tell the class their ideas.
Check homework Extension questions

• Check the homework as a class. Ask pupils what they Write the following question on the board:
Why do you think Dot and Zeb went to the studio?
or difficulties.
question. They might like to write their answers/ideas
Warm-up in their notebooks.
• To remind the pupils of the story, ask questions about • Sample answers could include: They were looking for
the previous episode: Who do Matt, AL and Bella want something. They needed a saxophone. They needed to
to find? (Zeb and Dot Martin) Where were Matt, AL and record some music.
Bella in Unit 5? (at a theme park) Did they find Dot and
Zeb Martin? (No, they didn’t.) What did Dot and Zeb 18 Act out the story.
Martin do at the theme park? (They went on a ride.)
Why was the manager of the theme park angry with the • See the ‘How to use stories’ section on page 18 for
Martins? (Because they broke/crashed the pod.) more ideas on how to build your pupils’ confidence
with roleplays.
Learning adventure • Invite a group of pupil volunteers to act out the roles.
Open books and ask pupils to look at the story. the lines and pupils repeat.
Ask, What are we learning today? Write the lesson • Divide pupils in groups of four (AL, Bella, Matt, Peter).
objectives on the board or look at them on the screen: Give groups time to practise their roleplay.
17 Talk about the pictures. Then listen to act out the story.
and read. You might like to give the pupils feedback on
their roleplay.
about the characters and the scenes: Where are the
characters? Which musical instruments can you see in Values
Picture 4? • Have a class discussion (in L1 or English) about
• Play the audio (CD2:56) and ask pupils to listen to the music. Ask, Is it a good idea to learn to play a musical
story as they follow along in their books. instrument? Why/Why not? Check if pupils can play any
instruments. Then ask pupils about their favourite
musicians and types of music.
• Ask, Do you listen to music at home? Is it a good idea to
listen to music while doing your homework?
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6
AB page 48
2:56
14 Tick (✓).
1 2
ZEB AND DOT MARTIN
ARE NOT HERE. HELP!
Wow! I always wanted to
see a recording studio! ANSWER KEY
1b 2c
There’s nobody here. 15 Write. Then number the story

3 4
events in order.
Thank you! A man and a They just recorded
woman came. They were weird. some music. Hey, they took
They locked me in here. the saxophone!
ANSWER KEY
1 Bella, Matt and AL arrived at the
studio but the Martins weren’t there.
Did they take
2 They heard Peter call ‘help’.
anything? 3 They found Peter in a closet.
5 6 4 Peter told Matt that the Martins took
So, where are Hmm, they took a I wonder what they
they now? food bin and now a
saxophone. What’s going on?
were recording. a saxophone.
Oh, well.
5 AL found a trace and AL, Matt and
We’ve got a trace!
Bella left the studio.
6 Peter listened to the music that the
Martins recorded.
16 What happened in the story so

18 Act out the story. far? Read and circle True or False.

ANSWER KEY
2F 3T 4F 5T 6F
Pop quiz
In pairs pupils look through previous episodes of the story
and write down five statements about what the characters
said or did. Ask pupils to change some statements to make them
false. They then challenge other pairs to spot and correct the
false statements.
Show homework
133
6
Lesson 6 PB page 55 • Explain that they don’t have to understand all the
words to enjoy the poem.
Learning objectives • Play the audio (CD2:57). Pupils listen and read.
Can talk about the poem Zebra question Ask a few pupils if they liked the poem.
Can share a poem I like
21 Find the opposites of these words in
Cross-curricular the poem.
Literature: poetry
• Elicit what opposite means by giving examples,
Target language e.g. big – small.
poem, zebra, stripes, good/bad habits, times, neat, • Pupils read the poem again and find the opposites
sloppy, opposites of the words.
Recycled language • Fast finishers can suggest more pairs of opposites
Adjectives and test one another.
ANSWER KEY
Check homework 1 bad 2 sloppy 3 white 4 noisy
or difficulties. Do remedial teaching as/if necessary Practice
• Divide pupils in two groups. Play the audio again
(CD2:57). The groups read lines of the poem aloud
Background in turn.
• Shel Silverstein (1930–1999) was a famous American
poet, cartoonist, musician and children’s books writer. 22 Choose three questions from the poem.
Most of his children’s books are funny, some are sad Ask and answer.
but all of them make you think about the world.
• In pairs, pupils ask and answer, following the
example. They think of another three similar
Warm-up questions and answer.
• In pairs, pupils talk about the last book they read
and report to the class. Ask, Was it interesting? Extension questions
Why?/Why not?
Write the following statements on the board:
Poems are short and novels are long. (Explain
Learning adventure
novel, if necessary.) It’s easier to write a poem than a
19 What do you know? novel. Divide pupils in groups and ask them to discuss
the statements. They might like to write their answers/
• Open books and ask pupils to look at the activities. ideas in their notebooks. Ask some pupils to report to
Ask, What are we learning today? Write the lesson the class.
We’re learning to talk about the poem Zebra question
and we’re sharing poems we like. Mini project
• Close books. Ask, Do you know any poems in your 23 Find and share a poem you like.
language? Do you know any poems in English? Have you
ever written a poem? • Remind pupils of the steps to success: Think, Plan,
• Refer to the learning adventure poster and say, Great! Write and Share.
You are moving along your learning adventure! Think Pupils think about what type of poems they like
and where they can find poems in English. Tell pupils
20 Listen and read. Do you like the poem? if your school library has any books with poems or
suggest some websites with poems.
• Pupils look at the cartoon and try to guess what the
poem is about. Ask, What animal is this? (a zebra)
• Elicit the meaning of stripes. Pre-teach poem, habits,
neat and sloppy.
134
6
Pop quiz
19 What do you know? 6 Pupils play a miming game in groups.
20
2:57
Read. Do you like the poem? They choose an action from the poem
and mime it, while others in the group try
to guess.
by Shel Silverstein
I asked the zebra

Show homework
Are you black with white stripes?
Or white with black stripes? • Show the homework. Explain that pupils will
And the zebra asked me,
Are you good with bad habits?
Or are you bad with good habits? Books.
Are you noisy with quiet times?
Or are you quiet with noisy times? • Check the rubrics with pupils and go
Are you happy with some sad days?
Or are you sad with some happy days?
Are you neat with some sloppy ways? understand the activities.
Or are you sloppy with some neat ways?
And on and on and on and on
And on and on he went. AB page 49
I’ll never ask a zebra
About stripes
Again.
17 Find and circle nine words.
21 Find the opposites of
these words in the poem.
23 Find and share
a poem you like.
ANSWER KEY
1 good 2 neat
• Ideas – Think about what kind
feet, here, dark, neat, red, sad, ear,
3 black 4 quiet of poems you
like and where you can find poems
in English. bad, park
• Plan – Read some English poems
22 Choose three questions and choose
your favourite.
from the poem. Ask and
• Practise – Practise reading your
answer. poem aloud.
Pay attention to your pronunciation
.
Yes, but I haven’t

• Share – Read your poem out 18 Put the words into rhyming
Are you good loud to the class.
with bad habits? got a lot of bad
habits.
HOME
SCHOOL
SCHOOL pairs. Then listen and check.
LINK
Lesson 6 55
CD2, Track 58
Can talk about the poem Zebra question / Can share a poem I like
M06_POEN_PUB_05GLB_2034_U06.indd 55 12/04/2016 3:29 µ.µ. 1 bed red

2 feet neat
Choose After reading some poems, pupils choose their 3 here ear
favourite one and bring it to class. 4 dark park
Practice Give pupils time to practise reading their poem. 5 sad bad
Pay attention to their pronunciation. Correct, if necessary.
Share The teacher might like to model reading their own poem
to demonstrate, before asking pupils to read their poems to
the class. ANSWER KEY
You may also wish to give pupils feedback on 1 red 2 feet, neat 3 here, ear
their projects. 4 dark, park 5 sad, bad
Optional home–school link

19 Imagine you meet an animal
• Ask pupils to take their work home and share their work with or a monster. Write a poem.
their families. They may wish to get their parents or siblings to Use rhyming words.
sit together and write a funny family poem (in L1).

Ask pupils, What new things do you know after reading and
listening to the poems? Tell pupils to work with a partner.
Give pairs a minute to think of ideas. Accept any answers and
promote discussion. Ask pupils, Where are you on your learning
adventure? Tell pupils, Well done! to reinforce progress.
Materials
Poster
135
6
Lesson 7 PB page 56 25 Listen and number.
• Focus pupils on the pictures of the different film types
Learning objective and elicit which type each picture shows.
Can assess what I have learnt in Unit 6 • Play the audio. Pupils listen and number the film
types in the order they hear them in the dialogue.
Recycled language
CD2, Track 60
1
Check homework Girl: I saw The Ghost Train last night.
Boy: Did you like it?
• Check the homework as a class. Ask pupils what they Girl: Yes, I did but it was scary.
or difficulties. 2
Boy: There was a great film on TV last weekend.
Warm-up Did you see it?
Girl: No, I didn’t.
• On the board, write the film types and the names of Boy: There was a lot of singing and dancing!
musical instruments in two columns. Divide pupils in 3
two teams. The teams must think of something that Boy: Did you see the film about clowns?
includes a word from each column, e.g. I watched a sci-fi Girl: Yes, I did. I laughed and laughed. It was
film yesterday and then I went to a saxophone concert. very funny!
Invite a pupil from each team to come to the front and 4
say their sentence to the class, until all pupils have Girl: Did you see My Beautiful Love on Sunday?
taken a turn. Give two points for each correct answer. Boy: Yes, I did. The woman in the film was very
beautiful.
Learning adventure 5
Boy: I saw the new Tiny Mouse and the Big Cheese
Open books and ask pupils to look at the activities. this morning.
Ask, What are we learning today? Write the lesson Girl: Did you like it?
objective on the board or look at it on the screen: We’re Boy: Yes, I did and my little brother loved it, too.
thinking about our learning adventure. It was great!
• Close books. Ask pupils, How many words for musical 6
instruments can you remember? Put their ideas on Girl: I saw a film on Thursday about aliens.
the board. Boy: Did you like it?
• For each example, ask pupils, Where are you on Girl: No, I didn’t. It was boring.
more practice.
ANSWER KEY
1a 2d 3f 4b 5e 6c
24 Listen, find and say the instrument.
• Focus pupils on the pictures of the different
instruments. Ask pupils to name them. 26 Make questions. Ask and answer.
• Play the audio. Pupils identify the instrument they hear. • Focus pupils on the answers. Ask a pair of pupils to
read the dialogue in the speech bubbles aloud.
CD2, Track 59 • Give pupils time to read and write questions for the
1 (drum) 2 (harmonica) 3 (violin) 4 (guitar) other answers. Help as needed and elicit answers.
5 (saxophone) • Pupils take turns to ask and answer the questions.
ANSWER KEY
ANSWER KEY 1 Did you go to Paris last summer? 2 Did you play
1 b (drum) 2 e (harmonica) 3 a (violin) football yesterday? 3 Did you see your English
4 c (guitar) 5 d (saxophone) teacher at the park yesterday? 4 Did you go to
the theatre last weekend? 5 Did you write a poem
about your family? 6 Did you make a cake today?
136
6
Show homework
24
2:59
Listen, find and say the instrument. • Show the homework. Explain that pupils will
a b c
Books.
d
e
25 Listen and number.
2:60
a b c AB page 50
20 Look and write.
d e f
ANSWER KEY
2 didn’t hear 3 made 4 saw
5 didn’t write 6 said 7 did 8 didn’t
26 Make questions. Ask and answer.
1 Yes, I went to Paris last summer.

21 Listen and tick (✓).
2 No, I didn’t play football yesterday. Then complete Flo’s diary.
3 Yes, I saw my English teacher at the park yesterday.
4 No, I didn’t go to the theatre last weekend.
Cartoon
5 Yes, I wrote a poem about my family.
6 No, I didn’t make a cake today.
CD2, Track 61
Did you go to Paris last Yes, I went to Paris last
summer? summer. My birthday last year was great. My mum
made a cake for me. Tom wrote a nice
birthday card and everyone said, ‘Happy
Cartoon
I can identify different types of films and musical instruments.
Cartoon Birthday!’ I was very happy. Mum had
I can talk about things I did or didn’t do.
I can find and share a poem I like. tickets for Cats, and Mum and I went the
next day. We saw the dancers and heard
some great music. I loved it!
Cartoon
Cartoon
Learning adventure
ANSWER KEY
unit. Ask pupils to tell you what they found easiest or most Flo Tom Mum
difficult to learn in the unit. Pupils revise the three I can statements make a cake ✓
Cartoon
at the bottom of page 56 of the Pupil’s Book. For each one, pupils write a birthday card ✓
tick the box that reflects how confident they feel about the language say ‘Happy Birthday’ ✓ ✓
point. Ask pupils, Where are you on your learning adventure? Pupils
have tickets for Cats ✓
indicate where they think they are on the learning adventure poster.
Tell pupils, Well done! to reinforce the progress they are making. see the dancers ✓ ✓
2 wrote 3 said 4 had 5 went
Pop quiz 6 saw 7 heard
In groups of four, pupils ask and answer about their

favourite activities and favourite words.
of Unit 1.
Materials
Poster
137
6
Say to pupils, Sci-fi books are the most interesting.
Learning objective Divide pupils in two or more groups and tell them
Can use what I have learnt in Unit 6 that they have to think of reasons to support whether
Recycled language this statement is true or false. Remind them there is no
Target language from Unit 6 right or wrong answer but they need to give their

• Play Spelling bee (see page 21) to revise the vocabulary • Ask pupils to choose anything they enjoyed from the
from this unit. unit and to go and find out more. You might like to
set this activity as homework with a quick feedback
Learning adventure session at the beginning of the next lesson.
• You can also suggest that pupils write one or two
Open books and ask pupils to look at the activities. questions about what they want to know, then
Ask, What are we learning today? Write the lesson switch the question(s) with a partner. Pupils then
objective on the board or look at it on the screen: find the answer(s) to their partner’s question(s) as
We’re playing a game to revise Unit 6 language. a homework activity, and report to the class in the
next lesson.
27 Answer the questions. Then tell your
partner your answers. Your partner has Are you ready for Unit 7?
to guess the question.
Ask pupils if they are ready to move on to the
• Read the questions on the table chorally with the next unit. Tell pupils that it is fine if they don’t
class and tell pupils to prepare their answers to each remember everything as they will continue to practise
one. They don’t have to write full sentences, just make throughout the level.
some notes to help them remember what to say.
• Teach the class how to play the game: • Encourage pupils to ask if they’ve got any questions
1 You say an answer.
2 Your partner guesses the questions.
3 If correct, they get 1 point.
4 Ask one question each, then change.
5 Play until one pupil gets 5 points. • Pupil’s complete the consolidation and extension
• Divide pupils in pairs. Pupils play the game. Go around activities on Worksheet 6 (page 122).
the classroom, prompt and help as necessary.
• When the game is finished, invite individual pupils to 1 Look, read and correct.
tell you one thing they have learnt about their partner
and what he or she did or didn’t do.
• Ask the pupils to look at the first picture and ask them
what the children are watching. (a sci-fi film)
28 Look at other units. Say more things that • Ask the pupils to look at the pictures and correct the
sentences like in the example.
you did and didn’t do yesterday/last week/
at the weekend/during the holidays. 2 Read and tick (✓).
• In pairs, pupils take turns to tell what they did or
• Ask the class if they know the books about Percy
didn’t do. Jackson or if they have seen the film. Ask them to
read the paragraph and choose the correct picture.
3 Now write about your favourite book in

your notebook.
• Explain that pupils must think of a favourite book
and write about why they like it. Encourage them to
include what it’s about, what happens and describe it.
They can use the description in Activity 2 for help.
138
6
Show homework
27 Answer the questions. Then tell your
partner your answers. Your partner has
6 • Show the homework. Explain that pupils will
to guess the question. do the activities at home in their Activity
Books.
Guess the Question? • Check the rubric with pupils and go
1 Did you come to
school on foot
2 Was the teacher
angry with you
3 Did you have a
good time the last
4 Did you help
your friends
5 Did you eat
popcorn the last
or by car today? today? time you went to
the theatre?
today? time you went to
the cinema? understand the activities.
AB page 51
6 Did you have a
birthday cake
7 Did you eat
all your lunch
8 What’s your
favourite band?
9 piano
Do you like
music?
10
on your last yesterday?
birthday?
What did you
watch on TV
last night?
11 12 13 14 15 ANSWER KEY
Which do you like Did you say Do you like scary How was What music do
most: a comedy,
a cartoon or a
‘Good morning’
today?
films? the weather
yesterday?
you listen to when
you feel sad?
1 a thriller b romance c sci-fi
thriller?
2 a make b write c have d say
3 Possible answers: piano, guitar,
saxophone, harmonica, drum, violin
4 Did you have a birthday party last
Did you have a birthday
Yes, I did. It
was a chocolate cake on your last month? (Yes, I did./No, I didn’t.)
cake. birthday?
28 Look at other units. Say more things that you did and didn’t do
yesterday/last week/at the weekend/during the holidays. 23 Complete these sentences for you.
I went shopping with my During the last holidays, I went to the
friend at the weekend. cinema five times!
ANSWER KEY
English World
Pop quiz
Describe an object or person from the unit. Ask pupils
to guess.
Practice
• Watch the video story Your past is our present. Ask pupils what
happened in the story. Watch again, stopping at key points
and ask them about the language, the images or the story. Ask
the pupils to act out the story. Assign the roles of two of the
Evaluation
Materials
139
7 Space
Worksheet 7
Name: Class:
1 Read, write the words and match with the pictures.
1 They aren’t from Earth. aliens

2 They travel in a spaceship.
3 The Earth, Jupiter and Saturn are all .
4 The Sun is a .
5 You can see very far with this.
2 Complete the questions.

