We Are Heroes Level 5 Teacher's Book

Teacher’s Book 5
Donna Shaw and Rob Sved
We Are Heroes! 5 syllabus 2

Introduction
Introduction to We Are Heroes! 10
Life skills 11
Key competences in We Are Heroes! 12
We Are Heroes! 5 student’s components 13
We Are Heroes! 5 teacher’s components 14
We Are Heroes! 5 teacher’s digital components 15
Using the Pupil’s Book and Workbook 16
Thinking Skills in We Are Heroes! 5
21
Using the Heroes Project 22
Using the Workbook Reinforcement
and Extension materials 23
Using the Teacher’s Book 24
Teacher’s Notes
Connect with us! 26

1 Fantastic friends 30
2 Work and play 46

3 Buy and sell
62
4 Around my town 78
5 You’ve got talent! 94
6 Amazing adventures 110
Festivals 126
Thinking Skills 128
Heroes Project 134
Unit Reviews 136
Grammar Reinforcement and Extension 139
Extra Reading 151
Study Skills 155
EP Exam Practice 161

Class audioscript and videoscript 166
MM19-10228-TB5.indb 1 1/15/20 15:19

We Are Heroes! 5 syllabus
Contents
Unit Objectives and Key competences
Vocabulary
• Review vocabulary from previous levels Core vocabulary
• Meet the new course characters • Levels 1–4 vocabulary
• Learn technology vocabulary • avatar, blog, post, upload,
username, video
• Learn about an ICT project
• Learn about blogs and blog rules Extension vocabulary
Connect • password, profile
with us! • Use We Are Heroes! resource centres
• Remember what you know
• Discuss and think about a photo story

• Think about the importance of heroes
• Play games
• Talk about students’ own heroes
• Listen, read and understand personal profiles
• Listen, read and understand a photo story
• Read a blog about heroes
• Learn, identify and say physical appearances vocabulary Core vocabulary
• Ask and answer about physical appearances • blonde hair, curly hair, freckles,
1 • Ask and answer about what people are doing

using the present continuous
• Learn, identify and say adjectives of personality
a fringe, a ponytail, spiky hair,
straight hair, wavy hair, medium
height, smart, smiley, sporty
• Write an email Extension vocabulary
Fantastic
• dark brown hair, light brown hair,
friends • Learn about vlogs shy, creative
• Use We Are Heroes! resource centres

• Investigate Greece
• Predict and answer questions about the story
• Listen and understand a conversation
• Do a presentation
• Review, assess and plan students’ own learning
• Practise describing photos
• Use a star map
• Learn how to do homework
• Give a personal response to the story
• Learn how to make new friends
• Play games
• Do speaking practice
• Act out a conversation
• Listen, read and understand a blog about Greece
• Listen, read and understand a Greek myth
• Listen, read and understand a dialogue
• Sing a song
• Listen, read and understand a webpage
• Watch and understand a video
MM19-10228-TB5.indb 2 1/15/20 15:19

Contents
Structures Life skills Integrated skills Socio-cultural aspects
Core language • Interest in learning about
• My birthday is on (10th technology and blogs
January). • Pleasure in meeting the new
• I’ve got (a sister and a characters
brother). • Enjoyment in greeting
• I like (going to the cinema). classmates
• Who’s your favourite hero? • Willingness to follow routines
My favourite hero is (Nelson and instructions
Mandela). He’s a (historical) • Positive attitude to taking part
hero. in class activities
• Satisfaction in recalling familiar
language
• Interest in learning about heroes
Core language • Knowing yourself • Reading: a webpage • Interest in describing physical

• I’ve got (a ponytail). He hasn’t and others: making • Listening: a appearances
got (straight hair). Have you new friends conversation about • Pleasure in singing a song
got (freckles)? • Thinking skill: use friends in films about friendship
• She’s (tall). They aren’t (smiley). a star map • Writing: an email • Enjoyment of a Greek myth and
Are you (sporty)? Is he (tall)? • Speaking: talk about learning about Greece
• Study skill:
• What are they (doing)? They’re friends • Willingness to take turns when
learn how to do
(sailing). He isn’t (shouting). • Digital: use key words playing games
homework
Extension language to find information • Importance of being positive
• He looks (happy). He looks like online when giving feedback
(a football player). • Willingness to learn how to
make new friends
• Confidence in writing their
own email
• Willingness to review their
own learning
• Interest in doing a presentation
• Interest in watching a video
about the Heroes Connect
MM19-10228-TB5.indb 3 1/15/20 15:19

Contents
Vocabulary
• Learn, identify and say daily routine activities Core vocabulary
• Ask and answer about daily routines • catch the bus, get up early, go
2 • Ask and answer using adverbs of frequency

• Learn, identify and say school subjects
• Write an account of a school day
online, go to dance class, go
to football training, hang out
with my friends, have a shower,
help out at home, look after my
Work and • Understand and complete a timetable
pet, make a snack, play on the
play • Review how to tell the time
tablet, tidy my room
• Use We Are Heroes! resource centres • art, literacy, maths, music, PE,
• Investigate Scotland science
• Predict and answer questions about the story Extension vocabulary
• Listen and understand a conversation • pack my school bag, phone
• Do a presentation my friends, ICT, history
• Practise introducing other people
• Use a mind map
• Learn how to record vocabulary
• Discuss and give a personal response to the story
• Learn ways to ask for help
• Play games
• Act out asking for help to solve a problem
• Listen, read and understand a blog about Scotland
• Listen, read and understand a comic story
• Sing a song
• Listen, read and understand a questionnaire
• Learn, identify and say ‘things children buy’ vocabulary Core vocabulary
• Compare two things using comparative adjectives • board game, bracelet,
3 • Ask and answer using long comparative adjectives

• Learn, identify and say descriptive adjectives
• Write an advert
computer game, felt-tip pens,
key ring, model kit, puzzle book,
skateboard, snacks, soft toy,
stickers, trading cards
Buy and • Learn about the importance of bees • gold, patterned, plain, silver,
sell spotted, striped
• Use We Are Heroes! resource centres Extension vocabulary
• Investigate the USA • badge, mini figure, checked,
• Predict and answer questions about the story shiny
• Listen and understand a conversation
• Practise talking about food
• Use a fish bone diagram
• Learn how to look for information online
• Learn ways to develop and use your imagination
• Play games
• Use imagination to make presents special
• Listen, read and understand a blog about the USA
• Listen, read and understand a real-life story
• Sing a song
• Listen, read and understand an online catalogue
MM19-10228-TB5.indb 4 1/15/20 15:19

Contents
Core language • Living and working • Reading: a • Interest in talking about daily
• I always/usually/often/ together: asking for questionnaire routines
sometimes/never (get up help • Listening: a • Pleasure in singing a song
early). • Thinking skill: Use a conversation about a about going to the dentist
• Does she ever (play on the mind map school timetable • Enjoyment of a comic strip
tablet)? No, she (never) (plays • Writing: an account of about superheroes
• Study skill: Learn
on the tablet). a favourite school day • Pleasure in learning about
how
• How often do they (write • Speaking: talk about a Scotland
to record
stories)? They (write stories) favourite school day • Willingness to learn ways to ask
vocabulary
once a day/twice a week/ • Digital: use Internet for help
three times a month/every maps to find where a • Confidence in writing their own
day/every week/on Thursday. place is personal account
Extension language • Respect and cooperation in
• Prepositions of time group work
• First/Next/Then/Finally, • Willingness to review their own
(I have PE). learning
• (I have maths) before/after (PE). • Interest in doing a presentation
Core language • Creative thinking: • Reading: an online • Interest in naming things

• (A skateboard) is cheaper/ using your shopping catalogue children buy
bigger than (a bracelet). imagination • Listening: a • Pleasure in singing a song
• (Stickers) are better/worse • Thinking skill: use a conversation about about making decisions
than (trading cards). fish bone diagram shopping • Enjoyment of a real-life story and
• (A sandwich) is healthier/ • Writing: an advert of learning about the USA
• Study skill: learn
tastier than (a yoghurt). an amazing product • Awareness of the importance of
how to look for
• (Carrots) are more expensive/ • Speaking: present an teamwork
information online
more colourful than (rice). advert • Willingness to be creative and
Extension language • Digital: use official use imagination
• (Stickers) are as cool as websites for accurate • Confidence in writing their
(trading cards). (Mia) is as old information own advert
as (Harry). • Willingness to review their
own learning
MM19-10228-TB5.indb 5 1/15/20 15:19

Contents
Vocabulary
• Learn, identify and say places in a town Core vocabulary
• Talk about the past using was/wasn’t and were/weren’t • art gallery, beach, castle,
4 • Ask and answer using the past simple of be

• Learn, identify and say types of transport
• Listen and understand an opinion of a tour
football stadium, hotel, ice rink,
market, shopping centre, square,
statue, tourist office, town hall
• Write a brochure for a day tour • cable car, coach, ferry,
Around my high-speed train, rickshaw,
• Learn about different types of transport in China
town • Practise giving directions and clues underground
Extension vocabulary
• Use We Are Heroes! resource centres • department store, fountain, lorry,
• Investigate China motorbike
• Use a diamond to organize ideas
• Learn how to present written work
• Learn how to use a diary to be organized
• Play games
• Plan and write activities in a diary
• Listen, read and understand a blog about China
• Listen, read and understand a survival story
• Sing a song
• Listen, read and understand a tourist brochure
• Learn, identify and say jobs Core vocabulary
• Talk about things that happened in the past • architect, builder, doctor,
5 • Ask and answer about yesterday using the past simple

• Learn, identify and say irregular past simple verbs
• Write a doodle diary entry
engineer, explorer, farmer,
hairdresser, inventor, journalist,
photographer, scientist,
sportsperson
You’ve got • Learn about Leonardo da Vinci’s inventions
• bought, gave, read, rode, swam,
talent! • Use categories to compare and contrast things
won
• Use We Are Heroes! resource centres Extension vocabulary
• Investigate Italy • designer, taxi driver, wrote, made
• Learn how to use an online dictionary

• Listen to and understand information about a famous woman
• Use a Venn diagram
• Learn how to use a dictionary

• Practise responding in a conversation
• Play games
• Compare some games
• Listen, read and understand a blog about Italy
• Listen, read and understand a biography
• Sing a song
• Listen, read and understand fact cards
MM19-10228-TB5.indb 6 1/15/20 15:19

Contents
Core language • Being organized: • Reading: a tourist • Interest in naming places in
• I was/wasn’t (at the market) using a diary brochure a town
yesterday. They were/weren’t • Thinking skill: • Listening: an opinion • Pleasure in singing a song
(at the ice rink) on Wednesday. use a diamond to of a tour about solving a crime
• Where were you yesterday? organize ideas • Writing: a brochure for • Enjoyment of a survival story
• Was he (at the cinema) a day tour of a city and learning about China
yesterday? • Speaking: present a • Awareness of how people
how to present
Yes, he was./No, he wasn’t. brochure for a day tour help each other in a crisis
written work
• Were they (at the beach) • Digital: visit .org, .edu • Importance of being organized
last week? or .gov pages when and having good time
Yes, they were./No, they looking for information management
weren’t. • Willingness to negotiate when
Extension language working with a partner
• There was/wasn’t a • Confidence in writing their
(playground). There were own brochure
(statues). There weren’t • Willingness to review their
any (cafés). Was there a own learning
(playground)? Were there • Interest in doing a presentation
any (statues)? • Interest in watching a video
Core language • Critical thinking: • Reading: fact cards • Interest in talking about jobs
• I visited/didn’t visit a factory. comparing and • Listening: information • Pleasure in singing a song
• You saw/didn’t see people contrasting about a famous about being creative
in the factory. • Thinking skill: use a woman • Enjoyment of a biography and
• He went/didn’t go to a Venn diagram • Writing: a doodle learning about Italy
tournament. diary entry about an • Willingness to take turns when
• Did you (go to school)? achievement playing games
how to use a
Yes, I did./No, I didn’t. • Speaking: present a • Importance of being objective
dictionary
• Did they (invent the game)? doodle diary entry when making decisions
Yes, they did./No, they didn’t. • Digital: use the • Willingness to learn how to
Extension language images tab to search compare things
• Irregular past simple verbs: ate, for pictures or images • Confidence in writing their
drank, found, learnt, made, put, own doodle diary entry
sang, took, wrote • Willingness to review their
own learning
MM19-10228-TB5.indb 7 1/15/20 15:19

Contents
Vocabulary
• Learn, identify and say outdoor activities and equipment Core vocabulary
• Talk about future plans using going to • caving, gloves, hiking, kayaking,
6 • Ask and answer Wh- questions using going to

• Learn, identify and say adjectives of feelings
• Write an e-card
life jacket, mountain biking,
rafting, rock climbing, rope,
torch, waterproof jacket, wetsuit
• Understand rules and regulations related to height, size, age, etc. • brave, hungry, proud, scared,
Amazing • Plan, design and build a paper tower strong, tired
adventures Extension vocabulary
• Use We Are Heroes! resource centres • snowboarding, windsurfing,
• Investigate Ecuador active, lazy
• Listen to and understand a conversation
• Use a problem-solving loop
• Learn how to revise
• Learn how to make group decisions
• Play games
• Practise playing a guessing game
• Choose activities to do as a group
• Listen, read and understand a blog from Ecuador
• Listen, read and understand a true adventure story
• Sing a song
• Listen, read and understand a leaflet
• Identify and learn World Peace Day activities • create peace animations,
• Ask and answer about what you would like to do have a picnic, plant a tree,
sing peace songs
• Investigate the Peace Bell
World
Peace Day • Remember what you know
• Think about how to make your school a peaceful place
• Learn about World Peace Day

• Listen, read and say a poem
• clean the house, costumes,
• Identify and learn Chinese New Year activities
lanterns, noodles, riddles
• Find out about the Chinese calendar

Chinese
New Year • Investigate your animal’s characteristics
• Learn about Chinese New Year

• Listen, read and solve riddles
• Compare Chinese New Year to New Year in your country
• Write a text about a hero
• Present a hero to the class
• Complete a mind map

Heroes
Project • Research a hero
• Reflect on group work
• Plan a project in groups
• Read a presentation about a hero
8 Grammar
Unit Review Reinforcement and Extra Reading Study Skills Exam Practice
Extension
MM19-10228-TB5.indb 8 1/15/20 15:19

Contents
Core language • Decision making: • Reading: a leaflet • Interest in talking about
• I’m/I’m not going to (go hiking) making group • Listening: a outdoor activities
this evening. She’s/She isn’t decisions conversation about • Pleasure in singing a song
going to (play tennis) tomorrow. • Thinking skill: use choosing activities about exploring
• Are they going to (go rafting) a problem-solving • Writing: an e-card for • Enjoyment of an adventure
at the weekend? loop a holiday or a day trip story and learning about
Yes, they are./No, they aren’t. • Speaking: present an Ecuador
• (Where) are you going to (go)? e-card • Awareness of the importance
how to revise
(Who) is he going to (go) • Digital: use quotation of teamwork
with? (How) are they going marks to look for words • Importance of showing respect
to (travel)? in a specific order when listening to friends
Extension language • Willingness to learn how to
• going to for predictions: It’s make group decisions
going to (rain). I’m going to • Confidence in writing their
(fall). own e-card
• Willingness to review their
own learning
• Would you like to …? • Living and • Interest in naming World Peace

Yes, I would./No, I wouldn’t. working together: Day activities
thinking about • Interest in learning about World
the importance of Peace Day
peace at school • Enjoyment in completing and
and around the saying a poem
world • Awareness of the importance
of peace at school
• Animals need/live/eat … • Knowing yourself • Interest in naming Chinese New

and others: Year traditions
appreciating • Interest in learning about
and enjoying the Chinese New Year
traditions of other • Enjoyment in reading and
cultures solving a riddle
• Awareness of the different ways
to celebrate New Year
• I think … is a hero. • Living and working • Interest in learning about a

• I want to write about … together: everyone hero
• I prefer … contributes in a • Willingness to work in a group
• I think … is more interesting group; be respectful • Respect for others when
than … when listening to listening and giving feedback
• Let’s make ... your classmates
• We need to …
• (Kim) is good at ...
MM19-10228-TB5.indb 9 1/15/20 15:19

Introduction to We Are Heroes!
We Are Heroes! is a six-level course which has real world

communication at its core. Engaging characters and stories provide
authentic contexts for real communication and an integrated life skills
syllabus helps foster critical and creative thinking.
develop the eight key appreciate the develop multi-cultural become independent and
competences. achievements and understanding by reflective learners through
contributions of investigating six different the development of a range
others by reading
use new technologies countries from around of useful study skills.
stories about the world.
and multimedia to
different kinds of develop thinking
enhance for learning.
heroes. skills and multiple
intelligences through
develop reading, writing, a variety of stimulating
listening and speaking relate English to its use in the real
questions and
skills in a balanced and world by constant exposure to real
development of
integrated manner. life people and situations.
thinking tools.
develop oral fluency

participate fully and pronunciation
through a range of We Are Heroes! 5 helps through integrated
engaging activities such students to ... practice of connected
as stories, dialogues, speech, stress, rhythm and
games and intonation.
problem-solving tasks.
develop literacy skills
prepare for external exams communicate
through a selection of
through extensive exam confidently through
develop 21st century enjoyable and motivating
practice material covering
skills through a series real-world texts and a a wide variety of
reading, writing, listening well-supported
of lessons based on a focus on the key reading
and speaking skills.
range of life skills. and writing skills. speaking tasks.
Meet the Heroes Connect!

Jack, Sophie, Emily and Charlie are four children
aged 10 or 11 who are friends and classmates.
Students first meet them when they are given
some ICT homework to create a blog. They decide
to start a blog about people’s heroes and ask
for contributions to children in different countries.
They call themselves Heroes Connect. Groups of
children from around the world contribute stories
about heroes and share information about where
they live. In each unit, students also see the Heroes
Connect group living their lives at school and at
home. Students discover and develop various
life skills along with them. The Heroes Connect
group also posts a video blog (a vlog) at the end
of every unit, which shows them taking part in
projects and visiting places near their homes.
10
MM19-10228-TB5.indb 10 1/15/20 15:19

Life skills
The We Are Heroes! approach to Six important Life skills

teaching Life skills The We Are Heroes! course develops six life skills.
As part of a whole-child approach to learning, Each level focuses on one aspect of each life skill,
We Are Heroes! considers the teaching of life skills in age-appropriate ways. In this way, students are
imperative. In We Are Heroes! 5, there is one lesson given a broad and well-balanced understanding
per unit given to the teaching of life skills using the of each life skill and are able to apply it to their
following approach: everyday lives. The six life skills are:
● A thinking skills question to raise students’ Knowing yourself and others
awareness of the life skill and to encourage
This skill includes: accepting and liking yourself,
students to think about situations in their
learning to be tolerant, thinking of other people,
own lives.
recognizing your strengths and weaknesses, etc.
● The course characters illustrate the life skill
We Are Heroes! 5, Unit 1: making new friends
through a fun, real-world photo story.
Students read and are encouraged to think Living and working together
of tips to help them to apply this life skill in This skill includes: accepting and offering help,
their lives. teamwork, respecting others, being cooperative,
● Students relate the life skill to their own being a good citizen, etc.
lives and have the opportunity to apply We Are Heroes! 5, Unit 2: asking for help
the life skill through a speaking task.
Creative thinking
They are presented with useful language
for the speaking task. This skill includes: being resourceful, using your
imagination, being original and different,
● Students reflect on the life skill and think
thinking outside the box, etc.
about how it could be applied in different
We Are Heroes! 5, Unit 3: using your imagination
situations or different areas of their lives.
● Students can develop and extend their Being organized
understanding of the life skill in a different This skill includes: being prepared, managing your
real-world context via a range of activities time, being tidy, etc.
in the Workbook. We Are Heroes! 5, Unit 4: using a diary
Critical thinking
This skill includes: analyzing information, identifying
different perspectives, comparing things, being
inquisitive, solving problems, etc.
We Are Heroes! 5, Unit 5: comparing and
contrasting
Decision making
This skill includes: thinking about what makes a
good decision, making joint decisions, taking
everyone into consideration, thinking about
the consequences of decisions, etc.
We Are Heroes! 5, Unit 6: making group decisions
11
MM19-10228-TB5.indb 11 1/15/20 15:19

Key competences in We Are Heroes!
The key competences outline the knowledge, skills and behaviour that students need
to develop in order to achieve their full personal potential, participate in an effective and
constructive way in society and become responsible and autonomous life-long learners.
Competence in mathematics, science and technology: the ability to develop

and apply mathematical thinking to everyday contexts and to develop and
use scientific knowledge to explain the natural world and understand the
consequences of human action.
Competence in linguistic communication: Digital competence: the ability to use digital

the ability to use language as an instrument to technology confidently, critically and responsibly.
express and interpret concepts, facts, feelings
and ideas in an appropriate and creative way. Cultural awareness and artistic
expression: the ability to understand and
appreciate different art and cultural forms.
Learning to learn: the ability to organize
one’s learning and work efficiently and
autonomously as an individual or in a group. Sense of initiative and entrepreneurship: the
ability to develop and apply personal qualities
and skills such as creativity, critical thinking and
Social and civic competence: the ability to perseverance to projects and to successfully
understand and appreciate diversity in society and plan and manage these projects.
to develop personal, interpersonal and cultural
competence.
Competence in linguistic communication Cultural awareness and artistic expression

We Are Heroes! 5 develops students’ linguistic skills in a In We Are Heroes! 5, students are introduced to the real-world
systematic and integrative manner. Students learn to identify culture of six different countries from around the world.
the meaning of words and phrases through working with In addition to messages and interesting blog posts from
definitions, dialogues and stories. Short listening texts children in these countries, there is an illustrated story in each
help them to develop the ability to understand a range of unit which links to the country and unit topic. Stories include
communicative messages in everyday contexts. real-life stories such as Leonardo da Vinci’s biography, as
Students work on key pronunciation features at sentence well as a fictional comic story about a superhero. The video
level. Students are encouraged to work in a cooperative lessons provide a window into British culture as students
way during group tasks, helping them to develop social follow the adventures of the course characters.
competences and communicative strategies for working
successfully in small groups. Sense of initiative and entrepreneurship
Each unit of We Are Heroes! 5 has a double-page integrated The focus on life skills in We Are Heroes! 5 develops a sense
skills section which introduces students to a variety of of initiative and entrepreneurship. The Life skills lessons
engaging real-world texts and exploits them through illustrate and develop skills that include initiative-taking
activities that develop communication in all four skills. and creativity, such as making birthday presents to save
money. Initiative is also encouraged through personalization
activities, problem-solving tasks and creative activities.
Competence in mathematics, science
and technology
Social and civic competence
In We Are Heroes! 5, mathematical competence is developed
in a number of ways. Students’ understanding of numbers, Developing the ability to understand how somebody else
shapes, space and time is reinforced and language is feeling and knowing how to respond appropriately is an
patterns are identified and highlighted. Students also have important objective of We Are Heroes! 5, and emphasis is
the opportunity to work with tables, charts and diagrams, placed on positive classroom behaviour. Cooperative work
and to do activities which require them to solve problems. provides students with the language needed to engage
effectively with others, and reinforces the importance of
active participation, cooperation and respect and support
Digital competence for others. Personal qualities such as self-confidence,
The digital and multimedia resources in We Are Heroes! 5 responsibility, organization, initiative, curiosity, interest and
allow students to develop competence with information creativity are also explicitly promoted through life skills
and communication technologies as tools for learning and activities, preparing students for life-long learning.
communicating. Within the classroom, the Pupil’s Book
eBook provides enhanced digital resources for presentation Learning to learn
and practice, integrated audio and video, and interactive
We Are Heroes! 5 introduces a variety of learning strategies
activities for the students.
to help students become more independent and reflective
learners. Students are encouraged to reflect on their learning
and progress at the end of each unit through the use of a
self-evaluation task. Dedicated Thinking skills and Study
skills material helps students to develop strategies to answer
difficult questions and develop their skills to work effectively
as independent learners.
12
MM19-10228-TB5.indb 12 1/15/20 15:19

We Are Heroes! 5 student’s components
Pupil’s Book Workbook

This 80-page, full colour book includes: This 96-page Workbook, in full colour, works
● a starter unit in tandem with the Pupil’s Book to reinforce,
consolidate and extend language learning,
● six topic-based units
support and develop reading and writing, and
Each unit is comprised of nine lessons. These
provide further practice of listening and speaking
provide vocabulary input and practice, short
skills. At the end of each unit there is a full-page
dialogues to contextualize and practise language,
unit review quiz.
grammar tables with guided questions to support
inductive thinking about language and a story for The Workbook also contains:
language consolidation. There is also a Life skills ● three term reviews which help students to
lesson in each unit which develops students’ 21st revise what they have learnt. They contain
century skills. An Integrated skills section supports some exam-practice tasks that mirror those in
students through the reading and writing of a the Cambridge Young Learner exams.
real-world text type. Each unit also includes a ● twelve grammar reinforcement and
thorough review of vocabulary and grammar. extension pages which reinforce and
Finally, in each unit, students watch an entertaining extend the grammar syllabus.
video which reviews the unit language further and ● four extra readings to develop reading skills.
introduces more everyday language.
● six study skills pages.
The Pupil’s Book also contains:
● extensive exam practice pages based on
● two festivals lessons (World Peace Day and
the Cambridge Young Learner exams.
Chinese New Year).
● six thinking skills lessons, where students Pupil’s Resource Centre
consider a ‘big question’, e.g. What’s the Audio material is available here to download as
perfect job?, and use different tools to MP3 files as well as the photocopiable material for
answer the question. the thinking skills activities in the Pupil’s Book.
● a Heroes Project.
Pupil’s Book eBook
A digital version of the Pupil’s Book, including
the audio and end-of-unit videos, is available for
students and teachers.
13
MM19-10228-TB5.indb 13 1/15/20 15:19

We Are Heroes! 5 teacher’s components
Teacher’s Book Teacher’s Resource Centre

The easy-to-use Teacher’s Book contains an This component contains tests, photocopiable
introduction to We Are Heroes! 5, a syllabus and resources, rubrics for evaluation, downloadable
easy-to-follow plans for each unit. Each lesson plan audio and video, SEN photocopiables and
occupies a double page spread, making it easy record sheets. They can be used to encourage
to use in class. Lesson plans include key learning students to develop their speaking and
outcomes, key language, materials needed, presentation skills in a fun and interesting way.
learning routines, warmers, teaching notes for
all activities, coolers and a range of optional
extra activities, as well as tips and suggestions A digital version of the Pupil’s Book, including the
for supporting and extending students’ learning audio and the end-of unit videos, is available for
in order to get the most out of the lessons. It also students and teachers.
includes tips for special education needs (SEN) Test Generator
that will allow all pupils to learn in the best possible
The Test Generator allows teachers to download
way. The audio and video scripts can be found at
ready-to-use tests or to make their own using the
the end of the book, and the answers are easy to
Test Generator’s wide variety of activities to test the
find in blue text.
vocabulary, grammar, reading and writing and
Downloadable Class Audio listening taught in each unit of the Pupil’s Book.
The downloadable class audio provides all the
recorded material for both the Pupil’s Book and
the Workbook of We Are Heroes! 5. This material
includes recordings of the key vocabulary,
dialogues, pronunciation activities, stories,
listening tasks, songs and their karaoke versions,
exam practice and many other types of listening
activities. Audios for the festivals lessons, term
reviews, extra readings, grammar extensions and
exam practice lessons are also included.
14
MM19-10228-TB5.indb 14 1/15/20 15:19

We Are Heroes! 5 teacher’s digital components
Teacher’s digital resources ● SEN photocopiables: worksheets and tests
We Are Heroes! has digital offer which allows the designed for students’ with special education
teacher to present the course material in an needs.
engaging way. ● Record sheets: a set of charts to record
The teacher’s digital resources are ideal to be used pupil’s performance and progress.
on interactive whiteboards and projector-computer
Test Generator
combinations. They are simple and intuitive to use,
The Test Generator makes testing easier and
and the range of digital activities available gives
also provides flexibility. Teachers can choose to
teachers greater flexibility, allowing them to adapt
download ready-to-use tests or to make their own
the We Are Heroes! material to the needs of their
using the wide variety of activities that test the
students. The use of the digital resources is flagged
vocabulary, grammar, reading and writing, and
in the individual lesson plans in the Teacher’s Book,
listening taught in each unit of the Pupil’s Book.
but teachers can use them at any time as useful,
Teachers will be able to print a version of the test
enjoyable revision, or as a change of pace.
they have created with or without the answers.
The digital resources for the teacher include:

This is a digital version of the Pupil’s Book. It allows
the teacher to present the material to the class in
a more dynamic way as it is straightforward to use
and provides both the students and the teacher
with resources that are quick to access, including:
● Embedded audio and video
Teacher’s Resource Centre

This is where teachers can download supplementary
materials, including:
● Tests: printable unit tests (standard and
higher versions), term tests (standard and
higher versions) and an end-of-year test.
There are also speaking tests available,
based on CYLE tasks.
● Photocopiable pages:
● Practice worksheets – reinforcement of unit
vocabulary, functional language practice
and grammar extension
● Photocopiable templates for the Pupil’s
Book Thinking Skills lessons
● Rubrics for evaluation: a set of descriptors
in a grid format to allow teachers to evaluate
their students’ performance for each unit.
● Downloadable audio and video
15
MM19-10228-TB5.indb 15 1/15/20 15:19

Using the Pupil’s Book and Workbook Lessons 1 and 2
The course characters

explain the theme of
Students show how the blog project they A reading text from the visiting
Pupil’s Book much topic-related are going to do, which bloggers introduces new
vocabulary they contextualizes the grammar in a fun and engaging
already know. topic of the unit. context.
Make
Connections
Twelve items of asks students
vocabulary are to work out
introduced. patterns in
Clear language
models of by looking at
pronunciation the grammar
are given. tables.
A speaking task
A listening practises the
task reinforces new grammar,
understanding with a game or
of the new a personalized
vocabulary task.
and develops
listening skills.
Students use a recycled structure to Students are introduced to the big Grammar Connect highlights examples
do a personalized speaking task in question which will develop their of the new grammar in the text and
pairs. thinking skills. summarizes the grammar in tables.
Workbook
Clear summary dictionaries
allow students to write the
new vocabulary items.
A Grammar
Connect box
provides a clear
summary of the
A speaking new grammar.
activity is
provided
to practise
the new
vocabulary in
a game.
There is writing
Students practice at
practise sentence
writing level of the
sentences new grammar.
or simple
definitions
of the
vocabulary.
More writing practice There is reading, writing and All lessons have activities for fast
focuses on the reviewed listening practice of the forms finishers at the bottom of the
structure. of the new grammar in context. page. These can also be given
as homework tasks.
16
MM19-10228-TB5.indb 16 1/15/20 15:19

Using the Pupil’s Book and Workbook Lesson 3
Pupil’s Book Each unit works with a different genre of story.
Thinking skills questions

encourage students to The stories have engaging and vibrant illustrations or photos.
think about the story The hero or heroes of the These make the story rich for description and discussion, and
they are going to read story are introduced by the help involve students. The pictures and dynamic recordings
and help develop their visiting bloggers. support students’ understanding of the narrative.
prediction skills.
The stories
are about
motivating
topics with
inspiring
storylines that
will appeal to
students.
‘After you read’

questions
check students’
comprehension
of the stories.
Further thinking skills questions encourage students to be

critical and think about the message or content of the
story, and give their opinion.
Workbook
Additional thinking skills questions
A variety of reading and to widen students’ critical thinking.
writing activities check
understanding of the
story and the language
used in it.
Reading and writing

tasks help to reinforce
the grammar
introduced in the
previous lesson.
Students write a short

summary and review of
the story. Then they are
encouraged to give a
personal response to
the story.
A fast finishers task develops

students’ vocabulary and
writing skills.
17
MM19-10228-TB5.indb 17 1/15/20 15:19

Pupil’s Book Questions introduce the life skill

which is being presented and
Students listen to practised in the lesson. The course
and read a short characters
dialogue which illustrate
contextualizes the life skill
new language. through a fun,
real-world
The Grammar photo story.
Connect section
shows examples Students
of new grammar read and are
and then encouraged
summarizes it in to think of tips
a table. to help them
to apply this
life skill in
Make their lives.
Connections
invites students to Students
see and discover have the
language opportunity
patterns. to apply the
life skill and
A catchy, are presented
modern song with useful
makes the language for
language a speaking
memorable. task.
Students practise Oral fluency is developed
speaking in pairs through practice of Students reflect on the life
and personalize connected speech, stress, skill and think about what
the language. rhythm and intonation. they have learnt.
Workbook
A listening task A Grammar Connect box provides a
practises aural clear summary of the new grammar.
comprehension
of the new
There is an
grammar.
activity to
develop
Well-supported listening skills.
reading and
writing tasks
practise
the written
production
of the new
grammar. A variety of
tasks ensure
that students
Activities help exercise and
consolidate think about
and practise this lesson’s
pronunciation life skill.
and improve
fluency.
A writing task gives opportunities

for students to personalize the
new grammar at sentence level.
18
MM19-10228-TB5.indb 18 1/15/20 15:19

The four skills are carefully integrated to provide

a richer, more authentic contact with English.
Pupil’s Book
The Stage 3 activities
The Stage 1 Students are introduced to a range of real-world reading scaffold a real-world
activities help texts which reflect their interests and experiences. writing task.
students to
develop their
reading skills.
These include
pre-reading
A shorter text
and while-you-
provides a
read tasks.
writing model
for students to
follow.
Reading tips
provide simple
strategies
to help
students read
confidently.
Guided
questions
help students
to identify key
text features.
Presentation
tips provide
practical
advice to
The Stage 2 activities help students to Students are directed Writing tips provide help students
develop their listening skills. Students listen to the Workbook to students with deliver their
to a range of real-world texts for specific prepare their piece of language support presentations
information and global understanding. writing. for writing their text. successfully.
Workbook
A range of activities encourage students to think
about and practise the Lesson 6 vocabulary.
Students
investigate
or brainstorm
ideas for their
A variety of writing.
activities allow
students to Students plan
respond to their writing
the text in text. Easy-to-
a personal, follow prompts
critical and provide
creative way. students with
plenty of
support.
A fun and
motivating Students
investigation share and
task helps to discuss
create a home- their work
school link. with another
student or pair.
Digital tips help students to Writing tips remind students about

find, evaluate, select and use useful language and help them
online information. with the presentation of their work.
19
MM19-10228-TB5.indb 19 1/15/20 15:19

Unit review and
Using the Pupil’s Book and Workbook Heroes Connect Vlog
Pupil’s Book In each unit, students watch a vlog made

by the course characters. This fun and
interactive video reinforces and extends
Students review the unit vocabulary through a listening task.
the unit content and exposes learners to
They listen for the main idea, infer and make deductions.
more authentic, real-world English.
Prompts help
students to
create their Before-
own definitions you-watch
of the key activities
vocabulary prepare
and play a students for
game. viewing by
generating
ideas and
raising interest.
Students work
cooperatively
to review the
unit grammar While-you-
through a watch
game. activities
develop visual
literacy by
encouraging
students to
listen and
watch for
information.
Deeper understanding is checked through A Talk time activity gives students the opportunity to do
a dialogue. Students use contextual clues a real-world speaking task from the video. Everyday
to guess the missing words. English is highlighted and practised in this section.
Workbook
A full-page unit review checks and
reinforces the unit vocabulary and grammar.
Fun, game-like activities Students work cooperatively to

motivate students to check their learning.
remember and write the
new vocabulary items.
An enjoyable quiz
encourages students to
remember and discuss
informational content
from the unit.
Students reflect on their learning
and set a personal learning
objective for the next unit.
20
MM19-10228-TB5.indb 20 1/15/20 15:19

Thinking Skills in We Are Heroes! 5
Today’s learners are growing up in a complex, We Are Heroes! 5 also has a thinking skills lesson
changing world where information is available in each unit. This lesson introduces and practises
at the touch of a button. We Are Heroes! 5 helps a thinking tool which helps learners to become
students to develop new ways of thinking in aware of their own thinking processes, and which
order to explore and make sense of this world. can be applied to other subjects in the curriculum.
This material is engaging and age-appropriate,
Thinking skills are systematically developed in
and can be used as part of the unit or as a
both the Pupil’s Book and Workbook. Each unit
stand-alone lesson.
has a range of tasks and activities that require
students to think critically and creatively. These
include problem solving, planning, evaluating Lesson 1 in each unit asks the big
information, reflecting on experiences and question. This question is related to the unit topic
making links with the world outside school. and has been chosen to stimulate students’
curiosity, encouraging them to think and
share their ideas.
The lesson begins with

students exploring their
initial ideas connected
with the big question in
pairs or small groups.
The thinking tool provides

learners with a framework
for thinking about the big
question.
Students use the thinking
tool in pairs or small A useful language bank scaffolds
groups. Students can speaking and helps students to
create their own version of work effectively in small groups.
each tool or a template of
the tool is available in the Students share their
Teacher’s Resource Centre thinking with the class.
and can be printed out for
each student.
Students reflect on their thinking. This task

makes the thinking process explicit and
shows students how the thinking tool can be
used outside the English class and applied
to different situations or areas in their lives.
21
MM19-10228-TB5.indb 21 1/15/20 15:19

Using the Heroes Project
After reading about heroes around the world, this project gives students the
Pupil’s Book opportunity to research their own hero for the Heroes Wall of Fame. It also
allows students to work cooperatively in a structured way, building
autonomy and promoting creativity. Students are
directed to
the Workbook
where they work
Students
together to
have the
research their
opportunity to
hero.
share existing
knowledge
An attractive
about the six
final group
heroes on the
outcome
Heroes Wall of
creates a sense
Fame.
of achievement
and builds
group cohesion.
Students are
directed to
the Workbook
where they
work together Active listening
to complete a skills are
heroes mind highlighted in
map. the life skills tip.
Students can choose

their text type and how Useful language banks scaffold Life skills tips help Students have the opportunity
they want to present it, speaking and help students students to work to reflect on their cooperative
developing autonomy and to express their ideas, state effectively in small skills and how they have worked
increasing motivation. preferences and make suggestions. groups. as a group.
Workbook
Students work Students

in small groups are given a
to share task while
their ideas listening to the
and create a other groups’
heroes mind presentations.
map. This provides
a purpose for
listening and
helps with
Students record classroom
their group management.
decisions.
Students have
the opportunity
to reflect on
and evaluate
their final piece
of work.
Students research their hero. Easy-to-follow prompts A digital tip helps students
provide students with plenty of support, allowing to find, evaluate and select
them to do the task in the classroom or at home. online information.
22
MM19-10228-TB5.indb 22 1/15/20 15:19

Using the Workbook Reinforcement and Extension materials
Unit Reviews Grammar Reinforcement and Extension
The three termly reviews practise the new Each unit has reinforcement of the unit’s two
vocabulary and grammar of two units through pieces of grammar. A further piece of extension
listening, writing and speaking tasks. The My grammar is also introduced and the language
progress section provides summative language is presented clearly in context, and then
practice and students reflect on their summarized in tables. Students practise the new
development. grammar through reading and writing tasks.
Extra Reading Study Skills
The four extra readings, designed to be used after There are six study skills pages. They introduce
Units 2, 4, 5 and 6, provide cultural information and practise techniques to improve students’ study
about English-speaking countries. They include a skills. These include learning how to do homework,
news article, a story, a text-message chat, and an record vocabulary, look for information online,
invitation, a thank-you email and a leaflet. New present written work, use a dictionary and revise.
vocabulary is introduced and there is thorough The lessons illustrate and explain good practice.
comprehension practice and reading and writing Then students have the opportunity to consider
tasks that focus on grammar from the course. their own behaviour and plan ways to improve it.
Exam practice
Based on Cambridge Young Learners
examinations, We Are Heroes! 5 comes
with ten pages of exam practice activities.
Students practice the four skills – reading,
writing, listening and speaking. There are
helpful exam tips on each page, too.
23
MM19-10228-TB5.indb 23 1/15/20 15:19

Using the Teacher’s Book
The teaching notes have a clear, user-friendly design. They offer straightforward support
for the Pupil’s Book and Workbook material for each lesson of the course.
A warmer is suggested to start and An overview of each Audio tracks are

introduce the lesson. It usually either lesson states the key clearly numbered.
reviews language from the previous learning outcomes, key The audioscripts and Workbook teaching
lesson or helps to set up the topic language and materials videoscripts are at the notes appear in
or language of the lesson, giving required for the lesson. end of the Teacher’s a shaded box so
students a sense of confidence at The key competences Book. they can be easily
the beginning each lesson. are also highlighted here. identified.
The notes
include a
number of tips
for ideas on
supporting
and
extending
the teaching
material.
These include
additional
activities as
The notes well as simple
clearly suggestions
show which to enhance
component is activities.
being used at
each stage.
There is at
least one SEN
tip in each
lesson with
useful ideas
for students
with special
education The answers stand out in blue so that teachers can look All the lessons include a cooler activity to end
needs. at them quickly. They are provided for all activities. the lesson. They consist of a quick game or a
review of the language presented in the lesson.
Look out for the following headings throughout Culture Tip

the We Are Heroes! 5 Teacher’s Book: Notes under this heading explain relevant aspects
of English-speaking culture.
Notes under this heading will tell you when there Extend
are extra digital activities and resources that you These are tips to suggest ways of extending an
can use in a lesson. activity or making it more difficult.
Tip Support
These tips provide suggestions for classroom Notes under this heading make suggestions for
management. developing students’ study and literacy skills.
Life skills Tip SEN

These are tips explaining how to discuss particular Notes under this heading give useful ideas on
life skills (highlighted by the Life skills icon). how to adapt activities for pupils with Special
Education Needs.
24
MM19-10228-TB5.indb 24 1/15/20 15:19

25
MM19-10228-TB5.indb 25 1/15/20 15:19

LESSON
Connect with us! 1
Key learning outcomes: review vocabulary from

SEN
previous levels; read and listen to information
Invite students with difficulty to make their
about new characters; learn about a blog
own Reading Window and use it to follow the
project
reading in Activity 2. They are likely to find this
Key competences: review vocabulary
quite useful so it is advisable for them to use
from previous levels, meet the new course
some kind of cardboard or long-lasting material
characters; learn about an ICT project
for their windows. Besides, as students will need
Vocabulary: blog, bottle, glass, guitar, this window regularly, they could keep it in an
headphones, magazine, photo, project, envelope in the same book or use a string.
shelf, topic, wellies, woolly hat
Print materials: Pupil’s Book p4, Class audio CD1
Warmer
Ask What do you like talking about? Can you
think of a project that includes those topics? Support
Discuss students’ favourite projects and why You may need to explain what a ‘blog’ is.
they like them. (It is a simple website that people can make
to share information. Sometimes they are about
a specific topic, like cooking or football.)
Pupil’s Book
1 1:01 3
Listening Speaking Dialogue Colouring Writing Singing Personalisation
● Ask students to look at the photo and say

● Put students into groups of four. Ask them
what they can see. to think of six topics and six countries they
would like to learn about. Encourage them to
● Play the audio (script on p166). Students
Critical thinking Video Scissors Glue Notepad & pencil Life skills Sticker
think why they are choosing the topics and

listen and point.
countries.
● Students play the game in pairs. Ask some
● Groups present their choices and explain
students to say their sentences to the class.
their reasons.
2 1:02
● Students look at the speech bubbles and Extend

identify the names of the four characters. Invite students to go online and visit
Ask Who are they? What are their names?
Critical thinking Video Scissors Glue Notepad & pencil Life skills Sticker these blogs: neverseconds.blogspot.com,
What are they doing? What do you think kidsblogclub.com and eljae.com (retrieved
their project is about? in October 2019) Give the addresses and ask
● Play the audio (script on p166). Students them to answer the following questions for
listen and check their ideas. each one:
What is the blog about?
● Write these questions on the board:
Who is writing the blog?
How many people are there in each group?
Do you like the blog? Why?
How many different topics do they need
to learn about?
What’s their teacher’s name?
Cooler
● Play the audio again. Students listen and Ask students to close their books. In pairs, they
answer the questions. Check the answers with predict the six countries and the six topics
the class (1 four 2 six 3 Mr Turner). that the characters (and students) are going
to learn about. They can then flick through
the book to see if they were right (Greece,
Scotland, the USA, China, Italy and Ecuador).
26
MM19-10228-TB5.indb 26 1/15/20 15:19

LESSON
2
Key learning outcomes: learn new vocabulary

SEN
about the Internet and blogs; read and listen
Some students may find it rather hard to read
to personal information
so many lines. Invite students with difficulties to
Key competences: learn technology
read long texts at home. If that is not possible,
vocabulary; learn about blogs; read and
give the whole class a few minutes to go
understand personal profiles
through the profiles and then ask a strong
Target vocabulary: avatar, blog, post, upload, learner to read them aloud while you write
username, video
key words on the board. Have weaker learners
Extension vocabulary: password, profile read these sentences from the board.
Target language: How old are you? I’m (11).
When’s your birthday? My birthday is on (10th
January). How many brothers and sisters have Workbook
you got? I’ve got (two sisters). What do you like
doing? I like/enjoy/love (swimming). 1 1:05
Print materials: Pupil’s Book p5, Class audio ● Students complete the picture dictionary
CD1, Workbook p2 before listening and checking their
answers (script on p166).
Answers
Warmer 1 upload 2 avatar 3 username 4 blog
With books closed, ask students about Lesson 1: 5 video 6 post
What are the names of the four characters?
2
In pairs, students ask and answer questions
Pupil’s Book
●
using their speech bubbles as a model.

1 1:03 3
● Play the audio (script on p166) for students ● Students write the questions and then
to listen and repeat the words. Students think the answers about themselves. Students
why these rules are important and then give
then ask the questions to a partner and
examples of each of them. write the answers.
2 1:04 Answers
● Remind students that these four characters 1 How old are you? 2 When is your
don’t live in South America; therefore, seasons birthday? 3 How many brothers and sisters
take place in different months. Play the audio
have you got? 4 What do you like doing?;
(script on p166). Students say the names. Students’ own answers
Answers 4
1 Charlie 2 Sophie 3 Charlie, Jack 4 Charlie ● Students complete the information about
5 Emily, Sophie, Jack 6 Emily themselves and draw their avatar.
Extend Finished?
Introduce the extension vocabulary by giving ● Students write three more technology words.
definitions (password: a secret word or phrase;
profile: the public image of a person or
Cooler
organization). Give examples.
Students work in groups of three. One student
chooses a question from the lesson and asks
it to one member of the group. The question
should be about the remaining member of
the group. Then they take turns.
27
MM19-10228-TB5.indb 27 1/15/20 15:19

LESSON
3
Pupil’s Book
Key learning outcome: read, discuss and think
about a photo story
Key competences: discuss a photo story, Support
think about the importance of heroes; listen, To help students understand the story, they can
read and understand the story act it out in groups of five. They decide which
Language: connect, special; Anyone can be parts they are playing and read them in their
a hero. Charlie isn’t a real hero. Heroes make group. Invite groups to act out the story in front
a difference. You’re a hero. of the class.
Print materials: Pupil’s Book p6, Class audio
CD1, Workbook p3 (Activity 1 only) 2
Digital materials: Pupil’s Book eBook ● In pairs, students read and answer the questions.
● Discuss the questions as a class. Ask Do you
know anyone who you think is a hero?
Warmer
Answers
Review the personal questions from Lesson 2
(Workbook page 2). Ask questions to different 1 Charlie rescues a boy’s balloon. 2 Students’
students. own answers 3 At the beginning, they’re
worried. At the end, they’re very excited about
their idea. 4 Students’ own answers
Pupil’s Book
1 1:06 Extend
● Ask students to recall the children’s ICT project. Invite students to think about the four characters.
Then focus their attention on the photos and Ask Which ones do you like? Why? Give an
ask what they can see.
Critical thinking Video Scissors Glue Notepad & pencil Life skills Sticker example, e.g. I like Emily because I also like
● Play the audio (script on p166). Students listen swimming and I’ve got a cat, too.
and follow. Discuss the question as a class.
Answer Workbook
They want the blog to be about heroes.
1
Pupil’s Book eBook ● Read the questions as a class. Elicit an
● You may wish to present the story by using example before students complete the
the Pupil’s Book eBook. answers individually. Check as a class.
Answers
SEN 1 He’s sad because his balloon is in the tree.