1 A: Who is it? 3 A: is the cinema?
B: It’s John, my best friend. B: It’s next to the castle.
2 A: are you in the garden? 4 A: ’s that in the sky?
B: Because I’m looking at the stars. B: It’s a satellite.
3 Make sentences.
1 elephants / intelligent / rhinos
Elephants are more intelligent than rhinos.
2 Geography / complicated / English
3 aliens / frightening / crocodiles
4 swimming / exciting / cooking
7 Space
Unit overview
Unit objective
• I can talk about space
Language
Space: an alien, an astronaut, a comet, a planet, a satellite, a spaceship, a star,
a telescope, the Moon
Target
Adjectives: amazing, complicated, frightening, intelligent
vocabulary
Space facts: land, possible, giant leap, mankind, discovery, life, gravity,
float up, tie down
Who (is it)? Where (is it)? Why (are you looking at the sky)?
Target What (is that big red light)? When (is your birthday)?
structures (Travel in space) is more exciting than (travel on Earth).
(Are they) more intelligent than (humans)?
Phonics: /s/ clusters

Features
Cross-curricular: Science: space facts
Skills
• Can understand a simple story • Can understand details of a story

Reading • Can recognise the importance of solving problems
• Can understand space facts
• Can complete simple sentences using space words

• Can create a space facts poster
Writing • Can write the end of a story (Activity Book)
• Can write simple sentences using more (Activity Book)
• Can write simple sentences comparing two of my friends (Activity Book)
Listening • Can identify things in space

• Can understand a simple story • Can identify descriptive words
• Can ask and answer using What, When, Where, Who and Why
Speaking • Can use descriptive words • Can identify /s/ + consonant sounds
• Can discuss a story • Can talk about space facts
• Can use my imagination to solve a problem
141
7
Lesson 1 PB page 58 2 Listen and read. Can you see Tom
and Flo?
Learning objective • Ask pupils to look at the pictures. Elicit the meaning
Can identify things in space of telescope. Ask, What can you do with a telescope?
(You can see things far away.) What things can you see?
Target language
Elicit stars and planets.
an alien, an astronaut, a comet, a planet, a satellite,
a spaceship, a star, a telescope, the Moon • Play the audio (CD3:01). Pupils listen, follow in their
books and answer the question.
Recycled language • Play the audio again. To check understanding, ask,
why, because Who saw a big red light? (Maria) Who thinks it’s aliens?
beautiful, interesting (Maria) Who likes looking at the stars? (Felipe)
Ordinal numbers
ANSWER KEY
Check homework They are around a campfire.
• Check the homework activity as a class. Ask them if

they found any question particularly difficult. Is there Presentation
before starting the new unit? 3 Listen and say.
Warm-up • Give pupils time to look at the pictures to introduce

the new vocabulary.
• Ask, Where were the children in Unit 6? (at the cinema) • Play the audio (CD3:02). Pause for pupils to say
What did Maria see? (She saw a thriller.) Did she have a the words.
good time? (Yes, she did.) What did Flo do? (She made a • Play the audio again, pausing after each word so that
loud noise.) Who was scared? (Maria) Why was Maria pupils can practise the pronunciation.
scared? (Because she didn’t see Flo.) Encourage pupils
to give full answers. Practice
• Ask, Do you like sci-fi films? What are they about?
• Have a class discussion (in L1 and English) about
Accept answers (in L1 or English) and pre-teach space. spaceships, aliens and UFOs (Unidentified Flying
Objects). Ask pupils if they think there is life on
Learning adventure other planets.
1 Do you know the names in English of
any things in space? 4 What can you see in the sky at night?
Tell a friend.
Ask, What are we learning today? Write the lesson • In pairs, pupils discuss what they can see in their
objective on the board or look at it on the screen: night sky. Elicit (in L1) names of constellations (Ursa
We’re learning to identify things in space. Major and Ursa Minor, Orion, the Milky Way, etc.)
• Close books. Ask pupils what words they know
Learning adventure
in English for things in space, e.g. the Sun, cloud.
Write them on the board. Ask pupils, How many words do you know for
• Refer to the learning adventure poster and say, Great! things in space now? Give pupils a minute to tell
You are already moving along your learning adventure! their partner the new words they know. Ask pupils,
remember. Tell pupils, Well done! to reinforce the
142
7
AB page 52
7 Space
1 Do you know the names in English of any things in space?
1 Match the word halves. Then write.
ANSWER KEY
2 Listen and read. Can you see Tom and Flo?
3:01
Wow! What’s that big red light?

2 astronaut 3 spaceship 4 comet
1 Felipe, why are you 2
looking at the sky? 5 Moon 6 planet 7 star 8 alien
Because it’s interesting. Look at

the stars – they’re beautiful.
Maybe it’s a new
star. Where is it?
2 Look at the solar system and
3 4 Let me see! It isn’t aliens, it’s 5
match. Then listen and check.
just a campfire on the hill.
CD3, Track 03
Here. Maybe
it’s aliens!
1 Mars is the fourth planet from the Sun.
Who is it?
It’s Tom and Flo.
Come on, let’s go!
2 Earth is the third planet from the Sun.
3 Jupiter is the fifth planet from the Sun.
4 Neptune is the eighth planet from
a comet
3
3:02
Listen and say. an alien
a spaceship the Sun.
8
an astronaut
5 4 7 5 Venus is the second planet from
1
2 the Moon the Sun.
a planet 3 9
a telescope a star
a satellite ANSWER KEY
4 What can you see in the sky at night? Tell a friend. 2a 3d 4c 5b
I can see some stars...
58 Lesson 1 Can identify things in space
Pop quiz
In pairs, pupils make anagrams of the new words or of the
planets for their partners to solve.
Show homework
Materials
Poster
143
7
Learning objective the audio (CD3:04).
Can ask and answer using What, When, Where, • Focus on the highlighted letters. Ask them to find the
Who and Why wh- words in the story in Lesson 1 and elicit (in L1 and
English) that we use Who to ask about people, Where
Target language
to ask about places, Why to ask about reasons and
Who (is it)?
What to ask about things.
Where (is it)?
Why (are you looking at the sky)?
them on the board.
What (is that big red light)?
When (is your birthday)?
Recycled language 6 Listen and choose.

dream
Space
• Revise dream and check that pupils understand the
meaning of look like as in What did the inside of the
spaceship look like?
Check homework • Play the audio. Pupils look at the pictures, listen
to Felipe’s dream and choose the right picture for
• Check the homework as a class. Ask pupils what they each question.
or difficulties. Do remedial teaching as/if necessary CD3, Track 05
before moving on to the new lesson. Flo: Hi, Felipe. How are you?
Felipe: Great, thanks. I had a cool dream last
Warm-up night!
• Ask the class to answer these questions about the Flo: What was it about?
story from Lesson 1: Is Maria looking at the sky? (no) Felipe: It was about aliens. I was at school.
Who is looking at the sky? (Felipe is looking at the sky.) I went to school because my books
Is there a small green light? (no) What is there in the sky? were in the Geography classroom.
(There is a big red light.) There weren’t any people in the school.
Then, there was a yellow light. I went
Learning adventure outside and then I was inside a spaceship!
Flo: Cool! What did it look like?
Open books and ask pupils to look at the activities. Felipe: It was blue and white and there were
Ask, What are we learning today? Write the lesson a lot of lights and buttons. Then, I saw
objective on the board or look at it on the screen: We’re some aliens. They were friendly and they
learning to ask and answer using What, When, Where, Who had long arms and small eyes.
and Why. Flo: What happened?
Felipe: I don’t know, I woke up!
5 Read and match.
• In pairs, pupils match the questions with the answers. • Play the audio again. Then check the answers as
a class.
ANSWER KEY
1c 2b 3a 4d ANSWER KEY
1c 2b 3b 4a
144
7
Pop quiz
5 Read and match.
In pairs, pupils brainstorm a dream.
1 Who is it? They then switch partners and say, I
2 Where is it?
3 Why are you looking at the sky? 3:04 had a cool dream last night. Their new partners
4 What’s that big red light? Who is it? ask questions to find out about the dream.
a Because it’s interesting. Where is it?
b Here. Why are you looking at the sky?
c It’s Tom and Flo. What’s that big red light? Show homework
d Maybe it’s a new star!

6
3:05
Listen and choose. do the activities at home in their Activity
1 Where was Felipe in his dream? 2 Why was he there? Books.
a b c a b c • Check the rubrics with pupils and go
Direct pupils’ attention to the steel ladder
3 What did the spaceship look like? 4 What did the aliens look like?
card on page 59 of the Pupil’s Book.
a b c a b c Tell pupils to go online to the Poptropica
English Island Adventure Game and find the
item. Once pupils click on it, they are taken
to a supplementary language task.
7 Look at the answers. Make questions. 8 Ask and answer. AB page 53

When is your birthday? 1 Who is your teacher?
1 It’s on 9th November. When

2
3
Why are you happy/tired?
Where is your house?
3 Look and complete the sentences.
2 She’s my mum. Who 4 What sports do you like?
3 Because it’s my birthday. Why 5 When is your birthday?
4 They’re stars. What ANSWER KEY
5 It’s next to the swimming pool. Where
2 aliens 3 a telescope 4 drawing
Lesson 2 Can ask and answer using What, When, Where, Who and Why 59

4 Find and write the questions.
7 Look at the answers. Make questions. Match with the sentences in
Activity 3.
• To give pupils some extra help, point out that all the questions
are with the verb be.
• Do the first one together as a class (It’s on the 9th of November. ANSWER KEY
➔ When is it?). 2 Where is the astronaut? 1
• Then put pupils into pairs to make the other four sets of 3 Why is the astronaut angry? 2
questions. 4 What’s alien B doing? 4
ANSWER KEY
1 When is your birthday? 5 Write five questions for a friend.
2 Who’s she/that? Ask the questions and write the
3 Why are you happy? answers.
4 What are they/those?
5 Where is the (cinema)?
ANSWER KEY
8 Ask and answer.
• Model the activity with a strong pupil, prompting him/her to ask
you the questions.
• Pupils take turns to ask and answer the questions with at least
two different partners, for example, the people sitting either
side of them.
145
7
Lesson 3 PB page 60 10 Listen and sing. Does the astronaut like
life in space?
Learning objective • Direct pupils’ attention to the song. Ask pupils to look
Can identify and use descriptive words at the photos and ask, What are they? (Earth and an
astronaut in space).
Target language
amazing, complicated, frightening, intelligent • Play the audio (CD3:07). Pupils read and follow
the words.
(Travel in space) is more exciting than (travel on
Earth). • Play the song again. Pupils listen for the second time
Are they more intelligent than (humans)?
whole class.
Recycled language • Play the audio again. Encourage pupils to sing.
Space • If pupils feel confident, use the karaoke version of the
song on the Audio CD (CD3:08).
Check homework
ANSWER KEY
• Check the homework as a class. Ask pupils what they Yes, he does.
Presentation
Warm-up • Read through the Look! box with the class and play the
audio (CD3:09).
• Pupils brainstorm five questions – one for each • Focus on the highlighted words. Explain how the
question word: Who, Where, What, When, Why.
comparative of longer adjectives is formed.
They then switch partners and ask and answer with
their new partners.
• Ask pupils to find and underline similar forms in
the song.
Learning adventure • Elicit more examples from the class and write a few
Open books and ask pupils to look at the activities. • Pupils then copy the sentences into their notebooks.
objective on the board or look at it on the screen: Extension questions
We’re learning descriptive words.
Have a class discussion about space and our planet.
• Close books. Ask pupils what adjectives they know in Say, Aliens are more intelligent than humans. Travel
English, e.g. tall, scary. Write them on the board. in space is more exciting than on Earth. Divide pupils in
• Refer to the learning adventure poster and say, Great! two or more groups and tell pupils that they have to
You are already moving along your learning adventure! think of reasons to support whether this statement is true
or false. Remind them there is no right or wrong answer
Presentation but they need to give their reasons for what they think.
9 Listen and say. Then match with the
words a–d. 11 Make sentences. Do you agree?
• Play the audio (CD3:06). Pause for pupils to say • In pairs, pupils make sentences from the prompts.
the words. • They then decide whether they agree or not.
• Revise the meaning of clever, difficult, scary.
• Pupils match the words 1–4 with the words a–d ANSWER KEY
with similar meaning. 1 English is more complicated than Maths.
2 A thriller is more frightening than a musical.
ANSWER KEY 3 Cats are more intelligent than dogs.
1b 2c 3a 4d 4 Sci-fi films are more interesting than romances.
5 Snakes are more frightening than crocodiles.
146
7
AB page 54
9 Listen and say. Then match with the words a–d.
3:06
6 Complete the table. Use these
1 intelligent a scary
2 amazing b clever words.
3 frightening c very good
4 complicated d difficult
10
3:07
Listen and sing. Does the astronaut ANSWER KEY
3:08
like life in space? One or two Three syllables
syllables or more
Travel in space is more exciting
Than travel on Earth below. easy exciting
It’s more complicated too and more
frightening,
scary difficult
If you really want to know. tall frightening
The question is – think about it,
Do aliens live out there?
clever complicated
And if they do, are they more small intelligent
intelligent
Than humans everywhere?
I don’t know all the answers
But one thing I know is true,
That the world is an amazing place
And it’s just right for me and you.
7 Read and tick (✓) or cross (✗) for
you. Then ask a friend.
3:09
Travel in space is more exciting than travel on Earth. ANSWER KEY

Are they more intelligent than humans? Pupil’s own answers
11 Make sentences. Do you agree?
1 English / complicated / Maths 8 Find and complete the sentences.

2
3
A thriller / frightening / a musical
Cats / intelligent / dogs
English is more
complicated than Maths. Then write Y for Yes or N for No.
4 Sci-fi films / interesting / romances
5 Snakes / frightening / crocodiles
ANSWER KEY
60 Lesson 3 Can identify and use descriptive words
2 The Earth is more beautiful than other
M07_POEN_PUB_05GLB_2034_U07.indd 60 14/04/2016 1:26 µ.µ. planets.
3 A firefighter’s job is more dangerous
Learning adventure than an actor’s.
Ask pupils, How many descriptive words do you know now? 4 Aliens are more frightening than
Give pupils a minute to tell their partner the new words they snakes.
know. Ask pupils, Where are you on your learning adventure now? 5 Science is more difficult than English.
Pop quiz
Stick the homemade cards with adjectives on the board.
Give pupils some time to try to remember them. Play
What’s missing? with the class. Tell pupils to close their eyes and
remove a card. Pupils have to correctly identify the missing card.
Show homework
Materials
Poster, homemade cards with adjectives from this lesson
147
7
Lesson 4 PB page 61 14 Listen, read and say.
• Pupils look at the tongue twister and say which
Learning objectives sounds the blue letters make.
Can understand the details of a story • Play the audio (CD3:10) to check. Elicit the meaning of
Sounds: /s/ clusters shaking from the cartoon.
Target language • Play the audio again. Stop after each line to give
bottom, field, landed, put on, wake up
Recycled language
language, lights, noise, shake Pop quiz
Space
Comparatives with long adjectives Give each pupil a piece of paper on which to
design a crossword puzzle using at least six
space words. Pupils then switch with a partner and
Warm-up complete each other’s puzzles.
• To revise the comparative of adjectives, ask the pupils Show homework
in pairs to make comparative sentences about an alien
planet and Earth using both long and short adjectives, • Show the homework. Explain that pupils will do the
e.g. Aliens are more intelligent than humans. Their planet activities at home in their Activity Books.
is colder than Earth. • Check the rubric with pupils and go through an
Learning adventure activities.
Open books and ask pupils to look at the activities. AB page 55
We’re reading a story and learning to pronounce words
9 Connor is reading the second part of
with /s/ + consonant.
his story. Listen and tick (✓).
12 Read Connor’s story. What type of story CD3, Track 12

is it? Jake saw the aliens in the field. There were some
• Direct pupils’ attention to the pictures and ask them small green aliens. They smiled at Jake. Jake was
to make guesses about the story. scared but wanted to meet the aliens.
• Pupils skim read and answer the question. Jake talked to the aliens. They were friendly.
• To check understanding ask, What time was it? ( four One alien said, ‘We’re lost! Where are we?’
o’clock in the morning) Who saw the spaceship? (Jake) ‘You’re on Earth. It’s the third planet from the Sun’,
Who came out of the spaceship? (some strange people/ Jake answered.
aliens) What did Jake do? (He went downstairs and The alien said, ‘Oh, no! We wanted to go to the
opened the front door.) fourth planet from the Sun. It’s our holiday planet.’
The aliens said, ‘Thank you!’ to Jake and went into
the spaceship. Two seconds later, the spaceship
ANSWER KEY wasn’t there.
It’s a sci-fi story. Jake went to his house and into his bedroom.
He had dreams about aliens. Three days later,
there was a postcard for him. It was from the four
13 Look at the pictures. Ask and answer. aliens! It said, ‘We’re having a lovely holiday on
Mars – thank you, from Kloopy, Klumpy, Klimp and
• Elicit the meaning of landed, woke up and put on from Klazoo!’
context. Explain field, bottom.
• In pairs, pupils look at the pictures, then ask and
answer to match them with the paragraphs.
ANSWER KEY
ANSWER KEY c
b2 c1 d4
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7
12 Listen and circle the sounds
12 Read Connor’s story. What type of story is it?
7 you hear. Then complete the
sentence.
The lost spaceship

1 One day in April last year, a spaceship landed in 2 There was a strange CD3, Track 13
a field. It was only four o’clock in the morning but Connor
the noise and the lights woke Jake up. He looked
object, like a round
spaceship, in the field behind
1 sh sharks
out of his bedroom window. his house. A door opened at the 2 sw swimming
bottom of the spaceship and some
3 They had large heads and small bodies, and they strange people started walking out into 3 sc scared
were green. Jake watched with his mouth open.
‘Am I dreaming?’ he said. ‘Who are those people?
the field. 4 sh fish
Where are they from? What language do they 4 He put on his jeans and a T-shirt,
speak?’ he wanted to ask them. This was more went downstairs and opened the front
exciting than any dream. door. His mum and dad were in bed…
a b c
d ANSWER KEY
1 sh 2 sw 3 sc 4 sh
Why are the sharks swimming?
They’re scared of the small fish.
13 Look at the pictures. Ask and answer.
A: Picture a? B: Paragraph 3.

3:10
The small stars are swimming

across the sky.
The spaceship is shaking but
I don’t know why!
Lesson 4 Can understand the details of a story / Sounds: /s/ clusters 61
10 Listen again and number the sentences.
ANSWER KEY
a3 b4 c1 d2
11 Write the second part of Connor’s story. Use the

questions to help you.
ANSWER KEY
1 Jake saw aliens in the field. He felt scared.
2 An alien asked, ‘Where are we?’ Jake said, ‘You’re on
Earth’. The aliens wanted to go to the fourth planet from
the Sun.
3 Jake went to bed and had dreams about aliens. Three
days later, there was a postcard for him from the aliens.
It wasn’t a dream.
Materials
A sheet of paper for each pupil
149
7
Lesson 5 PB page 62 • Play the audio again. To check understanding of the
story, give pupils some false statements to correct.
Learning objectives Zeb and Dot Martin build a house. (False. They build
Can understand a simple story a machine.) The Martins are sad and angry. (False.
Can discuss a story They are happy and excited.) Matt, AL and Bella make
contact with a flying saucer. (False. Zeb and Dot Martin
Functional language make contact with a flying saucer). When Matt, Bella
We’re ready now. and AL arrive on the mountain, the Martins are still
Don’t worry! there. (False. The Martins have left.) Matt thinks the
I don’t think so. Martins are astronauts. (False. AL thinks the Martins
Quick! are astronauts.)
Here we go. • After pupils have a clear understanding of the story,
Recycled language play the audio again and ask different groups of pupils
Space to read along the parts of the characters.
• Ask pupils to work in pairs to predict (in L1) what
happens next. Volunteers tell the class their ideas.
Check homework Take a vote to find the most popular idea.
• Check the homework as a class. Ask pupils what they Extension questions
or difficulties. Write the following questions on the board:
Where do you think the Martins are going?
Warm-up What can you see/hear from other parts of the story?
• To remind pupils of the story so far, ask some question. They might like to write their answers/ideas
questions: Where were Matt, AL and Bella in Unit 6? in their notebooks.
(in a recording studio) Did they see Dot and Zeb Martin
there? (no) What did the Martins do to Peter, the sound • Possible answers for the first question include: I think
engineer? (They locked him in the cupboard.) What did they are going to space / going home / going to Mars /
they do while they were at the studio? (They recorded going to fly away / going to meet their people.
some music.) Did they take anything when they left? • Possible answers for the second question include:
(Yes, they took a saxophone.) meerkats (Unit 2), the food bin (Unit 4), the space pod
(Unit 5), the saxophone and the music that the Martins
Learning adventure recorded in the studio (Unit 6).
Open books and ask pupils to look at the story. 16 Act out the story.
• See the ‘How to use stories’ section on page 18 for
more ideas on how to build your pupils’ confidence
We’re reading and discussing a story. with roleplays.
• Invite a group of pupil volunteers to act out the roles.
15 Talk about the pictures. Then listen Play the audio while pupils act out the story or say
and read. the lines and pupils repeat.
• Direct pupils’ attention to the story and ask questions • Divide pupils in groups of five (Zeb Martin,
about the characters and the scenes: Where are the Dot Martin, Bella, AL, Matt). Give groups time to
characters? What can they see in the sky in Picture 6? practise their roleplay.
• Play the audio (CD3:14) and ask pupils to listen to the • Play the audio (CD3:14) again and ask pupils to speak
story as they follow along in their books. along. Ask other groups of pupils to come to the front
to act out the story.
You might like to give the pupils feedback on their
roleplay.
150
7
Show homework
15
3:14
Talk about the pictures. Then listen and read. • Show the homework. Explain that pupils will
ZEB AND DOT
BUILT A MACHINE.
1 2
Books.
• Check the rubrics with pupils and go
Look, Dot. We’re
ready now.
This will work!
Don’t worry! understand the activities.
Finally! I can’t wait!

What do we do now?
AB page 56
3 4 13 Tick (✓).
What is that?
A comet?
Wow! Come on,
They must be where are you? I don’t think so.
here now. They’re
taking a while. ANSWER KEY
1c 2b
Come on! Let’s
hide over there.
5 6
14 Circle.
Are they astronauts?

Quick!
Here we go. ANSWER KEY
Home time!
Hmm, I wonder.
1b 2b 3a 4c
They’re going up! This is the
most amazing
adventure
EVER!
15 Match the words and write.

ANSWER KEY
2 intelligent 3 excited 4 amazing
Values
• Point out that in frame 2 (Activity 2), Felipe and Maria are
looking at something red but they don’t know what it is. Ask
pupils if they remember what Felipe and Maria do to find out
what the red light is. (They use a telescope.)
• Ask pupils (in L1) how they can try to solve a problem or answer
a question when they can’t check something quickly. Explain
that they can try to use their imagination to do so.
Pop quiz
Pupils revise this episode of the story in pairs. One pupil
looks in the book, while the other pupil has got his/her book
closed. The first pupil makes true or false statements and/or
reads characters’ lines aloud and asks the other pupil, Who said
that? They then switch roles.
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7
Lesson 6 PB page 63 18 Read the facts. Number to match the
questions with the answers.
Learning objectives • In pairs, pupils look at the photos and describe what
Can understand space facts they can see.
Can create and talk about a space facts poster • They then read the questions and match them with
the photos and the answers.
Cross-curricular
Science: space facts 19 Listen and check your answers.
Target language How many did you know?
land, possible, giant leap, mankind, discovery, life,
gravity, float up, tie down • Play the audio (CD3:15). Pupils listen, follow in their
books and check.
Recycled language
Space, Dates
ANSWER KEY
a1 b6 c4 d2 e5 f3
Check homework
• Check the homework as a class. Ask pupils what they Mini project
or difficulties. Do remedial teaching as/if necessary 20 Create a poster with fascinating
before moving on to the new lesson. information about space.
Write and Share.
• Revise the names of the planets in the solar system Think Give pupils some time to look at the space
and their order by dividing the class into pairs and words on page 58 of the Pupil’s Book or choose space
handing each pair a set of cards with the anagrams of words from this lesson, if they prefer.
the names of the planets. Pupils must find the names Plan Encourage pupils to organise their ideas as
of the planets and put them in order of furthest mind maps and source appropriate images to use.
from the Sun. To check the answers, refer them to Go around the classroom and help with vocabulary
Activity 2 on page 52 of the Activity Book. and spelling.
• Find out what the pupils know about space Write Encourage pupils to organise the information
exploration. Ask (in L1), Have people ever been on the on their posters in a logical way so that it is easy to
Moon or any other planets? (On the Moon, yes, but not understand and looks attractive.
on any other planets.) Share Put the posters up on the wall and pupils vote
on which show the most interesting information.
Learning adventure You may also wish to give pupils feedback on
17 What do you know? their projects.
• Open books and ask pupils to look at the activities. Optional home–school link
objectives on the board or look at them on the screen: • Ask pupils to take their work home and share their
We’re reading space facts and creating and talking about work with their families. They may wish to show their
a space facts poster. parents or siblings the poster and present the planet
• Close books. Ask pupils what words they know in information to them.
English for talking about space, e.g. the Moon, planets.
You are moving along your learning adventure!
152
7
AB page 57
17 What do you know? 7 16 Read the clues. Complete the
18 Read the facts. Number to match the questions with the answers.
crossword.
Six Space Facts!
ANSWER KEY
1 When did the first men land on the Moon?
2 Where do astronauts sleep in space?
Across 1 taller 2 Neil 3 Buzz
3 Is Saturn closer to the Sun than Jupiter? 4 What colour are stars? 4 Saturn
5 Who was the first man
in space? 6
How do we know that life
was once
Down 1 sleeping bags 2 Yuri
possible on Mars?
a b
In 2011,
In 1969, the scientists
astronauts
Neil
sent a special
robot called the Curiosity
17 Can you remember the planets?
Armstrong and Buzz Aldrin
were the first men on the
Moon. Armstrong said
Rover to Mars. In July 2014,
the robot made an amazing
discovery. Scientists now
Look at this sentence to help you.
that it was ‘a small step for
man but a giant leap for
believe it is possible that
there was life on Mars in the
Say it with a friend.
mankind’.
SPACE FACTS POSTER
past.
c d 20 Create a poste
r with
fascinating information 18 Write another sentence to help
In sleeping bags. The
sleeping bags are tied to
about space.
you remember the planets.
• Ideas – Look at the space words
They can be different
the wall! Sleeping in space in
colours. Hot stars are blue,
is complicated because Activity 3 on page 58. Choose six
of gravity. It makes things
cool stars are red and the float up if they aren’t tied
that you are interested in.
Sun is yellow. down. • Plan – Find out some more
e f information about the six space
words
ANSWER KEY
you chose. Write notes about them.
Yuri Gagarin Pupil’s own answers
was the first • Write – Look at the model text.
man in space.
He went into
Write six questions and one or two
space in 1961. facts for each. Draw/Stick some
He made a brave, pictures.
brilliant leap into No, it isn’t. It’s 1,426 million
the dark. He went where kilometres from the Sun • Share – Tell your classmate about
no one else had ever and Jupiter is 778 million
kilometres from the Sun. your space facts poster.
gone before.
HOME
19 Listen and check your answers. SCHOOL
SCHOOL
3:15
How many did you know?
LINK
Lesson 6 Can understand space facts / Can create and talk about a space facts poster 63
Learning adventure
Ask pupils, What do you know about space now? Tell pupils
to work with a partner. Give pairs a minute to think of
ideas. Accept any answers and promote discussion. Ask pupils,
Where are you on your learning adventure? Tell pupils, Well done!
Pop quiz
Ask pupils to make a space question using What, When,
Where, Who or Why.
Show homework
Materials
Poster, small cards with anagrams of the names of the planets written on (one set per pair)
153
7
Lesson 7 PB page 64 22 Write. Then listen and check.
• Read the words in the word bank chorally with the
Learning objective class and check they understand the meaning.
Can assess what I have learnt in Unit 7 • Pupils write the words, working individually or
in pairs.
Recycled language
Target language from Unit 7 • Play the audio and check the answers as a class.
CD3, Track 16
Check homework The first astronaut was Yuri Gagarin.
I enjoy looking at the stars in the night sky with
• Check the homework as a class. Ask pupils what they my telescope.
Saturn and Jupiter are planets.
Buzz Aldrin and Neil Armstrong were the first men
on the Moon.
It is very difficult and complicated to build a
Warm-up
spaceship.
• On the board write the space words from Lesson 1 A lot of people don’t want to travel to space.
and the adjectives from Lesson 3 in two columns. They think it is dangerous and frightening.
Divide pupils in two teams. The teams must think of a There are a lot of stories about aliens from other
sentence that includes a word from each column, e.g. I planets coming to land on Earth.
like watching films about astronauts but sometimes they The closest star to the Earth is the Sun.
are complicated. Invite a pupil from each team to come
to the front and say their sentence to the class, until
all pupils have taken a turn. Give two points for each
correct sentence. ANSWER KEY
1 astronaut 2 telescope 3 planets 4 Moon
Learning adventure 5 complicated 6 frightening 7 aliens 8 star

Ask, What are we learning today? Write the lesson 23 Find and write the sentences. Do you
objective on the board or look at it on the screen: agree?
We’re thinking about our learning adventure.
• Close books. How many words for space can you • Check that pupils understand that they have to put
remember? Put their ideas on the board. the words in order to make sentences, demonstrating
on the board, if necessary.
• For each example, ask pupils, Where are you on your • Give pupils some time to write the sentences.
learning adventure? Reassure pupils who are less
confident that they will have opportunities for more • Do they agree with the sentences?
practice.
ANSWER KEY
21 Look at the pictures and write the words. 1 The Earth is more beautiful than the Moon.
2 Jungles are more dangerous than deserts.
• Ask pupils to try to complete the activity individually 3 Aliens are more frightening than crocodiles.
and compare answers with their partner before
checking with the class.
ANSWER KEY
1 telescope 2 spaceship 3 planet 4 comet
5 alien 6 astronaut 7 the Sun 8 satellite
154
7
Show homework
21 Look at the pictures and write the words.
1 2 3 4 do the activities at home in their Activity
Books.
5 6 7 8 • Check the rubric with pupils and go
1 2 3 4 understand the activities.
5 6 7 8
AB page 58
22 Write. Then listen and check.
3:16
aliens astronaut complicated the Moon 19 Look and write.

planets frightening star telescope
1 The first was Yuri Gagarin.

2 I enjoy looking at the stars in the night sky with my .
3 Saturn and Jupiter are .
ANSWER KEY
4 Buzz Aldrin and Neil Armstrong were the first men on . 1 Where 2 When 3 scarier 4 easier
5 It is very difficult and to build a spaceship.
6 A lot of people don’t want to travel to space. They think it is dangerous and 5 smaller 6 bigger 7 frightening
7
!
There are a lot of stories about from other planets coming to land
8 more 9 exciting 10 intelligent
on Earth.
8 The closest to the Earth is the Sun.
23 Find and write sentences. Do you agree? 20 Complete the sentences.