2 He gets the balloon for him. 3 She doesn’t
Projecting the story using the Pupil’s Book
think he’s a hero. She thinks real heroes
eBook and zooming in/out will especially help
learners with attention or reading difficulties. To change the world. 4 They call the group
zoom in, you can click on any part of the page. Heroes Connect. 5 They want to choose their
In case you need to make it bigger/smaller, heroes first. 6 Students’ own answers
you can click on the corresponding zoom
percentage or use the plus or minus signs
which are on the bottom left part of the screen. Cooler
Play Who says? In pairs, students read a
speech bubble from the story on p6 for their
partner to guess who says it, e.g. A: How can
we make our blog special? B: Charlie!
28
MM19-10228-TB5.indb 28 1/15/20 15:19

LESSON
4
Key learning outcomes: read about heroes; 3

think and talk about your heroes ● Ask two students to read the speech bubbles
Key competences: talk about their own aloud. Students ask and answer in pairs.
heroes; read and understand the blog Answers
Language: brave, famous, fantastic, fictional,
Students’ own answers
good advice, historical, important, scared; I want
to (swim like her). (Ellie Simmonds) is my hero.
Support
Tell students that anyone can be a hero. Heroes
CD1, Workbook p3 (Activities 2–4 only)
in the real world are not only famous or in films.
Ask Who might be a hero in your town?
Warmer
With books closed, ask Who is the hero in the Workbook
story from the previous lesson? (Charlie.)
Who does he help? (A boy with his balloon.) 2 1:07
● Focus students’ attention on the photos.

Pupil’s Book Elicit what these people do. Students read
the texts and guess the missing words.
1 ● Play the audio (script on p166). Students

● Ask What can you see? (the Heroes Connect listen and complete the information. Play
blog page) Do you know any of the people? the audio again to check the answers.
● Read the introduction of the page as a class. Answers
Students read about the four heroes. 1 Toni 2 football 3 England 4 Brown
● Ask Who is your favourite hero of these four? 5 funny 6 guitar
Encourage students to give reasons.
Answers 3
● Students can do this activity for homework
or begin it in class and complete it at
2 home. Encourage students to think about
what their hero does and why he/she is
● Check understanding of the categories before
special. Encourage them to draw or stick
students complete the groups in pairs. Then
a photo of their hero.
students think of more heroes for each group.
● Have the class share their ideas. 4
Answers ● In pairs, students ask and answer
Famous living heroes: Ellie Simmonds; questions about their work.
Historical heroes: Neil Armstrong; Heroes in my
life: Mrs Honey; Fictional heroes: Spider-Man; Finished?
Students’ own answers ● Students think of a local hero. Then they
write two adjectives to describe him/her.
SEN
To help students with reading or attention Cooler
issues, use the SEN accommodation provided. In groups, each student shows their hero
Answers profile and says why that person is the most
Refer to the answers in Activity 2. important hero. They all discuss and decide
which hero is the most important and why.
29
MM19-10228-TB5.indb 29 1/15/20 15:19

1
LESSON
Fantastic friends Vocabulary 1
Key learning outcomes: learn vocabulary to

SEN
describe physical appearances; ask and
answer about what your friends look like Some students may find it hard to incorporate
so many new words at a time. Be ready to use
Key competences: listen, identify and say
word cards and organize the vocabulary into
physical appearances vocabulary;
smaller groups, e.g. curly, straight, wavy hair.
do speaking practice
Then, memory plays an important role in the
Target vocabulary: blonde hair, curly hair, freckles,
learning process and some students may need
a fringe, a ponytail, spiky hair, straight hair, wavy
more time for the process. You can always use
hair, medium height, smart, smiley, sporty
games to help them memorize meaning and
Extension vocabulary: dark brown hair, light spelling before moving on to Activity 4.
brown hair
Print materials: Pupil’s Book p8, p70, Class
audio CD1, Workbook p4 3 1:09
Extra materials: photos of people with dark ● Play the audio (script on p166) pausing
brown and light brown hair after each description. Students identify the
corresponding photo in Activity 2 and report
the key language that helped them identify

Warmer
the person.
Describe the appearance of one of the
students in your class. Ask the class to guess Answers
who he/she is. Repeat with other students. a 10 b 2 c 5 d 12 e 4 f 7 g 1 h 8 i 6 j 3 k 9 l 11
Encourage students to ask Is it (Laura)?
4
Pupil’s Book ● Ask two students to read the speech bubbles
aloud. Highlight the use of the verbs be and
1 have in the description.
● Students work in pairs to brainstorm descriptive ● Invite different pairs of students to ask and
words and write them in their notebooks. Have answer the two questions about their friends.
pairs read their lists aloud to the class. Then have the class continue in pairs.
2 1:08
● Have students read the words and match

them to the photos. Play the audio (script
on p166). Students listen and check. Play
● Ask the big question and give students time
the audio again for the class to repeat. Invite to think. Invite different students to give their
different students to describe themselves opinions and prompt the rest of the class to
using the new vocabulary. say whether they agree or disagree.
Answers
blonde hair, 6; curly hair, 4; freckles, 3; a fringe, 7; Extend
a ponytail, 8; spiky hair, 1; straight hair, 5; wavy Go to TB p128 and PB p70 to show students
hair, 2; medium height, 10; smart, 12; smiley, 11; how to use a star diagram to answer this
sporty, 9 question. If you prefer, you could do this when
they have finished this unit. Note that a Thinking
Skills worksheet is necessary to do this activity.
Support
Model the activity first by using affirmative and
negative sentences to describe a friend of
yours. Then ask students to do the same.
30
MM19-10228-TB5.indb 30 1/15/20 15:19

LESSON
1
Extend 4
Introduce the extension vocabulary by showing
photos (dark brown hair, light brown hair). Then
● Elicit possible answers before students
invite students to identify who in the class have write the information. Then have them
got dark brown or light brown hair. read their descriptions to a partner.
Finished?
Workbook ● Students write five sentences to describe
themselves.
1 1:10
● Students complete the picture dictionary

individually or in pairs. Cooler
● Play the audio (script on p167) for
Critical thinking Video Scissors Glue Notepad & pencil Life skills Sticker Play a TPR game. Say, e.g. Stand up if you’ve
students to listen and check their answers. got straight hair. Increase the difficulty with
different actions and negative sentences, e.g.
● Check spelling and identify the opposite
Smile if you haven’t got a fringe.
of words (blonde hair: dark hair, curly hair:
straight hair, smart: sporty, smiley: serious,
straight hair: curly hair, wavy hair: straight/
curly hair).
Answers
1 blonde hair 2 curly hair 3 freckles
4 a fringe 5 medium height 6 a ponytail
7 smart 8 smiley 9 spiky hair 10 sporty
11 straight hair 12 wavy hair
2
● Ask two students to read the speech
bubbles aloud. Then students work in pairs
to point to the pictures in Activity 1 and ask
what their hair is like.
3
● Elicit descriptions of the children in the
photos. Then students work individually
or in pairs to complete the texts.
Answers
1 straight 2 fringe 3 medium height
4 sporty/smiley 5 blonde 6 curly
7 freckles 8 smart
Support
Highlight the difference between the
contractions he/she’s (be) and he/she’s
got (have got).
31
MM19-10228-TB5.indb 31 1/15/20 15:19

1
LESSON
Grammar 2
Key learning outcomes: read about some

SEN
friends in Greece; ask and answer about
physical appearances using have got and be Most students learn better when they have
visual clues. Give the class enough time to
Key competences: ask and answer
read the texts and, as you check, draw a
about physical appearances; read and
comparative table on the board or call different
understand the blog
students out to the board to complete it:
Target language: I/We/You/They have/haven’t
got (a ponytail). He/She/It has/hasn’t got a Sofia Eleni
(a fringe). Has he/she/it got (a fringe)? Have
I/we/you/they got (a ponytail)? I am/am not
(sporty). Is he/she (smart)? You/We/They are/
aren’t medium height. Am I (sporty)? He/She/
It is/isn’t (smart). Are we/you/they (medium
height)?
Print materials: Pupil’s Book p9, Class audio Then elicit similarities and differences while
CD1, Workbook p5
pointing.
Extra materials: pictures of people to describe
Answers
physical appearance (for students to bring
from home) Refer to the answers in Activity 1.
2 1:12
Warmer ●
Listening Speaking Dialogue Colouring
Play the audio (script on p167). Students listen

Writing Singing Personalisation
Play Just like me! Invite students to say and follow the first sentence in the grammar
something about themselves. Those who feel table. Then they repeat the sentence. Do the
identified, raise their hand and say Just like same with the other sentences.
me!, e.g. I have got straight hair, I am sporty.
● Demonstrate how to use the grammar tables
to make sentences about the class, e.g. Dani
Pupil’s Book and Paul haven’t got a fringe. Sam is smiley.
● Students create their own sentences in pairs.
1 1:11
Listening Speaking Dialogue Colouring Writing Singing Personalisation ● You can point out the use of contractions of
● Ask students to recall the Heroes Connect Blog the verb be in the grammar table.
topic. Read the blog post from the Owls aloud.
Elicit what they already know about Greece.
● Play the audio (script on p167). Students listen Support

and follow. Help students understand the grammar tables.
Write ’s/isn’t/has got/hasn’t got in the middle
● Students work in pairs to identify how Sofia
of the board. Ask a student to stand on the
and Eleni are similar and different. Elicit and
left of the verbs. The rest of the class make
check answers as a class.
true sentences about that student, using the
Possible answers different verbs. Repeat the procedure with two
Similarities: Sofia and Eleni are smiley. students standing on the left and writing ’re/
They have got brown hair and brown eyes. aren’t/have got/haven’t got on the board.
Differences: Sofia is 11, but Eleni is 12. Sofia has
got wavy hair, but Eleni has got straight hair. 3
Sofia is smart, but Eleni is sporty. ● Read and answer the question as a class.
Answer
The verbs go at the beginning of a question.
32
MM19-10228-TB5.indb 32 1/15/20 15:19

LESSON
2
4
3
● Ask two students to read the speech bubbles
aloud. Demonstrate the activity by prompting
● Students work individually to order and
the class to ask you questions to identify a write the questions. Then they ask and
secret classmate. Students should try and answer the questions in pairs.
guess the student in less than eight questions. Answers
● Students do the activity in pairs. 1 Have you got straight hair? 2 Are you
smart or sporty? 3 Has your teacher got
freckles? 4 Has your friend got a ponytail?
Extend 5 Are your friends smiley?
Ask students to take out the photos or pictures
of people and work in pairs. Review other
4
structures that students know and prompt
them to use these in the activity. Ask them to
● Demonstrate the activity either by saying
take turns, point and ask questions, e.g. Is he sentences or writing them on the board.
wearing (glasses)? Is she playing (football)? If you wish, you can compare yourself with
a famous ‘friend’, e.g. a popular actor.
● Students write their sentences and share
Workbook them with the class.
GRAMMAR CONNECT Finished?

● Read the sentences as a class. Students ● Students write a description of a famous
circle the correct information each time. person and read it to a partner to guess
who it is.
Answers
be; have got
1 Cooler
Play Hangman with the vocabulary from
● Students complete the sentences. Check Lessons 1 and 2.
the answers together.
Answers
1 has got, isn’t 2 aren’t, are/’re 3 have
got/’ve got, has got 4 aren’t, are/’re
5 haven’t got
Support
Students who need more support can refer
to the grammar tables on p9 of the Pupil’s
Book as they do the activity.
2 1:13
● Play the audio (script on p167) pausing

at the end of the first game for students
to identify the face. Repeat the procedure
with the second game. Then students play

the game in pairs.
Answers
1 picture a 2 picture e
33
MM19-10228-TB5.indb 33 1/15/20 15:19

1
LESSON
Story 3

about a Greek myth
● You may wish to present the story by using
the Pupil’s Book eBook.
Key competences: discuss and give a
personal response to the story; predict
story content; listen, read and understand
Pupil’s Book
the story
2 1:14
Story vocabulary: beast, brave, bull, cruel, dark, Listening Speaking Dialogue Colouring Writing Singing Personalisation
horns, king, labyrinth, prince, a ball of string

● Play the story audio (script on p167). Ask the
class to look at the story frames and follow
Story language: It’s got long, black hair. What
the story.
are you doing? I’m preparing to go to Crete.
Print materials: Pupil’s Book pp10–11, Class ● At the end of the story, ask the class the
audio CD1, Workbook p6 questions in Activity 1 again.
Digital materials: Pupil’s Book eBook
3
● Students read and correct the sentences
Warmer in pairs. They can do this orally or write the
Ask students to close their books and do a corrected sentences in their notebooks.
drawing dictation. Describe the appearance ● Check the answers as a class.
of the Minotaur from the story (p11). Students
Answers
listen and draw what they hear. Students
1 The labyrinth is in Crete. 2 Theseus is small
compare their drawings with each other and
and thin. 3 The Minotaur has got long, black
then with the Minotaur in the story.
hair. 4 Ariadne helps Theseus. 5 Theseus uses
a ball of string to escape from the labyrinth.
Pupil’s Book
SEN
1
To help students with reading or attention
● Read the blog posts as a class. Explain that issues, use the SEN accommodation provided.
myths are very old, traditional stories and
many of them come from Greece. Answers
● Read question 1 as a class. Check 1 small 2 black hair 3 Theseus 4 a ball of string
understanding of the words. Ask the class
to predict which one isn’t in the myth. 4
● Read question 2. Ask the class to predict who ● Read and discuss the questions as a class.
the hero is in the story. Encourage students to extend their answers
● Read question 3. Ask the class if they think the by asking Why? or saying Tell us more!
myth is true. Encourage them to justify their
Answers
ideas but don’t confirm anything at this point.
1 Students’ own answers 2 possible answers:
Answers picture 5: angry, picture 7: afraid/frightened,
1 There isn’t a castle in the story. 2 A prince is picture 9: happy 3−5 Students’ own answers
the hero. 3 No, because monsters don’t exist.
SEN
Support The questions in this activity are personal. You
If students need more support, pre-teach the may help students by providing beginnings or
difficult/new vocabulary of the story before options, e.g.
reading and listening to it. A: Do you like the story?
B: Yes or no? Why? Is the story interesting,
original, scary …?
34
MM19-10228-TB5.indb 34 1/15/20 15:19

LESSON
3
Workbook ● Students work individually to complete

the story review. Ask them to reflect on the
1 story and decide who they think is a hero
and why. Remind students that, in critical
● Read the questions aloud and invite
literacy activities like these, there are no
different students to answer them. Point
wrong answers – they should write what
out that, in critical literacy questions like
they think.
numbers 5 and 6, students should form
their own ideas based on the story. ● Then ask students to read their notes to
a partner or to the class.
● Then have students write the answers
individually or in pairs. Check the answers ● Encourage students to tell the people
as a class. at home the main points of the story.
Answers Answers
1 Because he’s got a very big army. 2 It The title of the myth is Theseus and the
lives in a labyrinth. 3 He wants to fight Minotaur. The main characters are Theseus,
the Minotaur. 4 He uses a ball of string. the Minotaur, Minos, Ariadne. The story is
5 Students’ own answers 6 Students’ set in Crete; Possible answer: The story is
own answers about a cruel king and his terrible monster;
Students’ own answers might include:
2 Theseus is a hero because he risks his
● Read the first text aloud and invite different life to save other people./Theseus is a
students to provide the missing information. hero because he is very brave to fight the
Then students work individually or in pairs Minotaur who is much bigger and stronger
to complete the second text. than him./Ariadne is a hero because she
is clever and she helps Theseus find the
Possible answers
way out of the labyrinth.
Name: Theseus
Appearance: He’s small and thin. He’s got
Finished?
brown, curly hair.
Important actions in the story: He fights the
● Students choose four words from the story
Minotaur. He escapes from the labyrinth. and write simple definitions.
Name: The Minotaur

Appearance: It’s big and strong. It’s got
Cooler
long, black hair.
As a class, think of other things you can do
Important actions in the story: It fights
with a ball of string.
Theseus.
Extend
Ask students to write the information for
another character, e.g. King Minos or
Ariadne. Encourage them to draw
the character, too.
3
● Read the prompts in the story review aloud
and invite different students to provide the
missing information.
35
MM19-10228-TB5.indb 35 1/15/20 15:19

1
LESSON
Grammar and pronunciation 4
Key learning outcomes: read a dialogue about 2

a Greek mythical beast; ask and answer using ● Read and answer the question as a class.
the present continuous If students use the present continuous
Key competences: ask and answer incorrectly, repeat their sentence with the
about what people are doing; read and correct form, but don’t give a grammatical
understand the dialogue, sing the song explanation at this point.
Target language: What am I doing? What is he/ Answer
she/it doing? What are you/we/they doing?
The king and his men are sailing past Scylla’s
What’s happening? I am/am not sailing. He/
home. They’re shouting and pointing.
She/It is/isn’t swimming. We/You/They are/
aren’t shouting.
3 1:16
Pronunciation: contracting the verb be Listening Speaking Dialogue Colouring Writing Singing Personalisation
● Play the audio (script on p167). Students follow

the sentences in the grammar table and repeat.
audio CD1, Workbook p7
to ask and answer questions about the class,

Warmer e.g. What’s (Susan) doing? What are (Carlos
Read the story from Lesson 3 to the class, but and Juan) doing? (Prompt these students to
include some factual mistakes, e.g. The story do an action each time.) Encourage students
begins with a cruel queen. The class should to use other verbs when they feel confident.
stop you and correct the information. If you ● Have students ask similar questions.
wish, they can read the story first and then
listen to you with their books closed. 4
● Read and answer the question as a class.
Pupil’s Book Answer

Scylla is attacking the boat. (present
1 1:15Listening Speaking Dialogue Colouring Writing Singing Personalisation continuous)
● Ask the class to describe the picture. Ask
Who’s in the boat?
●
Critical thinking Video Scissors Glue
Play the audio (script on p167). Students listen
Notepad & pencil Life skills Sticker
SEN
and follow. They answer the question. If some students find it hard to read the
grammar table, start with the affirmative form.
Answer Use the information in Activity 1 on the same
The king and his men are in the boat. page to systematize the use and form of the
present continuous. Then proceed in the same
way with the interrogative form and finally, once
SEN you have a few examples on the board, have
Visual material is of great help, especially with the class read the table in Activity 3.
weaker learners. Draw students’ attention to the
picture at the top and write some key words
5 1:17
on the board, e.g. beast, mythical character, Listening Speaking Dialogue Colouring Writing Singing Personalisation
● Read the two sentences aloud. Students

heads, boat. Then guide them to use the
identify and repeat the contracted form of be.
vocabulary on the board to create sentences,
e.g. It’s a beast. It’s a mythical character. It’s ● Play the first half of the audio (script on p168)
got six horrible heads. There are some men on pausing at the end of the list. Students listen
the boat. and repeat the full and contracted forms.
each time.
● Play the second part of the audio. Students
listen and say the missing contractions.
36
MM19-10228-TB5.indb 36 1/15/20 15:19

LESSON
4
Support 3 1:20
Students often think contractions have got the Listening Speaking Dialogue Colouring Writing Singing Personalisation
same sounds as the full form, but are just said

faster. Demonstrate that the sounds are different, listen and circle the affirmative or negative
e.g. they are \DeI A…“r‘\ and they’re \De´“r‘\. contracted form each time. Play the audio
again to check the answers.

● Read a sentence aloud for students to
6
identify whether it is affirmative or negative.
● Ask two students to read the speech bubbles Then students do the same in pairs.
aloud. Students look at pp10–11 and check.
Answers
● Invite students to work in pairs and describe
other pictures of the story for their partner 1 She’s 2 We aren’t 3 They aren’t 4 He’s
to guess. 5 You aren’t
7 1:18 1:19 4
Listening Listening Speaking Speaking Dialogue Dialogue Colouring Colouring Writing Writing Singing Singing Personalisation
Personalisation
● Go to the Song Bank on Pupil’s Book p78.

● Demonstrate the activity by imagining
Play the song (script on p168) for students yourself in an exotic place. Prompt
to listen and follow.
Critical thinking
Critical thinking Video Video Scissors Scissors Glue Glue Notepad &Notepad
pencil & pencil
Life skills Life skills Sticker Sticker
students to ask you the four questions
and use your imagination to answer.
● Play it again. Students read and sing along.
Once students are familiar with the song,
● Have students write their own sentences
you may wish to use the karaoke version. before asking and answering in pairs.
● Ask the class How do you have a good time
with your friends?
Finished?
● Students write sentences about what
they aren’t doing now, e.g. I’m not having
Workbook an ice cream. Invite them to share one
sentence with the class.
GRAMMAR CONNECT
● Read the information aloud. Elicit the
spellings and have students write the words. Cooler
Play a mime game. Ask a student to sit at the
Answers front, facing the class. Write an action on the
watching, making, running board. The whole class mimes for the student
to guess the action, e.g. He/She is swimming.
1
● Students work individually to write the -ing
form of the verbs. Check the answers.
Answers
1 going 2 having 3 playing 4 swimming
5 skipping 6 writing 7 wearing 8 taking
9 dancing 10 sitting 11 studying 12 putting
2
● Students complete the sentences
individually and then compare with a
partner. Check the answers as a class.
Answers
1 are talking 2 aren’t sitting 3 is riding 4 am
not playing 5 are shopping 6 isn’t writing
37
MM19-10228-TB5.indb 37 1/15/20 15:19

Knowing yourself and others:
1
LESSON
Life skills making new friends 5
Answers
Key learning outcomes: learn ways to make
Sophie smiles and says hello. She invites Jodie
new friends; act out a conversation with
to play with her. She asks questions to find
a new friend
things in common. She shows she’s interested.
Key competences: make new friends;
act out a conversation
Useful language: Is this your first day at the … Support
club? Shall we … together? Do you like …? You may need to allow some use of the
Who’s your favourite …? Have you got …? students’ own language in this activity. When this
Are you interested in …? is necessary, respond to the students’ ideas and
Print materials: Pupil’s Book p13, Class audio suggestions in English. You may also want to
CD1, Workbook p8 paraphrase what students say in a simpler way.
3
● Read the instructions with the class. Focus
Warmer students’ attention on the Useful language
Brainstorm the names of different places in
box and model the phrases.
town with the class. Choose one of the places
and imagine you are there. Tell the class what
● Create a dialogue as a class, reading the
you are doing and what you are wearing. speech bubbles aloud and inviting students
Students should guess the place. Ask the class to add information as required.
to do the same in pairs. ● Students work in pairs to write and practise
their conversation. While they work, walk
around the classroom and offer help as
Pupil’s Book needed.
● Invite different pairs to act out their
1
conversation to the class.
● Ask the class if they do any after-school
activities or belong to a club. Encourage
students to say when they go and what
Life skills Tip
they do there.
Knowing yourself and others: making new
● Invite different students to answer the friends
two questions. Remind the class that we communicate
through our body, too. It is important to smile
Pupil’s Book eBook and look at the person we are talking to.
● You may wish to present the Life skills story
by using the Pupil’s Book eBook. 4
● Read and answer the questions as a class.
Pupil’s Book Encourage students to think of what they
can do to make new students feel welcome,
2 1:21
Listening Speaking Dialogue Colouring Writing Singing Personalisation e.g. sitting next to them in the dining room or
● Play the audio (script on p168). Students listen showing them where things are.
and follow the photo story.
Answers
● Prompt the class to tell you what Sophie does

to make friends.
● Read the tips with the class, explaining any
if necessary. Encourage students to think of
other tips for making new friends.
38
MM19-10228-TB5.indb 38 1/15/20 15:19

LESSON
5
Workbook Finished?
● Students use the letters of the word to form
1 1:22 other, smaller words. They can only use
● Focus students’ attention on the photo the letters in the word friendship and they
and read the six tips as a class. Play the can’t use a letter twice.
audio (script on p168) for students to
Possible answers
listen and tick the tips that they hear.
ship, friend, fish, end, fine, in, if, dish
● Play the audio again and check the
answers as a class.
Answers Cooler
1, 3, 4, 5 Ask each member of the class to report one
piece of information they have learnt about
2 a classmate in the lesson.
● Invite different students to give their
opinion. Then ask students to do the
activity individually and share their
opinions with a partner.
Answers
3
● Read the six questions as a class and
invite different students to answer each
of them.
● Students then choose three questions and
write their answers in the ‘Me’ section of
the table (blue frame).
4
● Each student asks another the six
questions in Activity 3. They record the
three most interesting things they hear in
the table. Then they repeat the procedure
with two more classmates to complete
the table.
● Students look at the table and find things
that they and their classmates have in
common.
● Invite them to report their findings to the
rest of the class.
Tip
If you don’t want students to move around
the classroom, organize the class into
groups of four to do the activity.
39
MM19-10228-TB5.indb 39 1/15/20 15:19

1
LESSON
Integrated skills Reading and listening 6
Key learning outcomes: read a webpage; SEN

learn six adjectives of personality; listen to a
Some students may need shorter chunks. If
conversation about friends in films
necessary, be ready to work on one film at a
Key competences: learn, identify and time and after going through the three texts,
say adjectives of personality; investigate play the whole audio for integration. You may
Greece; listen to a conversation; read write the words in blue on the board to draw
a webpage students’ attention to them, and elicit what
Target vocabulary: clever, friendly, funny, they think they mean.
hard-working, kind, naughty
Extension vocabulary: shy, creative
3 1:24
Print materials: Pupil’s Book p14, Class audio Listening Speaking Dialogue Colouring Writing Singing Personalisation
CD1, Workbook p9
● Focus students’ attention on the first picture.
Ask them to choose the correct word from
the highlighted words in the text (naughty).
Then students work in pairs to match the other

Warmer
five words and pictures.
Ask the class Do you like going to the
cinema? What films do you like? Who’s
● Play the audio (script on p168) for students
your favourite actor? Encourage the class to to listen and check their answers.
discuss and share information. Then invite a ● Play the audio again. Students listen and
confident student to read the blog post from repeat the words.
the Owls aloud to the class.
Answers
1 naughty 2 funny 3 hard-working 4 friendly
Pupil’s Book 5 kind 6 clever
1 Stage 1 Reading
● Read question 1 aloud and prompt the class to
Support
When working with new vocabulary, remind
say what the children are doing in each photo.
students not to read new words in isolation.
● Repeat the procedure with the second question. Suggest reading them in context. Words that
Answers are before and after often give important clues.
1 Picture 1: They’re looking at something.
Picture 2: They’re talking on the phone. 4 Stage 2 Listening 1:25 Listening Speaking Dialogue Colouring Writing Sing
Picture 3: They’re hugging. 2 (possible answers) ● Play the audio (script on p168). Students listen
Picture 1: They feel scared. Picture 2: They feel and complete the table.
excited/happy. Picture 3: They feel happy. Critical thinking Video Scissors Glue Notepad & pencil Life
● If students recognize that the audio is about
● Read the Reading tip as a class. Then have a Harry Potter film, ask them to name and
students look at the pictures again and ask describe the three main friends in the film.
What other things can you identify just by ● Play the audio again and check the answers
looking at the pictures?
as a class.
2 1:23 Answers
● Play the audio (script on p168). Students listen Hermione: clever, hard-working; Harry: kind,
and follow. friendly; Ron: funny, naughty
● Check understanding. Then ask Which film
would you like to see? Why?

● Students ask and answer the question in pairs.
40
MM19-10228-TB5.indb 40 1/15/20 15:19

LESSON
6
SEN Answers
To add movement, the table in this activity 1 a drawing of the blue and white Greek
may be completed on the board by different flag 2 about 6000 islands 3–4 Students’
students. own answers
Extend Support
Introduce the extension vocabulary by giving In questions 3 and 4, students investigate
definitions (shy: nervous and embarrassed in the the Greek islands. If you wish to provide
company of other people; creative: involving a more support, limit their choice. Give them
lot of imagination and new ideas). two or three islands to choose from, e.g.
Rhodes, Santorini and Crete.
Workbook Finished?
● Students order the letters and write the
1 adjectives. They can compare answers
● Invite a confident student to read aloud with a partner.
and complete the first sentence using
Answers
a key word from the lesson (naughty).
friendly; kind; clever; funny; naughty
● Then students work individually or in pairs
to complete the other sentences.
Answers Cooler
1 naughty 2 funny 3 hard-working 4 clever Ask the class to think of other film and book
5 friendly 6 kind characters that are naughty, funny, friendly,
hard-working, clever or kind.
2
● Read Sophie and Charlie’s comments
aloud and ask the class to suggest one of
the three films for them.
● Students work individually to complete
the other sentences.
Possible answers
1 Percy Jackson and the Olympians, there
are lots of adventures 2 Diary of a Wimpy
Kid, Greg is naughty/the film is funny
3 Students’ own answers
3
● Read the questions about Greece aloud
and focus students’ attention on the
Digital tip. If you prefer to do the activity
in the classroom, visit geography websites
like www.nationalgeographic.org/
education (retrieved in October 2019)
to bring national geographic resources
to the classroom. Work as a class to find
the answers.
41
MM19-10228-TB5.indb 41 1/15/20 15:19

1
LESSON
Integrated skills Writing and speaking 7
Key learning outcomes: read and write an email SEN

to an e-pal; talk about your friends to the class
Some students may find it hard to go up to
Key competences: write an email; do a the text in Activity 5 and come down again to
presentation write the numbers in order in Activity 6. They
Language: e-pal, flat, very, Where do you live? may get lost in the process. In that case, you
Who do you live with? Who’s your best friend? may always discuss the activity orally, inviting
What do you like doing together? learners to underline key words in the email.
CD1, Workbook p10
Extra materials: a dictionary (for the Definitions Culture Tip
bingo in the Warmer) In some schools, whole classes have got e-pals
in a classroom in a different country. They write
to each other to practise the language, to learn
Warmer about how people live in other parts of the
To review the unit vocabulary, write it as a list on world or just to enjoy chatting to new friends.
the board to play Definitions bingo. Students Sometimes schools can even organize a trip
draw a grid on a piece of paper. Then they for students to meet each other in person. You
choose six words from the list on the board and could ask the class if they would like to have
write them on the grid. When they have finished, e-pals like this and from which country.
choose six words and use the dictionary to read
the definitions aloud. The first student to cross
6
out all the words from the grid shouts BINGO!
● Highlight that the email is divided into different
parts and that each part includes key
Pupil’s Book information.
● Focus students’ attention on the first line of
5 Stage 3 Writing 1:26 the email and ask them to identify the correct
● Invite a confident student to read the blog information from the options given (c – Say
post from the Heroes Connect aloud. Elicit or hello to the reader).
explain what an e-pal is. (An e-pal is a person
Then ask What information is next? Students
Notepad & pencil
●
Life skills Sticker
who you make friends with and exchange read the first paragraph to identify the
information with via email or social media, information and write 2 in the correct box.
often someone you have never met.) Ask
● Repeat the process with the other paragraphs
Have you got an e-pal?
in the email.
● Ask the class to say what they think the
children in the photos are doing and how they Answers
think they feel (happy, excited, nervous, etc.). 1c2e3a4d5b
You could also take opportunities like this to
elicit physical descriptions of people in order 7
to review the vocabulary from Lesson 1. ● Read the Writing tip as a class. Ask students to
● Play the audio (script on p169) for students make other sentences using very + adjective.
to listen and follow. Then check the answers ● Students plan and write an email following
as a class. the steps in the Workbook p10.
Answers
They’re playing computer games. They’re Tip
singing karaoke with some friends. Students can plan their email in class and then
write the full text as homework. Ask the class to
bring a photo of their friend for the next lesson.
42
MM19-10228-TB5.indb 42 1/15/20 15:19

LESSON
7
8 Stage 4 Speaking
● Invite a student to read the speech bubble Life skills Tip
and the Presentation tip aloud. Living and working together: giving and
● Students then take turns to show their photo receiving feedback
to the class and describe their friend. Explain that it is very important to be
positive when giving feedback. Think of
good things first and then think of one
Workbook thing the writer can do better.
1
Finished?
● Ask students to focus on Emily’s email
● Students think of three more questions
(Pupil’s Book p15) and find the first
they would like to ask their e-pal and write
question. Students work individually or in
them in their notebooks.
pairs to find and write the other questions.
● Check as a class.
Answers Cooler
(in any order) Where do you live? Who do Ask the class to put their emails on their desks.
you live with? Who’s your best friend? What Students move around the class, reading and
do you like doing together? enjoying each other’s work.
2
● Read the instructions and prompts as Extend
a class. Students work individually to You could now do the following lessons from
complete their notes. They can describe the Workbook: Grammar Reinforcement and
real photos or invent the content. Extension on pp60–61, Study Skills 1 on p80,
Exam Practice activities on pp86–87.
3
● Read the Writing tip and the WOW! idea
as a class.
● Students write their emails in class or at
home. Encourage them to keep Pupil’s
Book p15 open as they work – the email
on this page is a model for their writing.
Support
If students need support, provide a model
by writing an email on the board.
4
● Students work in pairs and read each
other’s email. Then they ask their partner
the three questions in order to receive
feedback on their work.
43
MM19-10228-TB5.indb 43 1/15/20 15:19

1
UNIT REVIEW
Key learning outcome: review the vocabulary

2
and grammar from the unit
Key competences: review, assess and plan
● Highlight the ticks and crosses to indicate
students’ own learning affirmative and negative forms of the verb.
Students complete the sentences.
CD1, Workbook p11 Answers
1 has got, is 2 are, have got, haven’t got
Pupil’s Book 3 hasn’t got, has got 4 aren’t, are
1 1:27 3
● Play the audio (script on p169). Students ● Students look at the photos and write the
identify the children being described. questions and answers using the present
continuous.
Answers
1d2b3f4e5a6c Possible answers
1 Is the boy riding a bike/wearing a helmet?
2 Yes, he is. 2 Are the girls singing? Yes, they are.
● Describe a child from Activity 1 – appearance,
4 1:29
personality and what he/she is doing – using Listening Speaking Dialogue Colouring Writing Singing Personalisation
the blue prompts. Students guess using the

● Play the audio (script on p169), pausing
yellow prompt. They continue in pairs. after each question for students to discuss
and circle the correct answer.
3
5 1:30
● Students work in pairs. One student looks Listening Speaking Dialogue Colouring Writing Singing Personalisation
at his/her book for 30 seconds and closes it.

● Play the audio (script on p169) to check
The other student asks questions. Then they the answers.
take turns and repeat the activity. Critical thinking
Answers
Video Scissors Glue Notepad & pencil Life skills Sticker
1b2c3a4c5a6c
4 1:28
● Students read and predict the missing words. 6

● Play the audio (script on p169) for students ● Students reflect about their learning
to listen and check before they practise the
individually and complete the sentences
dialogue in pairs. before sharing their thoughts with a partner.
Answers
Tell people at home about your
1 doing 2 e-pal 3 He’s 4 look 5 hair 6 eyes
favourite activity in Unit 1.
● Encourage students to show their work
Workbook to the people at home.
1
● In pairs, students unjumble and write
the words.
● Students circle the words that describe hair.
Answers
curly; naughty; spiky; kind; wavy; clever
44
MM19-10228-TB5.indb 44 1/15/20 15:19

UNIT REVIEW
VLOG
Key learning outcomes: watch and understand 3

a video about the Heroes Connect; practise ● Ask students if they remember what baby
describing people in photos Emily and Yorgos look like. Students try to
Key competences: practise describing complete the information by hard.
photos; watch and understand a video ● To check answers, play the video again.
Language: vlog, blog, diary, Who does he/she
look like? He/She looks like (Ronaldo). He/She Answers
is (sporty). He/She has got (blonde hair). Baby Emily: 1 hair 2 tall 3 smiley Baby Yorgos:
He/She is (smiling). 1 smiley 2 straight 3 a fringe
Print materials: Pupil’s Book p17
Digital materials: Pupil’s Book eBook Culture Tip
Extra material: photos of students when they Ask the class to describe Emily’s house. Explain
were babies (for students to bring from home) that most people in Britain live in houses with
a ground floor and a basement. Encourage
ListeningPupil’s Book and Pupil’s Book eBook
Speaking Dialogue Colouring Writing Singing Personalisation
the class to talk about typical houses in their
country.
1
● Focus students’ attention on the photos. Ask 4

Who are they? What do you think they’re ● Students discuss the question in pairs. Then
doing? Then discuss the questions as a class. have a class discussion.
● Students answer the questions.
● Play the video (script on pp169–170). Stop it 5
before the children present their hangout for ● Focus students’ attention on the Talk time box.
students to check answers. Use this language to describe the first photo
as a class.
Answers
● In pairs, students describe the second photo.
1 A vlog is a video diary. 2 You can watch it
on the Internet. 3 Vlogs show things people
● Reveal who the people are.
do in their everyday life. 4 It’s about the Heroes Answers
Listening Connect hangout.
Photo 1 Angelina Jolie Photo 2 Justin Bieber
2 6
● Present the word hangout. Explain it is a place ● Ask students to bring in their own photos when
where someone likes spending time. Read they were babies. Number and stick them on
through the sentences as a class. the board, like a picture gallery. Students talk
● Play the whole video. Elicit and check answers. about the photos in pairs, using the Talk time
language. To finish, confirm who the different
Answers
photos are.
1 homework 2 e-pal 3 skateboard 4 comics
5 camera
Support
Pause the video after each piece of missing
information and prompt the class to use
visual clues.
45
MM19-10228-TB5.indb 45 1/15/20 15:19

2
LESSON
Work and play Vocabulary 1
Key learning outcomes: learn vocabulary for SEN

daily routine activities; ask and answer about
Practising the new vocabulary is very important.
daily routines
Invite students to take turns to mime the action
Key competences: listen, identify and say
and say the word silently, modulating and
daily routine activities; do speaking practice
articulating in an exaggerated way for the
Target vocabulary: catch the bus, get up early, rest of the class to guess the word. Lip reading
go online, go to dance class, go to football is closely related to phonological awareness,
training, hang out with my friends, have a which is often one of the main sources of
shower, help out at home, look after my pet, difficulty in cases of dyslexia.
make a snack, play on the tablet, tidy my room
Extension vocabulary: pack my school bag,
phone my friends Support
Print materials: Pupil’s Book p18, p71, Class Remind students that the verb changes in
audio CD1, Workbook p12 the third person. When they say the activities
they do, repeat the information in third person
to the class, e.g. David catches the bus in
Warmer the morning.
Mime some activities for students to guess,
e.g. play tennis, do gymnastics, go to the
3 1:32
cinema. Encourage some confident students Listening Speaking Dialogue Colouring Writing Singing Personalisation
to continue miming.
● Play the audio (script on p170) pausing after
each description. Students say the activity
and report the key language that helped
Pupil’s Book them identify the activity.
1 Answers
a 11; b 1; c 4; d 2; e 8; f 6; g 7; h 9
● Ask students what they remember about the
Heroes Connect and their blog projects. Read
4
the Heroes Connect blog post aloud and ask if
they think it is a good topic for a blog project. ● Ask two students to read the speech bubbles
aloud. Highlight the use of the time descriptions
● Students work in pairs to brainstorm their daily
in the morning/afternoon/evening.
activities and write them in their notebooks.
Invite pairs to read their lists aloud to the class. ● Have students work in pairs to ask and answer
the questions about themselves.
2 1:31
● Have students read the words and match
them to the photos.
● Play the audio (script on p170). Students listen
and check. Play the audio again for students to think. Invite different students to give their
to repeat. opinions and prompt the rest of the class to
● Elicit which activities they do in the morning. say whether they agree or disagree.
Answers
catch the bus, 6; get up early, 10; go online, 1; Extend
go to dance class, 8; go to football training, 3; Go to TB p129 and PB p71 to show students how
hang out with my friends, 5; have a shower, 11; to use a mind map to answer this question. If
help out at home, 7; look after my pet, 12; you prefer, you could do this when they have
make a snack, 4; play on the tablet, 9; tidy finished this unit. Note that a Thinking Skills
my room, 2 worksheet is necessary to do this activity.
46
MM19-10228-TB5.indb 46 1/15/20 15:19

LESSON
1
Extend
Introduce the extension vocabulary (pack Support
my school bag, phone my friends) by miming If students need more support, highlight
those actions. Then write them on the board the different time expressions before
and invite volunteers to use them in sentences doing the activity: in the afternoon,
by adding a time reference, e.g. I pack my at the weekend and on Saturday.
school bag every day.
Finished?
● Students describe what they usually do
Workbook after school. Invite some students to read
their three sentences aloud.
1 1:33
● Students complete the picture dictionary.
Play the audio (script on p170) for Cooler
students to check their answers.
Play True or false. Say I get up early on
● As a class, check spelling and identify Sunday. True or false? After students vote, tell
which activities use the same verb (go them the answer. Repeat the procedure with
online, go to dance class, go to football different students saying similar sentences.
training).
Answers
1 catch the bus 2 tidy my room 3 go
online 4 go to dance class 5 go to football
training 6 hang out with my friends 7 have
a shower 8 help out at home 9 look after
my pet 10 make a snack 11 play on the
tablet 12 get up early
2
● Focus students’ attention on the speech
bubbles. In pairs, students continue the
activity, each saying one half of the
phrases.
3
● Students work individually to order
the sentences. Check as a class.
Answers
1 She gets up early every day. 2 I go to
dance class on Monday. 3 He plays on
the tablet at the weekend. 4 They catch
the bus every day. 5 She makes a snack
in the afternoon. 6 We hang out with our
friends on Saturday.
47
MM19-10228-TB5.indb 47 1/15/20 15:19

2
LESSON
Grammar 2
Key learning outcomes: read about daily 2

routines in Scotland; ask and answer about ● Students read the sentences and complete
daily routines using adverbs of frequency them with the missing words by looking at
Key competences: ask and answer about the text. Then they compare answers with
daily routines; read and understand the blog a partner.
Target language: adverbs of frequency: always,
Answers
usually, often, sometimes, never; I/We/You/They
1 often 2 sometimes 3 usually
(usually) go to music club. He/She (usually)
goes to music club. Do I/you/we/they ever
play on the tablet? Does he/she ever play on
SEN
the tablet?
Be ready to pre-teach adverbs of frequency
from the context; otherwise, students are likely
CD1, Workbook p13
to mispronounce them when they read their
answers. The following table may help you. For
the sake of clarity, you may use two different
Warmer colours: one for the ticks and the other for
Play Chinese whispers. Divide the class into two
the crosses.
groups. Each group stands in a line and the
first student in each line whispers a message
Wednesday
Thursday
Saturday
Monday
Tuesday
Sunday
connected with the vocabulary of the previous
Friday
lesson to the closest in the line, e.g. I go to
football training with my friend on Saturday.
I always catch the bus to go to school. The last
to listen to the message says it aloud and writes Always ✓ ✓ ✓ ✓ ✓ ✓ ✓
it on the board. If it is correct, they get a point. Usually ✓ ✗ ✓ ✓ ✓ ✓ ✓
Often ✗ ✓ ✗ ✓ ✓ ✗ ✓
Pupil’s Book
Sometimes ✓ ✗ ✗ ✓ ✗ ✗ ✗
1 1:34 Never ✗ ✗ ✗ ✗ ✗ ✗ ✗
● Ask the class to recall the Heroes Connect Blog
topic for this unit. Read the blog post aloud
and elicit what students know about Scotland.
Critical thinking Video Scissors Glue Notepad & pencil Life skills Sticker 3 1:35
● Play the audio (script on p170). Students listen ● Play the audio (script on p170). Students listen
and follow. and follow the first sentence in the grammar
● Students identify the musical instrument, table. Then they repeat the sentence. Repeat
animal and sport. Check answers as a class. the procedure with the other sentences.
Answers
to make sentences about the class, e.g.
trumpet; hamster; shinty
Ana often gets up early. Does Gabriel ever
play on the tablet? No, he never plays on
Culture Tip the tablet.
Shinty is a game that comes from the north ● Students work in pairs to create their own
of Scotland. It is similar to hockey but the stick sentences or questions and answers.
is longer and you can play the ball in the air.
There are 12 players in each team.
48
MM19-10228-TB5.indb 48 1/15/20 15:19

LESSON
2
Support 2
Help students understand grammar tables.
Write always, usually, often, sometimes, never
● Students complete the sentences about
in the middle of the board. Then ask a student themselves with an adverb of frequency.
to stand on the left of the adverbs. Ask the rest Then they compare their sentences with
of the class to make true sentences about a partner.
that student using the different adverbs and Answers
the activities from this lesson, and the previous Students’ own answers
one. Also invite students to the front to make
sentences about themselves. 3
● Have two students read the text in the
4 speech bubbles aloud. Elicit or model
● Read and answer the question as a class. the other two questions. Then students
ask and answer the questions with three
Answer classmates to complete the table.
Adverbs of frequency go before the main
verb in a sentence.
Support
5 Students who need more support can refer
● Ask two students to read the speech bubbles to the grammar tables on p19 of the Pupil’s
aloud. Book as they do the activity.
● Demonstrate the activity by saying three
sentences about yourself and asking a 4
student to guess which one is true. ● Students look at their completed table and
● Students do the activity in pairs. write sentences about their classmates.
They share them with the class.
Workbook Finished?
● Students write sentences about their
GRAMMAR CONNECT weekend using adverbs of frequency and
● Read the sentences as a class. Students then share them with a partner or the rest
write and circle the correct information. of the class.
Answers
usually, often, sometimes; before
Cooler
1 1:36 Write different adverbs of frequency on several
Listening Speaking Dialogue Colouring Writing Singing slips of paper. Then invite volunteers to come to
Personalisation
the front, grab one and say a sentence with it.
to listen and circle. Then check as a class.
Answers
1 usually 2 often 3 never 4 always
5 usually
49
MM19-10228-TB5.indb 49 1/15/20 15:19

2
LESSON
Story 3

SEN
about a comic story
Students with learning difficulties should always
try to get parental involvement. If so, you can ask
personal response to the story; predict story
students to read texts like the one in this activity
content; listen, read and understand the story
in advance so that when they come to class,
Story vocabulary: at home, beach, boring,
they already know how the frame sequence
cape, flippers, mask, real hero, safe, snorkel,
works or which one comes after which.
superhero
Story language: adverbs of frequency; He
always (puts on his snorkel). Pupil’s Book eBook
Print materials: Pupil’s Book pp20–21, Class ● You may wish to present the story by using
audio CD1, Workbook p14 the Pupil’s Book eBook.
Pupil’s Book
Warmer 2 1:37
Challenge the class to name superheroes who ● Play the story audio (script on pp170–171). Ask
don’t have special powers, e.g. Kick-Ass, Black the class to look at the story frames and follow
Widow, Batman and Iron Man. Encourage them the story.
to say the things they can do that make them ● At the end of the story, ask the questions in
special. Activity 1 again.
Pupil’s Book 3
● Students read the sentences and work in pairs
1 to decide if they are true or false, and correct
● Read the blog posts as a class. Then read the the false ones. Then check as a class.
first question aloud and check understanding Answers
of the words. Ask the class to answer and give 1 false (At the beginning of the story, Super
their opinion. Mac is never busy.) 2 true 3 true 4 false (Super
● Repeat the procedure for the other two Mac isn’t good at swimming.) 5 false (People
questions, asking students to give reasons for think Super Mac is the hero.)
their answers each time, but don’t confirm
anything at this point.
Answers SEN
1 funny 2 Agent 11 is the real hero 3 in a city To help students with reading or attention
beach, or a city with a beach nearby issues, use the SEN accommodation provided.
Answers
Refer to the answers in Activity 3.
Support
You can ask students to look through the
pictures of the story before listening to it. Ask 4
them to guess what is happening in each ● Read and discuss the questions as a class.
picture without reading the text. Encourage students to extend their answers.
Answers
50
MM19-10228-TB5.indb 50 1/15/20 15:19

LESSON
3
Workbook ● Students work individually to complete

the story review. Ask them to reflect on the
1 story and decide who they think is a hero
and why. Remind students that, in critical
● Read the questions aloud and invite
literacy activities like these, there are no
different students to answer them orally.
wrong answers – students should write
● Then students work individually or in
what they think.
pairs to write the answers. Point out that,
● Then ask students to read their notes to
in critical literacy questions like numbers
5 and 6, students should form their own
ideas based on the story. ● Encourage students to tell people at home
the main events of the story.
● Then check as a class.
Suggested answers
Suggested answers
Super Mac and Agent 11; Super Mac and
1 Because he isn’t busy. There is nothing
Agent 11; Edinburgh; a superhero who isn’t
to do. He does the same things every
very good at his job but his friend helps
day. 2 She calls her friends, Agent 27 and
him; Students’ own answers might include:
Agent 99. 3 He’s wearing a cape. 4 He
Agent 11 is a hero because she helps a
always puts on his snorkel and his flippers.
friend who is sad/because she helps her
5 Possible answer: Because she is a good
friend to be more confident.
friend. 6 Students’ own answers
2 Finished?
● Read the first sentence aloud and invite ● Students choose four words from the story
different students to provide the missing and write simple definitions.
adverb of frequency.
● Students work individually or in pairs to
complete the remaining sentences. Cooler
Ask students who their favourite superhero is.
Answers Elicit and write a list of names on the board.
1 usually 2 always 3 always 4 always Then have a class vote to see who is the most
5–6 Students’ own answers popular. You could ask students why they think
he/she is the most popular.
Extend
The story is funny because the person
you expect to be the hero is not really the
hero. Ask students to think of other stories
or situations that are funny because you
don’t expect things to happen in that way.
3
● Read the prompts in the story review
aloud and invite different students to
provide the missing information.
51
MM19-10228-TB5.indb 51 1/15/20 15:19

2
LESSON
Key learning outcomes: read a dialogue and 2

identify how people ask questions about ● Read and answer the question as a class.
frequency; ask and answer using adverbs Encourage students to look at the auxiliary
of frequency following How often ...?
Key competences: ask and answer how ● Elicit the answers to the two How often …?
often people do something; read and questions (once a week; twice a day).
understand the dialogue, sing the song
Answers
Target language: How often do I/you/they/
we eat chocolate? How often does he/she How often do you write stories?; How often
eat chocolate? I/You/We/They eat chocolate does he eat chocolate?; One of them is in
once a day. the second person so it begins with How often
Pronunciation: fluency: How often do you go do …, the other is in the third person so it begins
swimming? with How often does …
audio CD1, Workbook p15 SEN
What you write on the board and how you write
it is of utmost importance for everybody but
Warmer mainly for visual learners and those with some
Have students work in pairs to write down ten kind of difficulty. It would then be advisable
important words from the story in Lesson 3. Elicit to write an example and use one colour for
the words and why each one is important in How often and the adverb of frequency, and a
the story. different colour for does and the s in the third
person answer.
Pupil’s Book
3 1:39
1 1:38 ● Play the audio (script on p171). Students follow

● Ask the class to describe the picture. the sentences in the grammar table and repeat.
● Play the audio (script on p171) for students ● Ask a confident student a question, e.g. How
to listen and follow. Ask Who’s Charlie’s

Critical thinking Video Scissors Glue Notepad & pencil Life skills Sticker often do you go online? The student uses the
superhero? table to answer. Then ask the class about the
student How often does (Paula) go online?
Answer
● Students ask and answer questions in pairs.
Chocolate Charlie
4
SEN ● Read and answer the question as a class.
Give the class a few minutes to read the Answer
dialogue again and then provide sentence often
beginnings with rising intonation for them to
complete as you check understanding: 5 1:40
Charlie writes stories … (once a week.) Listening Speaking Dialogue Colouring Writing Singing Personalisation
● Explain that students are going to practise
Chocolate Charlie eats chocolate … (twice
their fluency by saying the same question
a day.)
in three stages.
Doing this will help students focus on specific

information.
and repeat each stage.
52
MM19-10228-TB5.indb 52 1/15/20 15:19

LESSON
4
6
2 1:43
● Ask two students to read aloud the phrases in Listening Speaking Dialogue Colouring Writing Singing Personalisation
the box and the text in the speech bubbles.