1 Sun / than / more / The / is / Moon / beautiful / the
Use these words. Then listen
2 than / more / Jungles / deserts / dangerous / are
and check.
3 frightening / more / Aliens / are / crocodiles / than
CD3, Track 17
1 I’m taller than my brother. He’s very
I can identify space words and use words to describe them. short.
I can ask and answer using What, When, Where, Who and Why.
I can create a space facts poster. 2 Trampolining is more exciting than
doing homework. I love it!
3 My homework was more complicated
M07_POEN_PUB_05GLB_2034_U07.indd 64 14/04/2016 1:27 µ.µ. than your homework. Your homework
was easy.
Learning adventure 4 Thrillers are scarier than cartoons.
Ask pupils (in L1) how they feel about their learning in this 5 Those boys are older than us.
unit. Ask pupils to tell you what they found easiest or most They’re fifteen!
difficult to learn in the unit. Pupils revise the three I can 6 Their bikes are smaller than our bikes.
statements at the bottom of page 64 of the Pupil’s Book. For each Our bikes are big.
one, pupils tick the box that reflects how confident they feel
learning adventure? Pupils indicate where they think they are on ANSWER KEY
the learning adventure poster. Tell pupils, Well done! to reinforce 2 more exciting 3 more complicated
the progress they are making. 4 scarier 5 older 6 smaller
Pop quiz
In groups of four, pupils tell the others the answers to the General poster activities
following questions: Which is your favourite activity in the
unit? Why? Which activity don’t you like? Why? What is your For general poster activities see Lesson 7
favourite new word? Which word is the most difficult for you? of Unit 1.
Materials
Poster, a set of blank cards for each pair of pupils
155
7
Lesson 8 PB page 65 25 I want to know more!
• Ask pupils to choose anything they enjoyed from the
Learning objective unit and to go and find out more. You might like to
Can use what I have learnt in Unit 7 set this activity as homework with a quick feedback
Recycled language
Target language from Unit 7 • You can also suggest that pupils write one or two
switch the question(s) with a partner. Pupils then
Warm-up find the answer(s) to their partner’s question(s) as
a homework activity and report to the class in the
• Play Spelling bee (see page 21) to revise the space next lesson.
words. To make the game more exciting, divide pupils
in two teams and play for points. Are you ready for Unit 8?
Learning adventure Ask pupils if they are ready to move on to the
Open books and ask pupils to look at the activities. remember everything as they will continue to practise
Ask, What are we learning today? Write the lesson throughout the level.
We’re playing a game to revise Unit 7 language.
• Encourage pupils to ask if they’ve got any questions
24 Play. Use space words.
• Direct pupils’ attention to the board game. Read the
two words on the board chorally. • Pupil’s complete the consolidation and extension
• Explain to pupils how to play the game using these activities on Worksheet 7 (page 140).
instructions: Think of a space word. Write it on the
board. Write the word on the list and check your 1 Read, write the words and match with
points. A square with a moon gives you double points the pictures.
for that letter. A square with a star gives you triple
points for that letter. Write your points on the list. • Ask the class to look at the pictures and elicit the
vocabulary. Then ask them to complete the sentences
• Give pupils time to play the game. Go around the
and match them with the pictures.
classroom and help pupils who may be having
difficulty.
2 Complete the questions.
• Remind pupils that they should be writing their words
down on the list below the puzzle. Invite some pupils • Ask a pair of pupils to read the example dialogue
to read their list of words. aloud to the class.
• Find out which pupil has the highest score. • Revise the wh- words with the class, if necessary.
• Pupils complete the questions by writing one word in
Extension questions each gap.
Say to pupils, Outside of our solar system, there is 3 Make sentences.
a planet with life. Divide pupils in two or more
groups and tell them that they have to think of reasons • Point out that pupils should use the given words and
to support whether this statement is true or false. add any other words they need.
Remind them there is no right or wrong answer but • After checking the answers, ask pupils if they think
they need to give their reasons for what they think. that the sentences true.
156
7
AB page 59
24 Play. Use space words.
7 21 Complete the Unit Quiz.
T1
E3
L3
ANSWER KEY
S1 P3 A1 C6 E1
1 telescope
2 astronaut
S2
3 Possible answers: interesting,
C3
intelligent, exciting, complicated,
O1 disgusting, horrible, frightening
P3 4 Possible answers: In 1969 Buzz Aldrin
E2 and Neil Armstrong were the first
men on the Moon.
In space, you can be five centimetres
taller. Stars can be different colours.
In space, astronauts sleep in sleeping
bags on the wall etc.
Your words Your points
A B C D E F G H I J K L M 1
Points 1 3 3 4 1 5 3 4 1 8 7 3 5 2
N O P Q R S T U V W X Y Z 3
Points 2 1 3 10 2 1 1 1 5 5 10 5 10 4 22 Compare two of your friends.
5
6
7
1 Make a word. 2 Write it on the board.

8
9
ANSWER KEY
3 Check your points. 4 Write your score.
10 Pupil’s own answers
= 2 x points for the letter TOTAL
= 3 x points for the letter

English World
Pop quiz
Describe an object or person from the unit. Ask pupils to
guess.
Evaluation
Show homework
Materials
157
Wider World
World instruments • Play the audio (CD3:18). Pupils listen and check their
PB pages 66–67 predictions.
• Ask volunteers to come to the front and show these
Learning objectives countries on the map of the world.
Can understand texts about musical instruments
Can talk about instruments people play in my ANSWER KEY
country 1 Argentina 2 Japan 3 Mali
Target language
bandoneón, djembe drums, shamisen
3 Listen. Match the sounds with the
Recycled language photos.
Musical instruments
• Explain that pupils will listen to music played on the
instruments in the photos.
Check homework • Play the audio (CD3:19). Pupils listen and match the
sounds with the photos.
they found any question particularly difficult. Is there
anything that pupils would like to check with you ANSWER KEY
before starting the new unit? a2 b3 c1
Warm-up
• Have a class discussion about music. Encourage them 4 Read. Match the texts with the photos.
to name their favourite singers and groups. • Pupils read the texts and match them with the photos.
• Ask if they’ve got Music lessons at school and if they • Encourage them to look for different types of clues.
have to learn to play any musical instruments. • To make it more challenging, set a time limit.
• Elicit answers from the class. Pupils can check their
Learning adventure own work.
1 What do you know?
ANSWER KEY
• Ask pupils what words they know in English for a3 b1 c2
instruments, e.g. guitar, piano.
objectives on the board or look at them on the screen: Extension questions
We’re reading texts about musical instruments and
Say to pupils, Everyone loves music. There’s no
talking about instruments people play in my country.
reason to listen to music in another language you
can’t understand. Divide pupils in two or more groups
2 Look and say. Where are the
and tell them that they have to think of reasons to
instruments from? Then listen
support whether these statements are true or false.
and check.
Remind them there is no right or wrong answer but
• Direct pupils’ attention to photos 1–3. Give pupils they need to give their reasons for what they think.
• Ask pupils to guess which countries these instruments 5 Read again and choose.
are from.
• Tell pupils they are going to listen to three children • In pairs, pupils read the texts again and choose the
speaking about musical instruments from their correct answers. They must be able to justify their
countries. choices.
• Remind them that they don’t need to understand all
the words to do the task.
158
Wider World 4 3
5 Read again and choose.
World instruments 2
1 Djembe drums are famous in
a Argentina. b Mali. c Japan.
2 The boxes on a bandoneón are made of:
1 What do you know? a metal. b glass. c wood.
3 Street singers use the to tell stories.
2 Look and say. Where are the a shamisen b djembe drum c bandoneón
3:18
instruments from? Then listen and check. 4 A shamisen has got strings.
a six b four c three
5 People made the first djembe drum more than
3 Listen. Match the sounds with the photos. years ago.
3:19
1 a 40,000 b 1,500 c 2,000

6 A has got seventy-one buttons on it.
a djembe drum b bandoneón c shamisen
6 Ask and answer.
1 What instruments do people

play in your country?
2 Can you play an instrument?
3 Which instrument do you want to learn?
a
b c
I live in Mali, Africa. I live in Buenos Aires. People in my Make a list of some instruments
Djembe drums are very country play an instrument called the I’m from Okinawa in Japan. A
and where they’re from.
famous in my country. bandoneón. A bandoneón player pushes famous instrument in my country
People made djembe and pulls on the instrument to make is the shamisen. It’s like a guitar.
drums more than 1,500 beautiful music. It’s got square boxes It’s got a long, thin neck but it’s
years ago. These drums at each end. The boxes are made only got three strings. People play
are made of hard wood of wood and have got seventy-one Djembe drums
it with a short piece of wood.
and goat ’s skin. Sometimes there are lovely buttons on them. Each button can play – Africa
Sometimes, people sing while they
pictures of animals or people on them, too. two different notes. The bandoneón is Shamisen
play the shamisen. Street singers –
We like listening to the djembe drums and very difficult to play. It can take ten use the shamisen to tell stories.
dancing. Today, people in Africa play these years to learn. We play the bandoneón
People use it in theatre, too.
drums for special celebrations. Famous when people dance the tango. It’s
Today, some Japanese rock bands
musicians around the world like playing the great music for dancing!
djembe drums, too. also play the shamisen. Find out about other instruments
from around the world.
Moussa, 11, Mali Marta, 11, Argentina Takahiro, 12, Japan
66 Wider World 4 Can understand texts about musical instruments Wider World 4 Can talk about instruments people play in my country 67
• Ask pupils to read through the texts one last time Groupwork
• Have a class survey about pupils playing musical
instruments and the most popular instruments in the
Explain the rest with drawings or with the help of class. Ask pupils to make a bar chart.
the dictionary.
• Ask pupils to decide which of these new words they Your Turn!
consider more important and want to learn and write
them in their notebooks. • In pairs, pupils make a list of instruments they know
and where they are from. Encourage them to research
in reference books or on the internet.
ANSWER KEY • Ask pupils to share their results with the class.
1b 2c 3a 4c 5b 6b
Pop quiz
6 Ask and answer. Divide pupils in pairs and give them one of the
countries from the lesson. Ask them to write
• In pairs, pupils talk about the questions. Monitor and down as much information as they can remember from
help with language. the texts.
Materials
A map of the world, reference books or internet access
159
8 Environment
Worksheet 8
Name: Class:
1 Read and circle.

1 My bedroom is ( bigger than / the biggest ) the kitchen.
2 This is ( more expensive than / the most expensive ) car in the world.
3 In Britain, August is ( hotter than / the hottest ) February.
4 Mark is ( taller than / the tallest ) boy in my class.
5 Angel Falls is ( higher than / the highest ) Niagara Falls.
2 Your school is going to celebrate Green Day. You are going to organise
the celebration. Write a paragraph about your plans.
What things are you IDEAS

going to do? Recycling: what? (paper, plastic, bottles, can
s, glass?)
Reusing: what? (books, plastic bags?)
Who is going to do Collecting rubbish
what? Stop using cars
Use bikes / Walking
What are you going to Not using a lot of paper, plastic, etc.
do first, second, etc.? Switching off lights
Cleaning the beach / forest / park near the
school
Talking to families and asking them to help
the environment
My school is going to celebrate Green Day. Some of

my friends are going to
8 Environment
Unit overview
Unit objective
• I can talk about ways to help the environment
Language
Ways to help the environment: collect the rubbish, recycle the bottles/
Target
paper, reuse the bags, switch off the lights, use public transport
vocabulary
Our amazing world: continent
I’m going to (recycle the bottles). He’s going to (switch off the lights).
Target Are you going to (help)? Yes, I am. / No, I’m not.
structures He’s the tallest/cleanest/kindest boy in our class.
Dogs are more intelligent than cats.
Paris is the most beautiful city in Europe.
Phonics: /tʃ/ and /ʃ/

Features
Cross-curricular: Geography: our amazing world
Skills
• Can understand a simple story and the details of a story

Reading • Can recognise the importance of saving energy and keeping our planet clean
• Can understand a text about environmental problems
• Can understand texts about our amazing world
• Can complete a questionnaire about helping the environment

• Can complete simple sentences about ways to help the environment
Writing • Can write simple sentences to compare people or things
• Can create a fact poster about my country
• Can write simple sentences about what people are going to do
Listening • Can identify ways to help the environment

• Can identify activities that help the environment
• Can talk about things people are going to do

Speaking • Can talk about activities that help the environment
• Can compare things
• Can talk about saving energy and keeping our planet clean
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8
3 Listen and say.
Learning objective
Can identify ways to help the environment • Give pupils time to look at the pictures to introduce
the new vocabulary.
collect the rubbish, recycle the bottles/paper, reuse the words.
the bags, switch off the lights, use public transport • Play the audio again, pausing after each word so that
Recycled language pupils can practise the pronunciation.
Adverbs of frequency
4 Look at the words in Activity 3. What does
your family do?
Warm-up • Revise present simple forms and put them on the
board.
• With books still closed, write on the board
Environment and see if anybody already knows its • In pairs, pupils ask and answer about what their
meaning. Elicit any vocabulary that pupils know about families do to help the environment. Remind pupils to
it and put it on the board in the form of a mind map. use the present simple, e.g. We switch off the lights.
Learning adventure Learning adventure

1 Do you know any ways to help the Ask pupils, How many different ways to help the
environment? What are the most environment do you know now? Give pupils a
important? minute to tell their partner the new words they know.
Ask pupils, Where are you on your learning adventure
• Open books and ask pupils to look at the activities. now? Ask pupils which words they find easiest or most
Ask, What are we learning today? Write the lesson difficult to remember. Tell pupils, Well done! to
objective on the board or look at it on the screen: reinforce the progress they are making.
We’re learning to identify ways to help the environment.
Pop quiz
English for ways to help the environment e.g. go by
bus. Write them on the board. Have a class vote to check which way to help the
• Refer to the learning adventure poster and say, Great! environment is the most popular one. Ask pupils,
You are already moving along your learning adventure! Do you (recycle paper)? Pupils put up their hands.
Repeat with other expressions.
2 Listen and read. Why is Flo sad?
• Ask pupils to look at the pictures. Elicit or pre-teach Show homework
recycle, collect, rubbish, switch off.
• Play the audio (CD3:20). Pupils listen, follow in their • Show the homework. Explain that pupils will do the
• Play the audio again. Check understanding of the • Check the rubrics with pupils and go through an
story. Ask, Who’s going to help? (the children) What are
activities.
the girls going to do? (Collect the rubbish.) What’s Tom
going to do? (Switch off the lights in the kitchen.) What’s
Felipe going to do? (Recycle the bottles.)
ANSWER KEY
Because it’s the last day of camp.
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8
8 Environment
1 Do you know any ways to help the environment? What are the
most important?
2 Listen and read. Why is Flo sad?

3:20
1 2 Are you going to help?

It’s the last day
of camp. I’m sad.
Come on! Let’s clean up!

Yes, I am. We’re going
to collect the rubbish.
I’m going to switch off
3 the lights in the kitchen. 4
Are you going
to help, Hannah?
And I’m going to

recycle the bottles. Well, you’re all busy…
I’m going to watch!
3 Listen and say.

3:21
1 2 3
recycle the paper recycle the bottles collect the rubbish

4 5 6
use public transport reuse the bags switch off the lights
4 Look at the words in Activity 3. What does your family do?
68 Lesson 1 Can identify ways to help the environment
AB page 60
1 Look and write.
ANSWER KEY
2 rubbish 3 recycle 4 transport 5 reuse 6 switch off
2 Look at the chart and complete.
ANSWER KEY
2 Seven 3 Eight 4 Three 5 twenty-three
3 Ask and complete the chart for your class.