● Elicit the first question (How often do
Students work in pairs to ask and answer. you catch the bus?) and some possible
answers, e.g. once a week, every day.
● Go through the questions as a class and find
out who does each activity most often.
listen and complete the table.
7 1:41 1:42
Answers
Listening Listening Speaking Speaking Dialogue Dialogue Colouring Colouring Writing Writing Singing SingingPersonalisation
Personalisation
● Go to the Song Bank on Pupil’s Book p78. John: (from top to bottom) five times a
Play the song (script p171) for students week; once a week; never Katy: (from
Critical thinking
Critical thinkingVideo Video Scissors Scissors Glue GlueNotepad & pencil
Notepad & pencil
Life skills Life skills Sticker Sticker top to bottom) once a week; never;
● Play it again. Students read and sing along. twice a week
Once they are familiar with the song, you may
wish to use the karaoke version. 3 1:44
● Ask the class How often do you brush your ● Play the audio (script on p171) for
teeth? How often do you go to the dentist? students to listen carefully. Elicit that the
word a isn’t pronounced as the letter a in
isolation. See /eI/ and /´/.

SEN
Although songs are usually appealing and 4
provide good rhythm and fun, certain students ● Read the example question and elicit
may be unable to follow all the lyrics. Work on some answers. Then students write the
one stanza at a time, if possible using different questions and their answers before asking
movements for each: clapping, stamping and answering with a partner.
feet or miming the actions mentioned in the
Answers
song. In this way, you will help more students
remember the words more easily. 1 How often do you play football? 2 How
often do you tidy your room? 3 How often
do you do homework? 4 How often do you
Workbook write stories?; Students’ own answers
GRAMMAR CONNECT Finished?

● Read the information as a class. Elicit and ● Remind students of the character Salad
check the answers. Sam from the dialogue and ask them to
Answers describe him, e.g. He wears a green cape.
a, a, a; often
1 Cooler
Play a chain question game. Go around the
● Students work individually or in pairs to read
class with each student saying one word of a
the underlined parts of the answers to write
How often …? question. When the question is
the questions. Then check as a class.
completed, the next student answers it. Then
Answers continue with another question.
1 How often does she help out at home?
2 How often do you go to football training?
3 How often does he have a shower?
4 How often do you go to the cinema?
5 How often do they write stories?
6 How often does she go swimming?
53
MM19-10228-TB5.indb 53 1/15/20 15:19

Living and working together:
2
LESSON
Life skills asking for help 5
Pupil’s Book
Key learning outcomes: learn ways to ask for
help; act out asking for help to solve a problem 2 2:01
Key competences: learn ways to ask for help; Listening Speaking Dialogue Colouring Writing Singing Personalisation
act out asking for help
and follow. Elicit why Charlie needs help.
Useful language: Please can you help me?
Read the tips with the class, explaining any
Of course. I can’t … Can you …, please? ●
Thank you very much. Do you need some if necessary. Encourage students to think of
help? Why don’t you ask ... for help? other tips for asking for help.
Print materials: Pupil’s Book p23, Class audio Answer
CD2, Workbook p16 Charlie has a good idea for a story but he
Digital materials: Pupil’s Book eBook can’t think of a costume for Salad Sam.
Warmer Support
Draw a ladder with five rungs on the board Point out that the word help can be used
and label them with these frequency as a verb or a noun. Ask if they can find one
expressions, from bottom to top: once a day, example of the verb and two examples of
twice a week, every weekend, three times the noun in the story.
a month, once a year. Ask questions starting
with How often ...? so that those who answer
3
Me! can start climbing the ladder. The student
who answers all the questions will be on top of
● Read the four problems with the class. Ask
the ladder and the winner of the game. students if they are sometimes in these
situations. Focus students’ attention on the
Useful language box and model the phrases.
Pupil’s Book ● Choose one of the problems and ask for ideas
for a dialogue. Create a few exchanges
1
together, e.g.
● Ask the class both questions. If they say they John: Hi, Tom. Can you help me?
don’t ask for help, ask why not. Tom: Of course.
John: I’m really nervous about the match
Pupil’s Book eBook tomorrow.
● You may wish to present the life skills story Tom: Don’t worry. You’re brilliant at football.
by using the Pupil’s Book eBook. You always try your best.
● Students work on their own dialogues in pairs.
SEN ● Invite some pairs to act out their dialogues for
Use the Pupil’s Book eBook. Draw students’ the class.
attention to Pictures 1 and 2 (zoom in one at
a time), and focus on the children’s attitude.
Life skills Tip
Charlie looks enthusiastic in the first picture
Living and working together: asking for help
but discouraged in the second one. Then play
Remind students that it is important to try hard to
the whole audio and elicit comprehension.
help others when they ask for help. Maybe they
It is important to practise reading regularly.
can’t help but they can suggest where they can
However, some students may find it hard. To help
find help or who they can ask.
them feel confident, invite the class to read the
conversation in groups: one group is Charlie,
another group is Emily, etc. Bear differences in
mind. Those who find reading difficult should take
easier roles. Join each group as they read. At this
stage, do not to correct but to celebrate success!
54
MM19-10228-TB5.indb 54 1/15/20 15:19

LESSON
5
4
4
● Read and answer the questions as a class. ● Read the example with the class before
Encourage the class to think of some
students complete the sentences about
examples of situations when they helped
themselves. Have them compare their
others. Remember you may need to allow
answers with a partner.
some use of their own language.
● Invite different students to share their ideas
Answers with the class.
Support
Workbook You may need to encourage students
to think about different situations when
1 2:02 they could ask for help, not only practical
● Ask What do you see on the page? situations. Encourage them to think about
(A questionnaire.) Where do you see times when they feel unhappy and how
a questionnaire like this? Have students
Critical thinking Video Scissors Glue Notepad & pencil Life skills Sticker friends could help them.
guess what the questionnaire is about.
Invite different students to read the
Finished?
questions aloud.
● Students write some sentences about how
they can help their teacher using I can ...
listen and tick the answers that Holly gives.
and then share their ideas with the class.
● Play the audio again for students to check
their answers.
● Ask the class if they think Holly is good at Cooler
asking for help. Elicit different opinions. Ask students to choose three of their friends
Answers and think about what they are good at. Say My
friend Alan is good at fixing cars. He always
1 Yes, sometimes. 2 No, I don’t. 3 Yes, I do.
helps me when my car isn’t working. Invite
4 Yes, usually. 5 Yes, sometimes.
students to share some of their ideas with
the class.
2
● Students work in pairs to ask and answer
the questions in Activity 1 about themselves.
● Check the answers as a class. Find out
which answer is the most popular for each
question. Encourage students to explain
their answers or give examples.
3
● Read the four blue speech bubbles as a
class. Then students work individually to
choose the correct phrase to complete the
replies. Check answers by inviting different
pairs to read the exchanges aloud.
Answers
1 Let’s look 2 I can draw 3 You’re good at
4 Which question is
55
MM19-10228-TB5.indb 55 1/15/20 15:19

2
LESSON
Key learning outcomes: read a questionnaire;

SEN
learn six school subjects; listen to a
For some students, this activity may have too
conversation about a school timetable; review
much visual information. You may suggest two
how to tell the time
different options:
Key competences: identify and say school
● Students work in pairs: stronger learners
subjects; learn about timetables, review
telling the time; investigate Scotland; read and help their weaker partners.
listen to a conversation; read a ● You help all the class by segmenting the
questionnaire questionnaire. You play the first part and
Target vocabulary: art, literacy, maths, music, monitor closely making sure everybody
PE, science chooses an option.
Extension vocabulary: history, ICT
Print materials: Pupil’s Book p24, Class audio 3 2:04
CD2, Workbook p17 ● Point out that each coloured band in the
questionnaire relates to a different school
subject. Have students look at the purple
Warmer circle on the bottom right corner and find two

Ask the class Have you got a favourite more underlined subjects (art, music). Ask
activity at school? Why do you like that students to match the first picture to one of
activity? How often do you do it? Encourage the subjects in the text (music). Then students
students to discuss and share information. Then work in pairs and match the rest.
read the blog post from Team Thistle aloud. ● Play the audio (script on p172). Students listen
and check their answers.
Pupil’s Book ● Play it again for students to listen and repeat.
Answers
1 Stage 1 Reading
1 music 2 literacy 3 maths 4 art 5 science 6 PE
● Ask students to look at the photos in the
questionnaire and say which school subject
each one represents (literacy, science, PE, SEN
maths). To help students with reading or attention
● Students read and answer the two questions. issues, use the SEN accommodation provided.
Check the answers as a class. Answers
Answers Refer to the answers in Activity 3.
1 eight 2 Students’ own answers
2 2:03 Support
When working with new vocabulary, remind
● Play the audio (script on pp 171–172).
Students listen and follow the questionnaire. students not to read new words in isolation.
Suggest reading them in context. Words that
● Check understanding. Then ask different
are before and after often give important clues.

students the first two questions.
● Students do the questionnaire about
themselves. Then they compare answers 4 Stage 2 Listening 2:05
Listening Speaking Dialogue Colouring Writing Sing
with a partner. ● Make sure that students remember how to tell

the time. Draw some clocks on the board with
different times and elicit the time. Then dictate
Critical thinking Video Scissors Glue Notepad & pencil Life
some times for students to draw the clocks in

their notebooks/on the board.
56
MM19-10228-TB5.indb 56 1/15/20 15:19

LESSON
6
● Check understanding of timetable. Ask students

to guess what subjects might be missing.
● Students work individually to write another
question about music and one about art.
Then they ask and answer in pairs.
and complete the timetable.
● Play the audio again and check the answers Possible answers
with the class. 1 How often do you listen to music?
Every day. Sometimes. Never. 2 Do you
Answers
ever play an instrument? Yes, I play a lot
Monday Tuesday of instruments. Yes, I sometimes play an
instrument. No, I never play an instrument.
9:15 maths maths 3 Do you like drawing? Yes, I love it. It’s OK.
10:30 literacy music No, I don’t.
11:45 art literacy 3

13:00 LUNCH LUNCH ● Read the questions about Scotland aloud
and focus students’ attention on the Digital
14:15 drama science tip. If you prefer to do the activity in the
classroom, visit geography websites like
www.nationalgeographic.org/education
Extend (retrieved in October 2019) or a Scottish
Introduce the extension vocabulary by
tourism website to bring national
giving definitions for students to guess them
geographic resources to the classroom.
(history: the study of the events of the past; ICT:
Work as a class to find the answers.
information and communication technology –
a school subject that deals with computers, Answers
electronics and telecommunications). If no 1 a drawing of a diagonal white cross on
one guesses, write the jumbled words for a blue background 2 Cairngorms National
students to unjumble and discover the terms. Park 3–4 Students’ own answers
Invite them to say what they usually do on
each subject. Finished?
● Students think of a questionnaire about
series or online games. Have different
Workbook students interview a partner.
1
● Students work individually or in pairs to Cooler
write the subjects. Check the answers Discuss the questionnaire. Ask Do you like
as a class. doing questionnaires? How often do you do
Answers a questionnaire? Where? What about?
1 PE 2 art 3 literacy 4 maths 5 science
6 music
2
● Focus students’ attention on the example.
Then ask them to look back at the
questionnaire in their Pupil’s Book.
57
MM19-10228-TB5.indb 57 1/15/20 15:19

2
LESSON

Key learning outcomes: investigate a school to listen and follow. Then check the answer
timetable; read and write about a favourite as a class.
school day; present your favourite school
day to the class Answer
Key competences: write a personal account; Emily’s favourite day is Thursday.
do a presentation
Language: Our first lesson is (maths). After
(break), we’ve got … I like (writing stories). It SEN
starts/finishes at … We usually (do a quiz at Use the Pupil’s Book eBook to project the
the beginning of the lesson). timetable and zoom in to make the image as
Print materials: Pupil’s Book p25, Class audio clear as possible, and make sure everybody
CD2, Workbook p18 understands how to read it. It may sound
simple but interpreting tables involves
different skills, other than mere reading from
Extra materials: signs with the phrases I love
left to right. Therefore, when a student has
it! It’s very boring. I hate it! I prefer doing other
reading difficulties, tables may become a real
things.
challenge.
Warmer 6
Play Four corners. On each corner of the ● Highlight that Emily’s text goes through the day
classroom hang these four signs: I love it! in chronological order. She always says when
It’s very boring. I hate it! I prefer doing other the lesson is and what they usually do.
things. Read the following sentences and ● Focus students’ attention on the first
invite students to walk towards the sign they paragraph and elicit when her science lesson
feel more identified with. These are the phrases starts and finishes (quarter to eight, quarter
to read: Playing hopscotch is fun. Reading to eleven). Ask What do they usually do in
horror stories is fun. Working in groups is fun. science?
Solving maths problems is fun. ● Then students work in pairs to answer the
questions about the other subjects.
Pupil’s Book ● Check the answers as a class.
Answers
5 Stage 3 Writing 2:06
Listening Speaking Dialogue Colouring Writing
Science: 7.45–10.45. They usually do
Singing Personalisation
● Invite a student to read the blog post from

experiments and learn about the world
the Heroes Connect aloud. Then focus their
around them. PE: 11.00–12.15. They usually
attention on the timetable and elicit the times
play rounders or do athletics in the summer,

of the classes.
and they usually play basketball in the gym in
● To make sure that students understand the
the winter. Literacy: 13.15–14.15. They usually
24-hour clock, draw a large clock on the
write stories and read them to the class.
board with the numbers 1–12 as usual. Then
Maths: 14.15–15.05. They usually do a quiz
write the second set of numbers alongside
at the beginning of the lesson.
(13–00) and explain that this is for the
afternoon and evening.
7
● Ask Is your timetable similar? What is
● Read the Writing tip as a class and elicit
different? Which timetable do you prefer?
some example sentences using the language
Why? Ask students which day they think is
in the box.
Emily’s favourite.
58
MM19-10228-TB5.indb 58 1/15/20 15:19

LESSON
7
● Ask students to draw a timetable of their

favourite day. Explain that they should use 3
this to plan and write about their school day
following the steps in the Workbook p18.
as a class.
● Students write their descriptions in class
Support or at home. Encourage them to keep the
If some students need more support, point
Pupil’s Book open on p25 as they work –
out that it is fine for them to write about their
the description on this page is a model
favourite morning only.
for their writing.
SEN Extend
For fast finishers, point out the parts of the
text where Emily says what she likes doing,
issues, use the SEN accommodation provided.
e.g. I like learning about how the human
Answers body works. Students can add to their
Students’ own answers descriptions by saying what they like
doing in each subject.
8 Stage 4 Speaking
● Invite a student to read aloud the speech 4
bubble and the Presentation tip. ● Students work in pairs and read each
● Students then take turns to present their work other’s descriptions. Then they ask their
to the class and describe their favourite partner the three questions in order to
school day. receive feedback on their work.
Finished?
Workbook ● Students work individually or in pairs to
design a timetable for a dream day. Invite
1
some students to share their ideas with
● Read through the activities as a class the class.
and ask students to write the names of
the subjects.
● Then check as a class. Cooler
Answers Have a class vote to find out their favourite day
of the week. Ask some students to give a single
1 music 2 art 3 literacy 4 science 5 PE
reason why it is their favourite day.
2
● Focus students’ attention on the headings
Extend
in the table. Students work individually to
You could now do the following lessons from
complete the table. Encourage them to
the Workbook: Grammar Reinforcement and
write different activities in the last column
Extension on pp62–63, Extra Reading 1 on
rather than repeating the ones mentioned
pp72–73, Study Skills 2 on p81, Exam Practice
in Activity 1.
activities on pp86–89.
59
MM19-10228-TB5.indb 59 1/15/20 15:19

2
UNIT REVIEW
Key learning outcome: review the vocabulary Workbook

Key competences: review, assess and plan 1
students’ own learning ● Students work in pairs to complete the
Print materials: Pupil’s Book p26, Class audio words. Then they circle the school subjects
CD2, Workbook p19 and check answers.
Answers
Pupil’s Book 1 go to dance class 2 make a snack 3 go
online 4 catch the bus 5 PE 6 literacy
1 2:07
● Play the audio (script on pp172). Students 2
identify the activities or school subjects. ● Students complete the sentences about
Ask Which ones aren’t mentioned?
themselves and a partner.
Answers Answers
1 l 2 b 3 j 4 k 5 d 6 a 7 f 8 e; not mentioned: Students’ own answers
c, g, h, i
3
2
● Students read the answers and write
● Demonstrate the activity by describing a the questions. Then they practise in pairs.
photo from Activity 1 using the blue prompts.
Students use the yellow prompt to guess. Answers
1 How often do you play volleyball?
3 2 Do you go to dance class (every Tuesday)?
● Invite a pair of students to read the speech 3 How often does he go to the cinema?
bubbles. Focus students’ attention on the 4 How often do you do PE?
timetable for 30 seconds and then have them
close their books. Ask questions about the 4 2:09
timetable. They continue the activity in pairs. ● Play the audio (script on p172) pausing
after each question for students to discuss
SEN
If you feel this is too much information for the 5 2:10
class, then work on one column at a time. Listening Speaking Dialogue Colouring Writing Singing Personalisation
Students with attention difficulties may cover
to check their answers.
the other two columns.
Answers
4 2:08 1a2a3b4c5c6c
● Students read the dialogue and predict
6
the missing words.
● Students reflect about their learning
individually and complete the sentences

to listen and check before they practise
before sharing their thoughts with a
the dialogue in pairs.
partner.
Answers
1 often 2 twice 3 never 4 always 5 get Tell people at home about your
to the people at home.
60
MM19-10228-TB5.indb 60 1/15/20 15:19

UNIT REVIEW
VLOG
Key learning outcomes: watch and understand

SEN
a video about meeting new people; practise
introducing other people
issues, use the SEN accommodation provided.
Key competences: practise introducing
people; watch and understand a video Answers
Language: dancers, Frisbee, kilt, monster, play Refer to the answers in Activity 3.
the bagpipes; This is … He’s/She’s from …
He/She likes (going to the cinema) in his/her 4
free time.
● Students decide if the sentences are true or
false and correct the false sentences.
● You may wish to play the video again to check.
Extra materials: a picture of a friend or a family
member (for students to bring from home) Answers
1 false (Bagpipe players often wear kilts.)
2 false (Stephen usually plays the trumpet at
Pupil’s Book and Pupil’s Book eBook
school.) 3 true 4 true 5 false (Stephen goes
1 to football training three times a week.)
● Read the questions as a class. Students
answer the questions in pairs. Culture Tip
● You could elicit students’ ideas, but don’t Ask students what they know about Scotland.
confirm anything at this point. The Loch Ness monster is a legendary monster
that lives in a lake called Loch Ness. Ask Do you
Answers
think there is really a monster in the lake?
1–2 Students’ own answers 3 Possible answers:
What’s your name? Where do you live? What
do you like doing? Do you like playing tennis? 5
Listening Why are you visiting?
● Students discuss the question in pairs before
having a class discussion.
2
Critical thinking
●
Video Scissors Glue Notepad & pencil
Ask students to try to answer their questions

Life skills Sticker
6
while they watch the video. ● Students work individually to choose a photo
● Go to the Pupil’s Book eBook and play the and invent some information about the
video (script on pp172–173). Stop before the children.
children go to the park and ask questions ● Focus students’ attention on the Talk time box
to check understanding, e.g. Where are the and work as a class to produce an example
Listening Heroes Connect? Who is the visitor?
Speaking Dialogue Colouring Writing Singing Personalisation introduction using the language from the box.
● In pairs, students take turns to introduce the
3 person they chose.
● Read the sentences as a class. Have students

number the actions in the order that they 7
happen in the video. ● Ask students to bring a photo of a friend or
● Play the video again to check the answers. family member. Students practise introducing
the person in pairs. Some students can
Answers
introduce them to the class.
1e2a3b4f5c6d
61
MM19-10228-TB5.indb 61 1/15/20 15:19

3
LESSON
Buy and sell Vocabulary 1
Key learning outcomes: learn the names of 2 2:11

things children buy; ask and answer about ● Students match the words to the photos.
shopping ● Play the audio (script on p173) to check. Then
Key competences: listen, identify and say play it again for the class to repeat.
‘things children buy’ vocabulary; do ● Invite different students to say where they can
speaking practice
buy these things (at a newsagent’s, a toy shop,
Target vocabulary: board game, bracelet, a supermarket, a souvenir shop).
computer game, felt-tip pens, key ring, model
kit, puzzle book, skateboard, snacks, soft toy, Answers
stickers, trading cards board game, 1; bracelet, 11; computer game,
Extension vocabulary: badge, mini figure 9; felt-tip pen, 7; key ring, 4; model kit, 10; puzzle
Print materials: Pupil’s Book p28, p72, Class book, 12; skateboard, 2; snacks, 8; soft toy, 5;
audio CD2, Workbook p20 stickers, 3; trading cards, 6
Extra materials: realia (a board game, a
bracelet, a computer game, a felt-tip pen, 3 2:12
a key ring, a puzzle book, snacks, a soft toy, ● Play the audio (script on p173) pausing
stickers, trading cards) after each description for students to name
the object.
Answers
Warmer
a 7 b 2 c 10 d 8 e 1 f 9 g 6 h 5
Review different types of shops. Ask What can
you buy at the butcher’s? Where can you
buy some bread? What shops are near
SEN
your house?
Students should learn not only to identify the
new vocabulary orally but also to write the
Pupil’s Book new words, and some students are likely to
find this more challenging than others. Bear
1 in mind that you ought to provide enough
● Ask students to recall the last Heroes Connect opportunities so that everybody can learn –
project. Read the Heroes Connect blog post weaker and stronger learners. In this activity,
as a class. Ask the class if they think it is a it would be a good idea to check the word
good topic for a blog project. on the board as they guess the object. You
● Students work in pairs to brainstorm things may call weaker learners first and write the
they buy and write them in their notebooks. beginning of the word for them to complete.
Stronger learners may write the whole word.
● Invite pairs to read their lists aloud to the rest of
the class.
4
● Ask a student a question with Do you ever ...?
Extend Elicit an answer and then drill the question.
You can introduce the target vocabulary
by using realia. Elicit/say the words and ask
aloud. Review the adverbs of frequency.
Do you ever buy (a soft toy)? To introduce
skateboard, you may mime it. To introduce ● Have the class continue the activity in pairs.
model kit, you may have to point to Picture 10.
Support
Remind students that the adverb of frequency
should be placed between the subject and
the verb.
62
MM19-10228-TB5.indb 62 1/15/20 15:19

LESSON
1
3
● Ask the big question and give students time ● Focus students’ attention on the example.
to think. Invite different students to give their They work individually to write the sentences.
opinions and prompt the rest of the class to Answers
say whether they agree or disagree.
1 Sam often buys stickers at the weekend.
2 Olivia never plays board games after
Extend school. 3 Chloe usually makes a snack in
Go to TB p130 and PB p72 to show students the afternoon. 4 The children sometimes
how to use a fish bone diagram to answer buy stickers on Saturday. 5 Katy and Alex
this question. If you prefer, you could do this always wear bracelets at the weekend.
when they have finished this unit. Note that
a Thinking Skills worksheet is necessary to do
this activity.
Support
Remind students that the verb changes
when we use he/she, e.g. buy–buys, have–has.
You could also review time expressions, e.g.
Extend
in the afternoon, at the weekend and on
Introduce the extension vocabulary by giving
Saturday.
definitions (badge: a special piece of metal,
cloth or plastic, often with words or symbols on
it, that you wear or carry with you to show your 4
rank or official position; mini figure). Walk around ● Students write sentences about what they
the class to see if students have badges or mini buy using adverbs of frequency and then
figures with them. share them with a partner or the class.
Finished?
Workbook ● Students mention objects they usually use
in their free time.
1 2:13

individually or in pairs. Play the audio Cooler
(script on p173) for students to listen
Create a memory chain with the class. Say
and check their answers. When I go shopping, I sometimes buy (some
● Check spelling and identify the objects stickers). Prompt a student to repeat the
with two words (board game, computer sentence and add a second item. Continue
game, key ring, model kit, puzzle book, soft around the class, with different students
toy, trading cards). repeating and adding an item each time.
Answers
1 board game 2 bracelet 3 snacks 4 felt-tip
pens 5 key ring 6 model kit 7 puzzle book
8 skateboard 9 computer game 10 soft toy
11 stickers 12 trading cards
2
bubbles aloud. Then students continue
spelling in pairs.
63
MM19-10228-TB5.indb 63 1/15/20 15:19

3
LESSON
Grammar 2
Key learning outcomes: read about garage SEN

sales in the USA; compare two things using
If you want students to remember the text,
comparative adjectives
you should provide enough opportunities for
Key competences: compare things everyone to memorize all the information in it. It is
using comparative adjectives; read and also advisable to check comprehension before
understand the blog moving on to the grammar systematization.
Target language: A skateboard is bigger than a To make this more dynamic and fun, you can
key ring. Stickers are better/worse than trading have the class make three signs: one with
cards. the name Kim in red, another with the name
Print materials: Pupil’s Book p29, Class audio Jacob in blue or purple and the third one with
CD2, Workbook p21 the name Grace in green. After listening and
reading, you may ask questions for them to raise
the corresponding sign, e.g. Who has a garage
Warmer sale in her school every summer? (Kim)
Play Deletion game to revise vocabulary.
Write seven words from the vocabulary of
3 2:15
the previous lesson on the board, one below Listening Speaking Dialogue Colouring Writing Singing Personalisation

the other one. Ask students to read them all
and follow the sentences in the grammar
aloud. Choose one word and delete it, and ask
table. Then they repeat.
students to read them all again, even the one
that was deleted. Repeat until students read ● Check that students are comfortable using
all the list of words without having them on grammar tables by eliciting one or two
the board. It will be super fun! sentences. Highlight the use of is/are for
singular and plural items, and the double
consonant in bigger.
Pupil’s Book ● Students create their own sentences in pairs.
1 2:14
Listening Speaking Dialogue Colouring Writing Singing Personalisation 4
● Ask the class to recall the Heroes Connect
Blog topic for this unit. Read the blog post from
the Raccoons aloud. Elicit what students know
Critical thinking Video Scissors Glue Notepad & pencil Life skills Sticker Answers
about New York City. To make the comparative form of the
● Play the audio (script on p173). Students listen adjective we add er + than.
and follow. The comparative form of good is better.
● Students discuss the question as a class. The comparative form of bad is worse.
Encourage them to give reasons.
Extend
2
Explain these spelling rules:
● Students read the sentences and complete
● If a short adjective ends in consonant,
them with the missing words by looking back
vowel, consonant (CVC), we need to
at the text. Check as a class.
double the last consonant and add er,
Answers e.g. bigger, thinner, sadder.
1 cheaper 2 better 3 cooler ● If a short adjective ends in –e, we only
add r, e.g. nicer, cuter, larger.
64
MM19-10228-TB5.indb 64 1/15/20 15:19

LESSON
2
5 Answers
● Ask two students to read the speech bubbles 1 A bike is bigger than a skateboard.
aloud. They do the activity in pairs. 2 A bike is faster than a skateboard.
● You could challenge different pairs of students 3 A skateboard is cheaper than a bike.
to do the activity whilst you time them. The rest 4–5 Students’ own answers
of the class listen and count the sentences.
Support
Support Students who need more support can refer
Elicit and write on the board one-syllable to the grammar tables on p29 of the Pupil’s
adjectives that students can use, e.g. fast, Book as they do the activity.
slow, soft, cute, nice, big, small, cheap, cool,
good, bad.
4
● Read the adjectives aloud and
Workbook demonstrate the activity by comparing
yourself and a friend using the adjectives
GRAMMAR CONNECT in the box. Ask different students to make
similar sentences.
● Students read and complete the sentences.
● Students work individually to write the
Answers sentences.
-er; cheaper; bigger; thinner ● Volunteers read one of their sentences
aloud.
1
Answers
complete the sentences. Then they put Students’ own answers
a tick or a cross in the box. Find out if
students agree or disagree. Finished?
● Students look back through the lesson and
Answers
write a list of all the one-syllable adjectives.
1 faster than 2 better than 3 cooler than
Then they write their comparative form.
4 worse than 5 nicer than; Students’ own
answers
2 2:16
Cooler
Listening Speaking Dialogue Colouring Writing Singing Play Definitions bingo to revise vocabulary
Personalisation
● Read the sentences as a class. Play the from Units 1–3.
audio (script on p173) for students to listen
and circle the correct answer. Play it again
before checking the answers.
Answers
1T 2 F 3 F 4T 5T
3
● Focus students’ attention on the photos
and have them write sentences to
compare the two items. Check the
answers as a class.
65
MM19-10228-TB5.indb 65 1/15/20 15:19

Story
3
LESSON
3
Key learning outcome: read, discuss and think Support

about a real-life story Pause the recording at the end of each
Key competences: learn about bees; frame to check students’ understanding and
discuss and give a personal response to guide them to make predictions about what
the story; predict story content; listen, happens next.
read and understand the story
Story vocabulary: bee, cookery book, customer, 3
honey, pollen, pollinate, protect, serve, sting
● Ask students to read the questions and answer
Story language: It’s healthier than normal
them in pairs. They can do this orally or write
lemonade. It’s more delicious than normal
the answers in their notebooks.
lemonade.
● Check the answers as a class.
Print materials: Pupil’s Book pp30–31, Class
audio CD2, Workbook p22 Answers
Digital materials: Pupil’s Book eBook 1 She finds the recipe in her great-
grandmother’s cookery book. 2 She adds
honey. 3 It’s healthier than normal lemonade
Warmer because it hasn’t got much sugar. It’s
Create a Venn diagram with the class. (You more delicious, too. 4 Barack Obama, the
can see an example on Pupil’s Book p74.) (former) president of the USA, drinks a glass
Elicit and write the names of food that people of her lemonade. 5 You can buy it in lots of
usually eat: only in the summer, only in the supermarkets and restaurants.
winter or both in summer and winter.
SEN
Pupil’s Book
You may do gist listening. However, some
students may feel at a disadvantage because
1
of the amount of information in the text.
● Read the blog posts as a class and the first They may need more time. Ideally, this is
question. Ask the class to answer and to say a clear example of a text that you should
why. Repeat with the other two questions. invite students to read at home. If they did,
Don’t confirm anything at this point. they would find it easier to work on it in class.
Answers Anyway, to check understanding or even to
1 a real-life story 2 lemonade 3 lemons make the key points clear, you can write the
and honey most important facts in slips of paper and
hand them out to different students. They will
Pupil’s Book eBook read aloud the sentences they have and
come out to the front to stand in a ‘physical
timeline’. This activity is very useful because
it forces students to read a sentence and
discuss with their partners where to stand.
Pupil’s Book Use the SEN accommodation provided.
2 2:17 Answers
● Play the story audio (script on pp174–175). 1 in a cookery book 2 honey 3 healthier
Students listen and follow. Then, ask questions 4 supermarkets and restaurants
from Activity 1 again. Make students note
that the text is written in historic present and

that Barack Obama has been the president
of the United States from January 2009 to
January 2017.
66
MM19-10228-TB5.indb 66 1/15/20 15:19

LESSON
3
4
● Read and discuss the questions as a class. Extend
Encourage students to explain the reasons. Encourage more confident students to
extend the interview by adding more
Answers questions and answers, e.g. Where do
1 Students’ own answers 2 Because bees you sell your lemonade?
pollinate most of the fruit and vegetable
plants that we eat. 3 She gives money to
3
organizations that protect bees and she
teaches people how to protect them.
and invite different students to provide the
4–5 Students’ own answers
missing information.
● Students work individually to complete the
Life skills Tip story review. Ask them to reflect on the story
Living and working together: learning from and decide who they think is a hero and
others why. Remind them that, in critical literacy
Ask the class What does Mikaila’s great- activities like these, there are no wrong
grandmother give her? What does she learn answers – they should write what they think.
from the cookery book? What other things can ● Then ask students to read their notes to
we learn from our grandparents or others? a partner or to the class.
● Encourage students to tell the people at
Workbook home the main events of the story.
Suggested answers
1 A brilliant idea; Mikaila; Texas, USA; a girl who
● Point out that, in critical literacy questions makes and sells her special lemonade;
like numbers 5 and 6, students should form Students’ own answers might include:
their own ideas based on the story. Mikaila is a hero because she’s afraid of
● Students work individually or in pairs to bees but she knows that they are important
answer the questions. so she works hard to protect them.
Answers
Finished?
1 She receives a cookery book. 2 She
decides to make lemonade with honey.
● Students choose four words from the story
3 Because it has honey and not much and write simple definitions.
sugar. 4 She speaks about how to protect
bees. 5–6 Students’ own answers
Cooler
2 Students work in groups to think of something
else that they could make with honey and
● Students complete the dialogue and
think of a name for their product. If there is
practise it in pairs.
time, have a class vote on the best idea.
● Invite several pairs to act it out.
Suggested answers
I put lemons, water, honey and just a bit of
sugar in my lemonade. Because traditional
lemonade has got a lot more sugar than
my lemonade. Because they pollinate a lot
of the fruit and vegetables that we eat. No,
I’m not. I love bees now.
67
MM19-10228-TB5.indb 67 1/15/20 15:19

3
LESSON
Answer
Key learning outcomes: read a dialogue about
A chocolate bar is cheaper than a sandwich.
choosing snacks; compare two things using
A sandwich is more expensive than a chocolate
short and long comparative adjectives; ask
and answer using short and long comparative bar. A sandwich is healthier and tastier than
adjectives a chocolate bar.
Key competences: ask and answer using
short and long comparative adjectives; SEN
read and understand the dialogue,
Write an example with -ier and a example with
sing the song
more on the board. Then invite the class to read
Target language: A sandwich is more expensive them aloud before moving on to the grammar
than a chocolate bar. Carrots are healthier table. You can practise reading each example
than chocolate. Do you prefer (pizza) or faster and faster or in a low/loud voice. This will
(potatoes)? I prefer (pizza). (Pizza) is tastier improve the lesson rhythm, redirect students’
than (potatoes). attention and help them memorize the structure.
Pronunciation: placing the stress in long words
3 2:19
audio CD2, Workbook p23 Listening Speaking Dialogue Colouring Writing Singing Personalisation
● Play the audio (script on p174). Students follow

the sentences in the grammar table and repeat.
Warmer Students make more sentences in pairs.
●
Review the story from Lesson 3 by creating

a story timeline on the board. Write Mikaila 4
wants to enter a business competition. on ● Read and answer the questions as a class.
the left. Ask What happens next in the story?
Answers
Record the main events chronologically on the
timeline. Students tell the story in pairs. We remove the letter y and add ier; We use
more before the adjective.
Pupil’s Book 5 2:20


1 2:18 each word to identify the stressed syllable.
● Ask students to describe the photo. Ask What ● Play it again for students to listen and repeat.
are Sophie and Charlie looking at? (A snack

menu.)
Critical thinking Video Scissors Glue Notepad & pencil Life skills Sticker Answers
● Play the audio (script on p174) for students important; interesting; exciting; expensive;
to listen and follow. Elicit the answers. difficult; comfortable
Answers 6
a sandwich (and lemonade); Students’ own ● Read the example exchange and then have
answers
students ask and answer questions in pairs.
● Invite them to report their findings, e.g. Tom
2
prefers pizza because it’s tastier than potatoes.
● Elicit answers from the class.
● If students use the comparative form
incorrectly, repeat their sentence with the Support
correct form, but don’t give a grammatical Elicit and write a list of long adjectives on
explanation yet. the board for students to check. Include the
adjectives in the grammar table and in Activity 5.
68
MM19-10228-TB5.indb 68 1/15/20 15:19

LESSON
4
7 2:21 2:22
Extend
Personalisation
● Go to the Song Bank on Pupil’s Book p78.