Then write sentences.
Materials
Poster
163
8
Lesson 2 PB page 69 • Elicit more examples and write them on the board.
Learning objective 6 Listen and match. Then say.
Can talk about things people are going to do
Target language
• Play the audio twice. Pupils listen and match.
I’m going to (recycle the bottles).
• Pupils then make a sentence for each character and
report to the class.
He’s going to (switch off the lights).
Are you going to (help)? CD3, Track 23
Yes, I am. Maria: We’re going home today. What are you
No, I’m not. going to do, Hannah?
Hannah: I’m going to study a lot because I’m
Recycled language going to be a vet. I’m going to be very
Environment tired! What about you?
Maria: I’m going to meet my friends and go to
the beach. We’re going to have a party.
Check homework Flo: Well, I’m going to play in the park with
• Check the homework as a class. Ask pupils what they my dog. Then, I’m going to have a big
found easy/difficult and help them with any problems dinner with my parents and grandparents.
or difficulties. Do remedial teaching as/if necessary Maria: And Tom!
before moving on to the new lesson. Flo: Oh, yes! Of course!
Warm-up
• Check if pupils remember what happened in the story ANSWER KEY
in Lesson 1. Ask, Who is sad? (Flo) Why? (Because the 1b 2c 3a
children are going home.)
Learning adventure 7 Look and find these things.

Open books and ask pupils to look at the activities. • Divide pupils in pairs to try to find examples of each
Ask, What are we learning today? Write the lesson of the things.
objective on the board or look at it on the screen: We’re • Ask them to make three lists.
learning to talk about things people are going to do. • Stop the activity as soon as the first pair has found
the correct number of all the things listed.
5 Read the dialogue again. Who? • Ask if anyone has found any other things to switch off,
recycle or clean.
• Ask pupils to read the story in Lesson 1 again.
You may play the audio (CD3:20), too.
• Pupils say who is going to do what. ANSWER KEY
to switch off: the lamp, the robot, the game on the
floor, the stereo, the TV
ANSWER KEY to recycle: wrapping paper on the arm of the chair,
1 Flo and Maria 2 Tom 3 Felipe 4 Hannah the bottles, box, plastic bag (next to the sofa)
to clean: red mark on the chair, spilled water on
the table, food on the table and floor
Presentation
the audio (CD3:22). 8 Imagine you are Sam and Kate. Your
• Focus on the highlighted words. Ask pupils to look at parents are going to come home in fifteen
item 3 and ask, Are they collecting the rubbish now? (no) minutes. What are you going to do?
Elicit (in L1) that it’s an intention for the future. • Pupils work in pairs to tell each other all the things
• Elicit how we form the new structure: am/are/is + they are going to do. They should use their lists from
going to + infinitive. Activity 7 to help them.
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8
AB page 61
5 Read the dialogue again. Who?
1 and are going to collect

3:22 4 Look at Tom’s plans for next
the rubbish.
I’m going to recycle the bottles.
He’s going to switch off the lights.
week. Listen and complete.
2 is going to switch off the lights.
3 is going to recycle the bottles. They’re going to collect the rubbish.
4 is going to watch. Are you going to help? Yes, I am.
No, I’m not. CD3, Track 24
6
3:23
Listen and match. Then say.
Felipe: We’re going to go home
Hannah’s going to... 1 2 3 tomorrow. Are you going to go
back to school on Monday?
a b c
Tom: Yes, I am. I’m going to see my
friends again. It’s going to be
great.
7
Felipe: What are you going to do on
Look and find these things.
Tuesday?
• five things to switch off
• four things to recycle Tom: I’m going to play football in the
• five things to clean
park. Our team are going to win
this year!
Felipe: How about Wednesday?
Tom: Well, I’m going to go to the
cinema with Mum and Dad.
Flo’s going to come, too. And on
Sam Kate
Thursday, I’m going to have pizza
8 Imagine you are Sam and Kate. Your parents are going to come with my friends, Joe and Pete.
home in fifteen minutes. What are you going to do?
Felipe: You’re going to be busy! What
I’m going to collect the rubbish. about Friday?
Tom: Mmm… Friday. I’m going to
Lesson 2 Can talk about things people are going to do 69 phone my new friend Felipe of
course!
Felipe: Oh, good!
Pop quiz
Pupils write four true sentences and one false sentence
about things they are going to do in the future. Their ANSWER KEY
partners guess the false sentence. Monitor and help. 2 football 3 Flo 4 Have pizza
5 Felipe
Show homework
• Show the homework. Explain that pupils will do the activities 5 Ask and answer. Then ask two
at home in their Activity Books. more questions.
ANSWER KEY
Direct pupils’ attention to the bottle and jar card on page 69 of 1 Is Tom going to play football in the
the Pupil’s Book. Tell pupils to go online to the Poptropica English park on Tuesday? Yes, he is.
Island Adventure Game and find the item. Once pupils click on it, 2 Is Tom going to phone Joe on Friday?
they are taken to a supplementary language task. No, he isn’t.
3 Is Tom going to go to the cinema on
Thursday? No, he isn’t.
4 Is Tom going to have pizza on
Thursday? Yes, he is.
6 Write about your plans for next

week. Make sentences, then tell
a friend.
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Lesson 3 PB page 70 10 Listen and sing. What’s the singer’s
answer to the question?
Learning objective • Direct pupils’ attention to the song. Ask them to tell
Can compare things you (in L1, if necessary) what they can see in the photo.
Target language • Tell the class they are going to listen to a song.
continent
He’s the tallest/cleanest/kindest boy in our class. • Play the audio (CD3:26). Pupils read and follow
the words.
Dogs are more intelligent than cats. Paris is the
most beautiful city in Europe. • Play the song again. Pupils listen for the second time
Recycled language whole class.
Comparative adjectives • Play the audio again. Encourage pupils to sing.
Check homework
• Check the homework as a class. Ask pupils what they ANSWER KEY
found easy/difficult and help them with any problems He doesn’t know.
Presentation
Warm-up
• To revise going to, pupils in pairs talk about their • Read through the Look! box with the class and play
the audio (CD3:28).
plans for the school holidays, e.g. I’m going to go to
the beach.
• Focus on the highlighted words. Ask, What’s the most
beautiful place of all? Are we talking about two places
or many places? Elicit that we use the superlative to
Learning adventure compare one thing with many.
Open books and ask pupils to look at the activities. • Ask pupils to find the examples in the song and elicit
Ask, What are we learning today? Write the lesson how the superlative is formed.
objective on the board or look at it on the screen: We’re • Elicit more examples from the class and write a few of
learning to compare things. them on the board.
• Close books. Ask pupils what comparative forms of • Pupils then copy the sentences into their notebooks.
adjectives they know in English, e.g. smaller, bigger. 11 Look and say. Make sentences.
Write them on the board.
• Refer to the learning adventure poster and say, Great! • Pupil A calls a letter and Pupil B makes a sentence,
You are already moving along your learning adventure! e.g. Pupil A: tree c. Pupil B: Tree c is the shortest.
Presentation ANSWER KEY

9 Listen and say. Then match. 1 Tree a is the tallest. Tree c is the shortest.
2 Dog a is the biggest. Dog b is the smallest.
• Play the audio (CD3:25). Pause for pupils to say 3 T-shirt a is the most expensive. T-shirt c is the
the words. cheapest.
• Pupils match the words 1–6 with the words a–f
with similar meaning.
12 Make sentences about your class.
ANSWER KEY Tell a friend.
1f 2c 3e 4a 5d 6b
• Encourage pupils to use the comparative and
superlative.
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8
AB page 62
9 Listen and say. Then match.
3:25
7 Find five words. Then complete the
1 wonderful a all places
2 chatter b an area of water bigger than a sea sentences.
3 beautiful c talk
4 everywhere d a place bigger than a town
5 city e very pretty
6 ocean f really good
ANSWER KEY
10
2 wonderful 3 ocean 4 everywhere
Listen and sing. What’s the singer’s answer to the question?
3:26
3:27 5 beautiful 6 city
What’s the most beautiful place
of all?
Is it the pyramids of Egypt or is
it Angel Falls?
I’m going to find out, going to travel
everywhere
To see our wonderful world, see
it from the air. 8 Listen and write the names.
I’m going to fly over the blue rivers
and seas.
I’m going to hear the monkeys
chatter in the trees.
I’m going to see the highest moun
tains, covered in snow.
I’m going to the busiest cities, full
So what’s the most beautiful place
of lights and roads.
CD3, Track 29
in the world?
I’m not sure I can say, I really don’t
The mountains, the oceans, the
know. Here are my brothers. I’ve got four and
fields of green,
Let’s look after this planet and
keep it clean, they all love playing football! Max is
Keep it clean, keep it clean.
Let’s look after this planet and
keep it clean.
the oldest brother but not the tallest.
Monty is the shortest brother but not the
11 Look and say. Make sentences. cleanest. The oldest brother is also the
1 • tall a b
c
3:28
funniest. The cleanest brother is Mike.
• short tall taller than the tallest
He’s also the tallest. Martin is shorter
clean cleaner than the cleanest
kind kinder than the kindest
than Max but taller than Monty. Martin
2 • big
• small
a important more important than is the most intelligent in my family. He
c the most important
always gets good marks in school.
b
3 • expensive 12 Make sentences about your
• cheap class. Tell a friend.
Marco is the tallest boy in our class.
a
b
c
ANSWER KEY
70 Lesson 3 Can compare things
1 Monty 2 Max 3 Martin 4 Mike
Learning adventure 9 There is one true sentence.

Correct the false sentences.
Ask pupils, What ways to compare things do you know now?
Give pupils a minute to tell their partner the new words
they know. Ask pupils, Where are you on your learning adventure ANSWER KEY
now? Tell pupils, Well done! to reinforce progress. 1 Max is the oldest.
2 Mike is the tallest.
Pop quiz 3T
4 Martin is the most intelligent.
Divide pupils in two groups. Group A pupils make a 5 Monty is the dirtiest.
sentence and group B pupils guess, e.g. Group A pupil: The
fastest animal in the world. Group B pupil: The cheetah! Give points
for correct sentences and correct answers.
Show homework
Materials
Poster
167
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Lesson 4 PB page 71
CD3, Track 30
1 a 5 points, b 3 points, c 0 points
Learning objectives 2 a 5 points, b 1 point, c 5 points
Can complete a questionnaire about helping the 3 a 5 points, b 1 point, c 5 points
environment 4 a 0 points, b 3 points, c 5 points
Sounds: /tʃ/ and /ʃ/ 5 a 3 points, b 0 points, c 5 points
Target language 6 a 0 points, b 3 points, c 5 points
floor, green (= environmentally friendly), munch, 7 a 5 points, b 0 points, c 3 points
throw away 8 a 5 points, b 1 point, c 0 points
Recycled language
Environment, Adverbs of frequency, Means of
transport Extension questions
Say to pupils, It is better to buy fruit and vegetables
at the local market, reuse bags and have showers
Warm-up instead of baths. Divide pupils in two or more groups and
• Divide pupils in pairs and give them a set of slips of tell them that they have to think of reasons to support
paper you prepared earlier. They must come up with whether this statement is true or false. Remind them to
as many superlative sentences as possible. give their reasons for what they think. (Suggest (in L1)
energy efficient lamps and appliances, biodegradable
Learning adventure materials, organic fruit and vegetables and composting,
solar panels.)
Ask, What are we learning today? Write the lesson 15 Listen, read and say.
We’re completing a questionnaire about helping the • Pupils look at the tongue twister and say which sounds
environment and learning to pronounce words that include the blue letters make.
/tʃ/ and /ʃ/. • Play the audio (CD3:31) to check.
• Play the audio again. Stop after each line to give pupils
13 Read. Ask and answer. time to repeat.
• In groups, pupils brainstorm green habits that
they already know about and share with the rest Pop quiz
of the class.
• Pre-teach throw, better. Revise switch off, vegetables, As a class discuss possible activities for a Green Day
on foot, by bus/car, bath, shower, bin, reuse. at your school. Encourage pupils to use going to.
• In pairs, pupils ask and answer the quiz questions and
note their answers. Show homework
14 Listen. What’s your score? • Show the homework. Explain that pupils will do the
• Explain that they are going to listen to the scoring • Check the rubric with pupils and go through an
system and add up each other’s scores. example, if necessary, so pupils understand the
• Play the audio once or twice, allowing pupils time activities.
to note down their scores.
• They then read their profiles at the bottom of
the quiz.
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8
ANSWER KEY
13 Read. Ask and answer.
8 1 It’s Green Day at Niki’s school.
2 Green Day posters for the school.
Are you a kid? 3 Molly’s bike.
QUIZ
Do you switch off the TV when you’re not watching it?

1
a always b sometimes c never
Where do your fruit and vegetables come from?

11 Listen again and complete.
2
a a local market b a supermarket c your garden
It’s school tomorrow. Are you going to go:

3
a by bike? b by bus or car? c on foot?
ANSWER KEY
4
In the morning, do you have a bath or shower?
a always a bath b a bath or a shower c only a wash
2 rubbish 3 bottles 4 bags
What do you do with rubbish?
5 cleanest 6 cars 7 buses
5
a put it in the nearest bin b throw it on the floor c recycle it
At the supermarket, do you:

6
a always use new bags? b sometimes use new bags? c always reuse bags
7
When you’re in the shower putting on soap, do you turn off the water? 12 Look and complete. Then listen
a always b never c sometimes
and check.
After a picnic, what do you do with food that isn’t finished?
8
a take it home b throw it away c give it to the birds
0–14 points You can do better! 15–24 points Good, you’re a bit green! 25–30 points Well done! You’re a Green kid!
CD3, Track 34
1 I always have a shower at seven o’clock.
14
3:30
Listen. What’s your score?
2 There were a lot of sharks in the sea.
3 The cheetah is the fastest animal on
3:31
the planet.
The cheetah munches its lunch
on the beach 4 I love going to the beach in the summer.
And the shy shark shakes its
shorts in the shower!
5 They usually have lunch at one o’clock.
6 She’s very shy. She doesn’t like talking
to people.
Lesson 4 Can complete a questionnaire about helping the environment / Sounds: /tʃ/ and /ʃ/ 71
M08_POEN_PUB_05GLB_2034_U08.indd 71 12/04/2016 3:31 µ.µ. ANSWER KEY

AB page 63 2 sharks 3 cheetah 4 beach
5 lunch 6 shy
10 Listen and answer.

Hi, Molly. It’s Niki. Your plans for tomorrow sound fun!
My class at school is going to have a Green Day. We’re
going to put all the rubbish into different recycling bins and
then we’re going to make Green Day posters for school. I’m
going to collect some rubbish from home and other people
are going to bring paper, bottles and bags. We’re going to
be the cleanest school in our town! Then, we’re all going to
walk or cycle home – no cars or buses. I love cycling so I’m
very happy. I’m going to like Green Day. Oh, and can I have
your bike?
Thanks!
Materials
Slips of paper with nouns and adjectives (one set for each pair of pupils)
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Functional language
Thank you. Extension questions
You’re welcome.
I’m going to miss you, guys! Write the following questions on the board:
Why is the space-time chip important to the
Target language Martins? What does AL want? Divide pupils in groups
biofuel, break down and ask them to discuss the questions. They might like
Recycled language to write their answers/ideas in their notebooks.
food bin, saxophone, THD • Sample answers could include: The Martins need the
Environment space-time chip for their spaceship so they can go home.
AL wants the Martins to give the THD back.
Check homework 17 Act out the story.