Play the song (script on p174) for students Ask the class to think of two more words for
Critical thinking
Critical thinkingVideo Video Scissors Scissors Glue GlueNotepad & Notepad
pencil & pencil
each stress pattern.
● Play it again. Students read and sing along.
Once they are familiar with the song, you 4
may wish to use the karaoke version. ● Elicit one or two examples before students
● Ask What decision do the singers have to work individually to write personal answers.
make? What decisions do you make? Then they ask and answer in pairs.
Workbook Finished?
● Students write three more questions and
GRAMMAR CONNECT then ask and answer with a partner.
● Read the information aloud. Elicit the
answers and have students complete.
Cooler
Answers
Play a guessing game. Think of a price for one
-ier, tastier; more expensive; Is a sandwich of the key items, e.g. felt-tip pens: £2.75.
tastier than a pizza? Prompt students to guess the price, e.g. Are
they (£5.00)/(£1.00)? Write their guess on the
1 board and answer No, they are cheaper/
● Students work individually to write more expensive than … Students modify their
sentences using the prompts given. guess until they have worked out the price.
Answers
1 Fruit is healthier than sweets. 2 Tigers are
bigger than cats. 3 A plane is faster than a
boat. 4 Parrots are more colourful than cats.
2
● Students write questions individually using
the adjectives in the box. They ask and
answer in pairs.
3 2:23
● Clap the stress patterns in the table to

make sure students understand them.
Read the first adjective aloud and have
students match the word to a stress

pattern. Students complete the table.
Play the audio (script on p174) and check.
Answers
1 healthy, tasty 2 colourful, interesting
3 expensive, exciting
69
MM19-10228-TB5.indb 69 1/15/20 15:19

Creative thinking:
3
LESSON
Life skills using your imagination 5
Key learning outcomes: learn ways to SEN

develop and use your imagination; use your
Prepare students for what they are going
imagination to make presents special
to read. This is a way of scaffolding their
Key competences: learn ways to be creative;
learning. You can do this by practising the
use imagination to make presents special
main sentences or a structure that will appear
Useful language: Clare likes sports. Why don’t in the text, e.g. try reading several times
we paint footballs on the photo frame? That’s some sentences, one at a time, from right
a good idea. We can draw tennis rackets, too. to left, e.g. Superheroes loves Charlie. until
Print materials: Pupil’s Book p33, Class audio a student identifies the sentence (Charlie
CD2, Workbook p24 loves superheroes.) and reads it aloud. Once
Digital materials: Pupil’s Book eBook students know the sentence, one of them
is invited to write it on the board and, finally,
SEN students are encouraged to read it
Warmer aloud in groups. Repeat the procedure with
Play a guessing game. Describe an object in these sentences: We can take funny photos.
the classroom. Make sentences comparing Homemade presents are better. Draw
it to other classroom objects for students to students’ attention to the photo sequence
guess it. Then invite students to do the same and have them predict what they will read
in pairs. about. You may allow some use of their own
language, if necessary.
Pupil’s Book
3
1 ● Read the instructions aloud and elicit
● Ask the class the two questions. Encourage the objects in the photos. Focus students’
students to talk about members of their family attention on the Useful language box and
and friends who have good imagination and model the phrases.
the things they do. Write prompts for the dialogue on the board:
●
A: Why don’t we make a special present

Pupil’s Book eBook for …?
● You may wish to present the life skills story by B: Good idea. What does he/she like?
using the Pupil’s Book eBook. A: He/She likes …
B: OK. We can …
Pupil’s Book A: That’s a good idea. We can …, too.
● Demonstrate the dialogue with a confident
2 2:24 student following the prompts on the board.
● Play the audio (script on p174). Students listen ● Students work on their own dialogues and
and follow the photo story. design and draw their presents.
● Prompt the class to say how the Heroes
Connect use their imagination. 4

if necessary. Encourage the class to think Encourage students to think of and share
of other tips for using their imagination. any relevant experiences with the class.
Remember that you may need to allow Answers
students to use their own language. Students’ own answers
Answer
The children use their imagination to create
a present for Charlie.
70
MM19-10228-TB5.indb 70 1/15/20 15:19

LESSON
5
Workbook
5
1 ● Read the questions as a class. Elicit some
example answers before students work in
● Elicit or explain that a gadget is a small
pairs to discuss and answer the questions.
machine. Students label the photos with
the words in the box. Then check as a Answers
class. Students’ own answers
Answers
1 drone 2 hoverboard 3 virtual keyboard
4 3D headset 5 waterproof camera
Life skills Tip
Creative thinking: using your imagination
6 special earphones
Remind the class that imagination has no
limits. Encourage students to be free and to
2
have fun with their ideas.
● Focus students’ attention on the first photo
in Activity 1 and the speech bubble. Ask
What do you think this gadget is used 6
for? Elicit further opinions following the ● Students share their ideas from Activity 5
model on the speech bubble. with another pair of students and see if
they agree.
Answers
Extend
3 2:25 Ask pairs to compare their idea with other
● Play the audio (script on pp174–175). pair’s idea and tell the rest of the class
Students listen and put a tick or a cross which one they think is more interesting/
whether the children think they are good
Critical thinking Video Scissors Glue Notepad & pencil Life skills Sticker difficult/dangerous, etc.
or not good as birthday presents.
Answers Finished?
1✓2✓3✗4✓5✗6✓ ● Students make a list of the technology and
gadgets they usually use at home, school,
4 etc. Encourage them to use dictionaries if
● Demonstrate the activity by completing they are available.
the sentence about you, e.g. The best
gadget for me is number 6 because
I love listening to music. Students Cooler
complete their sentence and share it Ask students What presents do you give to
with the class. your friends and family? Students share their
answers with the class.
Extend
Ask the class to predict what the best
gadget is going to be before each student
reads his/her sentence aloud.
71
MM19-10228-TB5.indb 71 1/15/20 15:19

3
LESSON
Key learning outcomes: read an online 2 2:26

shopping catalogue; learn six adjectives; listen ● Play the audio (script on p175). Students listen
to a conversation about shopping and follow the catalogue.
Key competences: identify and say ● Check understanding. Then students answer
descriptive adjectives; investigate the USA; the questions. Invite different students to share
listen to a conversation; read an online their ideas with the class.
catalogue
Target vocabulary: gold, patterned, plain, silver, Pupil’s Book
spotted, striped
Extension vocabulary: checked, shiny 3 2:27
Print materials: Pupil’s Book p34, Class audio ● Focus students’ attention on the first picture.
CD2, Workbook p25 Ask them to choose the correct adjective from
Extra materials: catalogues of different things the green words in the text (gold). Students
(clothes, supermarket products or computers); work in pairs to match the other adjectives to
photos or realia of checked and shiny objects the pictures.
to listen and check their answers.
Warmer ● Play the audio again. Students listen and
Ask the class questions about shopping, e.g.
check their answers.
What’s your favourite shop? What can you
buy there? How often do you go there? Answers
Encourage students to discuss and share 1 gold 2 spotted 3 striped 4 silver 5 plain
information. Then invite a student to read 6 patterned
the blog post from The Raccoons aloud.
Support
Pupil’s Book When working with new vocabulary, remind
1 Stage 1 Reading Suggest reading them in context. Words that
are before and after often give important clues.
● Read the sentences as a class. Students scan
the text to find the information as quickly as
possible and raise their hands when they have 4 Stage 2 Listening 2:28
the answers. Check the answers as a class. ● Read the three questions aloud and focus
Answers students’ attention on the Listening tip.
1 football boots, robot, skateboard, smart ● Play the audio (script on p175). Students listen
watch 2 arm warmers, football boots, and write the answers in their notebooks.
headphones, smart watch 3 football boots Check answers as a class.
4 arm warmers, headphones, smart watch Answers
1 in a clothes shop; 2 a patterned T-shirt; 3 £3.75
SEN
Prepare students for the text they are going to
read. Show them catalogues of different things:
Extend
Introduce the extension vocabulary using realia
clothes, supermarket products or computers.
and then giving definitions (checked: printed or
You may use your mobile phone for this.
woven in a pattern of squares; shiny: something
Alternatively, you may ask students in advance
that is shiny has a bright surface that reflects
to look for photos of catalogues and bring
light). To revise the vocabulary of the lesson, you
their mobile devices to share the photos with
may invite students to identify the pattern of
their partners. Discuss what information they
their belongings, e.g. My bag is spotted.
are likely to find in a catalogue: price, size and
main characteristics of each product.
72
MM19-10228-TB5.indb 72 1/15/20 15:19

LESSON
6
Workbook
Support
1 For question 4, remind students that many
tourism websites suggest age-appropriate
● Invite different students to read the clues
attractions.
aloud. Then ask students to work in pairs to
think of suitable answers. As they work, walk
around and offer support as necessary. Finished?
● Check the answers as a class. You may ● Students think of a present they could give
wish to build up a list on the board and to a friend or family member. You may also
encourage students to copy any words suggest what you could buy to him/her if
that may be new to them. you were to bring a present from the USA.
Possible answers
1 zebra 2 ring 3 ruler 4 giraffe 5 book 6 fork
Cooler
Organize the class into new pairs and ask
2
them to say three things they have learnt
● Read Jack’s comment with the class.
in this lesson.
Ask students to suggest a present for him
and prompt them to explain their reasons.
● Then students work individually to think
of a present for Emily and, finally, for
themselves. Elicit ideas.
Suggested answers
1 skateboard, he watches the skateboarders
and he likes sports 2 arm warmers, she likes
buying winter clothes and she likes patterns
3
● Read the questions about the USA aloud
tip. If you prefer to do the activity in the
classroom, find an example of the USA flag
and look for the population number of the
two cities. For questions 3 and 4, connect
to official tourism websites with information
about the two cities or visit geography
websites like www.nationalgeographic.
org/education (retrieved in October 2019)
to bring national geographic resources
to the classroom. Work as a class to find
the answers.
Answers
1 a drawing of the US stars and stripes flag
2 New York City is bigger than Washington
D.C. 3–4 Students’ own answers
73
MM19-10228-TB5.indb 73 1/15/20 15:19

3
LESSON
Key learning outcomes: read and write an Culture Tip

advert for an amazing product; present your A slogan is a short phrase that is easy to
advert to the class remember and is used to advertise something.
Key competences: write an advert; do Some slogans turned really popular, like Just
a presentation do it. or I’m lovin’ it. Elicit some others.
Language: WOW words: amazing, brilliant, Now there are even websites, e.g. https://www.
fantastic, incredible; choose, special offer oberlo.com/tools/slogan-generator (retrieved
Print materials: Pupil’s Book p35, Class audio in October 2019) that help to generate a
CD2, Workbook p26 slogan – a word is typed and a suggestion
appears! Ask students to find the slogan in
the advert on Pupil’s Book p35. (Getting up
Warmer is easier with the Air Alarm!)
Divide the class into teams. Write some phrases
on the board. The teams will have to draw 7
those sentences. Make a class vote. The team ● Read the Writing tip as a class. Encourage
with the most original drawings is the winner. students to make sentences using WOW
Phrases to write on the board: a striped T-shirt, words.
a gold bag, a silver pencil case, a patterned
● Students plan and write an advert following
notebook, a spotted purse
the steps in the Workbook p26.
Pupil’s Book
SEN
● Invite a student to read the blog post from issues, use the SEN accommodation provided.
Heroes Connect. Elicit or explain what an Answers
alarm clock is and invite the class to

describe the photo.
and follow the advert.
8 Stage 4 Speaking
● Invite different students to read aloud the
● Ask them if they think it is a good alarm clock
speech bubbles and the Presentation tip.
and prompt them to explain their opinion.
● Pairs of students then take turns to present
Answers their advert to the class.
6 Extend
● Explain that all adverts have important If possible, record students reading their
information. Read the list with the class adverts aloud. Encourage them to make the
and find examples in the text. recordings sound like real radio adverts by
adding some music, sound effects, etc.
Answers
a Possible answers: Do you hate getting up in
the morning? Is it difficult to get out of bed?
b Air Alarm c £25 d (the photo of the alarm
clock) e When the alarm beeps, the plane flies.
Put the plane on the clock and the alarm stops.
74
MM19-10228-TB5.indb 74 1/15/20 15:19

LESSON
7
Workbook Finished?
● Students write five sentences comparing
1 their own product with a smartphone.
● Read the information as a class and Elicit ideas first or encourage them to write
brainstorm ideas. Write some useful about the size, price, appearance, etc.,
notes on the board. using comparative adjectives.
● Students work in pairs to choose and
discuss one of the ideas on the board
or think of a new idea. Cooler
Ask the class what their favourite adverts on
2 TV are. Ask Who’s in the advert? Where are
● Read the instructions and prompts as a they? What are they doing? Why do you
class. Students work in the same pairs to like it?
complete the notes about their product.
As they work, walk around the classroom
and offer help as necessary. Extend
the Workbook: Grammar Reinforcement and
Support Extension on pp64–65, Study Skills 3 on p82,
If students need more support, plan an Exam Practice activities on pp86–89.
advert as a class. Write the information
on the board as a model.
3
as a class.
● Students write their adverts on a piece
of paper and decorate it attractively.
Encourage them to keep the Pupil’s Book
open on p35 as they work – the advert on
this page is a model for their writing.
Support
If students need more support, write the
advert on the board as a class, using
the notes from the lesson plan.
4
● Organize the class into groups of two pairs.
Each pair reads the other’s advert. Then
they ask the other pair the three questions
in order to receive feedback on their work.
75
MM19-10228-TB5.indb 75 1/15/20 15:19

3
UNIT REVIEW
Key learning outcomes: review the vocabulary Workbook

students’ own learning ● Students use the code to write the words.
Answers
CD2, Workbook p27
1 soft toy 2 snacks 3 model kit 4 silver
5 patterned 6 plain
Pupil’s Book
2
1 2:30
Listening Speaking Dialogue Colouring Writing Singing Personalisation ● Students complete the table with the
● Play the audio (script on p175). Students listen comparative form of the adjectives.
and identify the object each time. Prompt them
to explain why the children prefer them.
Answers
1 cheaper than 2 bigger than 3 better
Answers
than 4 worse than 5 healthier than
1 a, The spotted key ring is cooler. 2 b, The 6 funnier than 7 more exciting than
patterned bracelet is more colourful. 3 a, 8 more interesting than
He can stick stickers on the plain skateboard.
4 a, She can play with a board game with 3
friends. 5 a, A puzzle book is better than felt-tip ● Students choose a suitable adjective
pens. 6 b, He collects stickers.
each time and write a sentence to
compare the objects.
2
● Check that students know how to ask and 4 2:32
answer using the blue and yellow prompts Listening Speaking Dialogue Colouring Writing Singing Personalisation

respectively before they do the activity in pairs.
after each question for students to discuss
and circle the correct answers.
3
● Invite a pair of students to read the speech 5 2:33
bubbles. Then have students look at the Listening Speaking Dialogue Colouring Writing Singing Personalisation
● Play the audio (script on p176) to check.

photos and continue making questions using
comparatives to guess their partner’s object. Answers
1a2b3c4a5b6b
4 2:31
● Students read and predict the missing words. 6

● Play the audio (script on p175) for students ● Students reflect about their learning
to listen and check before they practise
Critical thinking Video Scissors Glue Notepad & pencil Life skills Sticker individually and complete the sentences
the dialogue in pairs. before sharing their thoughts with a
partner.
Answers
1 present 2 stickers 3 more 4 are 5 than Tell people at home about your
6 cheaper favourite activity in Unit 3.
SEN
Before asking students to act out the dialogue,
give them time to rehearse. Have a strong pair
model first.
76
MM19-10228-TB5.indb 76 1/15/20 15:19

UNIT REVIEW
VLOG
● Play the video again to check the answers. If

Key learning outcomes: watch and understand you wish, you can pause after each sentence
a video about a school fair; practise talking and prompt students to report the information.
about food.
Key competences: practise talking about Answers
food; watch and understand a video 1 striped straws 2 honey 3 smaller 4 delicious
Language: What do you think of …? It looks 5 tastier 6 tasty
(delicious). I think it needs more (sugar). I like/
don’t like … I prefer … because … Me too.
Culture Tip
Print materials: Pupil’s Book p37 Explain to the class that smoothies are popular
Digital materials: Pupil’s Book eBook drinks in Britain. Ask Would you like to drink a
Extra materials: pictures of food (for students to smoothie? What ingredients would you use?
bring from home)
4
ListeningPupil’s Book and Pupil’s Book eBook
Speaking Dialogue Colouring Writing Singing Personalisation ● Students discuss the question in pairs before
1
● Focus students’ attention on the photo. Ask 5

What can you see? Then read and discuss ● Focus students’ attention on the Talk time box.
the questions as a class. (You may wish to Use those expressions to talk about the first
remind students about the school garage pizza as a class.
sale from Lesson 2 of this unit.) ● Students work in pairs to talk about the
● Go to the Pupil’s Book eBook and play the second pizza and say which one they
first part of the video (script on p176). Stop prefer, using the Talk time language.
it before the children plan their smoothie, for
students to confirm/change their answers. 6
Check as a class. ● Encourage students to bring in their own
Answers food photo. Stick them on the board or wall,
1 buy things, play games 2 snacks, homemade like a picture gallery. Students work in pairs
cakes 3 smoothies 4 they give the money to to discuss and decide which are the best.
Listening
people in need
Speaking Dialogue Colouring Writing
If there is time, you could have a class vote,
encouraging students to explain their choices.

2
● Elicit the ingredients in the photos.
● Now play the first part of the video without
pausing it. Then have students report the
ingredients each team uses.
Answers
Team 1: oranges, mango, yoghurt, banana
Listening Team 2: strawberries, bananas
3
● Ask the class if they remember which smoothie

Emily’s mum chooses and why. Read the
sentences as a class and encourage students
to complete them from memory.
77
MM19-10228-TB5.indb 77 1/15/20 15:19

4
LESSON
Around my town Vocabulary 1

places in a town: ask and answer about where ● Students match the words to the photos.
you live ● Play the audio (script on p176). Students
Key competences: listen, identify and say listen and check.
places in a town vocabulary; do speaking ● Play the audio again for the class to repeat.
practice
Elicit which places are in their town or city.
Target vocabulary: art gallery, beach, castle,
football stadium, hotel, ice rink, market, Answers
shopping centre, square, statue, tourist office, art gallery, 10; beach, 8; castle, 1; football
town hall stadium, 5; hotel, 2; ice rink, 9; market, 4;
Extension vocabulary: department store, shopping centre, 3; square, 6; statue, 7;
fountain tourist office, 11; town hall, 12
audio CD2, Workbook p28 3 2:35

after each description for students to identify
Warmer the place and report the key language that
Write city, town and village on the board. Elicit helped them.
or explain that a city is usually larger than a
Answers
village and a town. More people usually live
a 5 b 3 c 1 d 11 e 7 f 8 g 2 h 12
in a town than in a village. Ask students if they
know any British cities and towns.
4
Pupil’s Book aloud. Elicit further examples from confident
students if necessary.
1 ● Students continue the activity in pairs.
● Ask students what they remember about
their recent blog projects. Read the Heroes
Connect blog post as a class. Support
● Students work in pairs to brainstorm places Remind students that they can use adverbs of
in a town or city and write them in their frequency in their answers, e.g. always, usually,
notebook. Invite pairs to read their list aloud often, sometimes, and that they have to include
to the class. them before the verb.
● You can introduce the target vocabulary by
mentioning popular or famous places in their
city or neighbourhood. Ask Is there a (castle)
near here?
● Ask the big question and give students time to
think. Invite students to give their opinion and
SEN encourage the rest of the class to say whether
Remember that it is important to give students they agree or disagree.
the opportunity to revise the spelling of words,
e.g. you can write on the board some of the Extend
target vocabulary words of the lesson but Go to TB p131 and PB p73 to show students
without their last letter and then invite weaker how to use a diamond to answer this question.
learners to come to the front and complete If you prefer, you could do this when they have
the words. finished this unit. Note that a Thinking Skills
worksheet is necessary to do this activity.
78
MM19-10228-TB5.indb 78 1/15/20 15:19

LESSON
1
Support Suggested answers

You can invite students to look at the vocabulary 1 to watch a sports event. There are lots
from the lesson and list famous places around of people 2 to buy clothes/to buy sports
the world in order to have real examples of each equipment 3 You go here to ask for a
term. Then you can run a competition to see who map/to buy tickets. 4 You go here to swim
can remember most of them. in the sea/to play on the sand. 5 Students’
own answers
Extend
Introduce the extension vocabulary by giving Support
definitions (department store: a large shop If students need more support, you could
divided into separate sections, each section supply some verbs for them to use, e.g.
selling a different type of thing; fountain: a buy, ask for, swim, play.
structure through which a stream of water is
pumped into the air and falls down again). 4
Compare a department store with a market
● Students order and write the questions.
and a shop so students can see the difference.
Check these before they write their
Ask them to investigate where the closest
answers.
fountain in their area is.
Answers
1 Where is your town? 2 Is your town big
Workbook or small? 3 What’s your favourite place?;
1 2:36
● Students complete the picture dictionary Finished?

individually or in pairs before listening and ● Students identify the places from Activity 1
checking their answers (script on p176).
that are near where they live.
● Check spelling and identify other places
ending in centre, stadium and office. (sports
centre, basketball stadium, post office) Cooler
Answers Ask students to draw a simple map of their
town and mark three places, numbered 1, 2
1 art gallery 2 beach 3 castle 4 football
and 3. In pairs or groups, students try to guess
stadium 5 hotel 6 ice rink 7 market
the places that are marked on each map by
8 shopping centre 9 square 10 statue
asking questions, e.g. Can I (buy food) here?
11 tourist office 12 town hall
Can I (see some art work) here?
2
bubbles aloud. In pairs, students take turns
to choose a letter and say the places.
3
● Read the example aloud and ask for other
possible answers (to play football, to support
your team). Students work individually to
write definitions. Check as a class.
79
MM19-10228-TB5.indb 79 1/15/20 15:20

4
LESSON
Grammar 2
Key learning outcomes: read about a place 2

in Chengdu, China; talk about the past using ● Students read the sentences and complete
was, were, wasn’t and weren’t the sentences with the places by looking back
Key competences: talk about the past; at the text. Then they compare answers with
read and understand the blog a partner.
Target language: I/He/She/It was/wasn’t (at Answers
the ice rink) yesterday. You/We/They were/ 1 at the beach 2 at the ice rink 3 at the
weren’t (at the shopping centre) yesterday. cinema
Print materials: Pupil’s Book p39, Class audio ● Students look for more sentences with was,
CD2, Workbook p29
wasn’t, were and weren’t. Invite different
Extra materials: photos of houses, people and students to read them to the class.
streets in China
3 2:38

Warmer and follow the sentences in the grammar
Play Definitions bingo. Invite students to recall
table and repeat.
the words they remember from the previous

● Use the grammar table to make example
lesson. If necessary, list them on the board so
sentences about the class, e.g. Ana was at
that they can be aware of the words that will
the shopping centre on Saturday. Gabriel
be defined during the game.
wasn’t at the market yesterday.
● Students create their own sentences in pairs.
Pupil’s Book
1 2:37 Support
● Ask the class to recall the Heroes Connect Make sure that students get good practice of
Blog topic for this unit. Read the blog post from all forms by using examples with more than
the Dragons aloud. Elicit what students know
Critical thinking Video Scissors Glue Notepad & pencil Life skills Sticker one student, e.g. They weren’t at the cinema
about China. on Friday. Give them some examples about
yourself using both I and we, e.g. I wasn’t at
the beach on Sunday. We were at school
and follow.
yesterday.
● Students answer the question in pairs. Invite
them to share their ideas with the class and
encourage them to give reasons. 4
● Students read the first question and tick
the correct sentence. Then elicit the correct
SEN contractions. Encourage them to give other
When students read about a place that may examples of contractions, e.g. don’t.
sound remote to them, it is advisable to show
photos of houses, people or streets to make Answers
them more attainable and not so abstract He was at the ice rink. ✓; wasn’t, weren’t
or distant. In this lesson, you may also invite
students to investigate Chinese names and 5
surnames. This will surely scaffold their reading ● Ask two students to read the speech bubbles
comprehension work. aloud. Then demonstrate the activity by saying
three sentences about yourself and asking a
student to guess which one is true.
● Students do the activity in pairs.
80
MM19-10228-TB5.indb 80 1/15/20 15:20

LESSON
2
Culture Tip Answers

Chengdu is a very large Chinese city. It has a 1 He wasn’t at the castle. 2 They were at the
population of around eight million people. It football stadium. 3 He was at the football
is said that the first ever public school in the stadium. 4 They weren’t at the town square.
world opened in Chengdu in 143–141 BC. 5 They weren’t at the castle. 6 He was at the
There is still a school in the same place today. town square. 7 She wasn’t at the football
In Chengdu, you can visit a giant panda stadium. 8 They were at the castle.
sanctuary.
Support
Workbook Students who need more support can refer
GRAMMAR CONNECT Book as they do the activity.
● Read the sentences as a class. Students
complete the sentences with the correct 4
words. ● Students complete the sentences about
Answers themselves and a friend, and read some
wasn’t, weren’t of them aloud to the class.
1 Finished?
● Students complete the sentences, looking ● Students write and share four sentences
back at the text on p39 of the Pupil’s Book about their last weekend.
if necessary.
Answers
Cooler
1 weren’t 2 was 3 wasn’t 4 were 5 was
Play Where am I? Each partner writes a place
on a piece of paper and sticks it on his/her
2 2:39
Listening Speaking Dialogue Colouring Writing Singing classmate’s forehead. Taking turns, each one
Personalisation
● Tell students to listen and number the has to guess the place by asking questions, e.g.
pictures in the order they are mentioned. Can I buy (fruit) here? Can I (swim) here?
Make them note that if the action described
in the picture is negative, there is a red cross

on the bottom left corner. Play the audio
(script on p177) for students to listen and
write the numbers in the boxes. Then play
it again to check.
Answers
1d2f3h4b5c6a7g8e
3
● Read the example aloud. Students work
individually to write sentences about
the pictures in Activity 2. Elicit and check
the answers with the class.
81
MM19-10228-TB5.indb 81 1/15/20 15:20

4
LESSON
Story 3
Key learning outcome: read, discuss and think Support

about a survival story Be careful when presenting the material of this
Key competences: discuss and give a lesson. Some students may find the situation
personal response to the story; predict upsetting. Reassure students that this is an
story content; listen, read and understand unusual situation and that the story shows
the story how much people help each other.
Story vocabulary: alive, brave, break, ceiling,
dangerous, earthquake, ground, interview,
noise, save my life, shake, shout, trapped,
walls, wave a flag
Story language: You weren’t hurt. They were
really brave. Were you scared?
Pupil’s Book
2 2:40
● Play the story audio (script on p177). Students

listen and follow.
Warmer ● At the end of the story, ask the class the

Write these phrases on the board: yesterday questions in Activity 1 again. Check the
at 5.00 pm, yesterday at 7.30 pm and today meaning of survival story.
at 8.00 am. Ask students to think of three
sentences about themselves. Give an example,
3
e.g. Yesterday at 5.00 pm, I was at the ● Students read the sentences and work in pairs
square. Students share their information with to decide if they are true or false. Then they
a partner. Invite some students to tell the class correct the false ones. They can do this orally or
where they were. If necessary, write an example write the corrected sentences in their notebook.
about you on the board so that they can have ● Check the answers as a class.
it as a model.
Answers
1 false (The story happens in a town called
Pupil’s Book Yingxiu.) 2 true 3 false (He was in the corridor.)
4 false (Lin Hao’s parents were safe.) 5 true
1
● Read the blog posts as a class. Then read
the first question and ask the class to answer. SEN
Encourage them to justify their answer. To help students with reading or attention
● Repeat the procedure with the other two issues, use the SEN accommodation provided.
questions, but don’t confirm anything at Answers
this point. a 3, friends b 1, classroom c 2, friends d 4, TV
Answers e 5, captain
1 an earthquake in a town in China
2 a survival story 3 Lin Hao because he helps 4
a school friend and a girl ● Read and discuss the questions as a class.
Encourage students to extend their answers
by asking Why? or saying Tell us more!
Answers
82
MM19-10228-TB5.indb 82 1/15/20 15:20

LESSON
3
Workbook ● Then ask students to read their notes to

1 ● Encourage students to tell the people at
● Read the questions aloud in class and home the main events of the story.
invite different students to answer them. Answers
Point out that, in critical literacy questions
From the classroom to the Olympics; Lin
like numbers 5 and 6, students should form
Hao (and his friends); a school in Yingxiu;
their own ideas based on the story.
a boy who helps his friends during an
● Have students work individually or in pairs earthquake; Students’ own answers might
to write the answers. include: Lin Hao is a hero because he
● Then check as a class. helps/saves people’s lives/because he
Answers tries to help other people in a situation
1 Lin Hao is nine years old. 2 He hears that is dangerous for his own safety.
a noise and feels the ground shaking.
3 He carries out two children. 4 He finds Finished?
his family later that week. 5 Possible ● Students choose three words from the story
answer: It feels like a big lorry moving and write simple definitions.
next to you. 6 Students’ own answers
2 Cooler
● Read the example aloud. Students work Write these adjectives on the board: scared,
individually to complete the remaining happy, brave, dirty. Ask students to think of
sentences and questions. Then they check sentences to retell the story, e.g. In frame 3,
their answers with a partner. Lin Hao was scared.
Answers
1 was 2 were 3 weren’t 4 were 5 Were
Extend
Give students further practice by focusing
their attention on each frame of the story
and asking Where was Lin Hao? (e.g. In
frame 1, Lin Hao was at home.) Students
work together to make similar sentences.
3
and invite different students to provide
the missing information.
story review. Ask them to reflect on the story
and decide who they think is a hero and
why. Remind them that, in critical literacy
activities like this, there are no wrong
answers – students should write what
they think.
83
MM19-10228-TB5.indb 83 1/15/20 15:20

4
LESSON
Key learning outcomes: read a dialogue and 3 2:42

identify questions in the past; ask and answer ● Play the audio (script on p177). Students
using the past simple of be follow the sentences in the grammar table
Key competences: ask and answer about and repeat.
where people were; read and understand ● Use the Was/Were … questions table to ask
the dialogue, sing the song one student an example question like Were
Target language: Where was he/she yesterday? you at the cinema on Sunday? The student
Where were you yesterday? Was I/he/she at uses the table to answer. Then ask the class
the beach yesterday? Yes, I/he/she was. No, the same question about that student Was
I/he/she wasn’t. Were you/they at the beach (Jaime) at the cinema on Sunday? Elicit
yesterday? Yes, we/they were. No, we/they the answer.
weren’t. ● Students then ask and answer similar
Pronunciation: fluency: Where were you on questions in pairs.
Friday morning?
audio CD2 and CD3, Workbook p31 SEN
Extra materials: word cards with the phrases To help students understand the notion of past
in the SEN tip time and the word order in the interrogative
form, you may practise using word cards before
moving on to the grammar systematization
Warmer table, e.g. prepare cards with these words:
In pairs, students write down five important Were / you / at / home / on / Saturday / ?
words from the story in Lesson 3. Elicit some Was / Lin / in Beijing / ?
of the words and the reasons why they are Was / the / earthquake / terrible / ?
important in the story. Hand out the cards and invite some students
to the front to form the questions for their
classmates to read and answer. It is important to
Pupil’s Book practise reading as often as possible, especially
giving students that present difficulty the chance
1 2:41 to participate without feeling at a disadvantage.
● Ask the class to describe the photos. Ask You can do this by targeting, by having them
Where was Sophie at lunchtime? read or answer less complex questions, or
Critical thinking Video Scissors Glue Notepad & pencil Life skills Sticker questions that have been modelled.
to listen and follow. Elicit the answer to the
question. 4
Answer ● Read and answer the question as a class.
She was at home. She was on the Internet.
Answer
before
2
● Answer the question as a class. Elicit how 5 2:43
they know that the questions are in the past Listening Speaking Dialogue Colouring Writing Singing Personalisation
● Look at the parts of the question with the class.

(because of the use of ‘was/were’).
● Explain that they are going to practise their
Answer fluency by saying the question in stages.
There are four questions in the past. ● Play the audio (script on p177). Students listen
and repeat each stage.
84
MM19-10228-TB5.indb 84 1/15/20 15:20

LESSON
4
Support 2
Students may find it easier to say the question ● Students read and complete the questions
fluently if you show them where the natural
and answers. Check as a class.
stress falls in the question: Where were you on
Friday morning? Answers
1 Where was Alex on Saturday? He was
6 at the sports centre. 2 Was Zara at the
market? Yes, she was. 3 Where was Sophia
● Ask two students to read the text in the speech
on Saturday? She was at the ice rink.
bubbles aloud.
4 Were Milly and Charlie at (the market)?
● Students draw a table in their notebook, with No, they weren’t. 5 Where was Jacob on
numbers 1–10 on the left-hand side. Students
Saturday? He was at the cinema.
walk around, if possible, asking questions and
completing the table. If necessary, write the 3 3:02
three questions to be asked on the board so Listening Speaking Dialogue Colouring Writing Singing Personalisation
● Read the questions as a class. Then play

they can have them visible: Who were you
the audio (script on p177) for students to
with? Where were you? Was it fun?
listen carefully to the pronunciation of were
● Then, have different students ask third-person
each time. Explain the difference between
questions for other students to answer, e.g.
the strong form and the weak form. Then
Where was Maria on Saturday morning?
play the audio again for students to repeat.
7 2:44 2:45 4
Personalisation
● Go to the Song Bank on Pupil’s Book p79. ● Elicit several example answers before
Play the song (script on p177) for students
students complete the questions. Students
Critical thinking
Critical thinkingVideo Video Scissors Scissors Glue GlueNotepad & pencil
Notepad & pencil
work in pairs to ask and answer them with
● Play it again. Students read and sing along. a partner. They write down their partner’s
Once students are familiar with the song, answer.
you may wish to use the karaoke version.
● Ask the class Can you remember where you Finished?
were at specific times? Imagine there was ● Students write three questions about
a robbery on Sunday at 2.00 pm. Where where a classmate’s family member
were you at that time? was last week.
Workbook
Cooler
GRAMMAR CONNECT Play a chain question game. Go around the
● Read the information as a class. Ask class, each student saying one word of a Where
students to circle and complete. were …? question. When the question is finished,
the next person in the chain answers the
Answers question. Then continue with another question.
Were, Was; were, was
1 3:01

students to listen and write the names
under the correct picture.
Answers
1 Alex 2 Jacob 3 Sophia 4 Zara 5 Milly
and Charlie
85
MM19-10228-TB5.indb 85 1/15/20 15:20

Being organized:
4
LESSON
Life skills using a diary 5
● Read the tips with the class. Encourage the

Key learning outcomes: learn how to use a class to think of other tips for using a diary.
diary to be organized; plan and write activities Remember you may need to allow some
in a diary use of the students’ own language.
Key competences: learn how to be
organized; plan and write activities in a diary Answers
Sophie forgets the time of the school trip and
Useful language: Let’s (buy Peter’s present) on
(Saturday). Why don’t we (buy Peter’s birthday her camera. She forgets these things because
present) on (Saturday)? I’m (going on a they weren’t in her diary.
school trip). Remember to ... Don’t forget to ...
I’m not sure. I think (Friday) is better. I agree/ 3
disagree. ● Read the four tasks. Focus students’ attention
Print materials: Pupil’s Book p43, Class audio on the Useful language box and model the
CD3, Workbook p32 phrases.
Digital materials: Pupil’s Book eBook ● Focus on the first task. Invite students to look at
Extra materials: sticky notes (optional) the diary on the left and ask When is Peter’s
birthday party? (On Sunday.) Say Let’s buy
Peter’s birthday present on Sunday. Elicit a
Warmer response from the class. Ask Is it a good idea
Play Paper airplane. Each student grabs a or is another day better? Prompt a confident
sheet of paper and writes a question in the student to make a suggestion for the next task
past, e.g. Where were you yesterday at night? using Let’s …
Then he/she makes an airplane with that ● Students work in pairs to plan the other tasks.
sheet of paper and throws it to the air. All of Invite some pairs to report their plans.
the students throw the paper planes at the
same time. Everyone catches one and answers
the question orally to his/her closest classmate. Life skills Tip
Being organized: using a diary
Remind students that it is important to think
Pupil’s Book about how much time they need to do each
task, e.g. students might not have enough
1
time to study on Wednesday if they have got
● Ask the class the two questions. Encourage a football match in the evening.
students to talk about the things they write
in their school diary.
4
Pupil’s Book eBook ● Read and answer the questions as a class.
You may allow some use of students’ own
language.
Answers
Pupil’s Book Students’ own answers
2 3:03
●
Play the audio (script on pp177–178). Students

Extend
Ask students to take out their school diary and
listen and follow the photo story.
look at the tasks they have got for the week.
● Prompt the class to say what Sophie forgets
Discuss how much time they need for each task

and why.
and when it would be a good idea to do them.
86
MM19-10228-TB5.indb 86 1/15/20 15:20

LESSON
5
SEN 3
Students who present learning difficulties often ● Read the top part of the first note as
show lack of organization skills. They never know a class and ask students to find the
where their school objects are, they lose things corresponding bottom part. Then have
easily, they forget to bring things to school, students work individually or in pairs
etc. Organization is a skill, and as such it may to match the remaining halves. Check
be taught and revised. One way of helping answers as a class.
these students is to teach them to keep their
Answers
desk clean and tidy, to have on the desk only
the materials they need. If they are going to 1b2d3a4c
use the Pupil’s Book and they don’t need the
Workbook, then they should put it away. Also, it 4
is sometimes advisable to ask them to just take ● Brainstorm different activities students
out the pen or pencil they will use and put their are going to do and the things they
pencil case away. The fewer objects on the need to remember. If necessary, write
desk, the more the student will focus. the information on the board.
● Students write their notes and compare
them with a partner and with others in
Workbook the class.
1 3:04
●
Elicit that this is a questionnaire. Have

Extend
Create a motivational sticky notes poster.
different students read the questions aloud
Give each student a sticky note and ask
and check understanding of sticky notes.
them to write a tip to all English learners,

● Play the audio (script on p178). Students e.g. Remember to ask questions. Don’t
listen and tick the answers that Sam gives. forget to speak in English in class.
Play the audio again to check.
Answers
Finished?
Sam Lloyd; 11; 1 every day 2 at night
● Students write three tips to be organized
3 never 4 lists ✓, coloured pens ✓
with school homework.
2
● Students work in pairs to ask and answer
Cooler
the questions in Activity 1. When they have
Play What’s missing? Say the days of the
finished, find out which answer is the most
week quickly, missing one day out. Students
popular for each question. Encourage
listen and identify the missing day. Repeat the
students to explain their answers or
activity with the months of the year. Students
give examples.
can also do this activity in pairs.
87
MM19-10228-TB5.indb 87 1/15/20 15:20

4
LESSON
Answers
Key learning outcomes: read a tourist brochure;
learn six types of transport; listen to an opinion
of a tour
3 3:06
Key competences: identify and say types of Listening Speaking Dialogue Colouring Writing Singing Personalisation
transport; listen to an opinion of a tour; learn

● Focus students’ attention on the first photo. Ask
about transport in China; investigate China; them to choose the correct name from the
read a tourist brochure red words in the text (high-speed train). Then
students work in pairs to match the other

Target vocabulary: cable car, coach, ferry,
five words to the photos.
high-speed train, rickshaw, underground
Extension vocabulary: lorry, motorbike
● Play the audio (script on p178) for students to
listen and check their answers.
CD3, Workbook p33 ● Play the audio again. Students listen and
Extra materials: brochures (realia or photos) repeat the words.
Answers
1 high-speed train 2 rickshaw 3 cable car
Warmer 4 underground 5 ferry 6 coach
Ask the class Where do the group ‘Dragons’
come from? What things can you see and do
in China? Encourage the class to discuss and SEN
share information. Then invite a student to read To help students reinforce the new vocabulary,
the blog post from the Dragons aloud. use the SEN accommodation provided.
Answers
Pupil’s Book coach; high-speed train; rickshaw; ferry
1 Stage 1 Reading
● Students scan the introduction and headings Support
to answer the questions as quickly as possible. When working with new vocabulary, remind
Then they report the answers. students not to read new words in isolation.
Answers Suggest reading them in context. Words that
1 families who love adventures 2 13 days are before and after often give important clues.
3 five
4 Stage 2 Listening 3:07
● Highlight the four pieces of information that

SEN students need to listen for: a favourite place,
Explain what a brochure is and show a few a favourite activity, a favourite transport and
examples using either realia or photos in your a favourite food.

mobile device. Then elicit important cities in your
country and the typical means of transport. In
and write the four pieces of information in their
this way, you will be scaffolding weaker learners’
notebook.
progress. They may feel overwhelmed by so
much new information on the page. ● Play the audio again and check the answers.
Answers
2 3:05 Favourite place: Shanghai Favourite activity:
● Play the audio (script on p178). Students listen kung fu lesson Favourite transport: high-speed
and follow. train Favourite food: rice
● Check understanding. Then ask different
students the question and encourage

them to explain why.
88
MM19-10228-TB5.indb 88 1/15/20 15:20

LESSON
6
5 3:07
● Play the audio again for students to listen ● Read the questions about China aloud
and complete the sentences with the correct
adjective. Make students note that the initial
letter of each adjective is given. Check as
a class.
Answers (retrieved in October 2019) to bring
1 excellent 2 exciting 3 funny 4 fast 5 delicious national geographic resources to the
classroom. Explain that, whilst they can
trust official websites, information on blogs
Extend needs to be double-checked.
● Work as a class to find the answers.
definitions (lorry: a truck; motorbike: a road
vehicle that has two wheels and an engine, ● Note: The run-in head Investigate Greece
and looks like a large heavy bicycle). is wrong. It should have been Investigate
Play Incomplete drawing. Divide the class into China. This mistake will be corrected in
two teams. One student per team comes to the the first reprint of the Workbook.
front and starts drawing a means of transport Answers
slowly, one part at a time. The team that guesses
1 a drawing of the red Chinese flag with its
first gets a point.
five yellow stars 2 approximately 1.386 billion
3–4 Students’ own answers
Workbook
Finished?
1 ● Students write the types of transport from
Activity 1 in order, from the fastest to the
● Invite a confident student to read aloud
slowest, in their notebook.
and complete the information for the
rickshaw. Then students work individually or Suggested answers
in pairs to complete the rest of the table. high-speed train, coach, underground,
Answers ferry, cable car, rickshaw
1 slow 2 cable car, slow 3 underground,
fast 4 coach 5 high-speed train, on land
60
Cooler
Brainstorm other types of transport that
students know, e.g. bus, taxi, bike, plane. Write
Support
the words on the board. Ask How often do you
Review how to express location by writing
travel by (taxi)? Repeat the procedure with
the phrases on the board and underlining
the other types of transport. Students can also
the preposition each time: on land, on
do this in pairs.
water, under the ground, in the air.
2
● Read the first question aloud and invite
different students to give their opinion.
● Then students work individually to complete
the sentences before asking and answering
the questions with a partner.
89
MM19-10228-TB5.indb 89 1/15/20 15:20

4
LESSON
● Note: The number (3) should have been

Key learning outcomes: read and write a next to In the morning. This mistake will be
brochure for a day tour of a city; present corrected in the first reprint of the Pupil’s Book.
your day tour to the class
Key competences: write a brochure; Answers
do a presentation a1b2c3d4e5
Language: Do you want to go on an exciting
tour of (Oxford)?; enjoy, explore, finish, visit Culture Tip
Print materials: Pupil’s Book p45, Class audio The Great Hall in Hogwarts School in the Harry
CD3, Workbook p34 Potter films is a copy of the amazing hall in
Christ Church College, which is part of Oxford
Extra materials: pieces of cardboard for the
University. The college has appeared in other
presentations, photos of a city (optional)
films, too, like Alice in Wonderland. The college
is nearly 500 years old. Ask students if they
know any films that were made in their town,
Warmer
city or country.
Write the following crossword for students to
complete. Let them work in pairs to make the
activity more entertaining. If they cannot figure 8
the words out, read their dictionary definitions ● Read the Writing tip as a class. Ask students
aloud. to make other sentences using an adjective
1
T before a noun and then after the verb be.
Give an example, e.g. That’s an interesting
2
O
museum. That museum is interesting.
3
W
● Students plan and write a brochure following
4
N the steps in the Workbook p34.
Answers
1 train 2 coach 3 rickshaw 4 underground
SEN
Some students find it easier to cope with
Pupil’s Book concrete things rather than with abstract ones.
The same may occur with familiar words and
Listening Speaking Dialogue Colouring those they don’t know. It would be a good idea
● Invite a student to read the blog post from the to divide the class into groups and invite them
Heroes Connect aloud. Point out the heading to investigate different cities. Stronger students
for the tour and get students to identify the
may investigate a city they are interested in,
city. Ask the class what they know about no matter where it is. However, weaker learners
Oxford. may prefer investigating a city they are well
● Play the audio (script on p178) for students acquainted with. Use the SEN accommodation
to listen and follow. provided.
● Invite the class to identify the places and Answers
activities in the photos and say what their Students’ own answers
favourite activity is and why.
Answers 9 Stage 4 Speaking

Students’ own answers ● Invite three students to read the speech
bubbles aloud and the Presentation tip.
7 ● Pairs of students then take turns to present
● Explain that all brochures have important their day tour to the class.
information. Read the list with the class
and find examples in the text.
90
MM19-10228-TB5.indb 90 1/15/20 15:20

LESSON
7
Extend
Encourage the rest of the class to take on the Tip
role of customers and ask questions after each If students are going to present their tour to
presentation. Write prompts/questions on the the class, ask them to copy the information
board to help, e.g. How much is the tour? onto a piece of cardboard. They should
What do I need to take? What’s for lunch? then print out and stick pictures of the
places in the tour on the cardboard.
Workbook
4
1 ● Organize the class into groups of two pairs.
Each pair reads the other’s brochure. Then
● Copy the concept map on the board.
they ask the other pair the three questions
Read the information as a class and
in order to receive feedback on their work.
brainstorm ideas for a city different from
where they live in. Write the information
on the board. Finished?
● Students work in pairs to choose and do
● Students think of another city to make a
some research. Remind them that they brochure of it.
need to find out about places to visit, Possible answers
activities, transport and typical food for Rio de Janeiro, Santiago de Chile,
lunch, as well as making a list of suitable Montevideo, London, Rome, Paris, Berlin,
adjectives they can use. Tokyo
Support
In order to research a city, students need Cooler
to look at tourist websites. If they haven’t Ask students to work in pairs to think of three
got access to the Internet, they can write a things they have learnt in today’s lesson. Invite
brochure for their own town/village instead. them to share this information with the class.
2
Extend
● Read the instructions and prompts as a You could now do the following lessons from
class. Students work in pairs to plan their the Workbook: Grammar Reinforcement and
tour. They need to choose four activities Extension on pp66–67, Extra Reading 2 on
and a place to go for lunch, e.g. a park. pp74–75, Study Skills 4 on p83, Exam Practice
Support
If students need more support, provide
another model by writing a brochure on
the board as a class following the plan.
3
as a class.
● Students write their brochure in class or at
home. Encourage them to keep the Pupil’s
Book open on p45 – the brochure on this
page is a model for their writing.
91
MM19-10228-TB5.indb 91 1/15/20 15:20

4
UNIT REVIEW

students’ own learning ● Students use the code to write the words.
Answers
CD3, Workbook p35
1 hotel 2 town hall 3 tourist office 4 statue
5 cable car 6 high-speed train
Pupil’s Book
2
1 3:09
Listening Speaking Dialogue Colouring Writing Singing Personalisation ● Students complete the sentences about
● Play the audio (script on p178). Students themselves and a partner using was,
identify the place or type of transport. Then, wasn’t, were or weren’t.
they list the ones that are not mentioned.
Answers 3
1 h 2 c 3 k 4 f 5 d 6 e 7 a 8 b; not mentioned: ● Students write questions using the prompts
g, i, j, l given and then ask and answer them in
pairs.
Answers
SEN
1 Were you at school yesterday? 2 Where
Students will need some of the words in this
were your friends on Saturday? 3 Where
activity to complete the conversation in Activity 4.
were you at 9 o’clock this morning?
To help those who may not remember either the
4 Were you at home on Sunday?
words or their spelling, it is a good idea to write
them clearly on the board as follows:
4 3:11
● square Listening Speaking Dialogue Colouring Writing Singing Personalisation

● ice rink after each question for students to discuss
2
● In pairs, students take turns to describe a
5 3:12
photo and guess using the prompts. They use ● Play the audio (script on p179) for
the blue prompts to describe and the yellow students to listen and check the answers.
one to guess. Critical thinking Video Scissors Glue Notepad & pencil Life skills Sticker
Answers
1a2a3a4b5a6b
3
● Invite two students to read the bubbles, one 6
reads the blue ones and the other the yellow ● Students complete the sentences about
one. Invite students to work in pairs, take
their learning and share their thoughts
turns and ask and answer those questions
with a partner.
to complete the table.
4 3:10 Tell people at home about your

● Students read and predict the missing words.
to listen and check before practising in pairs.
Answers
1 rink 2 was 3 art 4 were 5 Were 6 wasn’t
92
MM19-10228-TB5.indb 92 1/15/20 15:20

UNIT REVIEW
VLOG
Key learning outcomes: watch and understand Culture Tip

a video about a treasure hunt; practise giving Talk about the public sculpture Out of Order
directions and clues by David Mach. This is the twelve phone boxes
Key competences: practise giving directions that students see in the video. Find more
and clues; watch and understand a video photos to show students. Ask Do you like the
Language: café, milkshakes, queen, statue, sculpture? Why? Find other examples of public
swings, telephone box; go straight on, turn left/ sculptures and encourage students to think
right, walk from … to … How many … are there? about their towns. Ask Are there any examples
find ... on the left/right, Which ... is next to/ of public sculptures near hear?
opposite ...?
Print materials: Pupil’s Book p47 4
Digital materials: Pupil’s Book eBook ● Ask two students to read the text in the speech
Extra materials: photos of the sculpture Out of bubbles aloud. Check understanding. Then
Order by David Mach focus their attention on the language in the
Talk time box.
Pupil’s Book and Pupil’s Book eBook ● Ask students to work in pairs to make a treasure
hunt to a certain point in the school. You can
1 either have students try to remember the route
● Read the words as a class. Students look or they can prepare the hunt outside the
at the photo in pairs and work together to classroom and write the instructions when
decide what the vlog is about. they get to class.
● Elicit students’ ideas and ask them to talk ● Ask each pair to swap clues with another pair.
about any experiences they have had of Students try to complete the hunt.
Listening
playing a treasure hunt.
2 SEN
Practise giving directions orally first for the sake
● Go to the Pupil’s Book eBook and play the
of confidence; otherwise, weaker learners are
video. If necessary, pause it at certain times
likely to find it hard to interact naturally. It is
to check understanding.
also advisable to write the key phrases on the
board with the corresponding illustration, e.g.
them the missing words. Check answers as
Turn left.
a class.
Answers 5
1 weren’t 2 were 3 was 4 was 5 were 6 were
Listening Speaking Dialogue Colouring Writing Singing Personalisation ● Students discuss the question in pairs before
3
● Ask the class to describe each photo.
● Play the videos again (script on p179). Then
students work in pairs to say why each picture
is important. Check as a class.
Answers
a They need to count how many telephone
boxes there are. b They need to say the name
of the queen. c They need to say if the swings
are on the left or on the right of Park Road.
d They need to say the sound they make
when thinking the answer of a question.
93
MM19-10228-TB5.indb 93 1/15/20 15:20

Vocabulary
5
LESSON
You’ve got talent! 1
Key learning outcomes: learn the names of jobs; SEN

ask and answer about what you want to be
It is important to help students memorize
Key competences: listen, identify and say the new vocabulary and to establish mental
jobs vocabulary; do speaking practice connections between the new words and
Target vocabulary: architect, builder, doctor, the ones they already know. Before doing
engineer, explorer, farmer, hairdresser, inventor, the listening activity, you can play a guessing
journalist, photographer, scientist, sportsperson game just with key words:
Extension vocabulary: designer, taxi driver
Print materials: Pupil’s Book p48, p74, Class Word to guess Key words to say
audio CD3, Workbook p36 doctor patient, sick
Extra materials: pictures of different jobs photographer camera, picture
architect draw, plans of houses
Warmer
Play Hangman. The mystery word is J-O-B-S.
When students have revealed the word, explain Support
that ‘jobs’ is the topic of Unit 5. Ask students Help students with the pronunciation of difficult
what jobs they know. words by showing when the stress falls on:
architect, photographer, hairdresser, engineer
and any others they find difficult.
Pupil’s Book
1 3 3:14
● Ask students what they remember about ● Play the audio (script on p179) for students
their recent blog projects. Read the Heroes to identify the jobs. Play the audio again to
Connect blog post as a class and check check the answers.
understanding of the word achievement Answers

(a particular thing that you have succeeded
a 11 b 6 c 1 d 4 e 5 f 10 g 9 8
in doing or having).
● Students work in pairs to brainstorm jobs 4
and write them in their notebook. ● Ask two students to read the speech bubbles
● Invite pairs to read their list aloud to the class. aloud. Highlight the use of like or love with
a gerund (talking in this case).
Extend ● Invite different pairs to ask and answer the
You can introduce target vocabulary by questions about themselves. Then have
showing pictures of these jobs. the class continue in pairs.
2 3:13
● Students match each word to a photo.