• Check the homework as a class. Ask pupils what they • See the ‘How to use stories’ section on page 18 for
found easy/difficult and help them with any problems more ideas on how to build your pupils’ confidence
or difficulties. with roleplays.
• Invite a group of pupil volunteers to act out the roles.
Warm-up Play the audio while pupils act out the story or say
the lines and pupils repeat.
• Ask pupils to imagine that they meet an alien from
another planet. Ask, What questions would you like to • Divide pupils in groups of five (Matt, Bella, Dot
ask the alien? Martin, Zeb Martin, AL). Give groups time to practise
their roleplay.
Learning adventure • Play the audio (CD3:35) again and ask pupils to speak
Open books and ask pupils to look at the story. to act out the story.
Ask, What are we learning today? Write the lesson You might like to give the pupils feedback on their
objectives on the board or look at them on the screen: roleplay.
We’re reading and discussing a story.
Values
and read. • Have a class discussion (in L1 or English) about the
importance of the 3Rs: recycling, reusing, reducing
• Direct pupils’ attention to the story and ask questions (the amount of rubbish). Ask, What do you know about
about the characters and the scenes, e.g. Where are this? What happens here, in your country? Do people
the characters? (in the spaceship) Where are Dot and Zeb recycle and reuse? etc.
going now? (home, to Mars) What are Matt, AL and Bella
going to do? (They’re going back to the camp.) Pop quiz
• Play the audio (CD3:35) and ask pupils to listen to the
story as they follow along in their books. Make true or false statements about the story
• Play the audio again. Check pupils’ understanding and ask pupils to call out true or false, e.g. Dot
of the story by pointing to the pictures and asking and Zeb are aliens. (true) They come from Saturn. (false)
questions, e.g. Who are Zeb and Dot Martin? (They are
aliens.) Why did they take all the things? (They needed
them to build their machine.) What did they recycle
to make biofuel? (Old food from the food bins.) What
problem had the Martins got? (They needed a space-time
chip.) Who said they could help them? (AL) What did he
do? (He gave them the chip.)
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14 Listen and number to match
the people with what they
3:35
said.
IN THE SPACESHIP 1 2
But why did
you take the
Yes, our spaceship broke saxophone? And
down - we just want to the food bin? CD3, Track 36
go home, to Mars.
You’re aliens! Matt: Hello, Carol. Hello, Peter. This is
Matt. I’m here with AL.
Carol: Hello, Matt. Hello, AL.
Peter: Good evening. How are you?
Matt: We’re good, thanks. We came
3
We used the
4
We took the THD to home. I’ve got some news for you
saxophone to send a message time-travel here. But we need
to our people and we recycle a space-time chip to both.
old food as biofuel. get home. I can help…
if you give us back the Carol: Is it about that mysterious
THD.
couple?
Matt: Yes. It is really amazing news.
Tell them, AL.
AL: They were aliens from Mars.
5 6 Carol: What! That’s frightening.
We’ll get home Well, we must go
Thank you!
safely now. home now, too. Matt: Well, not really. They just wanted
You’re welcome!
Yes, sir. Back to Bella’s to go home.
camp, then.
Oh. I’m going to
AL: Yes, that’s why they took
miss you guys!
your things. They needed the
saxophone to call their people.
Carol: What did they need my space
pod for?
Matt: I think they wanted to use it to go
17 Act out the story. home.
Peter: That’s really interesting! Did they
go home in the end?
AL: Yes. We gave them a space-time
chip and they used it to go home.
Show homework Carol: Well, thanks for the call.
All: Goodbye for now.
if necessary, so pupils understand the activities. ANSWER KEY
1b 2a 3c 4d
AB page 64
13 Tick (✓). 15 Circle or write your own answer.
ANSWER KEY ANSWER KEY

1c 2b Pupil’s own answers
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Lesson 6 PB page 73 • Play the audio again, pausing to give pupils time
to write the correct numbers in the boxes and
Learning objectives check answers.
Can understand texts about our amazing world • Invite pupils to find the places on the map of the world.
Can create a fact poster about my country
Cross-curricular ANSWER KEY
Geography: our amazing world 1b 2d 3a 4e 5c
Target language
continent 20 Circle.
Recycled language
Landscape, Continents, Big numbers
• Give pupils some time to read the sentences and do
the activity.
Superlatives
• Elicit answers from class.
Check homework ANSWER KEY

1 Venezuela 2 Mount Fuji 3 driest
• Check the homework as a class. Ask pupils what they 4 Australia 5 3,776 6 the Nile
Extension questions
Warm-up Ask, Do you know any strange or mysterious places
• Display the map and any photos you have brought in the world? (e.g. The Galapagos, Easter Island,
into class. Elicit or pre-teach continent. Revise Sargasso Sea, the Nazca Lines, Pisco Valley). If you have
waterfall, volcano, desert and river. access to the internet, allow pupils, in pairs, to
• Ask, What do you know about our planet? How many research those places or provide encyclopaedias and
continents are there? How many oceans? What’s the other reference books (in L1 and English). Ask them to
highest mountain in the world? Where are the largest keep notes for one of these places and present it orally
forests? What’s the longest river, highest mountain/hill, to the whole class.
biggest lake, in your country?
• Ask, What’s the most beautiful place in your country? Mini project
Get pupils to vote for the best place in their country.
21 Write about your amazing country.
Learning adventure Create a fact poster.
18 What do you know? • Remind pupils of the steps to success: Think, Plan,
Write and Share.
• Open books and ask pupils to look at the activities. Think Ask pupils to spend some time thinking about
Ask, What are we learning today? Write the lesson all the amazing places they know.
objectives on the board or look at them on the screen: Plan Pupils choose five of the places. Encourage pupils
We’re reading texts about our amazing world and to organise their ideas as mind maps and source
creating a fact poster about our country. appropriate images to use. Go around the classroom
• Close books. Ask, What amazing places in the world do and help with vocabulary and spelling.
you know about? Write Encourage pupils to organise the information
• Refer to the learning adventure poster and say, Great! on their poster in a logical way so that it is easy to
You are moving along your learning adventure! understand and looks attractive.
Share Put the posters up on the wall and pupils vote
19 Listen and read. Then number the on which are the most interesting and attractive.
photos.
• Ask pupils to look at the photos and try to their projects.
describe them.
• Play the audio (CD3:37). Pupils listen and read along in
their books. Remind them to use the context to work
out the meaning of new words.
172
8
Show homework
19 Read. Then number the photos.
3:37
Books.
a
b • Check the rubrics with pupils and go
1 The highest waterfall in the world is Angel
Falls in Venezuela. It’s 979 metres high.
2
Australia is the biggest island and the c AB page 65
smallest continent in the world.
3 The Sahara desert in North Africa is the

biggest desert in the world. The Atacama
desert in Chile, South America, is probably
16 Read and choose. Then listen
the driest place in the world.
and check.
4 The Nile in Africa is the longest river in the e
world but the Amazon river is a very close d
second. You can see the Nile in nine countries.
5 Mount Fuji is a very famous volcano in

Japan. It’s the highest mountain in Japan,
CD3, Track 38
too – it’s 3,776 metres high. 1 Mount Fuji is a very famous volcano
in Japan. It’s the highest mountain in
Japan, too. It’s 3,776 metres high.
20 Circle. 2 The Nile in Africa is the longest river
1 The highest waterfall in the in the world but the Amazon River is
world is in ( Japan / Venezuela ).
21 Write about
your amazing
a very close second. You can see the
2 ( The Nile / Mount Fuji ) is
in Japan. country. Create a fact poster. Nile in nine countries.
3 The Atacama desert is the
( driest / wettest ) place in • Ideas – Think about some amazin
g places.
3 Australia is the biggest island and the
the world. • Plan – Choose five places to write
about. Find smallest continent in the world, too.
4 The biggest island in the world out some more information about
them.
is ( Japan / Australia ). • Write – Write one or two facts
for each
4 The highest waterfall in the world
5 Mount Fuji is ( 3,776 / 979 ) place. Draw/Stick some photos.
is Angel Falls in Venezuela. It’s 979
metres high. • Share – Tell your classmate
6 You can see ( the Nile / about your places.
HOME
SCHOOL
SCHOOL metres high.
the Amazon river ) in nine
countries.
LINK
Lesson 6 Can understand texts about our amazing world / Can create a fact poster about my country 73

ANSWER KEY
1d 2d 3a 4c
Optional home–school link
• Ask pupils to take their work home and share their work with
their families. They may wish to show their parents or siblings 17 Find out more facts. Write two
the poster, ask them if they agree with their choices or if they quiz questions for a friend.
would choose different places in the country. Then ask and answer.
Learning adventure
Ask pupils, What new things do you know about our amazing
world? Tell pupils to work with a partner. Give pairs a
minute to think of ideas. Accept any answers and promote
discussion. Ask pupils, Where are you on your learning adventure?
Pop quiz
Have a discussion about the places pupils have learnt about
in Our amazing world. Ask them which places they want to
visit and why.
Materials
Poster, a map of the world, photos of a waterfall, desert, mountain, etc., reference books or internet access
173
8
Lesson 7 PB page 74 23 Make sentences.
• Make sure pupils understand that they have to put the
Learning objective adjective given in the comparative or the superlative
Can assess what I have learnt in Unit 8 form, according to the meaning of the sentence.
Recycled language • Give pupils some time to complete the activity
working individually and to check their answers with
a partner. Go around the classroom, prompt and help
as necessary.
Check homework • To check answers with the class, ask pupils to read
chorally.
ANSWER KEY
1 Tom is taller than Arthur.
2 Mount Everest is the tallest mountain in the world.
3 London is bigger than Paris.
Warm-up
4 Australia is the smallest continent in the world.
• Divide pupils in pairs and ask them to write four true 5 The Nile is longer than the Amazon river.
sentences and one false sentence about what they and 6 Dogs are more intelligent than cats.
their families are going to do in the summer holiday. 7 Paris is the most beautiful city in Europe.
Their partners must guess which is the false sentence.
Monitor and help.
24 What are you going to do? Ask and answer.
Learning adventure
• Divide pupils in pairs. Explain that they have to take it
Open books and ask pupils to look at the activities. in turns to ask and answer questions using going to to
Ask, What are we learning today? Write the lesson talk about the future.
objective on the board or look at it on the screen: • Go around the classroom, prompt and help as
We’re thinking about our learning adventure. necessary.
• Close books. Ask pupils, How many words about ways
to protect the environment can you remember? Put their Learning adventure
ideas on the board.
Ask pupils (in L1) how they feel about their
• For each example, ask pupils, Where are you on learning in this unit. Ask pupils to tell you what
they found easiest or most difficult to learn in the unit.
Pupils revise the three I can statements at the bottom
more practice.
22 Write. the box that reflects how confident they feel about the
language point. Ask pupils, Where are you on your
• Pupils look at the pictures and complete the learning adventure? Pupils indicate where they think
expressions. they are on the learning adventure poster. Tell pupils,
ANSWER KEY
1 switch off 2 recycle 3 rubbish 4 transport Pop quiz
5 bags 6 recycle
In groups of four, pupils tell the other groups the
answers to the following questions: Which is your
favourite activity in the unit? Why? Which activity don’t
you like? Why? What is your favourite new word?
Which word is the most difficult for you?
174
8
19 Read and complete. Then
22 Write. listen and check.
CD3, Track 39
1 the light 2 recycle 3 collect 1 Flo is going to recycle the bottles.
2 Tom and Flo are going to visit their
granny.
3 Tom is going to phone Felipe next week.
4 use public 5 reuse the 6 paper
4 I am the tallest in my family.
23 Make sentences.
Tom is taller than 5 English is the easiest subject in school!
Arthur.
1 Tom / tall / Arthur

2 Mount Everest/tall / mountain / in the world
3 London / big / Paris
4
5
Australia / small / continent / in the world
The Nile / long / Amazon river
ANSWER KEY
6 Dogs / intelligent / cats 1 recycle 2 are 3 going to
7 Paris / beautiful / city / in Europe
4 the tallest 5 easiest
24 What are you going to do:
1 after the lesson? 2 when you get home from school?

3 tomorrow morning? 4 next summer ?
Ask and answer. What are you going to do
after this lesson?
I’m going to play football.
I’m going to have lunch. of Unit 1.
What about you?
I can identify ways to help the environment.

I can compare things.
I can create a fact poster about my country.
Show homework
AB page 66
18 Read and write.
ANSWER KEY
2 ’re 3 ’re 4 am 5 the cleanest 6 wetter
7 dirtier than 8 the dirtiest 9 the most important
10 more intelligent 11 more expensive
12 the most expensive
Materials
Poster
175
8
Lesson 8 PB page 75 27 Look at other units. Ask more questions
with Are you going to…?
Learning objective • Ask the class to read the questions in the speech
Can use what I have learnt in Unit 8 bubbles chorally.
Recycled language • Ask two confident pupils to answer them.
Target language from Unit 8 • In pairs, pupils look through the other units of the
book and ask and answer going to questions with the
target language, e.g. Are you going to pitch the tent?
Warm-up (Unit 1) Are you going to read a book this weekend?
(Unit 7)
• Mime collecting the rubbish for the class. Encourage • Then ask confident pairs to demonstrate for the
pupils to guess the expression. Ask different pupils whole class.
to take over your role and mime different ways of
protecting the environment for the class. 28 I want to know more!
Learning adventure • Ask pupils to choose anything they enjoyed from the
unit and to go and find out more. You might like to
Open books and ask pupils to look at the activities. set this activity as homework with a quick feedback
Ask, What are we learning today? Write the lesson session at the beginning of the next lesson.
objective on the board or look at it on the screen: • You can also suggest that pupils write one or two
We’re playing a game to revise Unit 8 language. questions about what they want to know, then
switch the question(s) with a partner. Pupils then
25 Play Os and Xs. find the answer(s) to their partner’s question(s) as a
homework activity and report to the class in the next
• Direct pupils’ attention to the speech bubble and read lesson.
it chorally. Ask pupils, What do you think you have learnt in
• Give pupils time to look at the pictures and explain Unit 8? Give pupils a minute to tell their partner
how the game is played. the new language they know.
• Focus on picture 5 and teach glass. Make sure pupils
understand the difference between plastic bottles and • Encourage pupils to ask if they’ve got any questions
glass bottles. Focus on image 6 and teach put food in about what they learnt in Unit 8. Ask pupils, Where do
the rubbish bin. you think you are on your learning adventure? Tell pupils,
• Divide pupils in pairs. Give pupils some time to play
the game. Go around the classroom and help pupils
who may be having difficulty. Consolidation and extension worksheet 8
• Fast finishers can play again with another partner. • Pupil’s complete the consolidation and extension
activities on Worksheet 8 (page 160).
26 Play Bingo.
1 Read and circle.
• Direct pupils’ attention to the phrases in the word
bank and read them chorally. • Ask the pupils to look at the sentences and elicit the
• Give pupils time to write the nine phrases anywhere in vocabulary.
the bingo grid and explain how the game is played. • Ask them to choose the correct word to complete the
• Play Bingo as a class. Say the phrases randomly and sentences.
have pupils check the corresponding phrases in their
own grid. 2 Your school is going to celebrate Green
Day. You are going to organise the
Extension questions celebration. Write a paragraph about
your plans.
Say to pupils, You don’t have to recycle. Put on the
lights for two hours a day. Divide pupils in two or • Ask the class what they are going to do to celebrate
more groups and tell pupils that they have to think of Green Day. Elicit useful vocabulary and the order they
reasons to support whether this is a good idea or a want to do these things. Pupils brainstorm ideas and
bad idea. Remind them there is no right or wrong take notes.
answer but they need to give their reasons for what
they think.
176
8
Show homework
25 Play Os and Xs. I’m going to reuse
plastic bags. 8 • Show the homework. Explain that pupils will
1 2 3
Books.
4 5 6 understand the activities.
AB page 67
7 8 9
ANSWER KEY
26 Play Bingo. 1 a rubbish b lights c reuse d recycle
2 Are you going to play football on
collect rubbish
recycle the bottles Saturday?
put food in the rubbish bin 4 a funnier than b the funniest
recycle paper
reuse plastic bags
recycle plastic bottles
switch off the lights
walk to school
use public transport
21 Write about your plans.
27 Look at other units. Ask more questions with Are you going to…?
ANSWER KEY
Are you going to go to the
cinema this weekend?
Are you going to pass
your test next week?

English World 22 Describe your family. Who is the
Lesson 8 Can use what I have learnt in Unit 8 75 tallest/shortest/funniest/fastest?
ANSWER KEY
• Pupils write a paragraph about their plans. Remind them to use Pupil’s own answers
am/are/is going to + infinitive.
• Ask volunteers to read their paragraphs aloud to the class.
Pop quiz
Describe an object or person from the unit. Ask pupils
to guess.
Practice
• Watch the video story A seed of hope. Ask pupils what happened
in the story. Watch again, stopping at key points and ask them
about the language, the images or the story. Ask the pupils to
act out the story. Assign the roles of two of the characters to
confident speakers and let other pupils play the other parts.
Encourage them to say as much of the dialogue as they can and
prompt where necessary.
Evaluation
• You can check your pupils’ progress using Evaluation sheet
8 (pages 202 and 203). See also answer keys on pages 186
and 187.
Materials
177
Goodbye
PB pages 76–77
3 Her friends came over to sit around the fire.
Learning objectives They’re going to sing songs and eat together.
Can ask and answer questions about the story They’re going to cook stew in a big pot. She’s going
Can identify and talk about things I have learnt to tell them about her adventures.
• Play the audio again. Pupils listen and write the

Check homework numbers.
they found any question particularly difficult. Is there ANSWER KEY
anything that pupils would like to check with you 1b 2c 3a
Warm-up 2 Ask and answer.