● Play the audio (script on p179). Students ● Ask the big question and give students time
listen and check.
Critical thinking Video Scissors Glue Notepad & pencil Life skills Sticker to think. Invite different students to give their
opinions and prompt the rest of the class to
● Play the audio again for the class to repeat.
say whether they agree or disagree.
● Ask Do you know (an architect)?
Answers Extend
architect, 2; builder, 9; doctor, 6; engineer, 3; Go to TB p132 and PB p74 to show students
explorer, 5; farmer, 11; hairdresser, 4; inventor, how to use a Venn diagram to answer this
10; journalist, 12; photographer, 5; scientist, 8; question. If you prefer, you could do this when
sportsperson, 7 they have finished this unit. Note that a Thinking
Skills worksheet is necessary to do this activity.
94
MM19-10228-TB5.indb 94 1/15/20 15:20

LESSON
1
Extend 4
definitions (designer: someone whose job is to
● Students look at the pictures and write the
decide how to make things or to decide their questions and their own answers. Then they
shape or appearance; taxi driver: a person ask and answer in pairs.
who drives a taxi as a job). Ask students if they Answers
know someone with these jobs. Ask What do 1 Do you want to be a doctor? 2 Do you
they do? want to be a hairdresser? 3 Do you want
to be a journalist? 4 Do you want to be
a builder?; Students’ own answers
Workbook
Finished?
1 3:15
Listening Speaking Dialogue Colouring Writing Singing Personalisation ● Students choose two jobs and compare
● Students complete the picture dictionary them using the adjectives given.
individually or in pairs before listening and
checking their answers (script on p181).
● As a class, check spelling and identify Cooler

which jobs end in -er and which end in Ask students to choose three jobs and make
-or (-er: builder, engineer, explorer, farmer, anagrams from the words, e.g. iulbedr (builder).
photographer; -or: doctor, inventor). Then have them show their anagrams to their
Answers partners to guess.
1 architect 2 builder 3 doctor 4 engineer
5 explorer 6 farmer 7 hairdresser 8 inventor
9 journalist 10 photographer 11 scientist
12 sportsperson
2
bubbles aloud. Students continue the
task in pairs.
3
● Students complete the definition of the
word explorer and then create other three
definitions for their partner to guess.
Suggested answers
1 This person works on a farm. They often
work with animals. 2 This person usually
travels a lot and finds new things or new
places. 3–5 Students’ own answers
Support
Write on the board key words for students
who may need extra support to use in their
definitions, e.g. sells, travels, discovers,
scissors, newspaper, makes machines.
95
MM19-10228-TB5.indb 95 1/15/20 15:20

Grammar
5
LESSON
2
Key learning outcomes: read about different SEN

jobs and places of work; talk about things that
This activity includes a reading text to introduce
happened in the past
the past simple form of regular verbs. It would
Key competences: talk about things be advisable to scaffold the process by eliciting
that happened in the past; read and actions that correspond to the three professions
understand the blog in the pictures, e.g. An engineer works with plans,
Target language: past simple tense (regular visits buildings, wears a helmet, etc. A hairdresser
and irregular verbs) had, played, saw, showed, cuts and washes people’s hair, works in a salon,
visited, walked, went; I/You/He didn’t visit a etc. A photographer carries a camera, takes
factory. photos of celebrities, etc.
CD3, Workbook p37
2
them with the missing words by looking at the
Warmer
text. Then they underline all verbs in Activity 1.
Play Pass the ball. Divide students into small
groups and get them to make a paper ball. Answers
They throw it randomly to a classmate. The 1 asked 2 went 3 didn’t have; verbs in the
one who catches it has to say a job from the past: visited, walked, saw, was, had, asked,
previous lessons and they can’t repeat any. went, watched, didn’t work, showed, didn’t
You may give students a minute to revise have
vocabulary before playing.
3 3:17
Pupil’s Book ● Play the audio (script on p180). Students listen

and follow the sentences in the grammar
1 3:16 table and repeat.
● Read the blog post from the Colosseum Kids ● Use the grammar tables to make sentences
aloud. Elicit what students know about Italy. about the people in the texts and the students
Critical thinking Video Scissors Glue Notepad & pencil Life skills Sticker in the class, e.g. Elisa didn’t visit a factory.
and follow. Ask which person they would like to David went to a tournament (on Saturday). Tell
visit and why, e.g. I would like to visit Chiara. students that they can use the same verbs but
I love taking photos. with different nouns, e.g. I visited my grandad.
● Students create their own sentences in pairs or
as a class.
Culture Tip
The Colosseum in Rome is nearly 2,000 years 4
old and is the largest amphitheatre ever built.
● Students read and answer the questions. Point
It held between 50,000 and 80,000 spectators
out that many common verbs are irregular.
who watched gladiator contests, plays and
other spectacles. Answers
We add ed; go (went), see (saw), have (had)
96
MM19-10228-TB5.indb 96 1/15/20 15:20

LESSON
2
Support 3
Make it clear to students that the first two verbs
in the table on Activity 3 are regular and that
● Read the first sentence as a class. Explain
we add –ed to turn them into past. The three that students have to choose the correct
examples here are not pronounced the same: verbs to complete the text. They work
played has a /d/ sound, walked has a /t/ sound individually and choose the correct option.
and visited has a /Id/ sound. Point out some Answers
other regular verbs and see if students can hear 1 went 2 walked 3 saw 4 was 5 asked
which kind of pronunciation they should use. 6 had
5
Support
● Read the verbs in the box aloud. Ask two
You can create a collaborative poster with
students to read the speech bubbles aloud.
students so that they can identify regular
● Demonstrate the activity by saying a sentence and irregular verbs, and tell the difference
about the text and asking a student to say if between them.
it is true, false or if they don’t know, e.g. Elisa
wanted to help her cousin. (We don’t know.)
4
● Students continue the activity in pairs.
● Students tick what they did last weekend
on the table and ask their partner about it,
Workbook too. Then they work individually to write the
sentences using the verbs in the box.
GRAMMAR CONNECT
● Students read and complete the sentences Finished?
as a class. ● Students work individually to write three
true sentences and a false one. Then they
Answers
share them with a partner who guesses
walked; tried; went, saw, had
which one is false.
1
● Students work individually to classify
Cooler
regular and irregular verbs. Then
Play a verb chain around the class. One
check as a class.
student says a verb in the present tense, the
Answers next says the past simple form of the same
1i2r3r4r5i6r7i8r verb and so on until all the verbs of the lesson
are mentioned. Start the chain in two different
2 3:18 places in the class.
● Read the first sentence as a class. Elicit the

fact that the options are affirmative and
negative in each case.

students to listen and circle the correct
answers. Check as a class.
Answers
1 didn’t study 2 went 3 visited 4 didn’t
have 5 walked 6 didn’t see
97
MM19-10228-TB5.indb 97 1/15/20 15:20

Story
5
LESSON
3

about a biography
personal response to the story; learn about
Leonardo da Vinci; predict story content;
Pupil’s Book
listen, read and understand the story
2 3:19
Story vocabulary: accurate, backwards, Listening Speaking Dialogue Colouring Writing Singing Personalisation
hot-air balloon, human body, machines,

mirror, parachute, scan, smile listen and follow the story.
Story language: past simple verbs (regular ● At the end of the story, ask the class the
and irregular): disappeared, landed, learnt, questions in Activity 1 again. Say Look at the
organized questions you wrote in question 3. Can you
Print materials: Pupil’s Book pp50–51, Class answer them now?
Digital materials: Pupil’s Book eBook 3
Extra materials: photos of famous paintings, ● Students read the sentences. In pairs, they
e.g. Self-Portrait with Bandaged Ear (optional) correct the sentences to make them true.
Answers
1 Leonardo designed lots of machines. He
Warmer
didn’t make many machines. 2 Leonardo
Challenge the class to name famous artists.
sometimes finished his paintings. 3 Nobody
They can do this in pairs or in groups. List them
knows why the woman is smiling. 4 You need
on the board. Ask students if they know which
a mirror to read Leonardo’s writing. 5 Leonardo
country they are from. Ask Do you know any of
died in France in 1519.
their paintings?
Pupil’s Book SEN

When we adapt our presentations to help
1 students with special needs, we are often
● Read the blog posts as a class. Then read helping all the class. In this case, one way
the first question and ask the class to answer. of scaffolding the process is to play the
Encourage students to say why. first two sections of the story and check
● Read question 2 aloud. Elicit what students comprehension, using the board to highlight
know about Leonardo da Vinci. If you wish, the main events. Then you may move on to
write the information on the board. the third section, which is rather long, and
finally sections four and five. Also, students with
● Read question 3 aloud and write two or
reading issues may use a ruler to follow the
three interesting questions on the board.
lines and a sheet of paper to cover the parts
Answers they do not need to focus on.
1 a biography; 2–3 Students’ own answers
4
Support ● Read and discuss the questions as a class.
Ask the class to look through the pictures of the
Encourage students to give reasons.
story before listening to it. Ask questions about
the pictures, e.g. What’s he doing? What’s he Answers
wearing? Encourage students to create one Students’ own answers
question about the pictures.
98
MM19-10228-TB5.indb 98 1/15/20 15:20

LESSON
3
Workbook
3
1 ● Students work individually to complete the
● Have students work individually or in
and decide if Leonardo da Vinci is a hero
pairs to write the answers. Point out that,
for them and why. Remind them that, in
critical literacy activities like this one, there
are no wrong answers – students should
ideas based on the story.
write what they think.
Answers ● Then ask students to read their notes to
1 Leonardo was born in 1452. 2 There were a partner or to the class.
many drawings of machines in Leonardo’s ● Encourage students to tell the people at
notebooks. 3 Leonardo’s most famous home the main events of the story.
painting is Mona Lisa. 4 Leonardo wrote
backwards so you needed a mirror to Suggested answers
read it. 5–6 Students’ own answers A man with many talents; Leonardo da
Vinci; Italy and France; Leonardo da
Vinci’s biography, an engineer, artist and
Extend designer; Students’ own answers might
Many paintings are interesting because of include: Leonardo da Vinci is a hero
the mystery surrounding them. Mona Lisa’s because, more than 500 years ago, he
smile is one of those mysteries. Find other designed a lot of fantastic machines
paintings to show the class. Ask What is that are similar to the ones we use now/
the artist showing in each picture? because he studied the human body
and this probably helped doctors.
Culture Tip Finished?

Self-Portrait with Bandaged Ear by Vincent
● Students choose three words from the story
van Gogh: This painting shows Vincent van
and write simple definitions.
Gogh with an injured right ear when in
fact he had his left ear cut, but as he used
a mirror to portray himself, the outcome
is visible. Cooler
Write Leonardo was a photographer. on the
board. Ask if it is a true or false sentence (false).
2 Ask students to write a similar true or false
● Students work individually or in pairs to sentence to read to the class. The other students
complete the sentences with the correct need to say whether it is true or false.
form of the verbs in the box.
Support
Elicit the past simple forms of the verbs in the
box before students complete the sentences.
Answers
1 was 2 moved 3 did 4 made 5 didn’t finish
99
MM19-10228-TB5.indb 99 1/15/20 15:20

Grammar and pronunciation
5
LESSON
4
Key learning outcomes: read a dialogue about SEN

inventing a cardboard game and identify
Write the two questions and the answers on the
questions in the past; ask and answer about
board. Remember that some students may find
yesterday using the past simple
it hard to follow the lines in the grammar table.
Key competences: ask and answer about The board is always a good organizer.
yesterday; read and understand the
dialogue, sing the song
Target language: Did I/you/he/she/we/they 3 3:21
invent the game? Yes, I/you/he/she/we/they Listening Speaking Dialogue Colouring Writing Singing Personalisation
● Play the audio (script on p180) for students to

did. No, I/you/he/she/we/they didn’t.
follow in the grammar table and repeat.
Pronunciation: intonation: Did you go the
supermarket? Did you visit a friend?
● Use the first grammar table to ask one student
an example question, e.g. Did you buy this

book? The student uses the second table to
answer. Then ask the class the same question
about the student, e.g. Did (Tim) buy this
book? Elicit the answer.
Warmer
Have students work in pairs to write down five
● Students then ask and answer in pairs.
important words from the story in Lesson 3. Elicit
the words and ask why each one is important. 4
● Read and answer the question as a class.
Pupil’s Book Answer

We use did to make questions in the past
1 3:20 tense.
● Ask the class to describe the picture. Ask What

are they doing? Does it look like fun? 5 3:22

Critical thinking Video Scissors Glue Notepad & pencil Life skills Sticker ● Focus students’ attention on the questions and
to listen and follow. ask students what they think the arrows mean.
● Ask Who invented the game? ● Play the audio (script on p180) for students
to listen and repeat. Point out that the arrow

Answer means that the voice goes up.
Emily
2 Support
● Ask students to underline two questions Students may find it useful to listen to and say
starting with did in Activity 1. some sentences and questions in their own
language in order to focus on the intonation.
Answers Choose a few different sentences and
Did you invent this basketball game? questions and ask them to decide where
Did you paint it? the tone goes up or down.
● Write on the board Did you paint it?
Charlie painted it. Encourage students to
say the differences between the question
and the affirmative sentence.
100
MM19-10228-TB5.indb 100 1/15/20 15:20

LESSON
4
6 Answers
● Ask two students to read the text in the speech The voice goes up in all the questions
bubbles aloud. and goes down in all the answers.
● Give students two minutes to ask each other 3
questions in pairs. ● Read the example question as a class
and elicit several answers. Students write
7 the remaining questions, together with
● Have students form new pairs to talk about their own answers. Then they ask and
their original partner, e.g. David didn’t listen answer in pairs and write their partner’s
to music yesterday. answers.
8 3:23 3:24
Personalisation
Finished?
● Go to the Song Bank on Pupil’s Book p79. ● Elicit or remind the class of the main
Play the song (script on p180) for students events of the story. Students write five
Critical thinking
pencil & pencil
questions about the story. Invite some
● Play it again. Students read and sing along. students to ask their questions to the class.
Once students are familiar with the song,
you may wish to use the karaoke version.
● Say Look at the verbs in the chorus. Which Cooler
do you like doing most? Put the verbs in Play a chain question game. Go around
order of preference. the class, with each student saying one
word of a did you …? question about last
week. When the question is finished, the next
Workbook person answers it. Then continue with another
question.
GRAMMAR CONNECT
● Read the information as a class. Ask
students to complete it.
Answers
Did, Did; don’t change
1
write the questions. Then they answer them.
Answers
1 Did Emily invent the game? Yes, she did.
2 Did Emily build the game? Yes, she did.
3 Did Emily paint the game? No, she didn’t.
4 Did Charlie paint the game? Yes, he did.
5 Did Jack play the game? Yes, he did.
2 3:25
● Model the question and answer. Have

several students repeat with the correct
intonation. Play the audio (script on p181)
for students to listen and draw the arrows.

● Then play the audio again to confirm.
101
MM19-10228-TB5.indb 101 1/15/20 15:20

Integrated skills
5
LESSON
Reading and listening 6
Key learning outcomes: read three fact cards; 3 3:29

learn six irregular past simple verbs; listen to ● Focus students’ attention on the first picture
information about a famous woman and read the verb aloud. Ask students to find
Key competences: identify and say irregular the past simple form of the verb in the text
past simple verbs; investigate Italy; listen (gave). Then they work in pairs to find the
to information about a famous woman; other five past simple forms.
read fact cards ● Play the audio (script on p181) for students
Target vocabulary: bought, gave, read, rode, to listen and check their answers.
swam, won ● Play the audio again. Students listen and
Extension vocabulary: made, wrote repeat the words.
CD3, Workbook p41 Answers
1 gave 2 read 3 rode 4 won 5 bought 6 swam
Warmer
SEN
Write on the board footballer Lionel Messi
(1987–) and actress Millie Bobby Brown Give the class the chance to memorize as
also known as Eleven (2004–). Ask the class much as possible. Take one fact file at a time
to think of other famous people. Ask Are they and ask students questions so as to increase
alive? What do they do? Invite students to their oral production. In this way, you will work on
share their ideas with the rest of the class. Then two variables: time and oral production. These
invite a confident student to read the blog are especially important for weaker learners.
post from the Colosseum Kids aloud.
Support
Pupil’s Book When working with new vocabulary, remind
1 Stage 1 Reading Suggest reading them in context. Words that
● Focus students’ attention on the Reading are before and after often give important clues.
tip and elicit the names of the sections on
the fact cards (Date of birth, Place of birth,
4 Stage 2 Listening 3:30
Childhood, Achievements). Listening Speaking Dialogue Colouring Writing Sing
● Ask the class to copy the fact card into their

● Read the questions as a class. Ask students to
notebook. Elicit some guesses for the missing
look at the cards and find the information to
words. Critical thinking Video Scissors Glue Notepad & pencil Life
answer the questions as quickly as they can.

● Check the answers with the class.
and complete the fact card.
Answers ● Play the audio again and check the answers.
1 Annie Londonderry 2 Cecilia Camellini
Answers
3 Mae Jemison 4 Mae Jemison
1 11th November 1994 2 five 3 two gold
2 3:28 medals 4 two gold medals

listen and follow. Extend
● Check understanding. Then ask students to
Introduce the extension vocabulary (made,
think about the woman they most admire. wrote) by writing the following sentences: I made
● Students discuss their answers in pairs. a cake. I wrote an email. Guide students so they
notice they are the past of make and write.
104
MM19-10228-TB5.indb 104 1/15/20 15:20

LESSON
6
Workbook Answers
1 a drawing of the Italian flag with green,
1 white and red vertical stripes, 2–4 Students’
● Invite a student to read the first sentence own answers
aloud. Check that students realize they
have to write the verb in the past simple
tense. Support
You can suggest particular categories for
● Students work individually to write the other
students to research. One group could
answers. Have them compare their answers
research scientists; others could research
in pairs before checking as a class.
sportspeople, explorers or designers.
Answers
1 bought, A 2 read, M 3 swam, C 4 rode, A
Finished?
5 gave, A 6 won, C
● Students choose three verbs from Activity 1
and make sentences about themselves.
Extend
In pairs, one student prepares six cards
with the verbs from the lesson in infinitive Cooler
and the other one prepares six card but Students look back at the fact cards on Pupil’s
with the same verbs in the past. Then, they Book p54 and think about what a card of
put them face down on their desk and themselves would be like in 30 years’ time.
play a memory game. Students discuss this with a partner. Then invite
some students to share their ideas with the class.
2
● Students answer the questions by reading
the texts again if necessary. Then they write
three more questions for their partner to
their partner to answer.
● Invite different pairs to ask and answer one
of their own questions for the class.
Answers
1 Yes, he did. 2 No, she didn’t. 3 Yes, she
did. 4–6 Students’ own answers
3
● Read the questions about Italy aloud and
focus students’ attention on the Digital
(retrieved in October 2019) to bring
national geographic resources to the
classroom. Work as a class to find the
answers.
105
MM19-10228-TB5.indb 105 1/15/20 15:20

Integrated skills
5
LESSON
Writing and speaking 7
Key learning outcomes: read and write a 6

doodle diary entry about an achievement; ● Highlight that this diary doodle entry contains
present your doodle diary entry to the class all sorts of different information. Read through
Key competences: write a doodle diary the six kinds of information as a class. In pairs,
entry; do a presentation or individually, students look for examples of
Language: at the weekend, Friday 9th May, last the six kinds of information.
week, on Sunday; past simple verbs ● Check the answers as a class.
Answers
CD3, Workbook p42
a Friday 9th May b last week, at the weekend,
on Sunday, on Monday after school, today c
said, wanted, decided, saw, helped, practised,
Warmer
was, bought, had, looked, were, won d Mr
Play Who’s my match? Students work in pairs.
Williams, Charlie, Jack, Sophie e fantastic,
Assign a verb to each pair. Note that more
incredible, amazing f modern, older, TV,
than one pair will work with the same verb.
Pairs create a card with the infinite and the long, really nervous
past form of the verb, one next to the other.
Then, they grab a pair of scissors, cut cards 7
in half with different puzzle shapes, put them ● Read the Writing tip as a class. You could elicit
all into a bag and redistribute them. Students some useful verbs in the past simple.
have to walk around the class holding their ● Students plan and write a doodle diary entry
half of the card and asking Are you my match? following the steps in the Workbook p42.
until they find the other half.
SEN
The writing material in the Workbook is
GIVE GAVE
straightforward. However, students would need
to have the Pupil’s Book, the Workbook and
the notebook (Activity 3) on the desk, which
definitely won’t help students with organization
Pupil’s Book issues. It would be very useful and great fun
for them to think carefully and do Activity 1 in
the Workbook. Having done this, you may elicit
● Invite a student to read the blog post from the examples of students’ achievements and write
Heroes Connect aloud. Elicit or explain what a the key words on the board. Then you may use
doodle diary is. (A doodle diary is a diary with
Critical thinking Video Scissors Glue the SEN accommodation provided.
drawings. Sometimes the words are written in Answers

a way that describes the meaning of the
word.) Ask Do you know any books like this?
● Ask the class to look at the doodles in the
diary. Ask what they can see.
8 Stage 4 Speaking
● Ask two students to read the speech bubble
and the Presentation tip aloud.
● Invite different students to read their doodle
● Ask students to work out whose diary entry it
diary to the class. Encourage them to use
is. Guide them to see which members of the
facial expressions to help make the entry
Heores Connect are mentioned so that they
exciting. Other students can try to guess
can deduce which name the pronoun I can
which words the student has drawn.
refer to.
● The diary entries would work well as a display
Answer poster for the classroom, if you wish.
Emily’s
106
MM19-10228-TB5.indb 106 1/15/20 15:20

LESSON
7
Workbook Cooler
Say the following sentences so that students
1 use their body to act them out: I am very
● Look at the example together. Students happy, I am very hungry. I am very nervous.
work individually to write the words in Invite volunteers to say others.
a way that shows their meanings.
● Ask some students to write their examples
on the board. Extend
2 the Workbook: Grammar Reinforcement and
Extension on pp68–69, Extra Reading 3 on
● Students follow the plan and complete
pp76–77, Study Skills 5 on p84, Exam Practice
the information. Point out that these are
usually notes rather than full sentences –
the plan is just to help them to write the
diary entry later.
Support
It may be useful to do a planning stage
together as a class. This will show students
how to take notes without writing long or
complete sentences, e.g. We went to the
tournament. James scored. Played well
together.
3
● Read the Writing tip as a class. Elicit more
examples of time expressions.
● Students write their doodle diary at home
or in class. Prompt them to think of exciting
ways of drawing the doodle words.
Encourage them to keep the Pupil’s Book
open on p55 as they work – the diary entry
on this page is a model for their writing.
4
● Students work in pairs and read each
other’s doodle diary entry. Then they ask
their partner the three questions in order
to receive feedback on their work.
Finished?
● Students write three more doodle
sentences and share them with the
students around them.
107
MM19-10228-TB5.indb 107 1/15/20 15:20

5
UNIT REVIEW
Key learning outcomes: review the vocabulary Workbook

students’ own learning ● Students unjumble the letters and write
Print materials: Pupil’s Book p56, Class audio the words. Then they circle the verbs.
CD3, Workbook p43
Answers
engineer; read; builder; gave; swam;
Pupil’s Book journalist
1 3:32 2
● Play the audio (script on p181). Students ● Students write full sentences using the
identify the job being described each time. prompts given. Remind them that they
Then they say the ones that aren’t mentioned.
have to add prepositions and articles
Answers when building the sentences.
1 f 2 b 3 e 4 a 5 j 6 d 7 h 8 i; not mentioned: Answers
c, g, k, l 1 We didn’t play tennis yesterday. 2 I saw
my friend at the supermarket on Friday.
3 My family had lunch at the café last
SEN
Practise the spelling of words. Have different week. 4 He didn’t walk to school on
students come out to the front to write the words Wednesday.
from a to l. Then practise pronunciation and
finally move on to Activity 2. This will give weaker 3
learners the chance to revise and feel more ● Students look at the photos and write
confident before they are asked to interact. questions and answers.
4 3:34
2 Listening Speaking Dialogue Colouring Writing Singing Personalisation

● In pairs, students take turns to describe a job
after each question for students to listen
from Activity 1 for their partner to guess using
the blue and yellow prompts accordingly.
5 3:35
● Play the audio (script on p182) to check.

● Invite a pair of students to read the speech
bubbles. Focus their attention on the pictures Answers
for 30 seconds and then have them close 1c2a3a4b5c6c
their book. Students take turns to ask questions
or make statements and to close their book 6
and answer their partner’s questions. ● Students reflect about their learning
individually and complete the sentences,
4 3:33 before sharing their thoughts with a partner.
● Play the audio (script on p181) for students Tell people at home about your
dialogue in pairs. ● Encourage students to show their work
Answers to the people at home.
1 architect 2 went 3 didn’t 4 Did 5 Yes 6 was
108
MM19-10228-TB5.indb 108 1/15/20 15:20

UNIT REVIEW
VLOG
Key learning outcomes: watch and understand SEN

a video about being a photographer; practise
Elicit the infinitive form of the verbs in the box
responding in a conversation
and practise pronunciation before moving on
Key competences: practise responding in a to the next activity. This will help students read
conversation; watch and understand a video their answers properly when they complete the
Language: amazing, aunt/auntie, doctor, five sentences. Visual aids are very important for
drummer, film camera, hospital, jobs, everybody, especially for students with SEN. You
photographer, swam, swimmer, talented, uncle; may invite the class to work in groups and make
Did you (take that photo)? No, I didn’t. The wall charts with the past form of regular and
most important thing is … irregular verbs using different colours.
Print materials: Pupil’s Book p57 Listening Speaking Dialogue Colouring Writing Singing Personalisation

4
● Read the questions as a class. Students work
Pupil’s Book and Pupil’s Book eBook individually to answer them.
● Play the video again to check the answers.
1
● Elicit the jobs in the photos and ask some Answers
questions, e.g. Would you like to be a …? 1 She bought a film camera. 2 She likes
taking photographs of her dog, Archie.
● Students guess which child in Heroes Connect
would like to do which job. 3 The most important thing is that you like
your photographs. 4 They aren’t very good!
Answers
doctor, drummer, swimmer, photographer
Extend
Ask students if they would like to visit a
2
photographer’s studio and why. Ask what other
● Go to the Pupil’s Book eBook and play the workplaces they would like to visit. Explain that
video (script on p182). Ask students if their when they are older they can often get some
guesses were correct. work experience. They can visit different places
Answers and see what it is like to do a particular job.
This may help them make a future decision.
Jack: a doctor; Charlie: a drummer;
Listening
Emily: a swimmer; Sophie: a photographer
5
3 ● Students discuss the question in pairs before
● Ask a student to read the verbs in the box having a class discussion.
aloud.
● Play the video. Students complete the 6
sentences with the verbs. ● Ask a pair of students to read the conversation
in the speech bubbles aloud. Then focus
Answers
their attention on the Talk time box. Explain
1 visited 2 showed 3 took 4 asked 5 worked
that these are all ways to respond in a
conversation. They show you are surprised or
impressed, or that you want more information.
● Students work in pairs to talk about their free
time. Encourage them to use the phrases in
the Talk time box.
109
MM19-10228-TB5.indb 109 1/15/20 15:20

6
LESSON
Amazing adventures 1

outdoor activities and equipment; ask and ● Students read the words and match them
answer about outdoor activities to the photos.
Key competences: listen, identify and say ● Play the audio (script on p182). Students listen
outdoor activities and equipment; do and check.

speaking practice ● Play the audio again for students to repeat.
Target vocabulary: caving, gloves, hiking,
● Ask the class Did you (go caving) last
kayaking, life jacket, mountain biking, rafting,
summer? Repeat the question for the
rock climbing, rope, torch, waterproof jacket,
remaining activities.
wetsuit
Extension vocabulary: snowboarding, Answers
windsurfing caving, 7; gloves, 6; hiking, 12; kayaking, 5;
Print materials: Pupil’s Book p58, p75, Class life jacket, 8; mountain biking, 10; rafting, 2;
audio CD3, Workbook p44 rock climbing, 4; rope, 9; torch, 3; waterproof
jacket, 1; wetsuit, 11
Warmer 3 3:37
Review free-time activities. Ask What do you ● Play the audio (script on p182) pausing after
like doing in your free time? Do you prefer each description for students to identify the
doing indoor or outdoor activities? Why? activity or object.
Answers
Pupil’s Book a 7 b 8 c 9 d 12 e 11 f 1 g 4 h 5
1 4
● Ask students what they remember about ● Ask two students to read the speech bubbles
their recent blog projects. Read the Heroes aloud. Elicit another example if necessary.
Connect blog post as a class. Then have the class continue in pairs.
● Students work in pairs to brainstorm activities
and equipment, and write them in their
notebooks. Support
Elicit or teach adjectives to describe the
● Invite pairs to read their lists aloud to the class.
different outdoor activities and write them
on the board. These could include: exciting,
interesting, scary, dangerous, fun, cool.
SEN
You may help students to organize the new
vocabulary into semantic fields. One way of
doing this is by having the class make a table
to classify vocabulary.
Activities Equipment
to think. Invite different students to give their
opinions and prompt the rest of the class to
Answers say whether they agree or disagree.
Activities: caving, hiking, kayaking, mountain
biking, rafting, rock climbing; Equipment:
gloves, life jacket, rope, torch, waterproof jacket,
wetsuit
110
MM19-10228-TB5.indb 110 1/15/20 15:20

Vocabulary LESSON
1
Extend 3
Go to TB p133 and PB p75 to show students how
to use a problem-solving loop to answer this
● Work on the example with the class. Then
question. If you prefer, you could do this when they write the other sentences.
they have finished this unit. Note that a Thinking Suggested answers
Skills worksheet is necessary to do this activity. 1 You need a life jacket, a helmet and
a waterproof jacket. 2 You need a helmet,
a torch, a waterproof jacket and a rope.
Extend 3 You need a helmet and a rope.
Introduce the extension vocabulary by giving 4 Students’ own answers
definitions (snowboarding: the activity or sport
of riding a snowboard; windsurfing: a sport in 4
which you move across water standing on a
● Read the adjectives and the example as
flat board with a sail that you can move).
a class. Students complete the sentences
individually before telling a partner.
Workbook
Finished?
1 3:38 ● Students list what they need to go
camping. Invite some students to read
their list aloud for the class to say the
individually or in pairs before listening and
equipment they have also listed.
checking their answers (script on pp182–
183).
● Note: There are two pictures numbered 11.
Cooler
The one that corresponds to hiking should
Ask students to work in pairs and choose two
be 10. This mistake will be corrected in the
activities to compare, e.g. Mountain biking is
first reprint of the Workbook.
faster than hiking. Repeat the procedure with
● Check spelling and elicit that we use the other pairs of activities. You may write these
verb go with the six activities (go caving, on the board for support.
go kayaking, go mountain biking, go
rafting, go hiking, go rock climbing). Activities to compare Adjectives to use
Answers go kayaking and go fun

1 rope 2 caving 3 gloves 4 kayaking rock climbing
5 mountain biking 6 life jacket 7 rafting go hiking and go difficult
8 wetsuit 9 torch 10 hiking 11 waterproof mountain biking
jacket 12 rock climbing
Extend
Students can list other clothes and
equipment they know, e.g. a helmet, boots.
2
bubbles aloud. In pairs, students take turns
to ask and say the equipment necessary
for the different activities.
111
MM19-10228-TB5.indb 111 1/15/20 15:20

6 Grammar
LESSON
2
Answers
Key learning outcomes: read about exciting
1 Maria’s friend is going to go caving. 2 Pablo is
outdoor activities in Ecuador; talk about future
going to go rafting. 3 Eduardo’s brother is going
plans using going to
to go mountain biking.
Key competences: talk about future plans;
read and understand the blog
3 3:40
Target language: I am/am not going to go Listening Speaking Dialogue Colouring Writing Singing Personalisation
hiking. Am I going to go hiking? Yes, I am. No,

● Play the audio (script on p183). Students listen,
I’m not. He/She is/isn’t going to play football. follow and repeat the sentences, questions
Is he/she going to play football? Yes, he/she is. and answers in the grammar table.
No, he/she isn’t. You/We/They are/aren’t going ● Get students to provide example sentences
to do gymnastics. Are you/we/they going to about themselves using the table before
do gymnastics? Yes, you/we/they are. No, you/ they continue to make questions and answers
we/they aren’t.; after school, at the weekend, in pairs.
this afternoon, this evening, tomorrow ● Invite some pairs to share questions and
Print materials: Pupil’s Book p59, Class audio answers from the other grammar tables
CD3, Workbook p45 with the class.
4
Warmer ● Read and answer the questions as a class.
Play Thumbs up or down. Read aloud some
Answers
sentences connected with the vocabulary
from the previous lesson. Students show their We’re going to go rafting. ✓; The second
thumbs up or down to express whether they sentence is about the future. It’s a plan.
agree or not, e.g. Caving is interesting. Rock
climbing is scary. Ropes are usually long. 5
Torches are not necessary to go caving. ● Invite different students to read aloud the
Invite students to say other sentences. words in the box and the speech bubbles.
● Demonstrate the activity by saying I’m
wearing (a helmet and gloves). I’ve got
Pupil’s Book
(a bike). Students guess the activity, following
1 3:39 the model in the yellow speech bubble. (go
rock climbing)
● Ask the class to recall the Heroes Connect
● Students do the activity in pairs.
Blog topic. Read the blog post from the
Volcanoes aloud. Elicit what students know
about Ecuador. Extend

● Play the audio (script on p183). Students listen More confident students can also include
and follow. other equipment, clothing and sports.
● Students match the texts to the pictures.
Answers
Eduardo 3; Maria 1; Pablo 2
2
● Students find the information in the text and
report it back. If they use the going to form
incorrectly, repeat their sentence with the
correct form, but don’t give a grammatical
explanation at this point.
112
MM19-10228-TB5.indb 112 1/15/20 15:20

LESSON
2
SEN 3
It is very important for more kinaesthetic ● Students order and write the questions.
learners to use props and act out dialogues Work through the first question and answer
as this may boost their memory and learning. as a class. Then students complete the
To make this simpler, invite students to make activity individually or in pairs.
cards for the words in Activity 5 and raise the
corresponding card to act out the dialogue. Answers
They may even go a step further and put the 1 Is Eduardo’s brother going to go
card on the corresponding part of the body mountain biking? Yes, he is. 2 Is Maria’s
as they mention each word, e.g. Student A lays friend going to go caving? Yes, she is. 3 Is
the boots card on his/her legs as he/she says Pablo going to use a torch? No, he isn’t.
I’m wearing boots. 4 Are the children going to have fun? Yes,
they are.
Workbook
Support
GRAMMAR CONNECT Highlight clues that help order the
questions in the activity, e.g. capital letters
● Students read, circle the correct options
or punctuation marks.
and complete the sentence as a class.
Answers
4
future; am going to play; plan
● Invent your own plan as an example for
the class. Then students work individually
1 3:41
Listening Speaking Dialogue Colouring Writing Singing Personalisation to write about their adventure weekend
● Elicit the names of the objects in the table. before sharing their plans in pairs.
Play the audio (script on p183) pausing
after the first conversation for students to
Finished?
tick the objects they hear. Repeat with

the second conversation before students
● Students write about five things they are
complete the sentences. going to do after school. Invite them to
share one sentence each with the class.
Answers
Isabelle: helmet, gloves, rope; Johnny:
helmet, gloves, wetsuit 1 go rock climbing Cooler
2 going to go kayaking Play Two truths and a lie. Say three things
you are going to do tomorrow (two true things
2 and one lie). Students have to identify the lie.
● Prompt the class to describe the photo. Play again, inviting different students to take
Then students work individually or in pairs your role.
to complete the text with the words in the
box. Check as a class.
Answers
1 Saturday 2 go 3 are 4 isn’t 5 be
Support
Before students do the activity, read the text
out for the class, pausing when there is a
gap. Students listen and follow in their book.
113
MM19-10228-TB5.indb 113 1/15/20 15:20

6 Story
LESSON
3
Pupil’s Book
about a true adventure story
2 3:42Listening Speaking Dialogue Colouring Writing
Key competences:
discuss and give a
personal response to the story; predict story
listen and follow the story in their book.
content; listen, read and understand the Critical thinking Video Scissors Glue Notepad & pencil Life skills Sticker
story ● At the end of the story, ask the class question 3

Story vocabulary: athlete, coast, healthy, in Activity 1 again.
hungry, meatball, mud, race, rainforest, Answers
waterfall, wet Students’ own answers might include: They are
Story language: What are you going to do with heroes because they rescued and adopted
Arthur? We’re going to take him to Sweden. the dog they met.
Digital materials: Pupil’s Book eBook Support
Pause the audio at the end of each section to
check students’ understanding. Ask questions
about the text and what is happening in the
Warmer
accompanying photos.
Work as a class to brainstorm team and
individual sports. Write students’ ideas on the
board in two columns. Then ask Do you prefer 3
doing team sports or individual sports? ● Students read the sentences. In pairs, they
correct the sentences to make them true.
Pupil’s Book ● Check the answers as a class.
Answers
1
1 The team travelled from the mountains
● Invite different students to read the blog posts to the coast. 2 It was cold and windy in the
aloud. mountains. 3 Arthur finished the race with
● Read questions 1 and 2 as a class. Students the team. 4 Team Peak Performance didn’t win
quickly read the Key facts box to find the the race. 5 Arthur lives in Sweden now.
answers.
● Read question 3 aloud and ask the class to
make predictions. SEN
Some students may find it difficult to spot
Answers
the mistakes in the sentences. Use the SEN
1 hiking, mountain biking, kayaking, ropes
accommodation provided so that they can
(rock climbing) 2 four athletes (men and
solve the activity in a simpler way.
women) 3 Students’ own answers
Answers
1 b, 2 a, 3 a, 4 b, 5 b
Support
If students need more support, pre-teach the
vocabulary in the glossary before reading and
4
listening to the story. ● Read and discuss the questions as a class.
Answers
Pupil’s Book eBook Students’ own answers
114
MM19-10228-TB5.indb 114 1/15/20 15:20

LESSON
3
Life skills Tip 3

Living and working together: teamwork ● Read the prompts in the story review aloud
Ask the class Are the athletes a good team? and invite different students to provide
Do you think they help each other in the the missing information.
race? What do you think they do?
and decide who they think is a hero and
Workbook why. Remind them that, in critical literacy
activities like this, there are no wrong
1
answers – students should write what they
● Read the questions aloud as a class and think.
invite different students to answer them. ● Then ask students to read their notes to
● Then have students work individually or in a partner or to the class.
pairs to write the answers. Point out that, ● Encourage students to tell the people at
home the main events of the story.
ideas based on the story. Answers
● Check as a class. A team of heroes; Team Peak Performance
and Arthur; Ecuador; a difficult race and
Answers
a team of athletes who meet a dog;
1 The athletes are from Sweden. 2 No, they Students’ own answers might include: The
didn’t. (They walked and climbed.) 3 They athletes/Team Peak Performance because
gave him a meatball. 4 No, they didn’t. they helped and saved a hungry dog
5–6 Students’ own answers and gave him a new, happy life./Arthur
because he was a good companion and
2
he risked his life to stay with his new friends.
● Read the information in the race diary
aloud and elicit information from the class. Finished?
● Students work in pairs to complete the ● Students choose three words from the story
race diary, consulting the text on the and write simple definitions.
Pupil’s Book pp60–61 as they do.
Answers
November 2014; Ecuador; 690 km; It was Cooler
cold and windy.; It was hot and wet.; We Ask the class to work in pairs to think of three
did hiking, cycling, rock climbing and things they have learnt in today’s lesson. Invite
kayaking.; We used kayaks, ropes, helmets them to share their ideas with the class.
and bikes.; Our new team member is
Arthur. He’s going to live in Sweden.
Support
Encourage more confident students to
write complete sentences in the race diary.
If they find it difficult, accept notes instead
of complete sentences.
115
MM19-10228-TB5.indb 115 1/15/20 15:20

6
LESSON
Key learning outcomes: read a dialogue 3 4:02

about an adventure holiday; ask and answer ● Play the audio (script on p183). Students follow
Wh- questions using going to the questions in the grammar table and repeat.
Key competences: ask and answer using ● Prompt the class to ask you or a classmate
going to; read and understand the questions about weekend plans, using the
dialogue, sing the song grammar table as a model.
Target language: How is she going to travel? What
are you going to do? When am I going to go? 4
Where is she going to go? Which activities are ● Students read and answer the question as
they going to do? Who are you going to go with? a class.
Pronunciation: using the weak form of to in
going to Answer
Print materials: Pupil’s Book p62, p79, Class The first question asks about an action in
audio CD4, Workbook p47 the present and the second question asks
Extra materials: photos of the students in about an action or plan in the future.
different periods of their lives (for students to
bring from home) SEN
Going to is used for plans in the near future. It
would be enriching to discuss with the class
Warmer how they can represent this idea graphically.
Read the story in Lesson 3 aloud to the class but To do this, use the timeline provided in the
include some factual mistakes, e.g. In November Teacher’s Resource Centre (going to timeline).
2014, four Swedish athletes arrived in Spain. Stick it on the board and ask How old was the
Students should stop you and give the correct girl in 2008? What is she doing now? What
information. (In November 2014, four Swedish does she usually do? What is she going to
athletes arrived in Ecuador.) do in January? Ask students to create their
own timeline by drawing themselves in each
period. To make this activity more memorable,
Pupil’s Book
invite students to bring photos of themselves
for the different periods of the timeline. In this
1 4:01
Listening Speaking Dialogue Colouring Writing Singing Personalisation way, they are likely to remember the message
● Ask the class to predict what Charlie is going they want to convey through the photos.
to do at the weekend. Giving students the chance to make their own
choices is a good way of developing their
and follow. Then they answer the question. critical thinking skills.
Answer
He’s going to go camping in the mountains. 5 4:03
He’s going to go rock climbing and rafting. ● Elicit that the word to usually rhymes with do.
Play the audio (script on p183) pausing after
2 the first sentence. Point out that this is the
● Do the activity as a class. Invite different weak form of to /t´/ which is often used with
students to read the questions aloud. grammar words like a, an and the when they
are in a spoken sentence.
Answers
● Repeat with the other sentences.
What are you going to do? Where are you
going to camp? How are you going to travel?
● Play the audio again. Students listen and
repeat the sentences.
Are you going to do any activities there?
116
MM19-10228-TB5.indb 116 1/15/20 15:20

LESSON
4
Support 2
If students find it difficult to repeat the full
question, ask them to just read the verb phrase
● Students work individually to write the
instead of the whole question. (going to do/ questions. They check their answers in pairs.
What are you going to do?) ● Note: The answer in item 1 is incomplete.
The correct answer is Where are you going
to go? This mistake will be corrected in the
6
first reprint of the Workbook.
● Ask two students to read aloud the holiday
destinations in the box and the text in the Answers
speech bubbles. 1 Where are you going to go? 2 When are
● Demonstrate by choosing one of the places you going to go? 3 How are you going
and prompting the class to ask questions, to travel/go? 4 Who are you going to go
beginning with the two question words in with? 5 What are you going to do? 6 What
the speech bubbles. are you going to eat?
● Invite a student to come to the front. The rest of
3 4:06
the class should ask questions about his/her Listening Speaking Dialogue Colouring Writing Singing Personalisation
dream holiday. ● Ask students to circle the weak forms of

to in the questions. Play the audio (script
● Students continue the activity in pairs.
on p184) for students to listen and repeat.
Then have them practise in pairs.

7 4:04 4:05
Personalisation
● Go to the Song Bank on Pupil’s Book p79. Answer
Play the song (script on p183) for students All of the examples of to are weak forms.
Critical thinking
pencil & pencil
● Play it again. Students read and sing along. 4

Once students are familiar with the song, ● Students work in pairs to invent a dialogue
you may wish to use the karaoke version. and practise it. Invite different pairs to act
● Ask What activities is the singer going out their dialogue for the class.
to do? Would you like to go on the same Answers
adventure? 1 Where are you going to go? 2 Who are
you going to go with? 3 How are you
Workbook going to travel? 4 Where are you going
to stay? 5 What are you going to see?
GRAMMAR CONNECT 6 Which activities are you going to do?;
● Read the information as a class. Ask Students’ own answers
students to complete it.
Answers Finished?
is; (in any order) What, Where, Who, When, ● Students write four sentences about their
Which; are you going to plans for this weekend.
1
● Check understanding of the question Cooler
words before students work individually Ask the class to say what they aren’t going to
to complete the questions. do at the weekend.
Answers
1 What 2 When 3 Which 4 How 5 Who
6 Where
117
MM19-10228-TB5.indb 117 1/15/20 15:20

Decision making:
6 Life skills
LESSON
making group decisions 5

Key learning outcomes: learn how to make if necessary. Encourage students to think
group decisions; choose activities to do as of other tips for making group decisions.
a group Remember you may need to allow some
Key competences: learn how to make group use of the students’ own language.
decisions; choose activities to do as a group
Answers
Useful language: Let’s take turns. You speak first.
They are trying to decide what activities to
Let’s do (judo) first/second. I like (team sports).
What about you? I’m sorry, but I don’t like do at the multi-sports event.
(football). What about (dancing)?
SEN
CD4, Workbook p48
Before listening to the photo story, draw
students’ attention to the pictures and the
title. Ask them what they think they will read
about. Elicit team sports and individual ones.
Warmer Then allow some use of their own language if
Play Ten seconds game. You are going to write necessary to discuss what they think about the
on the board Wh- question words, e.g. Where, two kinds of sports.
What, How, Who, When, one at a time. Students
work in pairs. They have ten seconds to make
a question about a future plan using the Wh- 3
question words from the board. If the question ● Read the instructions as a class and look at
is correct, the pair chooses who has to answer the six activities on the poster. Focus students’
it. Invite students to be creative and let their attention on the Useful language box and
imagination fly! Repeat until all question words model the phrases.
have been used. (Where are you going to ● Write some further helpful phrases on the
celebrate New Year? When are you going to board, e.g. Let’s talk about each option.
eat chips?) ● Demonstrate the beginning of the
conversation with a confident student. Invite
Pupil’s Book students to use the photo story dialogue as
a model.
1 ● Students continue the activity in their groups
● Read the two questions aloud. Encourage of five. Point out that they need to make sure
students to give examples of times when they are all happy with the group decision.
they have to make group decisions. Ask Is it
difficult to make decisions in large groups? 4
Pupil’s Book eBook Encourage students to say why it is important
● You may wish to present the story by using for everyone to listen to each other’s ideas.
Again, you may need to allow some use of
their own language.
Pupil’s Book Answers
2 4:07
and follow the photo story.
● Prompt the class to say what the children are
trying to decide.
118
MM19-10228-TB5.indb 118 1/15/20 15:20

LESSON
5
Workbook
Life skills Tip
1 4:08 Decision making: making group decisions
● Explain that the Heroes Connect group is Make it clear to students that listening to
trying to decide what to do. Read the four others is an important life skill. Focus on
sentences as a class.
this and ask why. Encourage students to
● Play the audio (script on p184). Students give examples of situations when listening
listen and write the numbers. Then they to others is important. This could be about
check their answers with a partner. keeping safe, understanding how other
people are feeling, making right decisions,
● Play the audio again and check the
succeeding in a task, knowing when to
answers as a class.
help others, etc.
Answers
1b2a3c4d
Finished?
● Students think about the importance of
2 4:09
Listening Speaking Dialogue Colouring Writing Singing Personalisation listening to others and taking turns when
● Students try to complete the dialogue
discussing anything, and they write two
about Activity 1 from memory. They can
sentences.
do this in pairs or individually.
● Then play the audio (script on p184) for

students to listen and check their answers. Cooler
Answers Ask students What decisions are you going
I want; I don’t want; I like; Let’s; Do you like to make with others later today? Students
answer using going to, e.g. My brother and I
3 are going to decide what to watch on TV.
● Students work individually and complete
the table with beach activities and snacks.
4
● Ask two students to read the text in the
speech bubbles aloud. Tell students that
they are going to work in pairs and make
a decision together. Elicit some phrases
that they are going to use and write them
on the board for support.
● Students complete the task in pairs and
write their final decision. Invite some pairs
to act out their discussion for the class.
Extend
In order to extend the language practice,
students can do this activity in larger
groups. Make sure that students try to use
all the phrases that are on the board and
that they all present their opinions and
agree with the final decision.
119
MM19-10228-TB5.indb 119 1/15/20 15:20

6 Integrated skills
LESSON
Reading and listening 6
Key learning outcomes: read a leaflet; learn six 2 4:10Listening Speaking Dialogue Colouring Writing Singing Personalisation
adjectives of feeling; listen to a conversation ● Play the audio (script on p184). Students listen
about choosing activities and follow.
Key competences: identify and say ●
Critical thinking Video Scissors
Check understanding. Then ask different
Glue Notepad & pencil Life skills Sticker
adjectives of feeling; investigate Ecuador; students the questions. Encourage them to

listen to a conversation; read a leaflet think about the reasons for their choice.
Target vocabulary: brave, hungry, proud, scared, ● Students ask and answer the same questions
strong, tired in pairs.
Extension vocabulary: active, lazy
Print materials: Pupil’s Book p64, Class audio 3 4:11
CD4, Workbook p49
● Focus students’ attention on the first picture.

Ask them to choose the correct adjective from
the yellow words in the leaflet (hungry). Then
Warmer students work in pairs to match the other five

Ask the class some questions about adventure adjectives and pictures.
activities, e.g. Which adventure activities can ● Play the audio (script on p184) for students
you remember from the unit? Do you know
to listen and check their answers.
any others? What would you like to do? Then
invite a student to read the blog post from
● Play the audio again. Students listen and
the Volcanoes aloud. repeat the words.
Answers
Pupil’s Book 1 hungry 2 brave 3 strong 4 scared 5 tired
6 proud
1 Stage 1 Reading
● Read the questions as a class. Then focus Support
students’ attention on the Reading tip. Explain When working with new vocabulary, remind
that this is called scanning. Elicit some of students not to read new words in isolation.
the key words/features they could scan, e.g. Suggest reading them in context. Words that
the opening time, the fact that courses are are before and after often give important clues.
divided into colours and that there’s a café.
● Students scan the text to find the information
as quickly as possible and report the answers. SEN
Answers It would be very useful for the whole class, and
1 blue, orange, red and black 2 Yes, you can. great fun too, to have students work in groups
to write the new vocabulary in a way that
3 Yes, they do. 4 Yes, there is.
looks similar to their meanings. This would help
students with reading difficulty remember the
SEN new words and kinaesthetic learners use their
Some students may find reading a bit too energy to create.
demanding and may take longer. These
learners may be asked to underline or circle 4 Stage 2 Listening 4:12
the answers to the given questions in the text. ● Focus students’ attention on the table. Ask
Remember that these learners usually require them to guess which course each child is
immediate feedback, so be ready to monitor going to do, e.g. Sophie is going to do the
their work closely. Once everybody has finished, blue course.

ask a stronger learner to read the question and
a weaker one to give the answer orally.
for the information and complete the table.
● Play the audio again and check the answers.
120
MM19-10228-TB5.indb 120 1/15/20 15:20

LESSON
6
Answers
Charlie: red; Jack: orange; Emily: blue; 3
Sophie: red ● Read the questions about Ecuador aloud
Extend
Introduce the extension vocabulary (active,
lazy) by playing a Play and pause game. Write
(retrieved in October 2019) to bring national
these two words on the board, one on the right
geographic resources to the classroom.
side and the other one on the left. When you
Also find an example of the Ecuador flag
say Play!, you move either to the left or right for
and the meaning of the word Ecuador
students to mime active or lazy. When you say
online. For questions 3 and 4, connect to
Pause!, you stand between the words and they
suitable tourism websites with information
don’t have to do anything.
about Ecuador.
Answers
Workbook 1 a drawing of the yellow, blue and
red Ecuadorian flag 2 The word means
1 ‘equator’ and Ecuador sits on the equator.
● Invite a student to read the first sentence 3–4 Students’ own answers
aloud. Elicit suggestions from the class.
Ask students to spell the words that they
Support
suggest.
For question 4, provide some suggestions
● Students work in pairs to complete the for websites that focus on exciting, age-
other sentences. Check the answers appropriate attractions in Ecuador,
as a class. including the Galapagos Islands.
Answers
1 proud 2 hungry 3 brave 4 strong Finished?
5 scared 6 tired ● Students investigate their country (flag
colour and places to visit).
2
● Read the sentences as a class. Then
students work individually to write correct
Cooler
versions of the sentences.
Ask the class to work in pairs or small groups to
● Elicit and check their sentences as a class. think of three things they have learnt in today’s
Answers lesson. Ask them to think of one thing they think
they are going to learn in the next lesson.
1 The Adventure Park isn’t open/is closed
in October. 2 The blue course is only three
metres from the ground. 3 There is a long
bridge on the black course. 4 The red
course is for people taller than 130 cm.
5 Children under 12 must climb with
an adult.
121
MM19-10228-TB5.indb 121 1/15/20 15:20

6 Integrated skills
LESSON
Writing and speaking 7
Key learning outcomes: read and write an Culture Tip

e-card from a holiday or a day trip; present The spider in the photo is a tarantula. Tarantulas
an e-card to the class usually live in holes, or ‘burrows’, in the ground.
Key competences: write an e-card; do They hunt for food by jumping out and catching
a presentation insects and small animals that walk past their
Language: time expressions: this morning, this burrows. Female tarantulas often live 20–30
afternoon, at the moment, later on today; years, but males only live 5–10 years. Some
adjectives: big, hairy, awesome; We’re going to people keep them as pets! Ask students if they
(make a bug hotel). know anyone who has got an unusual pet.
CD4, Workbook p50 6
● Explain that e-cards or postcards usually have
information about what a person did or is
Warmer doing somewhere. Elicit what other pieces of
Review the Lesson 6 vocabulary with a game. information they usually have.
Give students a few minutes to revise. Say
● Read the list with the class and find examples
I didn’t have any breakfast today. I’m … and
in the text.
elicit hungry. Other sentences to say can be:
I won a race. I am (proud). I went to bed late Answers
yesterday. I am (tired). I can cross difficult a We’re at a nature centre. b We touched
bridges. I am (brave). some big, hairy spiders. c Possible answers:
It was the same spider as the one in this
Pupil’s Book photo. Here’s a photo of a bug hotel that some
children made last year. d Possible answers:
5 Stage 3 Writing 4:13 This afternoon, we’re going to make a bug
hotel. We’re going to make it with wood, bricks,
● Invite a student to read the blog post from the
Heroes Connect aloud. Elicit/Explain what an leaves and grass. e We hope to connect soon.
e-card is and ask the class if they have ever
sent one. (An e-card is a digital postcard you

7
can send online from a place you visit.) ● Read the Writing tip as a class. Elicit some
● Students look at the photos. Ask Where do examples of sentences that use the present
you think the Heroes Connect went on their continuous or past simple. Then elicit some
trip? Why? examples that use going to.
● Students plan and write an e-card following
to listen and follow. Ask them what the Heroes the activities in the Workbook p50.
Connect saw in the morning. ● Students give their e-card to a friend before
● Ask students Where did the Heroes Connect moving on to Activity 8.
go? (To a nature centre.) Would you like to
go there?
Answer
They saw spiders in the morning.
122
MM19-10228-TB5.indb 122 1/15/20 15:20

LESSON
7
SEN
Support
It is very important to help students organize If students need more support, plan the
information. Before asking them to write a e-card as a class. Write the information
postcard, it is necessary to help them choose on the board as a model.
a place and elicit different activities they can
do there. Allow them to investigate one or two
holiday destinations nearby as homework or, 3
if possible, let them use their mobile devices ● Read the Writing tips as a class. Elicit more
to do so in class and share photos. Remember examples of time expressions.
to use the board to write key words on the ● Students write their e-cards at home or in
board. Once this has been done, you may class. Encourage them to keep the Pupil’s
use the SEN accommodation provided. Book open on p65 as they work – the
Answers e-card on this page is a model for their
writing.
4
Extend ● Students work in pairs and read each
There are several e-card/e-postcard websites. other’s e-card. Then they ask their partner
Look for some suitable ones and ask students the three questions in order to receive
to write and send each other greetings online. feedback on their work.
They will need email addresses.
Finished?
8 Stage 4 Speaking ● Students write their boat trip ideas. Then
● Invite a student to read aloud the speech they compare their lists with classmates.
bubble and the Presentation tip. Discuss the
importance of listening carefully to others and
respecting other people’s work and opinions. Cooler
Ask the class about insects and spiders. Ask
● Students then take turns to read aloud the
students to describe any times when they have
e-card they have received. Point out that
seen spiders or other insects in their homes.
they will need to use the third person in their
Finally, ask Do you know any nature centre?
presentation.
What can you see and do there?
Workbook
Extend
1 You could now do the following lessons from
● Look at the mind maps with the class. the Workbook: Grammar Reinforcement and
Students need to think of two different Extension on pp70–71, Extra Reading 4 on
places to make suggestions about. They pp78–79, Study Skills 6 on p85, Exam Practice
work in pairs to complete the mind maps activities on pp86–95.
with four things they can do in each place.
2
● Read the instructions and prompts as
a class. Students work individually to
complete their notes. Remind them that
they will use three different tenses: present
continuous (Paragraph 1), past simple
(Paragraph 2) and going to (Paragraph 3).
123
MM19-10228-TB5.indb 123 1/15/20 15:20

6
UNIT REVIEW

students’ own learning ● Students match the halves to form the
Print materials: Pupil’s Book p66, Class audio adjectives.
CD4, Workbook p51
Answers
1 tired 2 strong 3 scared 4 brave 5 proud
Pupil’s Book 6 hungry
1 4:14 2
● Play the audio (script on pp184–185). Students ● Students work in pairs to complete the
identify the activity or object being described sentences so that they are true for them.
each time and then say those that aren’t
mentioned. 3
Answers ● Students order the words and write the
1 f 2 j 3 d 4 c 5 e 6 i 7 g 8 l; not mentioned: questions.
a, b, h, i, k Answers
1 What is she going to do? 2 Where are
2
they going to go? 3 How are they going to
● In pairs, students take turns to describe an travel? 4 Where are they going to stay?
activity or object from Activity 1 for their
partner to guess using the prompts. 4 4:16

3
after each question for students to listen
● Invite a pair of students to read the speech and circle the correct answer.
bubbles. Focus students’ attention on the

pictures for 30 seconds and then have them 5 4:17
close their books. One student makes a Listening Speaking Dialogue Colouring Writing Singing Personalisation
● Play the audio (script on p185) to check

statement about Anna or Luke and his/her
answers.
partner sees whether it is correct or not.
Answers
4 4:15 1a2c3c4b5a6c
● Play the audio (script on p185) for students 6
Critical thinking Video Scissors Glue Notepad & pencil Life skills Sticker ● Students reflect on their learning individually
dialogue in pairs. and complete the sentences before sharing
their thoughts with a partner.
Answers
1 going 2 am 3 are 4 Who 5 going 6 biking Tell people at home about your
124
MM19-10228-TB5.indb 124 1/15/20 15:20

VLOG
Key learning outcomes: watch and understand 3

a video about summer holidays; practise ● Ask the class where the children are going to
playing a guessing game. go on holiday. Encourage them to complete
Key competences: practise playing a the table from memory.
guessing game; watch and understand ● Play the video again. You can pause when the
a video holidays are described. Invite different students
Language: Can you guess …? Give me a/ to report the information. Check as a class.
another clue. I think I can guess. Try again.
It’s your turn now. Answers
Print materials: Pupil’s Book p67 What things
are they going Where
Digital materials: Pupil’s Book eBook are they What are they
going to go? going to do?
to take?
helmet
Pupil’s Book and Pupil’s Book eBook torch
Sophie boots France caving
waterproof jacket
1
helmet
● Focus students’ attention on the photo. Ask Charlie life jacket Scotland rafting
What can you see? Then read and discuss wetsuit
the questions as a class. volleyball
sun hat
Jack sun cream
● Go to the Pupil’s Book eBook and play the America camping
and Emily map
video (script on p185). Stop it before the compass
children begin playing the guessing game for first aid kit
students to confirm/change their ideas.
Answers Culture Tip

1 Students’ own answers 2 The children are Explain to the class that children in Britain
talking about summer holidays. 3 The children have a six-week holiday in the summer. It
Listening look happy and excited.
begins in the middle of July and finishes at
the beginning of September. Ask How much
2 holiday do you have in the summer? How
many weeks?
● Elicit the names of the objects in the photos.
● Read the questions aloud and make sure
students know what to look for in the video. 4
Play the video. ● Students discuss the question in pairs before
● At the end, have students report the objects having a class discussion.
they have seen and who they belong to.
5
Answers
● Focus students’ attention on the Talk time box
The snorkel and the compass belong to Jack.
and the exchange in the speech bubbles.
The sun hat and the volleyball belong to Emily.
● Demonstrate the activity with a confident
The life jacket belongs to Charlie. The boots
student.
belong to Sophie.
● Then students work in pairs to play the game
using the Talk time language.
125
MM19-10228-TB5.indb 125 1/15/20 15:20

WORLD PEACE
Festivals DAY
● In pairs, students use the blue and yellow

Key learning outcomes: read and learn about prompts as a model to ask and answer
World Peace Day activities; read and say a questions about the other activities from
poem; think about how to have peace at Activity 1.
school
Key competences: identify and learn World Answers
Peace Day activities; investigate the Peace a plant a tree b sing peace songs c have
Bell; read and say a poem; think about a picnic d create peace animations
peace at school
Target vocabulary: create peace animations, 3 4:20
have a picnic, plant a tree, sing peace songs ● Play the audio (script on p186). Students listen
Print materials: Pupil’s Book p68, Class audio and follow, writing the missing words.
CD4 ● Play it again for students to join in.
Digital materials: Pupil’s Book eBook Answers

1 day 2 friendly 3 sorry 4 fair 5 you
Warmer
Write jumbled letters for the word peace on Extend
the board, e.g. EPAEC. Ask students to order Practise the poem as a class and perform it for
the letters to discover the topic for the lesson. other students in the school.
Provide the first letter if they need more support.
Then explain that today they will learn about
World Peace Day. Ask what they know about
this day. ● Alternatively, go to the Pupil’s Book eBook
and play the poem.
Pupil’s Book Pupil’s Book

1 4:18 4
● Read the blog post from the Heroes Connect ● Read and discuss the questions as a class.
with the class. Elicit what the people in the You may need to allow some use of the
photos are doing to celebrate World Peace
students’ own language to do this.
Day.
Answers
and follow. Answer the questions as a class. Students’ own answers
Answers Investigate Where can you see the

a They are planting a tree. b They are singing Peace Bell? Why is it special?
peace songs. c They are having a picnic. ● Read the questions about the Peace Bell
d They are creating a peace animation. aloud. If you prefer to do the activity in the
● Ask students which activity they would like classroom, connect to an age-appropriate
to do at school and why. website to find out about the UN Peace Bell.
2 4:19 Answers
The Peace Bell is in New York City. Somebody
rings this bell on World Peace Day.
to listen and repeat.
● Students match the photos in Activity 1 to
the phrases in orange. Cooler

Read or sing the poem aloud as a class
without the support of the audio recording.
126
MM19-10228-TB5.indb 126 1/15/20 15:20

CHINESE NEW
Festivals YEAR
Key learning outcomes: read and learn about 3

Chinese New Year traditions; solve riddles; talk ● Read the questions as a class. Students read
about New Year celebrations the text in Activity 1 again and answer in pairs.
Key competences: identify and learn
Answers
Chinese New Year activities; investigate your
1 More than a billion people celebrate
animal and its characteristics; learn about
Chinese New Year Chinese New Year each year. 2 Because
it removes bad luck. 3 soup, fish, chicken,
Language: bad luck, bright, calendar, clean
green vegetables, noodles 4 There are two
the house, colourful, costumes, exciting, knives,
lanterns, noodles, play drums, riddles; I was people in one lion costume. 5 It lasts 15 days.
born in (2005).
4
Print materials: Pupil’s Book p69, Class audio CD4
● Read the first riddle aloud. See if anyone
knows the right answer.
Warmer ● In pairs, students work out the other riddles.
Elicit what students know about China. Answers
Brainstorm ideas on the board as a mind map.
1 (12) All the months have got 28 days.
2 a clock 3 the letter e
Pupil’s Book
1 Extend
4:21
Ask students if they know any similar riddles
● Read the blog post from the Dragons. Focus
in their own language.
students’ attention on the photos and ask
what they can see or think is happening in
each one. 5
● Play the audio (script on p186). Students listen ● Students answer the questions in pairs or
and follow to check. groups. Invite some students to share their
answers with the class.
Answers
1 Someone is eating noodles. 2 They are Investigate Find out about the
cleaning the house. 3 There are many Chinese calendar. Which is your
lanterns. 4 They are dressed up as a lion.
animal? Do you agree with the
There is a parade.
characteristics?
2 ● Read the questions about the Chinese
4:22
calendar aloud. If you prefer to do the
● Students match the green words in Activity 1
activity in the classroom, connect to an age-
to the photos. Play the audio (script on p186)
appropriate website to find out about the
for students to check.
Chinese calendar and its characteristics.
Answers
1 noodles 2 clean the house 3 lanterns
4 riddles 5 costumes Cooler
As a class, invite students to say which animal
they are.
127
MM19-10228-TB5.indb 127 1/15/20 15:20

UNIT THINKING
1 What is a good friend?

SKILLS
Extra!
Key learning outcomes: use a star map to
define a good friend; reflect on thinking skills
● Have students ask people at home for their
ideas. They can write these ideas around
Key competences: use a star map, reflect on
their star, too.
thinking skills
Language: help, kind, listen, presents, share, star,
A good friend is … A good friend (shares). Support
Print materials: Pupil’s Book p70 Allow students to use their bilingual dictionary
Digital materials: Teacher’s Resource Centre: or help them to complete the map by writing
Thinking Skills Worksheet Unit 1 (star map key words on the board. Alternatively, let them
template) look up words in Macmillan Online Dictionary.
3
Warmer ● Pairs take turns to report their ideas to the rest
Say Write down three words to describe a
of the class. As they listen, encourage students
good friend. Students work individually and
to add any new ideas to the space around
then share their ideas with the class.
their own star.
Pupil’s Book 4
● Read the instructions aloud and invite two
1 students to read the speech bubbles aloud.
● Read the first sentence aloud and ask two ● Students work in pairs to make statements
students to read the speech bubbles. Invite about different students in the class. Walk
the class to give their opinion. around and help as necessary.
● Students continue the activity in pairs. Then
they report some of their opinions to the class. 5
Encourage them to explain or justify their ● Read the questions and discuss them as
opinion each time. a class. You may need to allow some use of
the students’ own language to do this.
Answers
Students’ own answers Answers
1 Students’ own answers 2 possible answers:
2 talking to family, from stories, films 3 Students’
● Focus students’ attention on the Thinking Tools own answers
box and then on the star map on the page.
● Give out copies of the star map template to Cooler
each student (or ask them to bring it from Ask the class to think of things that a good
home). If none of these is possible, have them friend doesn’t do.
draw a star map in their notebooks. Students
write what they want to define inside the star,
e.g. A good friend … Then they work in pairs to
write five things to describe a good friend (what
he/she is like or what he/she usually does), one
inside each point of the star. Students can also
draw small pictures to illustrate their ideas.
128
MM19-10228-TB5.indb 128 1/15/20 15:20

UNIT THINKING
2 Why is school important?

SKILLS
● Students work in pairs to complete the mind

Key learning outcomes: use a mind map map.
to collect and organize ideas; reflect on ● Students can also illustrate their ideas on
thinking skills
the mind map.
Key competences: use a mind map, reflect
on thinking skills
Extra!
Language: brainstorm, education, health, mind
● Encourage students to ask other children at
map, organized, organize ideas, tidy up, School
school why they think school is important.
is important because …
They can add these ideas to their mind map.
Students can also ask people at home for
Digital materials: Teacher’s Resource Centre: ideas.
Thinking Skills Worksheet Unit 2 (mind map
template)
Support
Students who find it difficult to write sentences
Warmer can write single words or notes on the mind
Say Tell me words you connect with ‘school’. maps. If you feel it will help students engage
Students work in pairs to make a list of at more with the topic, you may allow some use
least five words. Elicit ideas from the class, e.g. of their own language.
teacher, lessons.
3
Pupil’s Book ● Invite two students to read the speech
bubbles aloud. Then pairs take turns to report
1 their ideas to the rest of the class.
● Students look at the photos. Ask What does ● As they listen, encourage students to write any
each photo show? new ideas they hear on their own mind map.
aloud. In pairs, students discuss the remaining 4
photos in a similar way. ● Read the questions and discuss them as
a class. You may need to allow some use of
Suggested answers
I’ve got friends at school. I learn to work
with other people. Answers
I have PE lessons at school. I learn to do Students’ own answers
exercise and be active.
2 Cooler
Ask students to think of other times when they
● Focus students’ attention on the Thinking Tools
have used a mind map or when they could
box and then on the mind map on the page.
use it in the future.
● Give out copies of the mind map template
to each student (or ask them to bring it from
home). If none of these is possible, have them
draw the first part of a mind map in their
notebooks. Students write the question in
the middle of the page, inside a circle or the
outline of a school building. They draw lines for
the three topics: Health, Education and People.
129
MM19-10228-TB5.indb 129 1/15/20 15:20

UNIT THINKING
3 Why do we buy things?

SKILLS
Extra!
Key learning outcomes: use a fish bone
diagram to think about cause and effect;
● Encourage students to ask people at home
reflect on thinking skills why they buy things. They can add these
ideas to their fish bone diagram.
Key competences: use a fish bone diagram,
reflect on thinking skills
Language: burgers, pens and pencils, presents, Support
trainers, We buy things because … Allow students to use their bilingual dictionary
Print materials: Pupil’s Book p72 or help them to complete the diagram by
Digital materials: Teacher’s Resource Centre: writing key words on the board.
Thinking Skills Worksheet Unit 3 (fish bone
diagram template)
3
● Invite two students to read the speech
bubbles aloud. Then pairs take turns to report
Warmer
their ideas to the rest of the class. As they
Ask the class What things do you often buy?
listen, encourage students to add any new
What things do you sometimes buy? What
ideas to their own fish bone diagram.
things do you never buy? Encourage students
to share their information with the rest of the class.
4
● Read the questions and discuss them as
Pupil’s Book a class. You may need to allow some use of
1
Answers
● Have the class identify the objects in the
photos and ask two students to read the
speech bubbles. Invite the class to give
their opinion. Cooler
● Students continue the activity in pairs. Then Ask students to think of other questions
they report some of their answers and reasons beginning with Why that they could answer
to the class. with a fish bone diagram.
Answers
2
box and then on the fish bone diagram on the
page.
● Give out copies of the fish bone diagram
template to each student (or ask them
to bring it from home). If none of these is
possible, have them draw a fish bone diagram
in their notebooks. Students write the effect/
result in the head of the fish: We buy things.
● Students work in pairs to write the reasons
why they buy things on the diagram. They
write them on the fish bones.
130
MM19-10228-TB5.indb 130 1/15/20 15:20

UNIT THINKING
4 What makes your town or city special?

SKILLS
● Students work in their groups to organize their

Key learning outcomes: use the diamond to ideas in a diamond shape. Remind them that
organize ideas in order of importance; reflect the most special idea goes at the top. Prompt
on thinking skills them to use the Useful language box.
Key competences: use a diamond, reflect
on thinking skills Extra!
Language: diamond, evaluate, I agree, Let’s …, ● Encourage students to ask younger children in
man-made, natural, Our town is special their school to see if they have the same ideas.
because …
Digital materials: Teacher’s Resource Centre: Support
Thinking Skills Worksheet Unit 4 (diamond Write the support language on the board to
template) help students. Encourage them to speak before
Extra materials: small pieces of paper they move the pieces of paper.
4
Warmer ● Groups take turns to present their diamonds
Ask the class What do you like about your town to the class. They explain the reasons why they
or city? What is your favourite thing about it? have organized the ideas the way they have.
Brainstorm and discuss some of their ideas.
Extend
Pupil’s Book Make the diamond bigger by adding a line
of four in the middle. Students would then be
1
organizing 16 different ideas.
● Look at the table as a class. Elicit or explain
man-made and natural. Ask students if the
5
examples are special in their town, too.
● Students work individually to copy the table,
without the examples, into their notebooks
and complete it with their own ideas.
Answers
● Ask different students to read the speech
bubbles aloud. Then students discuss their
ideas from Activity 1 in small groups and see if Cooler
they agree. Encourage them to use the word Ask the class if they think differently about their
because to explain their ideas. town or city now. Ask What have you learnt by
doing this activity?
● Elicit and discuss some ideas as a class.
3
box and on the diamond on the page.
● Give out copies of the diamond template to
each student (or ask them to bring it from
home). If none of these is possible, have them
draw a diamond in their notebooks. Students
write the nine ideas on separate pieces of
paper. They can use the template to put their
ideas or just place them in a diamond pattern
on their desks.
131
MM19-10228-TB5.indb 131 1/15/20 15:20

UNIT THINKING
5 What’s the perfect job?

SKILLS
Key learning outcomes: use a Venn diagram to 3

compare two jobs; reflect on thinking skills ● Ask two students to read the speech bubbles
Key competences: use a Venn diagram, aloud. Students work in pairs to compare
reflect on thinking skills the jobs using each of their diagrams in turn.
Language: Being a(n) (astronaut) is perfect for Encourage them to use adverbs of frequency,
me because … They (stand up) a lot. e.g. usually, sometimes, never, etc.
Digital materials: Teacher’s Resource Centre: 4
Thinking Skills Worksheet Unit 5 (Venn diagram ● Ask two different students to read the speech
template) bubbles aloud. Now ask students to use their
diagram to explain which job they prefer
to their partner. They should use the word
Warmer because to give their reasons.
Ask the class What do you want to be when
you are older? Why? Students talk in pairs
Support
about the jobs they would like to do.
For Activities 2, 3 and 4, you can give more
examples to help model the sentences. It may
Pupil’s Book also help to pre-teach some useful vocabulary,
e.g. salon, outside, office, creative, busy, etc.
1
● Students look at the photos. Ask What jobs 5
can you see in the photos? ● Read the questions and discuss them as
● Ask two students to read the speech bubbles a class. You may need to allow some use of
aloud. In pairs, students discuss similarities the students’ own language to do this.
and differences among the jobs. Then invite
some pairs to share their ideas with the class. Answers
2
● Focus students’ attention on the Thinking Tools Cooler
box and then on the Venn diagram on the Ask students to create a simple Venn diagram
page. Check understanding by asking why that has just one thing on each side. Invite
some sentences are in the middle. some students to share their diagram with
● Give out copies of the Venn diagram template the rest of the class.
to each student (or ask them to bring it from
home). If none of these is possible, have
them draw one in their notebooks. Students
complete it by writing short sentences in the
right places.
Extra!
● To give students further practice, ask them to
compare two other things in a Venn diagram,
e.g. two school subjects. Point out that Venn
diagrams are very useful for many types of
comparisons.
132
MM19-10228-TB5.indb 132 1/15/20 15:20

UNIT THINKING
6 What makes a great team?

SKILLS
Key learning outcomes: use the problem- 3

solving loop to do a team challenge; reflect ● Organize the class into groups of four and give
on thinking skills and working in a group out a set of materials to each group: a pair of
Key competences: plan, design and build scissors, tape and a newspaper. Ask one of
a paper tower; use a problem-solving loop, the groups to explain the challenge (step 1
reflect on thinking skills on the problem-solving loop).
Language: build, cut, fold, paper, roll, scissors, ● The groups follow steps 2–4 of the problem-
tape, tower solving loop to complete the task.
Print materials: Pupil’s Book p75 ● Then they measure their towers with a ruler
Digital materials: Teacher’s Resource Centre: to find out which tower is the tallest (step 5).
Thinking Skills Worksheet Unit 6 (solving loop
template) Extra!
Extra materials: a newspaper, a pair of scissors, ● Decide which tower is the most creative and
tape and a ruler for each group of four which is the most stable.
Warmer Support
Ask the class Do you like building things? Write useful language on the board, e.g. We
What things do you build? What materials can cut/fold/roll/tape the paper. We need
do you usually use? to put more paper/tape here.
Pupil’s Book 4
● As a class, brainstorm ideas on what makes
1 a great team and write them on the board.
● Read the challenge as a class. Invite different Possible answers
students to explain what they need to do and
listen to each other, be positive, be honest,
give their opinion about the challenge. Ask Do
share ideas and materials
you think it sounds difficult/interesting/fun?
5
2
box and then on the problem-solving loop on
the page.
● Give out copies of the problem-solving loop Answers
template to each student (or ask them Students’ own answers
to bring it from home). If none of these is
possible, have them copy the diagram
(without the pictures) into their notebooks.
Cooler
Ask the class to brainstorm other things you
Students work in pairs to complete the loop
can make out of paper.
by writing in the three missing stages.
● Check the answers as a class.
Answers
2 Brainstorm ideas. 3 Select the best idea.
5 Evaluate the results.
133
MM19-10228-TB5.indb 133 1/15/20 15:20

HEROES PROJECT
● Students work in groups of three to complete

Key learning outcomes: work in groups to think the heroes mind map in their Workbook (p58,
about and plan a text about a hero, research Activity 1) and choose a hero for their group
and create a text about a hero; present the (Workbook p58, Activity 2).
hero to the class; listen and make notes about
classmates’ heroes; reflect on group work 3
Key competences: write about and present ● Read the instructions as a class. Focus
a hero; create a mind map; research students’ attention on the Useful language
a hero; reflect on group work; plan a box and model the phrases.
project in groups
● Remind students that it is important for
Language: I think (Rafa Nadal) is a hero.
everyone to have a specific task when they
I want to write about …, I prefer…, Let’s write
do a project in groups.
(a comic). I think (an interview) is more
interesting than (a description). Let’s make a
● Groups work together to choose a text type,
poster. We need to (think of a title). Kim is good choose a way of presenting the information,
at (drawing). She can (decorate the poster). make a list of things to do and decide who
is going to do each task.
Print materials: Pupil’s Book pp76–77, Workbook
pp58–59
4
● Students research their hero and record the
Pupil’s Book information in their Workbook p58, Activity 3.
They can do this in groups at school if you
1 have access to the Internet or individually,
● Invite two students to read the speech as a homework task.
bubbles aloud.
● Students work in pairs to ask and answer 5
questions about each picture. If necessary, ● Students share and read aloud their
they can look back at the stories in the Pupil’s information to the rest of their group in
Book to find the information. order for the whole group to decide which
● Check the information as a class. information to include.
Suggested answers
● Students work together to write their text
and prepare their presentation.
1 Theseus, because he kills the Minotaur.
2 Agent 11, because she is a good friend.
Super Stan, because he saves people. Tip
3 Mikaila Ulmer, because she starts a Students will need a complete lesson to write
successful business and helps bees. their text and prepare their presentation. They
4 Lin Hao, because he rescues his friends. might also need to continue the task at home
5 Leonardo da Vinci, because he was an or in class in the following lesson.
amazing scientist, inventor, architect, engineer
and painter. 6 Team Peak Performance,
because they rescue Arthur, the dog. Support
Move around the class encouraging and
2 supporting students as they work. Remind them
● Read the instructions as a class. Focus of the Useful language on p76 of the Pupil’s
students’ attention on the Useful language Book and prompt them to use it.
box and model the phrases.
● Read the Working together box as a class.
Remind students that it is important that
everyone has the opportunity to join in.
134
MM19-10228-TB5.indb 134 1/15/20 15:20

6
4
● The groups take turns to present their hero
to the rest of the class.
● Students complete the table for each
presentation they hear.
7
5
● Read the Working together box as a
class. Remind students that they need to
● Students work in their groups to discuss
respect their classmates and listen to the the work they produced. Encourage them
presentations. to reflect and to circle the best answer for
their group.
● Ask students to complete the notes in their
Workbook p59, Activity 4 for each presentation
they listen to. Extend
Create a Heroes Wall of Fame in your
classroom and present the groups’ work
Extend on the wall. You could stick photos of the
At the end of the activity, you could have a
students on the Wall of Fame, too.
class vote to choose the best presentation.
8
● Students think about how they worked
together. Read each statement aloud as a
class to check understanding. Students then
work in their groups to discuss and choose
the best answers for their group.
Workbook
1
● Students work in groups of three to
brainstorm heroes and record the
information on the mind map.
2
● Groups choose a hero from their mind
map and complete the sentence.
● Each group reports which hero they are
going to investigate to the rest of the class.
3
● Students work individually or in their
groups to research their hero and make
notes. They can do this at school or as a
homework task.
● Read the Digital tip aloud and encourage
groups to assign each member different
websites to research.
135
MM19-10228-TB5.indb 135 1/15/20 15:20

Review UNITS 1 AND 2
Speaking
Key learning outcomes: Exam practice
Key competences: review students’ own 4
learning, do exam practice ● Ask two students to read the speech bubbles
Language: vocabulary and language from aloud. Then students work in pairs to ask and
Units 1 & 2 answer questions using the picture prompts.
Print materials: Workbook pp52–53, Class audio ● Invite some students to demonstrate their
CD4
dialogues for the class.
Workbook 5
● Invite a student to read the speech bubble
Listening aloud. Then students find another classmate
and tell them about their original partner
1 4:23Listening Speaking Dialogue Colouring Writing Singing Personalisation (using the third person).
● Play the audio (script on p186) for students to ● Invite different students to share their
listen and tick the correct picture according information with the rest of the class.
to what they hear. Encourage them to listen
carefully for the meaning and not just for My progress

the vocabulary related to the pictures.
Thinking Investigate Internet Reading Reading
Answers
skills 1 skills 2
6
1c2c3b4a ● Students read the text and circle the correct
answers.
Writing ● Ask students to compare their answers with
a partner before checking them as a class.
2
Answers
● Students unjumble and write the questions.
1 looking 2 every 3 read 4 How 5 listening
Check these as a class.
6 Do 7 are 8 have got 9 have 10 never
● Then they answer the questions about
themselves. 7
Answers ● Students reflect and complete the information
1 Have you got curly hair? 2 Has your teacher about their learning. They discuss their ideas
got a ponytail? 3 How often do you study with a partner.
science? 4 Do you always get up early?;
Students’ own answers Tell people at home about your
progress.
3 ● Encourage students to talk to the people
● Read the adjectives with the class. Ask at home about their work and progress.
students to write some sentences about
two friends using the adjectives in the box.
If you feel they need support, give students
some example sentences on the board.
Answers
136
MM19-10228-TB5.indb 136 1/15/20 15:20

Key learning outcome: Exam practice 3

Key competences: review students’ own ● Students choose two things and write
learning, do exam practice sentences to compare them.
Language: vocabulary and language from ● Invite students to read their sentences
Units 3 & 4 aloud to the class.
Print materials: Workbook pp54–55, Class audio
Answers
CD4
Workbook Speaking
Listening 4
1 4:24 Listening Speaking Dialogue Colouring Writing Singing Personalisation
aloud. Students work in pairs to ask and
● Look at the photo with the class. Ask What answer similar questions using the picture
do you think the text is about? Play the prompts.
audio (script on p186) for students to listen
and complete the information. 5

Answers
● Invite a student to read the speech bubble
skills 1 skills 2
1 Hunton 2 underground 3 patterned aloud. Then students find another classmate

4 stickers 5 snacks 6 Saturday, £4 and tell them about their original partner
(using the third person).
Writing ● Invite different students to share their
information with the rest of the class.
2
● Read the example sentence aloud and ask My progress
students to say why this is true. (They cost £3
in Shop A and £5 in Shop B.) 6
● Students read and complete the remaining ● Students read the text and circle the correct
sentences using the adjectives in the box. answers.
● Check the answers with the class. ● Ask students to compare their answers with
Answers
1 Possible answers: The skateboard in shop A Answers
is plainer than the skateboard in shop B. 1 was 2 usually 3 wearing 4 bigger 5 have
The skateboard in shop A is plain red and 6 more 7 were 8 is 9 go 10 were
the skateboard in shop B is patterned.
2 The bracelet in shop A is more expensive 7
than the bracelet in shop B. ● Students reflect and complete the information
3 The soft toy in shop A is smaller than the soft about their learning. They discuss their ideas
toy in shop B. with a partner.
4 The football in shop A is more colourful than
the football in shop B. Tell people at home about your
5 The clock in shop A is bigger than the clock progress.
in shop B. ● Encourage students to talk to the people
at home about their work and progress.
137
MM19-10228-TB5.indb 137 1/15/20 15:20

Answers
Key learning outcome: Exam practice
1 Who are you going to go with? 2 How are
Key competences: review students’ own
you going to travel? 3 When are you going
learning, do exam practice
to go?; Students’ own answers
Language: vocabulary and language from
Units 5 & 6
Speaking
Print materials: Workbook pp56–57
4
Workbook ● Ask two students to read the speech bubbles
aloud. Students work in pairs to ask and
Reading answer questions using the picture prompts.
● Invite some students to demonstrate.
1
● Note: The run-in head Listening is wrong. 5
It should be replaced with Reading. This ● Invite a student to read the speech bubble
mistake will be corrected in the first reprint of aloud. Then students find another classmate
the Workbook. and tell them about their original partner
● Students look at the picture and the text and (using the third person).
decide what the conversation is about. Have ● Invite different students to share their
them read the options in the box. information with the rest of the class.
● Explain that there are two extra options so
not all the options will be used. Point out My progress
the example answer.
● Students read the conversation and write 6
the letters. Check the answers as a class. ● Students read the text and circle the correct
answers.
Answers
1C2A3H4E5B
● Ask them to compare their answers with
Writing Answers
1 went 2 listen 3 arrived 4 were 5 taller 6 won
2 7 We’re 8 bought 9 want 10 going
● Students read and complete the sentences
about themselves using the affirmative or 7
negative forms of the past simple. ● Students reflect and complete the information
● Students share their answers with the class. about their learning. They discuss their ideas
Possible answers with a partner.
1 went/didn’t go 2 saw/didn’t see 3 had/
Tell people at home about your
didn’t have 4 studied/didn’t study
5 watched/didn’t watch
progress.
● Encourage students to talk to the people at
3 home about their work and progress.
● Students read the examples. Then they choose
one option and write the remaining questions
and answers.
● Invite different students to ask a classmate
their questions as a class.
138
MM19-10228-TB5.indb 138 1/15/20 15:20

UNIT
Grammar Reinforcement
1 Present simple: have got/be; present continuous
Key learning outcomes: remember and 3

practise using be, have got and the present ● Read the first exchange in the dialogue aloud,
continuous prompting the class to complete with the
Key competences: remember what you verbs in the correct form.
know, practise the grammar from the unit ● Students work individually or in pairs to
Target language: present simple: have got, be; complete the dialogue using the present
present continuous continuous.
Print materials: Workbook p60 ● Then check as a class.
Answers
Workbook 1 are you doing 2 ’m/am watching 3 ’s/is
happening 4 are looking for 5 are coming
1
6 aren’t smiling
● Read the information in the first box as a
class. Invite different students to answer the
grammar monster’s question. Extend
● Repeat the procedure with the information Students practise and act out the dialogue
in the second box. in pairs.
Answers
4
● Read the questions as a class and invite
2 different students to answer.
● Students work individually or in pairs to ● Students write the answers to the questions
complete the sentences. Encourage students individually.
to look at the ticks and crosses so they know ● Then they work in pairs to ask and answer
whether to write verbs in the affirmative or the questions.
negative form.
Answers
Answers
1 has got, hasn’t got, isn’t, is 2 have got,
haven’t got, are, aren’t 3 Students’ own
answers
Support
Students who need more support should refer
Book as they work through the activity.
Extend
Choose in a selection of students’ Workbooks.
Read aloud one of the personal descriptions
from Activity 2. Students listen and guess whose
book it is.
139
MM19-10228-TB5.indb 139 1/15/20 15:20

UNIT
Grammar Extension
1 look and look like
Key learning outcome: learn and use look and 3

look like to describe people and objects ● Read and complete the first sentence
Key competences: learn and extend the as a class.
grammar from the unit ● Students work individually or in pairs to
Target language: I/You/We/They look (tired). complete the other sentences.
He/She/It looks (friendly). I/You/We/They look ● Then check as a class.
like (my mum). He/She/It looks like (an actor/
actors). Answers
Print materials: Workbook p61, Class audio CD4 1 looks 2 looks 3 look 4 look
4
Workbook
● Focus students’ attention on the first photo
1 and invite the class to complete the first
sentence.
● Read the sentences as a class and match
each one to a picture.
complete the other sentences.
● Check understanding by asking Why does he
look happy? (Because he’s smiling/shouting.)
What is he like? (He has got short hair and Suggested answers
he is tall.) 1 It looks like a banana. 2 They look like sweets.
Answers 3 It looks like a crocodile. 4 They look like keys.
1A2B
Extend
2 4:25
Listening Speaking Dialogue Colouring Writing Singing Personalisation Students take turns to draw part of an object
● Read the information about look and look like on the board. The rest of the class should say
as a class. what the drawing looks like each time.
● Students read the information on the table
and complete it with the missing words.