• Ask pupils to say things that happened in the story. • Read the questions chorally.
Allow them to flip back through the book to read their • Divide pupils in pairs and give them time to do the
favourite sentences. Write them on the board. Have a activity. A few volunteers might come to the front and
vote to find out which sentence was the most popular tell the class what their partner’s thoughts are about
with the class. the scenes and characters from the story.
Learning adventure 3 Which unit are these pictures from?

Open books and ask pupils to look at the • Direct pupils’ attention to the pictures.
pictures. Ask, What are we learning today? Invite confident pupils to describe what is
Write the lesson objectives on the board or look at happening in each of them.
them on the screen: We’re asking and answering • Give pupils time to do the activity.
questions about the story and we’re talking about things • Ask pupils to check the answers in pairs.
we have learnt.
ANSWER KEY
1 Listen to the summary and number. 1 Unit 3 2 Unit 5 3 Unit 7 4 Unit 2
• Ask the class questions about each picture in turn,
e.g. What is Bella doing? Where are Zeb and Dot now?
Ask pupils to guess the answers. 4 Who said this? Write.
• Play the audio. Pupils listen and look at the pictures.
• Ask pupils to read the quotes chorally.
• Give pupils time to find these sentences in Units 1–8.
CD3, Track 40 Pupils flip through their books to get the answers.
1 They’re now back at the office at Science Park.
They are very happy to have the new THD again. ANSWER KEY
Matt’s boss wants to know what happened and 1 Felipe, Unit 3 2 Tom, Unit 4 3 Maria, Unit 6
why the THD wasn’t there. Matt writes her an 4 Maria, Unit 7
email to explain. Then they are going to go home
to rest. What a long day!
2 They travelled home to Mars. It was a very long
trip but their spaceship flew quickly. Their time 5 Ask and answer.
on Earth was frightening, so they were happy to • Divide pupils in pairs and give them some time to
be home. They are going to tell their family about discuss the questions with a partner.
their adventures. Their family and friends will be • In feedback, invite pupils to tell the class a thing their
amazed. partner told them about and what they enjoyed from
the book.
178
2 Zeb and Dot travelled home to Mars.
3 Which unit are these pictures from?
1 2
1 Listen to the summary and number.

It was a very long trip but their
spaceship flew quickly. Their time on
3:40
a At Adventure Camp b On Future Island

Unit Unit
3 4 Earth was frightening, so they were
happy to be home. They are going to
Unit Unit
tell their family about their adventures.
c Home on Mars 4 Who said this? Write.
Their family and friends will be amazed.
1
2
‘It’s there – behind the cinema.’
‘I was asleep and I missed lunch.’
Unit
Unit
3 Bella went back to the adventure camp.
Her friends came over to sit around the
3 ‘…and it made terrible noises…’ Unit
4 ‘Maybe it’s aliens!’ Unit
1
5 Ask and answer.
What new things did you learn about nature in this book?
fire. They’re going to sing songs and eat
2
3
4
Which project was the most complicated?
Who was the most brilliant character or person in the book?
Which Have Fun page was the most fun to do?
together. They’re going to cook stew in
a big pot. She’s going to tell them about
5 What was your favourite song in this book? Can you sing it?
2 Ask and answer.
6 What was the most important thing your classmates did that helped
her adventures.
1 What was your favourite scene in the story? Why?
2 Who was your favourite character in the story? Why? you learn well together?
3 When did you start to think that Dot and Zeb were aliens?
4 How did Bella and AL help Matt during the adventure?
5 Do you want to live on Future Island? Why?/Why not?
76 Goodbye Can ask and answer questions about the story Goodbye Can identify and talk about things I have learnt 77
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ANSWER KEY
6 What was the most important thing your
b F (They’ll go home to rest.) c T
classmates did that helped you learn well together?
d F (Their time on Earth was frightening.)
• Ask pupils to discuss in pairs and write down their answer. e F (She had to do her chores.) f T
• Ask a few pupils to read their answer to the class.
Pop quiz
2 Look at the pictures and answer the
Ask pupils to think of a person/animal from the story and questions.
think of some statements that person might make, e.g. I like
dumplings. I can play the saxophone. I miss my home. (Zeb Martin)
Ask pupils to write down the statements on strips of paper. ANSWER KEY
Collect all the statements and do a quiz with two teams of pupils. 2 They used it to get down from the tree
Give a point to the first team that responds correctly. in Africa.
3 Dot and Zeb made this music.
Evaluation 4 It was important because they used it
to send a message to their people.
• You can check your pupils’ progress using the End-of-Year 5 It’s Zeb’s.
evaluation sheet (pages 206 and 207). See also answer keys 6 They were on top of the mountain.
on page 187.
Show homework
• Check the rubrics with pupils and go through an example, ANSWER KEY
if necessary, so pupils understand the activities. 2 Yes, she was.
3 No, he wasn’t. (He was tired.)
AB page 68 4 Yes, it was.
5 No, they didn’t. (They gave it back to AL
1 Listen and answer True or false. and he gave them a space-time chip.)
6 Yes, they did.
CD3, Track 41
1 Matt and AL are now back at the office at Science Park.
They are very happy to have the new THD again. Matt’s
boss wants to know what happened and why the THD
wasn’t there. Matt writes her an email to explain. Then they
are going to go home to rest. What a long day!
Materials
A strip of paper for each pupil
179
Festival
New Year 2 Match with the photos.
PB page 80
• Pupils read the texts and find the objects in the photos.
Learning objective
ANSWER KEY
Can talk about festivals in other countries
a2 b1 c3
Target language
Diwali, dragon costume, fireworks, oil lamps
Recycled language 3 Read and answer. True or false?
celebrate, parade, party • In pairs, pupils read the texts again and say if the
China, India, Spain statements are true or false.
Background ANSWER KEY

1F 2F 3F 4T 5T
• People celebrate New Year at different times in
different parts of the world. For Western cultures,
it is a fixed date, on 1st January. For many other
people the date of New Year changes, according to Learning adventure
the cycles of the Moon. For example, Chinese families Ask pupils, What do you know now about New
celebrate New Year between 21st January and 20th Year? Give pupils a minute to tell their partner.
February; Indian families celebrate Diwali in October As a whole class or in pairs, ask pupils to say where
or November. they are on their adventure now. Tell pupils, Well done!
Warm-up
• Ask the class, How do you celebrate New Year in your Pop quiz
country? Do you eat special food? Do you wear special
costumes? Ask pupils, What do you think about these
traditions? Do you want to celebrate New Year in
Learning adventure one of these countries? Why/Why not?
Open books and ask pupils to look at the Show homework

pictures. Ask, What are we learning today?
Write the lesson objective on the board or look at it • Show the homework. Explain that pupils will do the
on the screen: We’re learning about festivals in other activities at home in their Activity Books.
countries. • Check the rubrics with pupils and go through an
1 Listen and read. How do children from activities.
other countries celebrate New Year?
• Direct pupils’ attention to the photos. Ask, Do you
recognise any of the traditions? Which countries are
they from?
• Play the audio (CD3:42). Pupils listen and read.
180
3 Find and write questions. Then
write the answers.
New Year 3
1 Listen and read. How do

3:42
children from other countries ANSWER KEY
celebrate New Year?
2 Where do people wear dragon
1 costumes? China
3 How many days is Diwali? Five
4 Where do people celebrate New Year
Hola! I’m Lorena. New Year in Spain is in October? India
very exciting. On 31st December we go
to my granny’s house for dinner. She
cooks a lot of tasty food for our family.
I’m Nahbi. I’m from India. My family At midnight, everyone eats twelve
celebrates New Year in October. The grapes. Then we watch fireworks in the
celebration is called Diwali. It lasts town square and celebrate with our
for five days! We put special oil lamps family and friends.
in our houses. Sometimes we wear
lovely flowers, too.
I’m Li-ying. I live in China. Our New
2 Year celebration is called Yuan Tan.
We
celebrate for nine days. There are big
parades with a lot of dancing. Dance
rs
wear big dragon costumes. They dance
through the streets and everyone claps!
3 Read and answer. True or false?
1 Diwali is the name of the Chinese New

Year.
2 Diwali lasts for nine days.
3 People in China wear tiger costumes at
2 Match with the photos. New Year.
4 People in Spain eat grapes at
a dragon costume New Year.
b oil lamps 5 Lorena goes to her granny’s house at
c fireworks New Year.
80 Festival Can talk about festivals in other countries
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AB page 69
1 Find the words. Which four things can you see?

Write.
ANSWER KEY
a dragon b oil lamp c fireworks d party
2 Complete with words from Activity 1.
ANSWER KEY
2 fireworks 3 Diwali 4 midnight 5 dragon
181
Evaluation
Evaluation can be described as an attempt to analyse Poptropica English provides eight photocopiable
the learning that a pupil has achieved over a period evaluations for use at the end of each unit and a
of time as a result of the classroom teaching/learning further end-of-year evaluation. A photocopiable
situation. It plays an integral part in the teaching and evaluation chart to record pupils’ progress can be
learning process. found on page 183.
The evaluation material included in Poptropica English
has been designed to analyse pupils’ progress with the Preparation for evaluation
aim of reinforcing the positive aspects and identifying
areas for improvement. Procedure the day before the evaluation
There are five main reasons for evaluation: • Review unit content using games to give practice for
the coming evaluation.
• Ask pupils to predict what they think the content
Formative – to increase motivation by making of the evaluation might be, using the children’s first
evaluation a part of the continuous learning process. language as needed.
Procedure on the day of evaluation

Summative – to give pupils feedback on their • Copy the test for pupils, and direct pupils to write
progress or achievement at a particular point in their names at the top of the page.
time, often formally through tests. • Play a game, and sing a song or chant to help pupils
to move from L1 to English.
• Play the audio and direct pupils to complete the
Informative – to give pupils and parents feedback listening activities.
on progress or achievements. • Depending on your classroom setup, you may wish to
set pupils up in pairs to complete the speaking activity
and monitor the class as a whole. Alternatively, you
may prefer to have pupils speak individually to you
Diagnostic – to monitor individual pupils’ needs while the remainder of the class works through the
and help identify pupils who need special support. reading and writing activities.
• As with the audio throughout this course, you
may wish to pause the audio to allow your class to
Evaluative – to identify pupils’ level of achievement complete each question.
and select or order pupils according to merit, to • Set pupils a time limit within which to complete the
check effectiveness of teaching methods, teaching remainder of the test.
materials and teachers. • Have some small pieces of scrap paper available for
pupils to make notes for their speaking evaluation.
Emphasise that they should make notes, and try to
avoid full sentences or scripts being written.
• Check the answers against the Answer Key on
pages 184–187. Write the total score in the
space provided.
• When handing tests back to pupils, go through
the answers and explain any errors.
Poptropica English also encourages self-evaluation at
the end of each unit, giving the pupils an important
opportunity to express their own opinion about their
progress.
182
Z01 Poptropica TB5 Global British English for Argentina 92072.indd 182 04/05/2017 14:53
EVALUATION CHART
PUPIL’S NAME 1 2 3 4 5 6 7 8 EoY
MARKING CRITERIA 1–6 = Still developing 7–13 = Progressing well 14–20 = Excellent
EoY: 1–10 = Still developing 11–20 = Progressing well 21–30 = Excellent
183
Evaluation answer keys
Evaluation sheet 1 3 This animal is slower than a lemur and it’s

smaller than a tiger. It lives in the sea.
A Listening and speaking 4 This animal is faster than a lemur and it’s bigger
than a turtle. It lives in the forest.
1 Listen and tick (✓) or cross (✗). What has the
girl got in her bag? (4 points)
a4 c3 d2
CD3, Track 43
Now, let’s see… Is my bag ready for the camp?
Have I got everything here? I’ve got my sleeping 2 Think of two animals. Then talk about
bag, yes. And I’ve got some books but I haven’t them. Use the words from the box to
got my mp3 player, that’s OK because I want to
help you. (6 points)
listen to the birds in the forest! What else? Are the
torch and the pegs in the rucksack? Yes, here’s
the torch but where are the pegs? Oops! The pegs B Reading and writing
aren’t in the rucksack!
3 Read and choose. (5 points)

2✓ 3✗ 4✓ 5✗
2 two 3 was 4 Tassoula
5 a nature reserve 6 happy and healthy
2 Look at the adventure camp. Then talk.
What are the people doing? Use the words
4 Write about your favourite animal.
from the box to help you. (6 points)
Answer the questions. Use sentences. (6 points)
B Reading and writing

Evaluation sheet 3
3 Read and circle True or False. (4 points)
A Listening and speaking
2T 3F 4T 5T
1 Listen and complete the map. Use the
words from the box. (3 points)
4 Write about yourself and a friend.
CD3, Track 45
Use the words to help you. (6 points)
1 Look at the castle. It’s beautiful! It’s near the
river.
2 I know where the shopping centre is. It’s behind
Evaluation sheet 2 the library.
3 Can you see the cinema? It’s between the
A Listening and speaking library and the park.
4 Let’s go to the swimming pool. It’s not far.
1 Listen and order the animals. (3 points) It’s next to the library.
CD3, Track 44
1 This animal is smaller than a tiger but it’s faster 2 shopping centre 3 cinema 4 swimming pool
than a turtle. It lives in the forest.
2 This animal is bigger than a turtle and it’s heavier
than a tiger. It lives in the sea.
184
2 Look at Activity 1. Talk about where the 4 Write about three things you did/didn’t
places are. Use the words from the box do last weekend. Use the words from
to help you. (6 points) the box to help you. (5 points)
B Reading and writing Evaluation sheet 5

3 Read and complete with words from A Listening and speaking
the box. (5 points)
1 Listen and match with the pictures. (4 points)
1 quiet 2 cloudy 3 rain 4 sunset 5 noisy
CD3, Track 47
1 It was my favourite activity all summer.
4 Write about your holiday plans. We went to a very big park and my horse was
Use the words to help you. (6 points) never tired. I enjoyed riding a lot!
2 Amazing! There were a lot of fish and the sea
wasn’t cold at all! We weren’t scared. It was
great fun and I loved swimming with the fish!
Evaluation sheet 4 3 It was very difficult to stay on the surfboard, but
I enjoyed it a lot. There were big waves and I
A Listening and speaking loved the sea!
4 I went to the park every day and practised.
1 Listen and put the pictures in order. (4 points) It’s very difficult to stay on your board, but I
didn’t fall down many times. It was cool!
CD3, Track 46
Yesterday was a bad day. In the morning I was late
and I missed the school bus, so I walked to school. a2 b4 c1 d3
The teacher was there when I arrived and she
wasn’t happy with me. In the afternoon my friends
and I played football and I kicked the ball out.
Our dinner at home was paella and I didn’t like
2 Think about a fun trip. Talk about it. Use the
it at all. Then, after dinner I wanted to play the words from the box to help you. (6 points)
guitar but it wasn’t there. Where was my guitar?
b5 c3 d4 e2 3 Read and write. (5 points)
2 Did she love the theme park?

2 Think of a happy day. Talk about it. Use the 3 Did he like the boating lake?
words from the box to help you. (6 points) 4 Did she enjoy the dodgems?
5 Did he go on the big wheel?
6 Did they go on the rollercoaster?
3 Read and circle True or False. (5 points) 4 Your friend went on holiday. Write three
questions about the holiday. (5 points)
2F 3F 4T 5F 6T
185
Evaluation answer keys
Evaluation sheet 6 Evaluation sheet 7

A Listening and speaking A Listening and speaking
1 Listen and circle True or False. (5 points) 1 Listen and tick (✓). (4 points)
CD3, Track 48 CD3, Track 49

Molly: Let’s go to the cinema tonight. 1 I watched a film about aliens on a planet far
Tom: That’s a good idea. What’s on? from here last night.
Molly: Well, there’s Singing and dancing all evening! 2 The taller girl is my sister. She’s older than me.
A musical, I like musicals. 3 Jeremy went to Africa last summer because he
Tom: Mmm… I don’t like musicals very much. wanted to learn to play the drums.
Isn’t there anything else? 4 Kevin, I think your telescope is near the window.
Molly: My great love story. I want to see that! Look there.
Tom: Erm… I’m not sure. I don’t like romances
very much. They are a bit boring.
Molly: Oh, what film do you want to see, then?
Tom: How about The aliens are back? It’s very 1a 2b 3a 4b
exciting!
Molly: Sci-fi? No, I don’t watch sci-fi films.
How about a thriller? There’s The Russian 2 Look at the spaceship. Describe it.
Detective! Use the questions to help you. (5 points)
Tom: A thriller? That’s not a bad idea. OK.
What time is it on?
1 False 2 True 3 False 4 False 5 True 3 Read and circle True or False. (5 points)
1 True 2 False 3 False 4 True 5 True

2 Look. Then describe the band. Use the
questions to help you. (5 points)
4 You went to a new planet. Describe it. Use the
words from the box to help you. (6 points)
3 Read and match with the films. (4 points) Evaluation sheet 8

a2 b3 c4 d1 A Listening and speaking
1 Listen and put the pictures in order. (4 points)

4 Think about a trip to the cinema with
your friends. Then write. Use the words CD3, Track 50
from the box to help you. (6 points) Well, my class and I are going to clean the beach
near the village. There’s a lot of rubbish and we
are going to collect it and throw it away!
Then, we always reuse plastic bags when we go
to the supermarket. We use the same bags again
and again.
186
2 Listen and complete with words from
I’m also going to do things at home. I’m going to
switch off the lights when I’m not in the room and the box. (4 points)
I’m going to switch off the TV and the radio too.
Finally, I want to give everybody some advice. We CD3, Track 52
must recycle paper and bottles! Don’t forget that! My favourite animals are whales because they are
very 1 intelligent. I really think they are amazing
and we must do something to help them. Of course,
there are other animals 2 more intelligent than
a1 d2 b3 c4 them, dolphins for example. Some other animals
are very funny. Which animals are the 3 funniest?
I think it’s lemurs. They make me laugh so much!
2 How are you and your classmates going But my friend Fiona thinks that otters are funnier
to help protect the environment? Use the
4
than them.
activities from the box to help you. Then talk.
(6 points)
1 intelligent 2 more 3 funniest 4 than
3 Look, read and make true sentences for you.
3 Read and circle True or False. (5 points) Then talk. (4 points)
1 True 2 False 3 True 4 True 5 True 4 Talk about yourself. Use the words from
the box to help you. (3 points)
4 Write about your friends. Use the words

from the box to help you. (5 points)
5 Read and match the pictures with the

End-of-year evaluation sheet paragraphs. (3 points)
A Listening and speaking a2 b3 c1
1 Listen and match the children with the

pictures. (4 points) 6 Complete this sentence with something
amazing that you know. (3 points)
CD3, Track 51
Hi! My name’s Robin and I had a great weekend 7 Read and circle True or False. (4 points)
last week! My family and two of my friends went
to an adventure park. My friend Simon climbed 1 False 2 True 3 False 4 False
to the top of the climbing wall. That was scary
but he was very good. And Rafael went kayaking
in the river. I went sailing in the lake! It was
amazing! But my friend Nigel didn’t have a good
8 You went on holiday. Write to a friend. (5 points)
weekend. He played basketball with his school
team and they lost the game. It was terrible!
1b 2c 3a 4d
187
1 Adventure camp Name:
Class:
Evaluation sheet 1
1 3:43
Listen and tick (✓) or cross (✗). What has the girl got in her bag?
1 sleeping bag ✓ 2 books

3 mp3 player 4 torch
5 pegs
2 Look at the adventure camp. Then talk. What are the people doing?
cook put pitch read dig pegs tent compass poles

He’s/She’s/It’s… He’s good

He likes….
at…
She isn’t
They’re….
good at…
188 1 4 points 2 6 points
Name:
Class:

Inbox
To Ted Blake
From Robin Murray
Hi, how are you? Are you having a good time in your village? I am! You know how
much I love camping, right? Well, I’m at an adventure camp with Kim and Justine
and we are having great fun! We are staying in tents and we are sleeping in sleeping
bags! There is a campfire and we usually have dinner there! Amazing!
Yesterday we went to a nature reserve. There were a lot of cool animals there!
Now, we are having lunch and some free time, so I’m writing an email to you.
See you in three weeks,
Robin
1 Robin is in his village. True / False

2 Robin is camping. True / False
3 They sleep near the campfire. True / False
4 They were at a nature reserve yesterday. True / False
5 Robin is eating his lunch at the moment. True / False
4 Write about yourself and a friend. Use the words to help you.
• I like/love… • He/She likes/loves…

• I’m good at… • He’s/She’s good at…
3 4 points 4 6 points Total 189
2 Wildlife park Name:
Class:
Evaluation sheet 2
1 3:44
Listen and order the animals.
a b 1
c d
2 Think of two animals. Then talk about them. Use the words from
the box to help you.
fast big heavy tall slow light
The… is… than

the….
The… is the…
Name:
Class:
3 Read and choose.
Tassoula’s story
Tassoula is one of the bears
in Arktouros nature reserve. We found her when she was a baby. She was
in a tree. She was two months old and she was only four and a half
kilograms. Her mum wasn’t there and Tassoula was very sad.
She’s twenty seven years old now and she lives in the reserve. She is happy
and healthy. Please sponsor Tassoula!
1 Tassoula was / is in Arktouros nature reserve.

2 Tassoula was two / four months old when she went to the reserve.
3 Tassoula was / is four and a half kilograms.
4 Tassoula’s mum / Tassoula was very sad.
5 Tassoula lives in a nature reserve / a tree now.
6 Tassoula is sad and sick / happy and healthy.
4 Write about your favourite animal. Answer the questions. Use sentences.
Where does it live?

It lives
Is it taller / heavier / faster than a tortoise?
Is it shorter / smaller / slower than a cheetah?
What animal is it?
3 Where I live Name:
Class:
Evaluation sheet 3
1 3:45
Listen and complete the map. Use the words from the box.
cinema shopping centre swimming pool castle
1 castle
4
2 Look at Activity 1. Talk about where

the places are. Use the words from The park is behind
the box to help you. the cinema.
behind between in front

of near next to opposite
The… is… the…
Name:
Class:
3 Read and complete with words from the box.
sunset noisy quiet cloudy rain
1 I like living in a village because it’s very and I can hear
the birds sing.
2 Brrr… It’s very and cold. Let’s go home, it isn't nice here!
3 Oh, no! Look at the ! We can’t play football now!
4 Let’s go to the castle. It’s at the top of the hill. We can watch the
from there.
5 Is Hong Kong a city? Yes, it is!
4 Write about your holiday plans. Use the words to help you.
• I want to… and…
• … but I don’t want to…
4 Good days Name:
Class:
Evaluation sheet 4
1 3:46
Listen and put the pictures in order.
E4.1-a-e
a 1 b c d e
2 Think of a happy day. Talk about it. Use the words from
want ask pack cook pass play climb enjoy
What did you do? Who were you with?

I…. I was with…

He/She…
What didn’t you do?

I didn’t…
Name:
Class:
Last week my mum wasn’t happy with me. On Sunday,

I didn't remember to phone my grandparents and
I didn't study very much. Then, I played computer
games for a long time and I was tired the next day.
So when I went to school I fell asleep and my teacher
phoned my mum!
1 Gerry phoned his grandparents. True / False

2 He studied on Sunday. True / False
3 He didn't play computer games. True / False
4 He was very tired on Monday. True / False
5 He didn’t fall asleep at school. True / False
6 His teacher phoned his mum. True / False
4 Write about three things you did/didn’t do last weekend.


love play cook paddle sail go want
swimming snorkelling kayaking food
5 Trips Name:
Class:
Evaluation sheet 5
1 3:47
Listen and match with the pictures.
c d
2 Think about a fun trip. Talk about it. Use the words from
theme park aquarium palace boating lake

mini-golf theatre big wheel
Did you go Who did you Did he/she/they

to…? go with? like…?
Did you Did he/she/they

like…? go to…?
Name:
Class:
3 Read and write.

1 yesterday Where they did go
Where did they go yesterday ? They went to a theme park.
2 she Did the park love theme
? Yes, she did.
3 like he lake Did boating the
? No, he didn’t.
4 dodgems enjoy she Did the
? No, she didn’t.
5 he on wheel Did big go the
? Yes, he did.
6 go they rollercoaster Did on the
? Yes, they did.
4 Your friend went on holiday. Write three questions about the holiday.
6 Arts Name:
Class:
Evaluation sheet 6
1 3:48
Listen and circle True or False.
1 Molly doesn’t want to go out tonight. True / False

2 Tom doesn’t like musicals True / False
3 Tom wants to watch a romance. True / False
4 Molly thinks sci-fi films are very exciting. True / False
5 Molly and Tom want to watch a thriller. True / False
2 Look. Then describe the band. Use the questions to help you.
• How many people were there?
• What kind of music did they play?
• Which instruments did they play?
• Did you like their kind of music?
Name:
Class:
3 Read and match with the films.
E6.2-a-d
a b c d
1 There’s a lot of singing and dancing in this film. If you love music,
it’s the film for you.
2 My sister loves films like that. She goes to watch them with her boyfriend
and they hold hands.
3 It’s my favourite kind of film. I like funny films because I laugh so much!
4 My older brother loves this kind of film because he loves the adventure,
the danger and the aliens of course!
4 Think about a trip to the cinema with your friends. Then write.
saw went had made heard scary funny interesting

• What film did you see? • Did you like it? Why? Why not?
• What type of film was it? • What type of films do you like?
7 Space Name:
Class:
Evaluation sheet 7
1 3:49
Listen and tick (✓).
1 2
a b a b
3 4
a b a b
2 Look at the spaceship. Describe it. Use the questions to help you.
• What does it look like? (colour? how big?)

• What’s it like? (interesting? complicated? frightening?)
• What/Who lives on the spaceship?
• What is inside? (buttons? telescopes?)
• Where is it from?
Name:
Class:

Peter: Look Sharon! That’s my bandoneón! It’s great!
Sharon: Cool Peter, it looks very nice! But what is it? And where did you
find it?
Peter: My dad gave it to me for my birthday. It’s a musical instrument.
Sharon: Wow! It looks very complicated. Can you play it?
Peter: No, it’s very, very difficult. It can take ten years to learn to play it,
but I want to learn.
Sharon: Well, I’m sure you can. You are very intelligent!
1 Peter’s dad gave him a musical instrument for his birthday. True / False
2 Bandoneons are very easy to play. True / False
3 Peter’s dad wants to learn to play it. True / False
4 It can take ten years to learn to play bandoneons. True / False
5 Peter is intelligent. True / False
4 You went to a new planet. Describe it. Use the words from the
box to help you.
alien spaceship Moon star comet

satellite intelligent frightening complicated
amazing exciting interesting
I went to a new planet last night. It was .
8 Environment Name:
Class:
Evaluation sheet 8
1 3:50
Listen and put the pictures in order.
a b
c d
2 How are you and your classmates going to help protect the environment?
Use the activities from the box to help you. Then talk.
recycle the paper/bottles collect the rubbish

switch off the lights/TV use public transport
reuse the bags
I’m going to…

We are
going to…
Name:
Class:

Hi, I’m Carol, our school celebrated a Green Day last month. We studied
and learnt a lot of things about the environment and animals. So now we are
going to visit a small village by the sea and we are going to help the people
there start recycling paper and bottles. Our class is also going to collect
rubbish in the forest behind the village. The village and the school are going
to start together an animal reserve, too. There aren't many animals in the
forest and we want to protect them.
1 It was Green Day at Carol’s school last month. True / False

2 Carol’s school is going to visit a big town. True / False
3 The pupils in Carol’s class are going to collect rubbish. True / False
4 The forest is near the village. True / False
5 There aren't many animals in the forest. True / False
4 Write about your friends. Use the words from the box to help you.
most tall short kind least old

intelligent beautiful interesting
End of year Name:
Class:
End-of-year evaluation sheet

1 3:51
Listen and match the children with the pictures.
a Nigel b Simon c Rafael d Robin
1 2 3 4
EOY1.2a-d
2 3:52
Listen and complete with words from the box.
more than intelligent funniest
Robert: My favourite animals are whales because they are very

1
. I really think they are amazing and we must
do something to help them. Of course, there are other animals
2
intelligent than them, dolphins for example.
Some other animals are very funny. Which animals are the
3
? I think it’s lemurs. They make me laugh
so much! But my friend Fiona thinks that otters are funnier
4
them.
Name:
Class:
3 Look, read and make true sentences for you. Then talk.
I pitched a tent
last summer.
1 I / pitch / a tent 2 I / have / a good time
3 I / make / dinner 4 I / see / a scary film
4 Talk about yourself. Use the words from the box to help you.

Museum aquarium theatre theme park palace water park
botanical gardens mini-golf boating lake rollercoaster
I went… I liked…
I love
I didn’t like…
going to…
3 4 points 4 3 points 205
End of year Name:
Class:
End-of-year evaluation sheet

5 Read and match the pictures with the paragraphs.
a b c
1 Although deserts are the driest places on Earth, it’s interesting that a lot of
animals still live there. Do you know that there are snakes, insects and small
mammals like mice and foxes living there?
2 Do you know that some dogs are really clever? But what’s the most
intelligent dog in the world? It isn't a very big dog and it doesn't look very
special. But the cleverest dog in the world is a Border Collie.
3 What’s the highest volcano in the world? It’s a volcano in South America,
between Chile and Argentina. It’s called Nevado Ojos del Salado and it’s
amazing that it’s 6,893 metres high!
6 Complete this sentence with something amazing that you know.

I know something amazing! Do you know that
?
Name:
Class:

Last year I visited a palace in England called Hampton Court.
I really enjoyed my visit. The palace is very big and beautiful with more than
a thousand rooms and a lot of old things like furniture, clothes and paintings.
The gardens of the palace are beautiful and there’s a really old tennis court,
too. It’s called Real Tennis, and it’s very different from the tennis you and I
play! Kings and queens played Real Tennis there in 1625.
The palace was famous because it was the favourite palace of a king called
Henry the Eighth.
I really enjoyed my visit to Hampton Court. It is an amazing place and if you
go to London, go to see it!
1 Hampton Court Palace is in Spain. True / False

2 It has got a lot of rooms. True / False
3 The gardens are beautiful and there is a maze. True / False
4 Henry the Eighth didn't like this palace very much. True / False
8 You went on holiday. Write to a friend.

I went to .
I really enjoyed

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TEACHER’S BOOK 5

Making a Sounds fun notebook

What is the learning adventure? I’m on

Poptropica English Islands, is a path which I’ve

I can do it! What if my pupils do not use the learning

10 Assessment for Learning

language and the Activity Book provides

PUPIL’S BOOK • LEVEL 5

practice. Additional features include:

PUP IL’S BOO K

• Four Wider World units;

the characters from the Pupil’s Book plus

a host of other exciting characters and

follow them on an adventure. Pupils will

engage in safe ‘closed-chat’ dialogues

with the characters they meet, practising

target language from the units. They will

For the parent

✪ Sloths can sleep when hanging from a tree!

Leopard Pygmy marmoset

Tapir Hercules beetle

Anaconda Crocodile Giant river otter River turtle

1 Adventure camp 5 Read and answer. True or false?

My name is Tom. I’m fourteen

1 Tom can swim and surf.

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Further practice of the target language

is provided in the Activity Book for

1 I can ( play / playing ) football.

1 ? is good at playing football. a

7 Complete for you.

List for adventure camp I love and

rucksack ✓ books but I don’t like .

torch mp3 player I’m good at and

M01_POEN_ACB_05GLB_1976.indd 4 07/04/2016 4:45 µ.µ. M01_POEN_ACB_05GLB_1976.indd 5 07/04/2016 4:45 µ.µ.

Presentation and practice of

pitch a tent keep out the rain

vocabulary with audio support

We’re reading a compass.

11 Play the game.

A: What am I doing? B: You’re reading a compass!

6 Lesson 3 Can identify camping activities

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12 Read. Where was Flo yesterday?

13 Read and choose.

14 Ask and answer.

1 Do you like camping?

M01_POEN_PUB_05GLB_2034_U01.indd 7 07/04/2016 2:05 µ.µ.

audio support. It consolidates vocabulary

Yes, I love camping but

17 Act out the story.

8 Lesson 5 Can understand a simple story / Can discuss a story

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is related to Social Science, Science, Geography and

20 Read and say. True or

1 Bear does yoga before 21 Prepare for an

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Self-assessment and review

This involves pupils completing three activities – one 23

vocabulary, one grammar and one communicative. 1 Sally a

After completing each activity, pupils are invited

Assessment for Learning box under the relevant icon

1 Sally / doing / love / does / what

2 Sally / what / at / good / is

Pearson - Poptropica English 5 Teacher's Book

Pearson - Poptropica English 5 Teacher's Book