5
● Play the audio (script on p186). Students listen ● Read and complete the first sentence as
and check their answers.
a class.
Answers ● Students work individually or in pairs to
looks; looks like complete the other sentences.
Support Answers
Write look in one corner of the board. Then write 1 looks 2 looks like 3 look 4 looks like 5 look like
looks, look like and looks like in the other three 6 looks
corners. Say or write You _____ tired. Students
point to the corresponding word on the board
(look). Then say or write He _____ a tennis player.
Students point to the corresponding words on
the board (looks like). Repeat the procedure with
other sentences.
140
MM19-10228-TB5.indb 140 1/15/20 15:20

UNIT
2 Adverbs of frequency; How often …? questions
Key learning outcome: remember and practise Extend

using adverbs of frequency and How often ...? Students can write three more similar questions
Key competences: remember what you in their notebooks and ask a partner for the
know, practise the grammar from the unit answers.
Target language: adverbs of frequency; How
often ...? questions 4
Print materials: Workbook p62 ● Students unjumble and write the questions.
Check them as a class.
Workbook ● Then students write the answers about
themselves. Point out that they should choose
1 a friend or classmate to work with and, unless
● Read the information in the first box as they know their partner very well, they will
a class. Invite different students to answer need to ask the questions directly before they
the grammar monster’s question. can write the answers.
● Repeat the procedure with the information ● Invite different students to ask and answer
in the second box. the questions as a class.
Answers Answers
Students’ own answers 1 Do you ever eat fruit? 2 Does your friend
ever help out at home? 3 How often does your
2 friend listen to music?; Students’ own answers
● Students work individually to write sentences
that are true about themselves and their
family or friends.
● Invite different students to read some of their
sentences aloud to the class.
Answers
Support
3
● Read the example question and answer
with the class.
● Students work individually or in pairs to write
the questions with How often ...? and the
answers with a time expression.
Answers
1 How often do you play the piano? once
a month 2 How often do you tidy your room?
twice a week 3 How often do you go online?
three times a day
141
MM19-10228-TB5.indb 141 1/15/20 15:20

UNIT
Grammar Extension
2 Prepositions of time
Key learning outcome: learn and use Support

prepositions of time and sequencers Play a game to practise prepositions. Students
Key competences: learn and extend write on, at and in on separate pieces of paper.
the grammar from the unit You say a time expression and they hold up
Target language: on (Monday), in (the the correct preposition. You could do this as a
afternoon), at (the weekend); First, Next, Then, team game, nominating one person from each
Finally; I have maths before/after lunch. team to show the correct preposition in order
Print materials: Workbook p63, Class audio CD4 to get a point.
Extra materials: pieces of paper (optional)
Extend
Workbook Write ten different time expressions on the
board. Also write three headings: on, in and
1 4:26 at. Students copy the headings into their
● Read the information and the grammar table notebook and then write the time expressions
as a class. Ask What three prepositions of under the correct heading. Check as a class.
time do we need here?
● Students decide which preposition goes with 3

which set of time expressions.
● Read the information together as a class.
● Play the audio (script on pp186–187) for
● Check understanding by asking some
students to listen and check their answers.
students to talk about their own timetable in
Answers the same way. They should use the sequencers
on; in; at at the beginning of their sentences.
● Ask other students to make sentences using
2 before and after.
● Students write full sentences including the
correct preposition and writing the verb in 4
the correct present simple form. Go through ● Students write sentences using the information
the example with the class before they start, in the pictures. Complete the first sentence
to make sure students understand they don’t with them as an example.
need to order the words. ● Then check as a class.
Answers
Answers 1 First, he has science. 2 Next, he has art.
1 He usually goes online at the weekend. 3 Then, he has lunch. 4 Finally, he has literacy.
2 I never go to dance class on Tuesday. 5 He has (art) after (science). 6 He has
3 We often do our homework in the evening. (lunch) before (literacy).
4 She always has a shower on Sunday
morning. 5 They sometimes go to hockey
training at lunchtime. Extend
Students write six sentences about their own
timetable in a similar way to Activity 4. Then
they compare their sentences with a partner.
Are they the same or different?
142
MM19-10228-TB5.indb 142 1/15/20 15:20

UNIT
3 Comparative adjectives 1; Comparative adjectives 2
● Students read their sentences to a partner

Key learning outcome: remember and practise to find out if they have the same opinion.
using comparative adjectives with short, long ● Then check as a class.
and irregular adjectives
Key competences: remember what you Answers
know, practise the grammar from the unit 1 French is easier than Chinese. 2 … are more
Target language: comparative adjectives intelligent than … 3 … is more interesting than
Print materials: Workbook p64 … 4 … are funnier than … 5 … is more exciting
than …
Workbook
Support
1 Students who need more support should refer
● Read the information in the first box as a to the grammar tables on p32 of the Pupil’s
class. Invite a student to answer the grammar Book as they work through the activity.
monster’s question.
● Repeat the procedure with the information in 4
the second box. Encourage different students ● Read the example question as a class. Then
to give their opinion about the two languages. elicit several examples of ways to complete
Answers the question. Students can choose any
Box 1 better, worse; Box 2 Students’ own adjective in the box each time.
answers ● Students work individually to write their
questions. Then they write answers about
2 themselves.
● Read the example as a class and elicit when ● Finally, students can ask and answer the
we use is or are in these sentences. questions as a class.
● Students work individually or in pairs to Answers
complete the sentences using comparative Students’ own answers
adjectives.
Answers
1 are cheaper than 2 is smaller than 3 is
bigger than 4 is better than 5 is faster than
Support
Students who need more support should refer to
the grammar tables on p29 of the Pupil’s Book
as they work through the activity.
3
● Ask different students to complete the first
sentence so that it is true for them.
other sentences, expressing what they think
each time.
143
MM19-10228-TB5.indb 143 1/15/20 15:20

UNIT
Grammar Extension
3 as … as
Key learning outcome: learn and use as + 3

adjective + as to describe similar things ● Read and complete the first sentence as
Key competences: learn and extend the a class. Highlight that students should use
grammar from the unit the opposite adjective each time.
Target language: A skateboard is as expensive ● Students work individually or in pairs to
as a computer game. Stickers are as fun as complete the sentences.
trading cards. ● Then check as a class.
Print materials: Workbook p65, Class audio CD4
Answers
1 as fast as 2 as good as 3 as hot as
Workbook 4 as tall as 5 as expensive as 6 as big as
1
4
● Read the sentences as a class and match ● Focus students’ attention on the information
each one to a picture.
about Mia and Harry. Read the first sentence
● Check understanding by asking Is the price aloud and point out the relevant information
of the skateboard and the computer game on the cards. Then complete the second
the same in picture A? (Yes.) Is the price of sentence as a class.
the skateboard and the computer game ● Students work individually or in pairs to
the same in picture B? (No.)
complete the remaining sentences.
Answers ● Then check as a class. Highlight that in the
1B2A sentences with as … as, the names can be
in either order.
2 4:27
Listening Speaking Dialogue Colouring Writing Singing Personalisation Answers
● Read the information about as + adjective +
1 Mia is as old as Harry. 2 Harry is taller than
as with the class. Focus students’ attention on
Mia. 3 Mia is as friendly as Harry. 4 Harry is
the example. Check understanding by asking
more hard-working than Mia. 5 Harry is as
Who speaks English better in the example
clever as Mia. 6 Mia is kinder than Harry.
sentence? (Neither person.)
● Read the information in the grammar table
and have students write the missing words. Extend
● Play the audio (script on p187). Students Play a memory game. Students look at the
listen and check their answers. information about Harry and Mia for 30
seconds and then close their books. Make
Answers statements about Mia and Harry using the
as, as comparative form or as + adjective + as.
Students answer True or False, based on what
they remember. Then students continue the
Support
game in pairs, taking turns to ask questions
Reinforce understanding by asking students to
and to answer with their book closed.
find things that are the same, e.g. have them
compare hands with the person next to them
and prompt students whose hands are the
same size to say: My hand is as big as (Juan’s)
hand. Repeat the procedure with students’
school bags (heavy), feet (long) or height (tall).
144
MM19-10228-TB5.indb 144 1/15/20 15:20

UNIT
4 Past simple of be; Past simple of be: questions
Answers
Key learning outcome: remember and practise
1 He was at the art gallery. 2 Where was
using the past simple of be
she on Saturday afternoon? 3 Where were
Key competences: remember what you
they on Sunday morning? 4 Yes, he was.
know, practise the grammar from the unit
5 No, they weren’t.
Target language: past simple of be
Print materials: Workbook p66
Support
Workbook Students who need more support should refer
1 Book as they work through the activity.
● Read the information in the first box as a
class. Invite a student to read the grammar 4
monster’s speech bubble aloud. ● Read and complete the first question as
● Repeat the procedure with the information a class. Ask different students to answer
in the second box. Invite different students to the question.
answer the grammar monster’s question. ● Students work individually to write the other
questions.
Answers
● Check the questions and then ask students
to answer them about themselves.
2 ● Finally, have students work in pairs to ask
● Read the example as a class and elicit which and answer the questions. Invite several
word changed when turning from present to pairs to share their exchanges with the class.
past and how. Answers
● Students work individually or in pairs to 1 were 2 Were 3 Was 4 were; Students’ own
complete the sentences. answers
Answers
1 I was at the ice rink. 2 She wasn’t at the
football stadium. 3 They weren’t at the beach.
4 We were very happy. 5 You were next to the
statue.
Support
3
● Students look at the pictures. Elicit what is
happening in each picture.
● Read the example as a class. Then students
work individually to complete the remaining
questions and answers.
145
MM19-10228-TB5.indb 145 1/15/20 15:20

UNIT
Grammar Extension
4 There was/There were
Key learning outcome: learn and use There 3

was/There were ● Read the example as a class. Elicit why
Key competences: learn and extend the the sentence has any in it.
grammar from the unit ● Students work individually or in pairs to write
Target language: There was/wasn’t (a sentences. Remind students to use any if they
playground). There were/weren’t any (cafés). need to.
Was there a playground? Were there any ● Check as a class.
cafés? Yes, there was/were. No, there wasn’t/
weren’t. Answers
Print materials: Workbook p67, Class audio CD4 1 There weren’t any computers. 2 There were
Extra materials: a picture or short video clip desks. 3 There wasn’t a whiteboard. 4 There
(see Extend activity) was a teacher. 5 There was a clock. 6 There
weren’t any posters.
Workbook 4
1
● Look at the first question and elicit some
examples as a class. Each time, ask a different
● Focus students’ attention on the picture
student to answer it.
and explain that it is from 2010. Ask What
● Students work individually or in pairs to write
can you see?
four questions. They can either answer them
● Read the sentences as a class. Students
themselves or ask them to a partner.
decide if the sentences are true or false.
● Invite some students to share their questions
Answers and answers with the class.
1T 2 F 3 T 4 F
Answers
2 4:28 Students’ own answers
● Read the information about There was/There

were as a class. Extend
● Have students look at the grammar tables
Do an observation test with the class. Find a
and write the missing words. picture or a short video clip. Students need
● Play the audio (script on p187). Students listen to look at the picture or watch the clip very
and check their answers. carefully. Afterwards, ask questions, e.g. Were
there any pens on the table? Where was the
Answers cat? To extend further, do a similar activity but
left table: wasn’t, weren’t; top right table: Were; this time have students write the questions for
bottom right table: wasn’t., were. other students to answer.
Support
Give students extra practice of questions and
negative statements with any by saying or
writing some correct and incorrect sentences
on the board, e.g. Was there any castle?
Ask students if the sentences are correct or
incorrect.
146
MM19-10228-TB5.indb 146 1/15/20 15:20

UNIT
5 Past simple: regular & irregular; Past simple: questions
Answers
1 Did Leah build a model plane? Yes, she did.
using past simple verbs
2 Did Billy paint a T-shirt? No, he didn’t. 3 Did
Leah write a story? No, she didn’t. 4 Did Billy
paint a picture? Yes, he did.
Target language: past simple: regular and
irregular verbs, past simple: questions
Print materials: Workbook p68 Support
It would help weaker students to go through
Workbook the first question on the board as an example
for the class. Students who need more support
1 should refer to the grammar tables on p52
of the Pupil’s Book as they work through the
● Read the information in the first box as a class.
activity.
Check understanding of the three types of
past simple verbs. Invite a student to answer
the grammar monster’s question. 4
● Repeat the procedure with the information ● Tell the class what you did yesterday as an
in the second box. example, e.g. I got up early and walked
to the park. Ask different students for other
Answers examples.
Students’ own answers ● Students work individually to write the
sentences and then to complete and answer
2
the questions.
● Read the first sentence as a class and elicit ● Invite different students to share some answers
what the past verb should be.
with the class.
complete the paragraph. Answers
1–2 Students’ own answers 3 Did, have
4 Did, do; Students’ own answers
Answers
1 was 2 rode 3 saw 4 played 5 went 6 tried
7 watched 8 had
Support
Encourage students to try and complete as
much of the activity as they can. If they have
left some gaps, they can complete the task
by looking back at the grammar tables on
p49 of the Pupil’s Book.
3
● Focus students’ attention on the pictures.
Elicit what is happening in each one.
questions and answers. If necessary, remind
students that the first word of the question is
always Did.
147
MM19-10228-TB5.indb 147 1/15/20 15:20

UNIT
Grammar Extension
5 Past simple verbs
Key learning outcome: learn and use more 3

past simple verbs ● Read the verbs in the box as a class. Then
Key competences: learn and extend the have students work individually to complete
grammar from the unit the paragraph with the verbs.
Target language: changed, cried, danced, ● Students compare their work with a partner
shopped, stopped, studied; irregular past before checking the answers as a class.
simple verbs; Did you (sing a song this
morning)? Answers
1 ate 2 drank 3 tidied 4 walked 5 wrote
Print materials: Workbook p69, Class audio CD4
6 made
Workbook 4
● Look at the first sentence with the class. Elicit
1 the verb and its past simple form.
● Students work individually or in pairs to write ● Students work individually or in pairs to write
all the present simple verbs. the sentences. Make sure students understand
Answers that they don’t need to order the words but
1 drink 2 eat 3 learn 4 put 5 write 6 sing just add prepositions or articles.
7 take 8 make 9 find ● Check as a class.
Answers
2 4:29
Listening Speaking Dialogue Colouring Writing Singing Personalisation 1 They found their keys this morning. 2 The
● Read the information about the spelling of car stopped at the end of the road. 3 He
past simple verbs. Check understanding read a book last night. 4 I learnt new English
of the three spelling rules.
vocabulary on Thursday.
● Students complete the answers.
● Play the audio (script on p187). Students listen 5
and check their answers and their spelling. ● Go through the example with the class
● Challenge students to remember as many and look at all the pictures before they work
irregular past simple verbs as they can. Give individually or in pairs to write the questions.
them one minute to write a list in pairs. Check ● Students then answer the questions.
some answers with the class. Invite different students to ask one of their
classmates a question as a class.
Answers
shopped; cried; changed Answers
1 Did you sing a song this morning? 2 Did you
play tennis this morning? 3 Did you brush your
Support
teeth this morning? 4 Did you drink orange
Encourage students to think of ways to help
juice this morning?; Students’ own answers
them remember the irregular past simple verbs
and share these with the class, e.g. by writing
them all in a little notebook. Extend
Play simple matching games with students You could organize a class survey about
on a regular basis as warmers in order to help yesterday or last weekend. In pairs, students
them remember irregular past simple verbs. write six questions and then ask these to
different students to find out which activity
was the most popular.
148
MM19-10228-TB5.indb 148 1/15/20 15:20

UNIT
6 Future: going to; going to: questions
Answers
1 What are you going to do tomorrow?
using going to for future plans
2 When are you going to go on holiday?
3 How are you going to go home?
4 Who are you going to see on Saturday?;
Target language: future: going to; going to:
questions
Print materials: Workbook p70 4
● Ask the class What are your plans for the
Workbook weekend? Encourage students to tell you
their real plans or to invent some.
1 ● Read the beginning of the email with the
● Read the information in the first box as a class. Then students complete the email, telling
class. Invite different students to answer the their friend what they are going to do at the
grammar monster’s question. Then have weekend. Remind them that they have to
students ask and answer the same question write two questions.
with a partner. ● When they have finished, encourage them to
● Repeat the procedure with the information read and check their work carefully. If you wish,
in the second box. they could swap their emails with a partner
Answers and check each other’s work.
Students’ own answers Answers
2
● Ask a student to read the example aloud.
Then students work individually or in pairs to Support
complete the sentences with the correct form If students need more support, elicit ideas
of going to. and write an email on the board as a class.
Students can use this as a model for their work.
● Check as a class. The contracted form of be
is also correct.
Answers
1 isn’t going to go 2 aren’t going to play 3 are
going to go 4 am not going to meet 5 are
going to wear
3
● Order the words and write the first question as
a class. Elicit answers from different students.
● Students work individually to unjumble and
write the remaining questions.
● Check answers as a class.
● Ask students to write answers about
themselves. Then have them ask and answer
the questions in pairs.
149
MM19-10228-TB5.indb 149 1/15/20 15:20

UNIT
Grammar Extension
6 going to for predictions
Key learning outcome: learn and use going to 3

for making predictions when there is evidence ● Read the example sentence as a class. Elicit
Key competences: learn and extend the that it is a prediction based on evidence.
grammar from the unit ● Students work individually or in pairs to match
Target language: I am/am not going to fall. He/ the other sentences.
She/It is/isn’t going to crash. You/We/They are/ ● Then check as a class.
aren’t going to be late.
Print materials: Workbook p71, Class audio CD4 Answers
1b2d3a4e5c
Workbook 4
1
● Read the verb phrases in the box as a class.
Then focus students’ attention on the first
● Read the sentences as a class and match
picture and invite the class to complete the
each one to a picture
corresponding sentence.
● Check understanding by asking Is it raining ● Students work individually or in pairs to
now in picture A? (Yes.) Is it raining now
complete the other sentences.
in picture B? (No.) Is it going to rain in the
future in picture B? (Yes.) How do you know?
(There are black clouds in the sky.) Answers
Answers 1 It’s going to be hot. 2 They’re going to win
1B2A the game. 3 She’s going to be tired. 4 It’s
going to fall. 5 They’re going to have fun.
2 4:30 6 He’s going to miss the bus.
● Read the information and the grammar table

as a class. Have students write the missing Extend
words.
Invite students to make predictions based on
● Play the audio (script on p187). Students listen present evidence about their classmates, e.g.
and check their answers. Susan is good at drawing. She’s going to be an
artist. Students can do this orally as a class or
Answers
write the sentences in their notebooks.
am not; ’s; isn’t; aren’t
Extend
Mime the preparation for an activity, e.g.
peel a banana. Ask What am I going to do?
(Eat a banana.) The class should predict the
action based on what they can see. Repeat
the procedure with other actions, e.g. play the
piano, wash the dishes, watch TV, walk the dog.
You could invite confident students to mime
different activities.
150
MM19-10228-TB5.indb 150 1/15/20 15:20

Extra Reading 1 INVITATION AND
THANK-YOU EMAIL
Key learning outcomes: read, discuss and think 3

about an invitation to a birthday party, a leaflet ● Read the words in the box aloud and have
and a thank-you email; learn how to and students give the first answer. Then they
practise giving instructions complete the activity individually.
Key competences: learn how to give ● Check as a class.
instructions; predict content; read and
understand an invitation, a leaflet and an Answers
email 1 thank-you email 2 leaflet 3 invitation
Vocabulary: bounce, dangerous, invitation, 4 invitation 5 thank-you email
leaflet, learn tricks, leggings, monitors,
somersaults, trampolining 4
Language: Don’t (do dangerous jumps). ● Go through the first question with the class.
Recycled language: I want to (travel around Have them complete the remaining questions.
the world)., after, before, shorts, socks, tracksuit, Answers
trousers 1 When is the birthday party? 2 How old is
Print materials: Workbook pp72–73, Class audio Jessica? 3 Where is the party? 4 What time
CD4 does the party start? 5 Who is Jen?
Workbook 5
● Read and discuss the first question as a class.
1 Ask students what jump socks are like and
● Ask Do you ever go to birthday parties at why they need to wear them. Students write
activity centres? What kinds of activities do their answer to the question.
you do? Do you receive an invitation? ● Students work individually or in pairs to answer
● Read the blog post as a class and discuss the the other questions.
picture. Ask students to predict what kind of
Suggested answers
party they think it is.
1 They help you to jump and not fall over.
Answers 2 It stands for Respondez s’il vous plait which
Students’ own answers means ‘please reply’ in French. 3 A poster
map of the world because she says she likes
looking at the different countries. 4 Students’
Support own answers
vocabulary in the glossary before reading and 6
listening to the texts.
● Read the Grammar Connect box as a class.
Elicit more examples of affirmative and
2 4:31 negative instructions.
● Focus students’ attention on the Reading tip. ● Have students write an invitation to their party
Then play the audio (script on p187) pausing using the invitation on p72 as a model.
after each section to check understanding.
Students listen and follow.

● Elicit what kind of party it is.
Answer
It’s a trampolining party.
151
MM19-10228-TB5.indb 151 1/15/20 15:20

Extra Reading 2 A CHAT

about a text message chat and information ● Invite a student to read the sentences aloud.
about London; practise using the present Then students work individually or in pairs to
continuous put the sentences in order.
Key competences: use the present
Answers
continuous; predict content; read and
understand text messages 1e2f3d4g5b6h7c8a
Vocabulary: London Eye, National Gallery,
4
Trafalgar Square, to meet, station, to text, tickets,
entrance ● Ask students if they ever send text messages
Language: sure, Don’t worry! I’m on my way. without writing all the letters. Elicit any examples
in their own language.
Recycled language: Why don’t we (meet at …)?
Do you want to …? ● Students write the complete sentences for
Print materials: Workbook pp74–75, Class audio the chat abbreviations.
CD4 Answers
1 See you later! 2 Where are you? 3 Lunch is
Workbook great. 4 Do you want to meet? 5 Are you sure?
1 5
● Read the blog post as a class and discuss the ● Students answer the questions individually
photo. Focus students’ attention on the texts and then compare their answers in pairs.
and ask What do you think is happening?
Answers
What do you think the conversations are
1 Uncle Sam 2 Sophie’s mum 3 Because Uncle
about?
Sam and her mum went to the wrong place
Answers so she doesn’t want that to happen again.
Students’ own answers 4–5 Students’ own answers
6
Support ● Read the Grammar Connect box as a class.
Elicit more examples of the present continuous.
vocabulary in the glossary before reading and
listening to the text message chat.
● Students work in pairs and write a
conversation between Sophie and Charlie.
Invite some students to perform their dialogue
2 4:32 for the class.

each section in order to check understanding.
Ask questions about the story, e.g. What does
Sophie do? What does Uncle Sam do?

● Read the Reading tip aloud and have
students read the chats in groups.
Answer
The conversations are about trying to meet
in London.
152
MM19-10228-TB5.indb 152 1/15/20 15:20

Extra Reading 3 A STORY

about a famous Irish myth; practise using the ● Invite different students to read the sentences.
past simple tense Students work individually or in pairs to put
Key competences: use the past simple; the story in order.
predict content; read and understand ● Then students complete the sentence and
a myth share their opinions about the story with
Vocabulary: bath, bit, fighting, giant, lift, path, the class.
thought, wife
Answers
Recycled language: I’m stronger than you. Finn
1 e 2 a 3 g 4 d 5 c 6 b 7 f 8 h; Students’ own
was smaller than him.
answers
CD4
4
● Read and discuss the first sentence as a class.
Workbook If necessary, revise quickly the comparative
forms of big and small.
1
● Ask students if they remember the name of complete the remaining sentences.
the myth that they read in Unit 1 (Theseus and
the Minotaur). Ask Are myths old or modern Answers
stories? (Old.) Are they true stories? (No.) 1 smaller 2 bigger 3 bigger 4 bigger 5 smaller,
● Read the blog post as a class and discuss the bigger
photo. Have students predict what the giant
does with the stones in the story. 5
● Read the information in the Grammar
Answers
Connect box as a class.
● Focus students’ attention on the interview,
prompting them to complete the example
Support sentence. If necessary, write the text on the
If students need more support, pre-teach the board as a model.
vocabulary in the glossary before reading and ● Students work individually or in pairs to
listening to the story. complete the interview.
● Then check as a class before students
2 4:33 practise the interview in pairs.
● Read the Reading tip and look at the pictures Answers

as a class. Students say what they can see. 1 Ireland 2 Did you swim; No, I didn’t. I walked
to Ireland. 3 Did you see; No, I didn’t. I saw
each paragraph to check understanding. a baby in a bath. 4 Did you walk; No, I didn’t.
● Read the Reading tip again. Ask if the pictures I ran back to Scotland.
help to understand this story. Ask students if
their predictions were right.
Answer
He builds a path across the sea.
153
MM19-10228-TB5.indb 153 1/15/20 15:20

Extra Reading 4 A NEWS ARTICLE

about a news article from Scotland; practise ● Read the first question aloud and prompt
using going to to talk about future plans the class to identify the information.
Key competences: use the future with going ● Students work individually to answer the other
to; predict content; read and understand questions. Accept short answers instead of full
a news article sentences.
Vocabulary: army, athlete, headline, log, ● Check as a class.
Scotland, Scottish, stomach, throw
Print materials: Workbook pp78–79, Class audio Answers
CD4 the Highland Games; Scotland; in the summer;
people from all over the world
Workbook 4
1
● Read and discuss the example as a class.
Explain that it is sometimes necessary to infer
● Ask students what sort of information appears
information in a text or to make a logical
in newspapers. Read the blog post as a class
deduction.
and discuss the photo.
● Focus students’ attention on the Reading tip.
complete the activity.
Then read the headline and ask the class to
predict what the athlete does at the Highland
Games. Encourage them to think of both Possible answers
sporting and cultural activities. 1 likes, he competes in the games every year
Answers 2 is, he tosses the caber 3 likes, he loves
Students’ own answers listening to bands playing Scottish music
4 likes, he eats it every year 5 well, he practises
two or three times a week
Support
If students need more support, pre-teach the 5
vocabulary in the glossary before reading and ● Read the information in the Grammar
listening to the newspaper article. Connect box as a class.
● Elicit some examples before students work
2 4:34 individually or in pairs to complete the
● Play the audio (script on p188) pausing after dialogue.

each paragraph to check understanding. ● Then check as a class. Students practise the
Students listen and follow.
Critical thinking Video Scissors Glue Notepad & pencil Life skills Sticker dialogue in their pairs.
● When they have finished, ask the class what
Answers
the athlete does at the Highland Games and
1 When are you going to go to the Highland
whether their predictions were right.
Games? 2 Who are you going to go with?
Answers 3 What are you going to do there? 4 Are you
He does the caber toss and the tug-of-war. going to eat (some) haggis?; Students’ own
He listens to traditional music and watches answers
traditional dancing. He eats haggis.
154
MM19-10228-TB5.indb 154 1/15/20 15:20

Study Skills 1
Learn how to do your homework
Key learning outcomes: learn how to do 4

homework; complete a homework action plan ● Ask students to reflect on the lesson and
Key competences: learn and practise how complete the action plan by writing at least
to do homework two things they need to do when they do
Language: do urgent homework first, eat their homework.
sweets, have a tidy desk, listen to music, use a ● Invite different students to read their sentences
school diary, use your mobile phone, watch TV, aloud.
work in a quiet place, work late at night
Life skills Tip
Workbook Being organized
Read the life skill as a class and ask Is it a
1 good idea? Why? When do you usually pack
your school bag?
● Discuss the questions as a class. Ask Do
you do homework every night? Do you
do homework at the weekend? How much
time do you spend on your homework?
2
● Read the verb phrases in the box as a class.
Students work individually to write each
phrase under the corresponding picture.
● Have students work in pairs to discuss and
decide if it is a good idea to do the activities
when they do their homework. They tick or
cross accordingly.
● Elicit the answers as a class. Encourage
students to justify their opinion each time.
Suggested answers
1 eat sweets, ✗ 2 listen to music, ✓ 3 watch TV, ✗
4 have a tidy desk, ✓ 5 use a school diary, ✓
6 work late at night, ✗ 7 use your mobile
phone, ✗ 8 do urgent homework first, ✓
3
● Read the first question aloud and ask students
to circle their answer. Invite several students to
share their answer with the class.
● Students work individually to read and answer
the remaining questions.
● Then they ask and answer the questions with
a partner.
● Invite different pairs to share the information
they have found out with the class, e.g.
(Oscar) sometimes works late at night.
Answers
155
MM19-10228-TB5.indb 155 1/15/20 15:20

Study Skills 2
Learn how to record vocabulary
Key learning outcomes: learn how to record 3

vocabulary; practise recording vocabulary ● Read the words in the box aloud and practise
Key competences: learn and practise how their pronunciation if necessary. Students use
to record vocabulary their dictionaries to find the meaning.
Language: How often do you (label a picture)? ● Students work individually to choose one of
I (often) label a picture; always, often, the words and complete all the information.
sometimes, never; draw a mind map, draw Then they draw a picture of their word and
a picture, draw a table, label a picture, write complete the mind map.
a definition, write the word in a sentence ● Students show their work to a partner.
Extra materials: class dictionaries Answers
Workbook
Life skills Tip
1
Knowing yourself and others
● Read and discuss the questions as a class. Read the life skill as a class and ask students
Encourage students to say how they learn which way of recording vocabulary they like
new words and to explain why it is important the most.
to record new vocabulary.
2
● Ask different students to read aloud the ways
to record vocabulary. Ask the class about
each option, e.g. How often do you (write a
definition)? Invite different students to answer
using an adverb of frequency each time.
● Students work individually to record how often
they do the six actions when they record
vocabulary using the numbers in the key.
● Students ask and answer the questions with
a partner using How often do you …?
Answers
Support
Quickly review the adverbs of frequency.
Remind students that we usually place an
adverb of frequency between the subject
and the verb, e.g. I never write …
156
MM19-10228-TB5.indb 156 1/15/20 15:20

Study Skills 3
Learn how to look for information online
● Open the website and scan the information to

Key learning outcomes: learn how to look make sure that it is appropriate to answer the
for information online; practise looking for students’ question. Students read and record
information online the key information.
Key competences: learn and practise how ● Alternatively, ask the class to do this activity
to look for information online for homework and them share their results as
Language: key information, key words, search a class.
engine, search results, webpage, website
Print materials: Workbook p82 5
● Go back to the search results and select
Workbook a different website. Again, check that the
information is appropriate before asking
1 students to read it.
● Read and discuss the questions as a class. ● When students have finished reading the
Encourage students to tell about the kind relevant information, ask Is the information
of information they look for online, e.g. on this website the same or different to
information for a homework task, the films the first website? Elicit students’ opinions.
on at the cinema, information about famous
people and sport stars.
Life skills Tip
2 Living and working together
● Read and complete the sentences as a class. Read the life skill as a class and remind students
that an adult should check that websites are
● Invite different students to read the completed
suitable for them to use.
sentences aloud.
Answers
1 key words 2 search results 3 key information
4 check that the information
3
● Read the first sentence as a class and ask
students if they agree with the example key
words given.
● Students work in pairs to read the remaining
questions and think of key words.
● Check and discuss as a class.
Suggested answers
1 highest, mountain, Britain 2 sushi, recipes
3 number, human, bones 4 London Zoo,
tickets, price
4
● If you have access to the Internet in the
classroom, do the activity as a class. Ask
students to think of a question and the
key words.
● Type students’ key words into a search engine.
The class should look at the list of search
results and decide which one is the best.
157
MM19-10228-TB5.indb 157 1/15/20 15:20

Study Skills 4
Learn how to present your written work
Key learning outcomes: learn how to present 4

written work; analyze how tidy a piece of ● Read the statements as a class. Then ask
written work is students to find a piece of writing they
Key competences: learn and practise how have done in their notebooks.
to present written work ● Students work in pairs and read each of their
Language: capital letters, clear presentation, pieces of writing in turn. They read the list,
date, full stops, title ticking or crossing the boxes as appropriate.
Print materials: Workbook p83 ● Ask students to rewrite their work, considering
Extra materials: pieces of paper (optional) their partner’s ticks or crosses, correcting
and improving any parts of it as necessary.
Workbook Encourage them to make sure it is as tidy as
possible. You may wish to have them write
1 their work on pieces of paper and then
display them around the classroom for
● Read and discuss the questions as a class.
another partner to check.
Encourage students to say what type of work
they write in their notebooks and to explain
why it’s important to have it tidy. Ideas might Tip
include getting a better mark or helping them If students haven’t got a piece of writing to
to remember information. Remember you evaluate, ask them to work individually to write
may need to allow some use of students’ a short text about a wild animal, using the text
own language. in Activity 2 as a model.
2
● Students read both texts and identify the
Life skills Tip
differences.
Being organized
● Don’t check students’ answers at this stage Read the life skill as a class and remind students
but elicit which piece of work is tidier. that they need to think of the person who is
going to read their work when they do a piece
3 of writing.
● Read the information in the box aloud and
check understanding. Invite two students to
read the speech bubbles aloud. Encourage
the class to say one more difference they
can see.
● Students work in pairs to describe the other
differences they found.
Suggested answers
Eva’s homework has got a clearer presentation.
Eva’s homework has got full stops. Eva’s
homework has got capital letters to start
new sentences. There’s a spelling mistake in
Clare’s homework in the word favourite. Eva’s
homework has got two paragraphs.
158
MM19-10228-TB5.indb 158 1/15/20 15:20

Study Skills 5
Learn how to use a dictionary
● Students find the remaining words individually

Key learning outcomes: learn how to use a or in pairs.
dictionary; practise using an online dictionary
Key competences: learn and practise how to Answers
use a dictionary; learn how to use an online 1 n, a narrow piece of leather, cloth etc that
dictionary you wear around your waist 2 adj, very large
Language: parts of speech: noun, adjective, in size or quantity 3 n, a piece of equipment
verb used for finding your way 4 v, if children or
Print materials: Workbook p84 animals grow, they become taller or larger
5 v, to take something or someone away
Extra materials: class dictionaries
5
Workbook ● If you have a computer in the classroom,
do the activity as a class. Ask students to
1 identify a word they don’t know in their Pupil’s
● Read and discuss the questions as a class. Ask Book. Then use an online dictionary, e.g. the
students how often they use a dictionary and Macmillan Dictionary online, to look it up.
what information they can find there. ● If you have access to a computer room,
students can do the same activity in pairs.
2 Alternatively, ask the class to do it as a
● Give students some minutes to revise the homework task.
alphabet with the class chorally.
● Check that students know how to put words
in alphabetical order by doing the first task Life skills Tip
together. Then students continue individually Critical thinking
or in pairs. Read the life skill as a class and remind
students that whenever they find a word that
Answers
they don’t know, they shouldn’t panic. They
blue box: 1 beach 2 castle 3 ferry 4 mountain should look carefully at the text to find some
5 stickers; green box: 1 clever 2 coach 3 freckle clues to help them guess the meaning of
4 maths 5 music; orange box: 1 stand 2 stay the word.
3 stick 4 stickers 5 study
3
● Use the class dictionaries to show students
how the word at the top of the page helps
them to find the correct page.
● Ask the class to find to the words as quickly
as possible and then check as a class.
Possible answers
1 car 2 competition 3 train 4 walking stick
4
● Read the information as a class and check
that students know what a noun, an adjective
and a verb are.
● Ask the class to find the word belt in their
dictionaries. Prompt students to report the part
of speech and its definition.
159
MM19-10228-TB5.indb 159 1/15/20 15:20

Study Skills 6
Learn how to revise
● Then hand out a piece of cardboard or paper

Key learning outcomes: learn how to revise; to each student and encourage them to work
make some vocabulary and grammar cards in pairs to create their own card by choosing
Key competences: learn and practise how another verb. Go around and offer support if
to revise needed.
Language: card, coloured pens, draw a picture,
turn over 5
Print materials: Workbook p85 ● Hand out pieces of cardboard or paper to
Extra materials: pieces of cardboard or paper, each student and ask them to make their
scissors, coloured pens, class dictionaries own vocabulary and grammar cards. You may
want to organize the class into groups of four
or five to do this. Each group could focus on
Workbook
the vocabulary and grammar of a particular
unit or a particular lexical set.
1
● When they have finished, have students swap
● Read and discuss the questions as a class.
groups and test each other with the cards.
Encourage students to say if they are happy
with the way they revise and the results they ● Encourage students to take their cards home
usually get. and ask people there to test them. They can
also make more cards at home for homework.
2
● Read the words in the box aloud. Then
ask students to read the instructions and
Life skills Tip
Creative thinking
complete the sentences as a class.
Invite students to work in small groups to
Answers discuss ideas for games that they could play
1 card, coloured pens 2 picture 3 definition with their revision cards. Invite some students
4 pronounce to share their ideas with the class. If possible,
you could try to play some of their games.
3
● Ask students to find a word they want to
remember in the Pupil’s Book. If necessary,
they can look for information about the
word in a class dictionary.
● Students draw a picture of the word on the
left card and write the word, a definition and
a sentence including it on the right. If they
want, they can also write how to say the word.
● Students show their work to a partner.
Answers
4
● Read and complete the grammar card
as a class.
Answers
didn’t go; Did, go
160
MM19-10228-TB5.indb 160 1/15/20 15:20

Exam Practice 1
Listening
Key learning outcomes: learn about and
practise for exams; learn simple strategies for 5
doing these tasks
● Read the questions and Exam tip with the
Key competences: learn exam strategies
class. In pairs, students describe and compare
and do exam practice
the people in the picture. Check as a class.
Language: recycled language from We are
Heroes! 1–4; recycled language from Units 1 & 2 6 4:35
of We are Heroes! 5 Listening Speaking Dialogue Colouring Writing Singing Personalisation

follow the instructions to draw the lines.
CD4
Answers
Sarah: girl with long hair looking after the cat;
Workbook
Sophia: girl with brown hair playing a board
game; Oliver: boy reading a magazine;
Reading and writing
Frank: boy standing behind sofa; Katy: girl
1 with curly hair looking after the cat
● Read the coloured words as a class. Elicit
Speaking
pairs of words that are similar, e.g. dolphin–
shark.
7 4:36
2
● Read the sentences and the Exam tip as a
class. Play the audio (script on p188). Students
● Read the Exam tip with the class. Then have
listen and tick the two sentences the teacher
students work individually or in pairs to read

says.
the definitions and write the correct words.
Answers
Answers
sentences 3 and 4
1 scissors 2 a rucksack 3 boots 4 art 5 a belt
6 an umbrella 7 trainers 8 volleyball 9 shorts
8
3
● Students discuss the pictures with a partner,
using expressions from Activity 7.
● Ask the class to read the conversation in
Activity 4 quickly and raise their hand when
they know what the children are going to do.
Answer
They’re going to go to an after-school football
club.
4
● Read the Exam tip as a class. Students read
and choose the best answers.
● Encourage students to silently read the
complete dialogue.
Answers
1E2C3H4A5G
161
MM19-10228-TB5.indb 161 1/15/20 15:20

Exam Practice 2
Key learning outcomes: learn about and 4

practise for exams; learn simple strategies for ● Read the instructions and the Exam tip,
doing these tasks and discuss how to start the story. Write the
Key competences: learn exam strategies beginning on the board as a model, e.g.
and do exam practice Tom is in a clothes shop. Students work
Language: recycled language from We are individually or in pairs to complete their story.
Heroes! 1–4; recycled language from Units 1–3
Answers
of We are Heroes! 5
CD4
Listening
Workbook 5 4:37
● Explain to the class that they will hear a teacher

Reading and writing and a student talking about a favourite shop.
The teacher will ask five questions. Read the
1 Exam tip and the prompts with the class, and

● Students quickly read the story individually or, explain that the prompts will help them write
if they need more support, as a class. Ask the questions.
students to report what the story is about. ● Play the audio (script on p188). Students
listen and write the questions they hear.
2
Answers
● Read the instructions and the Exam tip as
What’s the name of the shop? What can I buy
a class. Remind students that there are four
at the shop? Where is the shop? What time
extra words that they won’t use to complete
does it open? Is it open on Sunday?
the story.
● Students complete the story with the correct Speaking
words. Check as a class.
Answers 6
1 weather 2 dangerous 3 bored 4 wood 5 asks ● Students work in pairs (A and B) to ask and
● Students choose the best title for the story. answer questions about Katy’s favourite shop.
They tick one of the boxes. Remind students
that the title should refer to the whole story 7
and not just a part of it. ● Students swap roles and repeat the activity,
this time about Bill’s favourite shop.
Answer
3
3
● Students work in pairs to describe what is
happening in the pictures.
Answers
162
MM19-10228-TB5.indb 162 1/15/20 15:20

Exam Practice 3
● Note: The tasks for Pupil B and Pupil A don’t

Key learning outcomes: learn about and belong to this activity. This mistake will be
practise for exams; learn simple strategies for corrected in the first reprint of the Workbook.
doing these tasks
Key competences: learn exam strategies 4 4:38
● Read the Exam tip as a class. Highlight the

Language: recycled language from We are importance of trying to understand all of the
Heroes! 1–4; recycled language from Units 1–4 conversation. Sometimes they will hear one of
of We are Heroes! 5 the activities but that wouldn’t mean that it is

Print materials: Workbook pp90–91, Class audio the correct answer.
CD4 ● Play the audio (script on p188) pausing after
the information about Flora to point out the
Workbook example. Then students listen and complete
the activity. Explain that there are two extra
Reading and writing activities.
Answers
1
Flora C Luke H Maria G Sam D Maddy F
● Focus students’ attention on the title and Liam E
pictures and ask them to predict what
the text is about. Speaking
2 5
● Read the instructions and the Exam tip as ● Read the questions together as a class.
a class. Focus students’ attention on the Explain that in the exam, the examiner may
example in the box. Try saying the sentence ask similar questions.
with the other two options, What and When, to ● Read the Exam tip aloud and highlight that it
make the point that these do not make sense.
is important not to give one-word answers but
Highlight the importance of checking all the
to give as much information as they can, e.g.
options per item.
What time do you get up? I (usually) get up
● Students complete the activity individually or at …, but on Sunday ...
in pairs. ● Students work in pairs to ask and answer the
● Check as a class. Encourage students to questions. Then they change roles and repeat
explain their answers. Ask, e.g. Why can’t you the activity.
write (in) in number 2? (Because ‘on’ is used ● Note: The tasks for Pupil B and Pupil A don’t
with days of the week.)
belong to this activity. This mistake will be
Answers corrected in the first reprint of the Workbook.
1 on 2 many 3 is 4 cheaper 5 need 6 Do 7 do
8 or 9 isn’t 10 ask
Listening
3
● In pairs, discuss what each picture shows.
Elicit and discuss as a class.
Answers
A a castle B an ice rink C a swimming pool
D a market E hiking in mountains F a book
G an untidy bedroom H maths
163
MM19-10228-TB5.indb 163 1/15/20 15:20

Exam Practice 4
Key learning outcomes: learn about and 5 4:39Listening Speaking Dialogue Colouring Writing Singing Personalisation
practise for exams; learn simple strategies for ● Read the Exam tip as a class. Play the audio
doing these tasks (script on pp188–189) pausing after the
Key competences: learn exam strategies first part to elicit and point out the example
and do exam practice answer. Then play the rest of the audio for
Language: recycled language from We are students to answer the remaining questions.
Answers
of We are Heroes! 5
1b2c3b4b5a
CD4
Speaking
Workbook 6
● Read the questions as a class and invite
Reading and writing different students to answer. If necessary,
provide support by writing prompts on the
1 board. Read the Exam tip as a class.
● Focus students’ attention on the picture. ● Students ask and answer the questions in
Students discuss the picture in pairs and pairs. Then invite different students to report
answer the questions. Elicit some ideas. what they found out to the rest of the class.
Answers Answers
Students’ own answers Students’ own answers
2
● Students quickly read the story individually or,
if they need more support, as a class with
different students reading each paragraph.
Ask them if their predictions were correct.
3
● Read the instructions and the Exam tip as
a class. Go through the example.
● Students complete the sentences. They can
refer back to the text in Activity 2 as necessary.
Answers
1 in the centre 2 bus 3 the space exhibition
4 afraid of 5 laughed 6 found his 7 a big
ice cream
Listening
4
● Read the questions as a class and prompt
students to describe what they can see in
each picture, naming the places, people,
activities and objects each time.
164
MM19-10228-TB5.indb 164 1/15/20 15:20

Exam Practice 5
Possible answer
Key learning outcomes: learn about and
Lara wants (wanted) to paint a picture for the
practise for exams; learn simple strategies for
art competition. She goes (went) home. She
doing these tasks
paints (painted) a picture of a dog. Lara wins
Key competences: learn exam strategies
(won) the competition. She’s (was) very happy.
Language: recycled language from We are
Listening
of We are Heroes! 5
5
● Students work in pairs to describe the picture.
CD4
Extra materials: coloured pencils 6 4:40Listening Speaking Dialogue Colouring Writing Singing Personalisation
● Read the Exam tip. Play the audio (script on

Workbook p189) pausing after the example. Students
listen and complete. Suggest not colouring
Reading and writing the complete object while listening, but just
making a mark on it with the correct colour.
1 Tell them you will then give them enough time
● Students read the diary and complete it with to colour the entire objects.
the missing words. Read the Exam tip as a
Answers
class before students complete the activity.
1 The woman’s hat is yellow. 2 The sign says
Then check as a class.
JONES. 3 The sandwich in man’s hand is
Answers orange. 4 The name is HAPPY CAFÉ. 5 The
1 was 2 went 3 After 4 in 5 to bigger coat is green.
2 Speaking
● Students look at the picture, read the text in
Activity 1 and answer the questions. 7
● In pairs, students describe each picture.
Answers
1 the girl/boy in the picture 2 on a river in
8
kayaks 3 a day in their holiday
● Students take turns to tell the parts of the story.
Invite some pairs to tell the story to the class.
3 Possible answers
● In pairs, students look at the pictures and 1 Martha is making a cake./Her brother is
discuss what the story is about by saying watching TV. 2 The cake is ready. 3 Martha
where the children are, what they are decorates the cake and writes ‘Mum’ on it.
doing, etc. 4 Martha goes out of the kitchen. Her brother
starts to eat the cake. 5 Martha returns with
4 her mum. She is angry. It’s a birthday cake for
● Read the Exam tip as a class. Students Mum she says./Her brother is sorry!
write the story about the pictures in Activity 3
individually. They show their work to a partner
who should say one good thing about it and
one thing that they can improve.
165
MM19-10228-TB5.indb 165 1/15/20 15:20

Class audioscript and videoscript
Starter Unit Lesson 1 2 blog Frame 4 Sophie: Yes, and he can play the piano, too.
MM19-10228-TB5.indb 166
3 post Sophie: You’re a hero now, Charlie! Charlie: Not the piano, the guitar. He can play
Pupil’s Book 4 upload Emily: Charlie isn’t a real hero. Heroes change the guitar.
5 username the world. Sophie: Oh yes, you’re right. He can play the guitar,
PB page 4 activity 1 1:01
Sophie: That isn’t true. Anyone can be a hero. too.
1 6 video
Jack: Yes. Heroes make a difference. It can be a Unit 1 Lesson 1
Boy: There’s a photo of a panda on the wall.
Listening Speaking Dialogue
small thing … like
Colouring Writing
helping aSinging his balloon.
boy withPersonalisation
2 Pupil’s Book
Critical thinking Video Scissors 1 ThisGlue
personNotepad
loves & pencil
playingLifethe Sticker
skills drums.
Frame 5
Girl: There are headphones on the table.
2 This person has got a camera. Narrator: Later …
3 PB page 8 activity 2 1:08
3 These two people haven’t got a brother. Charlie: an idea. Our blog can be about
Critical thinking Video Scissors Glue I’ve got
Notepad & pencil Life skills Sticker 1 spiky hair
Boy: Jack is wearing a woolly hat.
4 This person’s birthday is in the summer. heroes.
Thinking Investigate Internet Reading Reading 2 wavy hair
4 skills 1 skills 2
5 These three people are 11 years old. Sophie: Yes! The other children can tell us a story
Girl: There’s a guitar on the floor. 3 freckles
about their heroes. Critical thinking Video Scissors Glue Notepad & pencil
6 This person has got a cat.
5 Thinking Investigate Internet Reading
4 curly hair
Jack: What a great
skills 1
Reading idea! That makes our blog
skills 2
Boy: There’s a bottle next to the magazine. Workbook special. 5 straight hair
6 6 blonde hair
WB page 2 activity 1 1:05 Frame 6
Listening Speaking Dialogue Colouring Writing Singing Personalisation Thinking Investigate Internet Reading Reading
7 a fringe skills 1 skills 2
Girl: Emily is wearing wellies. Emily: And I’ve got the perfect name for our group
1 upload
… Heroes Connect. 8 a ponytail
PB page 4 activity 2 1:02 2 avatar
Listening Speaking Dialogue Colouring Writing Singing Personalisation Jack: Yes, because we connect with other children 9 sporty
Jack: Hi, Sophie. Hi, Charlie. What are you doing? 3 username
Critical thinking Video Scissors around Notepad & pencil
Gluethe world. Life skills Sticker 10 medium height
Sophie: Hi, Jack. Hi, Emily. We’re reading a 4 blog
Sophie: Fantastic! Let’s choose our heroes first. 11 smiley
message from Mr Turner. 5 video
Critical thinking Video Scissors Glue Notepad & pencil Life skills Sticker 12 smart
Emily: What does it say? 6 post Workbook
Charlie: It’s about our ICT project. skills 1 skills 2 PB page 8 activity 3 1:09
Starter Unit Lesson 3 WB page 3 activity 2 1:07
Jack: Great! We can do it together. a This boy has got short, dark hair. He’s medium
Charlie: So, Sophie. Have you got another hero?
Charlie: Good idea, Jack.Thinking Investigate
Read it out, Sophie. Internet Reading
Pupil’s Reading
Book height.
skills 1 skills 2 Sophie: Well, l really like sport. Do you know Toni
Sophie: Class 5A – ICT Project b This girl is smiling. She’s got long, wavy hair.
Duggan? Critical thinking Video Scissors Glue Notepad & pencil
Listening Speaking Dialogue Colouring Writing Critical thinking
Singing Video
Personalisation Scissors c ThisGlue
girl has Notepad & pencil
got brown eyes. Sticker
Life skillsShe’s got very long,
Your ICT project this year is to start a blog. Here Charlie: Toni who?
An everyday hero straight hair.
are the instructions:
Sophie: Toni Duggan.
Work in groups of four. Frame 1 d This boy is very smart. He’s got very short hair.
Charlie: How do you spell that?
Charlie: How can we make e This girl has got freckles and Thinking she’s very smiley.
Investigate Internet Reading Reading
Think of a great name for your blog. Critical our
thinkingblog special?
Thinking
Sophie: Toni, T-O-N-I, Duggan, Investigate
D-U-G-G-A-N. Internet Reading skills 1 skills 2
She’sReading
got
skills 1 long, curly
skills 2 hair.
Choose six different topics you want to learn about. Jack: I don’t know. We need to think of a name for
Charlie: OK. What does she do? f This girl is wearing earrings. She’s got a fringe
Use your blog to communicate and share our group, too.
Sophie: She plays football. She’s great. She’s in and she’s very smiley.
information with children from different countries. Frame 2
Thinking Investigate Internet
the England
Reading
team.
Reading g This girl has got very long, black hair. She’s got
Make your blog interesting and special. skills 1 skills 2
Jack: Look! That boy’s balloon is in the tree. Charlie: Oh, wow! Does she score goals? a ponytail.
Good luck! Sophie: He’s sad. h This boy is wearing a blue shirt. He’s got very
Sophie: Yes, she scores lots of goals! What about
Mr Turner Charlie: I can get it for him. you, Charlie? Have you got another hero? spiky, brown hair.
Charlie: Well, I think Mr Brown is amazing. i This boy isn’t smiling. He’s got short, blonde hair.
Starter Unit Lesson 2 Frame 3
Sophie: Mr Brown? j This boy is wearing a hat. He’s got blue eyes
Charlie: Here you are.
Pupil’s Book and he’s got freckles.
Charlie: Yes, Mr Brown.
Boy: Oh, thank you. You’re my hero!
k This boy is tall and thin. He’s very sporty.
Sophie: Our maths teacher?
Charlie:
Colouring
You’re welcome.
Writing Singing Personalisation l This boy has got short, dark hair. He’s wearing
1 avatar Charlie: Yes! He’s really tall and he’s very funny.
a blue T-shirt. He’s very smiley.
166
1/15/20 15:20
King 1: Here’s some gold, King Minos. Frame 8
MM19-10228-TB5.indb 167
Workbook Workbook
King 2: Please don’t attack our cities. Narrator: Theseus and the Minotaur fight for a long
WB page 4 activity 1 1:10 WB page 5 activity 2 1:13 time. The Minotaur has got terrible horns, but Theseus
Listening Speaking Dialogue Colouring Writing Listening Singing Speaking
Personalisation Dialogue Colouring
Frame 2 Writing Singing Personalisation
1 blonde hair 1 is fast and clever. Finally, the Minotaur falls down.
Narrator: Minos lives in a big palace. In the centre
2 curly hair Girl: Let’s play this game. of the palace, there’s a labyrinth. He keeps a Theseus: The Minotaur is dead!
3 freckles Boy: OK. Can I ask the questions first? terrible beast there – the Minotaur. This creature Frame 9
Critical thinking Video Scissors Glue Notepad & pencil Critical thinking
Life skills Video
Sticker Scissors Glue Notepad & pencil Life skills Sticker
is half man and half bull. It’s got long, black hair
4 a fringe Girl: Yes. Remember: you’ve got five questions. Narrator: Step by step, Theseus follows the string. It
and its favourite snack is humans.
5 medium height Boy: Great! Has the boy got spiky hair? takes a long time, but he finally escapes from the
Frame 3 labyrinth. Ariadne is waiting for him.
6 a ponytail Girl: No, he hasn’t.
Thinking Investigate Internet Reading Reading Thinking Investigate Internet Narrator:
Reading Every year,
Reading King Aegeus of Athens sends Ariadne: You’re safe!
7 smart Boy: Is he smiley?
skills 1 skills 2 skills 1 skills 2
seven young men and women to Crete. Theseus: Thanks to your ball of string.
8 smiley Girl: Yes, he is.
Theseus: Why do you send people to Crete, Ariadne: We’re friends now and friends help each
9 spiky hair Boy: Has he got a fringe? Father? other.
10 sporty Girl: Yes, he has. King Aegeus: King Minos orders me to send them.
Frame 10
11 straight hair Boy: Hmm … He hasn’t got spiky hair. He’s smiley Theseus: Why don’t they return to Athens?
and he’s got a fringe. Has he got wavy hair? Narrator: The Minotaur is a Greek mythical beast.
12 wavy hair King Aegeus: Because the Minotaur eats them. You can see it in famous Greek paintings, comic
Girl: No, he hasn’t. Last question …
Frame 4 books and adventure films. It’s a cruel and scary
Unit 1 Lesson 2 Boy: Is it picture a? monster.
Narrator: Theseus doesn’t want more people
Pupil’s Book Girl: Yes, it is.
to die. Unit 1 Lesson 4
Boy: Yes!
King Aegeus: What are you doing, Theseus?
Listening Speaking Dialogue 2 Colouring Writing Singing Personalisation Pupil’s Book
Theseus: I’m preparing to go to Crete. I want
Hi! We’re the Owls from Greece. Owls are symbols Boy: Now it’s your turn to ask the questions. to fight the Minotaur.
of learning in Greece. We’re best friends and PB page 12 activity 1 1:15
we learn lots of things together, so this project Girl: OK. Has the boy got straight hair?
Frame 5 Jack: The Minotaur is really scary. Let’s investigate
is perfect for us. Critical thinking Video Scissors Boy: No,
Glue he hasn’t.
Narrator: King Minos is waiting in Crete. When other mythical beasts.
I meet with Sofia and Eleni on Monday and Girl: Has he got a fringe? he sees Theseus, he laughs. Emily: Good idea. Look. Here’s an interesting
Wednesday after school. Here’s a description of Boy: Yes, he has. Critical thinking Video Scissors Glue Notepad & pencil
King Minos: Ha ha! You’re small and thin. The website.
them and the things we do together.
Girl: Is he smiley? Minotaur is going to eat you in one bite. Jack: Wow! What’s that beast called?
Sofia is 11 years old. She’s Thinking
quite shortInvestigate
and she’s Internet Reading Reading
1 2 Theseus: I’m not scared of the Minotaur.
smart. She’s got wavy, brown hair and she’s got Boy: skills
No, he isn’t.skills
That’s three questions! Emily: It’s called Scylla. It’s got 12 feet and
brown eyes. She’s also got some freckles on her Girl: Hmm … I know! Has he got blonde hair? 6 terrible heads.
Frame 6 Thinking Investigate Internet Reading Reading
nose and she’s very smiley. I like designing posters skills 1 skills 2
Boy: Yes, he has. Jack: What’s happening in the picture?
Narrator: King Minos’ daughter, Ariadne, listens
with Sofia because she’s really creative.
Girl: Is it picture e? to Theseus. She thinks he’s very brave. She wants Emily: The king and his men are in a boat. They’re
Eleni is 12 years old. She’s medium height and to help him. sailing past Scylla’s home.
Boy: Yes, it is. Well done.
she’s sporty. She’s got straight, brown hair. She’s
Ariadne: Tie this ball of string to your arm. Use it Jack: They look scared. They’re shouting and
got brown eyes and she’s smiley, too. Eleni is really
Unit 1 Lesson 3 to escape from the labyrinth. pointing at the beast.
good at coding so we write codes together.
Theseus: Thank you. Emily: I’m not surprised. Scylla eats people and it’s
Pupil’s Book attacking the boat.
Listening Speaking Dialogue Colouring Writing Singing Personalisation Frame 7
1 They haven’t got straight hair. PB page 10 activity 2 1:14
Narrator: Writing
Inside the Singing
labyrinth, it’s darkPersonalisation
and cold. PB page 12 activity 3 1:16
2 She has got a ponytail. Theseus and the Minotaur Theseus can’t see the Minotaur, but he can hear 1 What are they doing?
3 Have you got wavy hair? it breathing.
Critical thinking Video Scissors Frame
Glue1 Notepad & pencil Life skills Sticker 2 He isn’t sailing.
4 I’m not short. Theseus: What a horrible smell!
with
Narrator: This story beginsCritical a cruel king.
thinking Video His Scissors Glue Notepad & pencil Life skills Sticker 3 You’re shouting.
Critical thinking Video Scissors Glue Notepad & pencil
5 They’re smiley. name is Minos and he lives on an island called 4 What’s she doing?
6 Is he medium height? Crete. Minos has got a very big army and all of
5 I’m not pointing.
Thinking Investigate Internet the other
Reading kings Reading
are scared of him.
skills 1 skills 2
6 She’s sailing.
Thinking Investigate Internet Reading Reading 167
skills 1 skills 2 Thinking Investigate Internet Reading Reading
skills 1 skills 2
1/15/20 15:20

Are you feeling bored?
Colouring Writing Singing Personalisation
Tom: My favourite film is called Diary of a Wimpy
MM19-10228-TB5.indb 168
Workbook Kid. It’s about an 11-year-old boy called Greg.
I am – I’m Do you want to go online?
Greg’s best friend is Rowley. Rowley is smiley
I am not – I’m not When we blog together WB page 8 activity 1 1:22
Listening Speaking Dialogue Writing Personalisation
andColouring
he’s very friendly. GregSinging
tries to be good, but
You are –You’re We have a good time. Zoe: What’s the matter, Amy? sometimes he’s naughty and his parents are
You are not – You aren’t When we blog together Amy: I’m worried about going back to school. angry with him. I laugh a lot when I watch this film.
I don’t know many people there. Tom from Scotland, age 10
He is – He’s We have a good time. Critical thinking Video Scissors Glue Notepad & pencil Life skills Sticker
Zoe: Don’t worry. It’s easy to make new friends. Maria: My favourite film is called Big Hero 6. It’s
She is not – She isn’t
Chorus about a 14-year-old boy called Hiro. He’s very
Thinking Investigate Internet Reading Reading Amy: Is it? What can I do?
We are – We’re skills 1 skills 2 clever and he loves building robots. Hiro’s best
We are not – We aren’t PB page 12 activity 7 1:19 Zoe: Well, first you need to smile and be friendly. friend is a robot called Baymax. Baymax is kind
Thinking
Amy: That’s easy. What else? Investigate Internet and Reading
he likes looking
Reading after people. He’s very funny,
They are – They’re My friends are important: karaoke version skills 1 skills 2
too. I always laugh when he plays football. Maria
They are not – They aren’t Zoe: You need to be interested in other people.
Workbook from Mexico, age 12
Listen to what they say and ask questions.
Critical thinking Video Scissors Glue pencil skills Sticker
Amy: OK. HaveNotepad
you &got any Life
more tips? PB page 14 activity 3 1:24
I am WB page 7 activity 3 1:20 Listening Speaking Dialogue Colouring Writing
Zoe: Yes. When you talk to people, try to find out 1 naughty
You are 1 She’s playing football.
things you’ve got in common. For example, do you
2 We aren’t sitting on the floor. 2 funny
You are not watch the same TV series? Or do you like the same
Thinking Investigate Internet Reading Reading 3 hard-working
He is 3 They aren’t having lunch now. music? skills 1 skills 2 Critical thinking Video Scissors Glue Notepad & pencil
4 He’s wearing a T-shirt. Amy: That’s a good idea. 4 friendly
She is not
5 You aren’t making a cake. Zoe: Finally, it’s a good idea to do an activity at 5 kind
We are
lunchtime or after school. 6 clever
They are not Unit 1 Lesson 5 Thinking Investigate Internet Reading Reading
Thinking Investigate Internet Amy:Reading
Why? Reading
skills 1 skills 2
skills 1 skills 2
Listening Speaking Dialogue Pupil’s Writing
Colouring Book Singing Personalisation
Zoe: Because you meet people who are interested
in the same things as you. Sam: Hi, Jessie. What are you doing?
My friends are important
PB page 13 activity 2 1:21 Oh yes. Thanks, Zoe. I feel now. Jessie: Hi, Sam. I’m reading this webpage. It’s
My friends are important Amy: Colouring Writing Singing
betterPersonalisation
about friends in films. What’s your favourite film?
When I work and play. Frame 1 Zoe: You’re welcome … and don’t worry! Critical thinking Video Scissors Glue Notepad & pencil
Critical thinking Video Scissors Glue Notepad & pencil Life skills Sticker Sam: It’s Harry Potter and the Prisoner of Azkaban.
My friends are important. Narrator: Heroes Connect are investigating Unit 1 Lesson 6 Jessie: Oh yes. That’s a great film.
And this is what they say: Greece.
Pupil’s Book Sam: There are three friends in the film: Hermione,
Jack: Where are you going, Sophie?
Are you doing maths? Harry and Ron. Thinking Investigate Internet Reading Reading
Thinking Investigate Internet Reading
Sophie: Reading
I’ve got basketball club now. skills 1 skills 2
skills 1 skills 2 PB page 14 activity 2 1:23 Jessie: I know. Who’s your favourite friend?
Do you need a helping hand? Listening Speaking Dialogue Colouring Writing Singing Personalisation
Jack: You don’t look very happy.
When we work together Thinking Investigate Internet
Boy: Friends
Reading
in films
Reading
Sam: I really like Hermione because she’s clever.
Sophie: It’s my first day and I’m a bit nervous. skills 1 skills 2 She’s hard-working, too.
We both understand. Some of the best children’s films are about friends.
Frame 2 Write and tell us about the friends in your favourite Jessie: Hermione is OK, but I prefer Harry.
When we work together Critical thinking Video Scissors Glue Notepad & pencil Life skills Sticker
film. Sam: Why?
Narrator: Later, at the basketball club …
We both understand.
Georgia: My favourite film is called Percy Jackson Jessie: Because he’s kind. And he’s really friendly.
Sophie: Hi. My name is Sophie. I’m new at the club.
Chorus and the Olympians. Percy is 16 years old and
What’s your name? Sam: Is Harry your favourite friend?
his dad is a Greek god. Percy’s best friends are
What are you doing? Jodie: Hi! My name is Jodie. I’m new, too. Investigate Internet Reading
Jessie: No, he isn’t.
ReadingMy favourite friend is Ron.
Annabeth and Grover. Annabeth Thinking is hard-working
skills 1 skills 2
Why are you alone? Frame 3 and she’s good at solving problems. Grover is kind Sam: Really? Why?
Come and play football. Sophie: Shall we practise together? and he looks after Percy. The three friends have lots
Jessie: Because he’s funny. And he’s sometimes
of adventures and they fight some terrible mythical
We need a friend in goal. Jodie: Good idea. naughty.
beasts. It’s a great film. Georgia from Greece, age 11
Come and play football. Sophie: Who’s your favourite basketball player? Sam: You’re right. He’s funny and naughty. He’s my
favourite, too!
You’re brilliant in goal. Jodie: Stephen Curry.
Chorus Sophie: Really? He’s my favourite player, too.
168
1/15/20 15:20
Unit 1 Lesson 7 5 2 Emily: That’s a great idea!
MM19-10228-TB5.indb 169
Girl 1: My friend has got straight hair and she Sophie: The Minotaur has got … c – black hair! Charlie: This is our hangout, Yorgos. We’ve got all
Pupil’s Book hasn’t got a fringe. She wears glasses and she’s 3 of our favourite things here.
clever. In the photo, she’s going to her next lesson Jack: I’ve got my skateboard here. I love it!
PB page 15 activity 5 1:26 at school. it? Sophie: In the labyrinth, Theseus can’t … a – see
Listening Speaking Dialogue Colouring Who isWriting Singing Personalisation
the Minotaur! Charlie: I’ve got my comic books here. I love
Hello, 6
4 reading and creating comics.
My name is Emily and I’m 11 years old. I live in a Girl 2: My friend is very sporty and she’s got
Sophie: Sophie feels … c – nervous! Sophie: I’ve got my camera and all of my
flat in London with my mum, my dad and my two blonde, wavy hair. In the photo, she’s got a
Critical thinking Glue & pencil Life skills Sticker
photographs here.
brothers. I’ve got a cat called Cookie, too.
Video Where Scissors
ponytail. She’s Notepad
climbing. Who is it? 5
do you live? Who do you live with? Yorgos: Wow, it looks really cool!
Sophie: Greg is … a – eleven!
My best friend is Jack. He’s 11 years old, too. He’s PB page 16 activity 4 1:28
Emily: This is the garden, Yorgos.
medium height and he’s got short, brown hair. He’s Charlie: Hi, Emily. What are you doing? Yorgos: Wow! There’s lots of space to do sport. Are
smart. Jack is really good atThinking
singing andInvestigate
he lovesInternet Reading Reading Sophie: Jack has got … c – brown hair! you sporty, Charlie?
Emily:skills
I’m1 sending 2
skillsan email to my e-pal in Greece.
dancing. I like him because he’s kind and he’s
Charlie: I’ve got an e-pal, too. He’s from France. Unit 1 videoscript Charlie: No, I’m not sporty.
very funny. Critical thinking Video Scissors Glue Notepad & pencil Life skills Sticker
Critical thinking Video Scissors Notepad
Emily: He& pencil
doesn’t
Life like
skills doingSticker
exercise.
Emily: Really? What’s his name? Jack: Hi! My name is Jack, and welcome to the firstGlue
Jack and I have lots of fun together. Here are two
Heroes Connect Vlog! I like making videos and I Charlie: Sophie is sporty.
photos. In the first photo, we’re playing computer Charlie: His name is Antoine. He’s friendly.
like blogging, so I’m making a vlog with my friends:
games. In the second photo, we’re singing Emily: What does he look like? Emily: She’s good at basketball.
Sophie, …
karaoke with some friends. Thinking Investigate Internet Reading Reading Sophie!
Jack:Reading
Charlie: He’s got short, blonde hair and blue eyes. Sophie: 1
skillsHello! skills 2
Send me an email if you want an e-pal in England. skills 1 skills 2
Do you want to say hello? Sophie: I love basketball. It’s my favourite sport.
Tell me about your family and your friends. Who’s Jack: … Charlie …
your best friend? What do you like doing together? Emily: OK! Yorgos: Me too, Sophie! Basketball is popular in
Charlie: Hello!
Please send me some photos, too. Greece.
Workbook Jack: … and Emily.
Write soon! Charlie: Let’s go to the living room!
Emily: Hi!
Emily WB page 11 activity 4 1:29 Emily: This is the living room. This is my mum. Say hi
Charlie: What’s the difference between a blog and to Yorgos, Mum!
Sophie: How much do you remember about our a vlog?
Unit 1 Review Fantastic friends blog project? Answer these six Emily’s mum: Hi, Yorgos!
Sophie: A vlog is a video diary. You upload it to the
questions and find out. Yorgos: And who’s in that photo, Emily? Is that your
Pupil’s Book Internet. Other children can watch and enjoy it.
1 Critical thinking Video Scissors Glue Notepad & pencil Life skills Sticker baby sister?
Charlie: What happens in the video?
PB page 16 activity 1 1:27 Sophie: What are owls the symbol of in Greece? Emily: No, that’s me!
Emily: It shows things we do in our everyday lives.
1 2 Sophie: It’s a funny photo.
Jack: Why don’t we show everyone our hangout
Girl 1: My friend is medium height. He hasn’t got Sophie: What colour hair has the Minotaur Emily: I haven’t got any hair here.
Thinking Investigategot? Internet today?Reading Reading
curly hair, but he’s got a fringe. He’s very hard- skills 1 skills 2
3 Charlie: You aren’t very tall. But you’re very smiley!
Critical thinking
working. In the photo, he’s cooking. Who is it? Video Scissors Glue Notepad & pencil Life skills Sticker Charlie: Great idea, Jack! The Heroes Connect
Sophie: What can’t Theseus do in the labyrinth? hangout is in Emily’s house. Emily: Have you got a photo of you as a baby,
2 4 Yorgos?
Jack: We do our homework here.
Girl 2: My friend has got short, curly hair. She’s Sophie: How does Sophie feel on her first day at Jack: Yorgos isn’t very smiley.
always happy and she’s very smiley. In the photo, Sophie: We do fun things here, too. I’m taking
basketball
Reading
club?Reading Charlie: I can’t see! Has he got wavy hair?
she’s eating breakfast. Who is it? skills 1 skills 2
photos of the hangout to show my family. Smile!
5 Hey, where’s Emily? Sophie: No, he’s got straight hair and he’s got
3
Sophie: How old is Greg in The Diary of a Wimpy Charlie: Over there, look! a fringe.
Girl 1: My friend hasn’t got straight hair. He’s got Kid?
Sophie: What’s she doing? Charlie: What’s he doing in the photo?
curly hair and he’s got freckles. He’s hard-working.
6 Emily: He’s crying. A lot!
In the photo, he’s doing his homework. Who is it? Jack: She’s speaking to Yorgos.
Sophie: What colour hair has Jack got? Sophie: And he’s got a teddy bear.
4 Emily: Yorgos is my e-pal from Athens in Greece.
Girl 2: My friend is friendly and smiley. He’s sporty Yorgos is really friendly and he’s funny, too. Sophie: It isn’t very sunny. Isn’t the weather hot
WB page 11 activity 5 1:30
and he’s got spiky hair. In the photo, he’s waving. Sophie and Charlie: Hi, Yorgos! in Greece?
Sophie: Here are the answers!
Who is it? Yorgos: Hi, everybody! Yorgos: This photo isn’t in Greece. It’s our holiday
1 in England.
Sophie: Let’s show Yorgos around your house, Emily.
Sophie: The owl is a symbol of … b – learning Emily, Sophie and Charlie: Oh …!
in Greece! 169
1/15/20 15:20
skills 1 skills 2
Yorgos: It rains a lot in your country! f I usually hang out with my friends. I sometimes Agent 11: Be patient, Mac. Everyone needs a
MM19-10228-TB5.indb 170
Jack: So, what do you think of Emily’s house and Boy: I do this every morning and every afternoon. go to shinty training. Shinty is a Scottish sport you superhero.
our Heroes Connect hangout? We hope you like I pay money to do it. I have to do this because play with a stick and a ball. I never play without a
helmet. It’s important to protect my head because Frame 2
it! That’s all we’ve got time for today. Thanks for school is very far away.
watching and see you next time. Bye! it can be dangerous. Narrator: Agent 11 wants to make Super Mac
g feel useful. She’s got a plan. She calls her friends.
Charlie, Sophie, Emily and Yorgos: Goodbye! Boy: My mum and dad are happy when I do this. PB page 19 activity 3 1:35
Listening Speaking Dialogue AgentColouring
11: AgentWriting Singing
27. Can you do mePersonalisation
a favour?
I sometimes wash up and clean. I sometimes 1 I usually get up early. Agent 27: Sure.
Unit 2 Lesson 1 wash the car, too. 2 They often go to music club. Agent 11: Is that Agent 99? Please can you help
Pupil’s Book h 3 He sometimes plays on the tablet. me?
Girl: I love doing this activity. I do it when I finish 4 She often gets up early. Agent 99: OK.
Listening Speaking Dialogue my homework.
Colouring The games are
Writing really cool.
5 Do you ever get up early? Frame 3
1 go online
Workbook 6 Does he ever play on the tablet? Narrator: Later that afternoon, Agent 11 looks out
2 tidy my room Thinking Investigate Internet Reading Reading
of theskills 1
widow. skills 2
3 go to football training WB page activity 1:33 Workbook
Critical thinking Video Scissors Glue Listening Speaking Dialogue Colouring Writing
12Notepad & pencil
1 Life skills Sticker Singing Personalisation
Agent 11: Mac. Look! It’s a robbery.
4 make a snack 1 catch the bus
Hooray! That
Mac: Colouring person needs
Writing Singing
a superhero’s
Personalisation
5 hang out with my friends 2 tidy my room
Sophie: So, how about your routine, Charlie? Do help.
6 catch the bus 3 go online
Critical thinking Video up early?
Scissors you getGlue Notepad & pencil Life skills Sticker Agent 11: Quick! Get your cape.
7 help out at home 4 go skills skills 2
to 1dance class Charlie: Well, I usually get up at half past seven. Frame 4
8 go to dance class 5 go to football training I like getting up early. How Critical
about thinking Video
you, Sophie? Scissors Glue Notepad & pencil Life skills Sticker
Narrator: Super Mac gets ready and flies down,
9 play on the tablet 6 hang out with my friends Sophie: I get up early on Saturday and Sunday. but his cape gets stuck.
Thinking Investigate Internet I often Reading
play tennisReading
at the weekend and it starts
10 get up early 7 have a shower skills 1 skills 2
early. What do you do at the weekend, Jack? Mac: Don’t worry. I’m on my way … Aargh!
11 have a shower 8 help out at home Thinking Investigate Internet Reading
Jack: I always do my homework. I never do it on AgentReading
11: Oh, Mac!
skills 1 skills 2
12 look after my pet 9 look after my pet Friday because I’m very tired. And I always help Frame 5 Narrator: Super Mac falls onto the
10 make a snack my mum and dad out at home. ground. Agent 11 stops her friend, but no one
11 play on the tablet Charlie: Really? I always help out at home at the sees.
a
12 get up early weekend, too. Agent 27: Well done, Super Mac. You’re amazing!
Boy: I do this in the morning. I do it after I play
Sophie: How about you, Emily? Do you ever get up Mac: Erm. Oh, yes. Thank you.
football, too. It uses water and I am clean at Unit 2 Lesson 2
early?
the end. Frame 6
Emily: Well, I don’t get up early at the weekend.
b Pupil’s Book Narrator: A few hours later, Super Mac and Agent
But I get up very early on the other days. I usually
Girl: I do this every day, I think. I do this at school 11 are walking by the sea.
catch the bus to school.
and at home. I use a computer to do this and I PB page 19 activity 1 1:34
Mac: I feel a bit better now, but I like to help
can play games or find out information. Erin: Hi! 1
skillsWe’re Team 2
skills Thistle from Kingussie, a small Unit 2 Lesson 3 people twice or three times a day.
c town in Scotland. Our names are Alexander and
Agent 99: Help! Help! I can’t swim!
Erin. Our routines are quite different. You can read Pupil’s Book
Boy: I do this after school. I do it when I’m hungry. about them here. Agent 11: Look, Mac! That man needs your help.
I make a sandwich or a piece of toast.
Alexander: I always help out at home in the PB page 20 activity 2 1:37
Frame 7 Writing Singing Personalisation
d morning. I often tidy my room, too. After school, Super Mac and Agent 11 Narrator: Super Mac gets ready. He always puts
Girl: My mum likes it when I do this. I do it every I usually go online or play on the tablet. I love
Frame 1 on his snorkel and his flippers before he goes
Sunday. I pick things up from the floor and I make to music club.
computers. I sometimes go Thinking Investigate
I play Internet Reading Reading
skills 1 skills 2 swimming.
my bed. the trumpet. Before I go to bed, I always look after Narrator: Super Mac Agent
and Critical thinking in
11 live Video Scissors Glue Notepad & pencil Life skills Sticker
my pet hamster, Nibbles. I give her food and I often Edinburgh, in Scotland. The city is usually a very Agent 11: Hurry up, Mac!
e
change her water. safe place. Mac: I’m nearly ready.
Girl: I do this every Thursday after school. It’s great
fun but it’s also hard work. We do jazz, ballet and Erin: I always get up early. My school is far away Mac: This city is boring. Nobody needs a
modern dancing. so I catch the bus. The bus sometimes arrives late superhero. Every day is the same.
Thinking I always
Investigate
get up Internet Reading Reading
skills 1 skills 2
because there’s a lot of traffic. After school, early and I always sit at home.
170
1/15/20 15:20
Frame 8 PB page 22 activity 5 1:40

I love ice cream!
John:Colouring Writing
I eat Singing week.
it once aPersonalisation Sophie: This comic is fantastic.
MM19-10228-TB5.indb 171
Narrator: Super Mac starts to swim, but he doesn’t … go swimming? Chocolate ice cream is my favourite. Jack: I love Salad Sam’s costume. Well done, Charlie!
go very far. Agent 11 takes her friend from the … do you go swimming? Woman: It’s my favourite, too! And the last Charlie: Thanks! The costume is Emily’s idea.
water and she goes back to the beach. question: how often do you play tennis?
How often do you go swimming? Emily: It’s good to ask for help sometimes.
Agent 11: Quick! Jump up here. Critical thinking Video Scissors John: I Glue Notepad
can’t play tennis.
& pencil I never Sticker
Life skillsplay tennis.
Mac: I’m here! PB page 22 activity 7 1:41 Woman: Thank you, John. Now, Katy. I’ve got Workbook
Frame 9 the same questions for you.
How often?
Katy: OK, great. What’s the first one?
Narrator: Everyone on the beach thinks Super I’m going to the dentist. Thinking Investigate Internet Reading Reading
skills 1 skills 2 Boy: Hi, Holly. Can I ask you some questions, please?
Mac is the hero! Woman: How often do you catch the bus?
She’s always very kind.
Critical thinking Video Scissors Glue Notepad & pencil Life skills Sticker Holly: Yes, of course.
Agent 99: Thanks, Super Mac. You’re the best. Katy: I catch the bus on Sunday. I go to see my
I like the mirrors and the cleaning.
grandmother. So I catch the bus once a week. Boy: Right, the first question is: do you like working on
Mac: Oh, erm … Thank you. Critical thinking Video Scissors Glue Notepad & pencil
She says my teeth are fine. your own?
Woman: And how often do you eat ice cream?
Frame 10 But then she asks me questions Holly: Yes, I like it. But I like working with other people,
don’t like ice
Katy: I Reading cream at all. I never eat ice
Reading
Narrator: Super Mac is really happy. He feels like And I’m nervous every time! 1 skills 2 too.
cream.skills
I prefer fruit!
a real superhero again. Boy: So, do you like working on your own sometimes?
Woman: Well, that’s very healthy! And the last Thinking Investigate Internet Reading Reading
‘How often do you eat sweets?’ skills 1 skills 2
Mac: What a great day, Agent 11! I want every question: how often do you play tennis? Holly: Yes, that’s right.
day to be like this. The dentist asks me.
Katy: I love tennis! I play twice a week. Boy: Do you think you can do everything on your own?
Agent 11: Yes, you’re a real hero … with some I say, ‘Oh, once a month.’
Woman: OK. Thanks for answering my questions, Holly: No, not at all. There are lots of things I can’t do
help from your friends. She says, ‘Are you sure?’
Katy. on my own.
Unit 2 Lesson 4 ‘Well sometimes maybe twice,’ I say. Boy: Do you know what your friends are good at?
‘Or three times, maybe four.’ WB page 15 activity 3 1:44
Listening Speaking Dialogue Writing Personalisation
Holly:Colouring
Yes, I do. For example,Singing
I sometimes need help
Pupil’s Book 1 I go online once a day. on my computer and I always ask Martha. She’s
Chorus
2 I go to dance class twice a week. really good with computers.
Listening Speaking Dialogue Writing Singing
‘How Colouring
often do you brush your teeth?’Personalisation 3 I catch the bus twice a day. Boy: OK … Imagine someone offers to help you.
Charlie: I love reading comics. Do you know that Critical thinking Video Scissors Glue Notepad & pencil Life skills Sticker
The dentist asks again. 4 I tidy my room once a month. What do you do?
I write and draw my own comic stories?
I say, ‘Oh, twice a day.’ Holly: I say yes!
Emily: Really? How often do you write stories? Unit 2 Lesson 5
She says, ‘Are you sure?’ Life skills Sticker Boy: Always?
Charlie: Once a week. I do them at art club
‘Well sometimes I forget,’ I say. Thinking Investigate Internet Holly: Reading Reading
Hmm, sometimes I don’t need help. But I usually
on Thursday. Pupil’s Book skills 1 skills 2
say yes. It’s easier to do things with more people.
Emily: Is there a superhero in your comic? And I move towards the door.
Listening Speaking Dialogue Boy: Do
Colouring thank you to
you say Writing Singing
who help you?
peoplePersonalisation
Charlie: Yes. He’s called Chocolate
Thinking Charlie
Investigate Internet Reading
Chorus Reading
skills 1 skills 2 Holly: I’m not sure … I don’t always remember!
because he loves eating chocolate. Frame 1
I think I sometimes say thank you.
Emily: How often does he eat chocolate? PB page 22 activity 7 1:42
Narrator:
Colouring
is working on
Charlie Writing his new
Singing
comic.
Personalisation
Boy: That’s the end of the questionnaire. Thank you
Charlie: He eats a bar of Choco-matic twice How often?: karaoke version Emily: Hi, Charlie. How’s it going?
Critical thinkingDo you need
Video Scissors Glue Life skills Sticker
for your help! Notepad & pencil
a day. It gives him special powers. some help?
Workbook Holly: You’re welcome.
Emily: Your hero isn’t very healthy! How about Charlie: No, thank you. I can do this on my own.
Salad Sam? Unit 2 Lesson 6
2
FrameColouring Writing Singing Personalisation
Charlie: OK. Good idea! Thinking Investigate Internet Reading Reading
Woman: Hello, John. Can I ask you some skills 1 skills 2
Narrator: Later, Charlie is still at the table. Pupil’s Book
questions?
Charlie: Emily. Actually, I think I need some ideas.
John: Yes, of course! Thinking Investigate Internet PleaseReading
can you help
Reading me?
1 How often do they eat chocolate? skills 1 skills 2
Woman: OK. The first question: how often do Emily: Of course. What can I do? Man: What are your favourite school subjects?
2 They eat chocolate three times a month.
you catch the bus?
3 How often does she write stories? Charlie: I’ve got a great story, but I can’t think of a Read the questions and choose the correct answer
Critical thinking Video Scissors John: IGlue
live far from
Notepad &my Life skills
pencilschool, Sticker
so I catch the bus good costume for Salad Sam. for you. Add up the points for each colour and read
4 She writes stories every week. to school. I catch the bus five times a week. about your scores. Critical thinking Video Scissors Glue Notepad & pencil
Thinking Investigate Internet 3
Frame Reading Reading
5 How often do you go online? skills 1 skills 2
Woman: OK. Next question: how often do you eat 1 How often do you read a book or a comic?
Narrator: A week later …
6 I go online once a month. ice cream?
171
skills 1 skills 2
skills 1 skills 2
1/15/20 15:20
Child: a – Every day. b – Twice or three times PB page 24 activity 4 2:05 3 3

MM19-10228-TB5.indb 172
a week. c – Less than twice a week. Girl: What’s the time? Seven o’clock? Time to Charlie: What colour is Super Mac’s cape?
Sophie: Hi, Charlie. What are you doing?
Man: 2 Do you like writing stories or poems? get up! 4
Charlie: I’m looking at my new school timetable.
Child: a – Yes, I love it! b – I like it, but I don’t do We’ve got drama this year. It’s on Monday 4 Charlie: Who makes comics?
it often. c – No, I don’t. afternoon at quarter past Critical
two.thinking Video Scissors Glue Notepad & pencil Life skills Sticker
Girl: Can you pass me the paint, please? 5
Man: 3 What do you think when you see a Sophie: I love drama. Have you got music, too? Boy: Yes, here you are. That picture looks great!
machine? Charlie: What’s Erin’s favourite subject?
Charlie: Yes, I’ve got music on Tuesday morning at 5
Child: a – I am always curious about machines. 6
half past ten. And our first class every day is maths
b – I think machines are sometimes complex. Thinking Investigate Internet Boy: Here.
Reading Pass me the ball.
Reading Charlie: Which is Emily’s favourite school day?
at quarter past nine. skills 1 skills 2
c – I never pay attention to machines. 6
Sophie: Have you got art and science, too?
Man: 4 Do you like finding out about animals Girl: Do you want to go to the cinema this WB page 19 activity 5 2:10
Charlie: Erm, yes. We’ve got science on Tuesday
and nature? afternoon? Charlie: Here are the answers!
and Thursday at quarter past two. And art? Let’s
Child: a – Yes, I watch TV and read books about see. That’s on Monday and Friday morning at Boy: Sorry, I can’t. It’s my turn to wash the family 1
this. b – I sometimes find this interesting. c – No, I’m quarter to twelve. car and do some washing. What about tomorrow?
Charlie: The name of Alexander’s hamster is …
not interested in animals and nature. Critical thinking Video Scissors Glue Notepad & pencil
7 a – Nibbles!
Man: 5 Do you like doing sport and exercise? Unit 2 Lesson 7 Woman: OK, everyone. Are you ready to do the 2
Child: a – Yes, I love it. b – Yes, I like it. c – No, I don’t. experiment?
Pupil’s Book Charlie: Super Mac’s friend is … a – Agent 11!
Man: 6 How often do you go to a sports club? Children: Yes!
3 Thinking Investigate Internet Reading Reading
PB page 25 activity 5 2:06 skills 1 skills 2
Child: a – Every week. b – Every month. c – Not Listening Speaking Dialogue 8 Colouring Writing Singing Personalisation
Charlie: Super Mac’s cape is … b – blue!
very often. My favourite school day Woman: OK. How many minutes are there in
4
Man: 7 How often do you do number puzzles at Our first lesson is always science. It starts at two hours?
home? quarter to eight and it finishes at quarter to eleven. Charlie: c – Charlie makes comics!
Boy: 120.
We usually do experimentsCritical
and thinking Video
learn about the Scissors Glue Notepad & pencil Life skills Sticker
Child: a – Twice a week or more. b – Once a week. 5
c – Never. world around us. I like learning about how the PB page 26 activity 4 2:08 Listening Speaking Dialogue Colouring
Charlie: Writing
Erin’s favourite subject Personalisation
Singing is … c – maths!
human body works.
Man: 8 Do you ever do your maths homework first? Emily: Hi, Sophie. When’s your basketball match? 6
After break, we’ve got PE. In the summer, we Listening Speaking Colouring Writing Singing
Child: a – Always. b – Sometimes. c – Never. Internet
Sophie: It’s on Tuesday.
Reading Reading Charlie: Emily’s favourite school day isDialogue
…
usually go outside and playThinking
rounders Investigate
or do skills 1 skills 2
Man: Now add up your points for each colour. athletics. In the winter, we usually play basketball Emily: How often do you play basketball? c – Thursday!
Blue = literacy, Green = science, Red = PE, Purple = in the gym. Sophie: I play twice a week, on Tuesday and Friday.
Unit 2 videoscript
maths After lunch, we’ve got literacy. We usually write Emily: I never do sport. I don’t like sport at all. Critical thinking Video Scissors Glue Notepad & pencil Life skills
Charlie: Hello! Welcome back to the Heroes
3 or 4 points: This is one of your favourite subjects! stories and read them to the class. We sometimes
Sophie: Really? So what do you do in your free Connect Vlog! I’m Charlie and this is … Stephen!
write them together in groups. I like thinking of Thinking Investigate Internet Reading Reading
1 or 2 points: You like this subject, but it isn’t your time?
story ideas with my friends. Stephen:
skills 1 Hello! skills 2
favourite. Emily: Well, I always go to dance class on Sunday
Our last lesson is always maths. We usually do a is my cousin.
Charlie: StephenThinking Investigate Internet Reading Reading
0 points: This subject isn’t your favourite at all! morning. I never miss it. skills 1 skills 2
quiz at the beginning of the lesson. I find maths Stephen: I’m staying with Charlie for the weekend.
Can you think of some questions for art and difficult, but our lessons are fun! Sophie: I like to rest on Sunday morning. I never get
music? up early. Charlie: Let’s go and see the others!
Unit 2 Review Charlie: Hi, Sophie, Jack and Emily! This is Stephen.
Listening Speaking Dialogue Colouring Writing Singing Personalisation Workbook He’s my cousin.
1 music Pupil’s Book Stephen: Hello, everyone. Nice to meet you.
2 literacy
PB page 26 activity 1 2:07 Group: Hi, Stephen! Nice to meet you, too.
Listening Speaking Dialogue Charlie: How much
Colouring do you remember
Writing Singing about our
Personalisation
3 maths
Critical thinking Video Scissors Glue Notepad & pencil Life skills Sticker Work and play blog project? Answer these six Charlie: He’s from Scotland!
1
4 art questions to find out.
Woman: Has everyone got an instrument? Emily: Wow! Where in Scotland do you live?
5 science 1 Critical thinking Video Scissors Glue Notepad & pencil Life skills Sticker
Children: Yes! Stephen: I live in Inverness. It’s in the north of
6 PE Critical thinking Video Scissors Glue pencil skills Sticker Scotland, near a big castle and a river.
Charlie: What’sNotepad
the &name ofLifeAlexander’s hamster?
Thinking Investigate Internet Woman:
ReadingGood! Let’s
Reading play the song. 1, 2, 3, 4 …
skills 1 skills 2 2 Sophie: Have you got any photos?
2
Charlie: Who’s Super Mac’s friend
Thinking in the comic
Investigate Internet
Stephen:
Reading
Sure. Here you go … This is Inverness
Reading
Girl: Do you want some food? Castleskills
…1 and thisskills
is2where I live.
story? Reading Reading
172
skills 1 skills 2
1/15/20 15:20
Jack: Scotland looks amazing! Jack: And see you soon for another Heroes 2 bracelet
MM19-10228-TB5.indb 173
Connect Vlog!
Workbook
Sophie: Do you know about the Loch Ness 3 snacks
monster, Stephen? There are some photos of it Jack: Say goodbye, Stephen! 4 felt-tip pens WB page 21 activity 2 2:16
on this website. Look! Stephen: Bye, everyone! 5 key ring 1
Stephen: Some people believe that the Loch Jack: Thanks for watching and see you next time! 6 model kit Boy: Hi, Sue. What do you want to buy?
Ness monster exists, but I don’t. I don’t think those
photos are real. 7 puzzle book Sue: I’m not sure. The board game or the
Unit 3 Lesson 1 Critical thinking Video Scissors Glue Notepad & pencil
computer game.
Charlie: Well, there aren’t any monsters where 8 skateboard
we live … Pupil’s Book 9 computer game
Boy: How much is the board game?
Emily: … but there are lots of shops and a big Sue: It’s two pounds fifty.
PB page 28 activity 2 2:11 10 soft toy
park. We sometimes play games there. Do you Thinking
Boy: And how much is the computer Investigate
game? Internet Reading Reading
11 stickers skills 1 skills 2
want to go? 1 board game
Sue: It’s three pounds fifty.
2 skateboard 12 trading cards
Stephen: Yeah!
2
Charlie: Good idea. Stephen likes sport. We can 3 stickers
Unit 3 Lesson 2 Notepad & pencil Life skills Sticker Boy: Which model kit is bigger, the boat or the car?
play Frisbee there! 4 key ring
Pupil’s Book Girl: I don’t know. How many pieces has the boat
Group: Yes! 5 soft toy got?
Jack: So Stephen, is Scotland very different to 6 trading cards PB page 29 activity 1 2:14
Boy: It’s got 100 pieces.
England? Thinking Investigate Internet Reading Reading
7 felt-tip pens skills 1 skills 2
Kim: Hello! We’re the Raccoons from New York Girl: And how many pieces has the car got?
Stephen: Not really. I think they’re quite similar.
8 snacks City, USA. Our names are Kim, Jacob and Grace. Boy: It’s got 200 pieces.
Charlie: My friend at school says that some men Read about our school garage sale. Do you have
9 computer game 3
in Scotland wear skirts! garage sales? Critical thinking Video Scissors Glue Notepad & pencil Life skills Sticker
10 model kit Girl: The yellow soft toy is nice.
Sophie: It’s true! Look! Kim: Our school has a garage sale every summer.
11 bracelet Children bring old toys, clothes and books that they Boy: I prefer the black one.
Stephen: That’s a kilt. It’s traditional Scottish
clothing. Bagpipe players often wear them. 12 puzzle book don’t want and we sell them in the playground. Girl: But the yellow soft toy is really soft.
It’s fun to buy and sell the toys.
Thinking
Later, weInvestigate
give the Internet Reading Reading
Emily: Oh! Look, Scottish dancers wear them, too! PB page 28 activity 3 2:12 Boy: The
skills 1black oneskills 2is softer. Touch it!
money to organizations
Colouring Writing
help people.
that Singing Personalisation
Sophie: Do you ever play the bagpipes in music a These objects are long and thin. They’re different Girl: You’re right. It is softer.
Jacob: I love shopping at the garage sale
class at school, Stephen? colours. You colour pictures with them. because the toys and books are cheaper than in 4
Stephen: No. I usually play the trumpet. b This object has got four wheels. It’s fast. You need shops. I think it’s a good idea to recycle old toys. Girl: Do you want to buy the skates or the
Emily: What other subjects do you study? to wear a helmet when you Critical
use thinking
it. Video Scissors RecyclingGlue is better
Notepadthan
& pencil putting Sticker
Life skillsthings in the bin. skateboard?
I usually buy books, board games and trading
Stephen: I study literacy, science, drama, art … c This object has got small pieces. You stick the Boy: The skateboard.
cards at the garage sale.
Sophie: Do you study maths at school? pieces together with glue. You can make a car or Girl: Why?
a plane. Grace: The garage sale is great fun. I always buy
Emily: Of course they study maths in Scotland, Thinking Investigate Reading
Internet key rings Reading
for my collection. Do you know that I’ve Boy: Because it’s newer than the skates.
d You eat these between meals. They’re delicious, skills 1 skills 2
Sophie! got more than 100 key rings at home? I think that
but it’s not a good idea to eat a lot of them. 5
Sophie: How often do you study maths? old key rings are cooler than new ones. I always
e You play this game with your friends. You usually Boy 1: I’m hungry.
buy homemade snacks at the garage sale, too.
Stephen: Every day.
put it on a table and you move small pieces. They’re delicious! Boy 2: Me too. Let’s get a snack.
Sophie: We study maths every day, too. I hate it!
f You need a computer to play with this. You can Boy 1: We can buy some sweets over there.
Stephen: What do you do after school? play on your own or you can play with friends.
PB page 29 activity 3 2:15 Boy 2: I’d prefer to buy a cake.
Sophie: I usually hang out with my friends and I g These objects are small. They’ve got pictures
1 A computer game is cooler than a bracelet. Boy 1: Why?
often play basketball. I go to basketball club twice and information on them. People collect them.
a week. 2 Felt-tip pens are cheaper than soft toys. Boy 2: The cakes are better. They’re homemade.
h This object is soft. It’s usually nice or funny to
Charlie: Do you ever do sport, Stephen? look at. You can put it on your bed. 3 A skateboard is bigger than a key ring.
Unit 3 Lesson 3 Notepad & pencil Life skills Sticker
Stephen: I go to football training three times 4 Stickers are better than trading cards.
a week, but only when it’s sunny. Workbook Pupil’s Book
5 A model kit is worse than a puzzle book.
Jack: Well, it’s sunny here today so why don’t 6 Felt-tip pens are smaller than soft toys.
Listening Speaking Dialogue Colouring Writing Singing Personalisation PB page 30 activity 2 2:17
we play another game of Frisbee? Thinking Investigate Internet Reading Listening
Reading Speaking Dialogue Colouring Writing
1 board game skills 1 skills 2
A brilliant idea 173
Group: Yes!
Critical thinking Video Scissors Glue Notepad & pencil Life skills Sticker Critical thinking Video Scissors Glue Notepad & pencil
1/15/20 15:20
Frame 1 Unit 3 Lesson 4 Decisions! Decisions! Emily: Happy birthday, Charlie!
MM19-10228-TB5.indb 174
Mikaila Ulmer is a girl from Texas, USA. Her story I don’t know what to choose. Charlie: Thank you, everyone. This photo frame is
begins when she’s four years old and she wants Pupil’s Book really cool.
Do I wear these trainers
to enter a business competition for children. While Jack: Homemade presents are better.
she’s looking for a good idea, two things happen. PB page 32 activity 1 2:18 Or do I wear these shoes?
She receives a cookery book from her great- Sophie: Yes. All you need is a little imagination!
Charlie: The story about Mikaila’s lemonade is The shoes are more modern.
grandmother and two bees sting her. Ouch! amazing.
They look really cool. Workbook
Frame 2 Sophie: I know, but I’m hungry and thirsty now.
But theGlue
trainersNotepad
are &more
pencil
comfortable.
Life skills Sticker
Mikaila is very afraid of bees so her mother asks Charlie: Me too. Let’s buy a snack. WB page 24 activity 3 2:25
I don’t know what to do.
her to research these insects. Mikaila learns Sophie: Which snack do you prefer? 1
that they’re very important for the environment Decisions! Decisions! Boy: Do you think this gadget is a good present
Charlie: I’m not sure – maybe a sandwich or
because they carry pollen from plant to plant. for Liam?
maybe a chocolate bar. Thinking Investigate Internet
better or worse?
What’sReading Reading
This means that more plants grow. In fact, bees skills 1 skills 2 Critical thinking Video Scissors Glue Notepad & pencil
Sophie: A sandwich is more expensive than Decisions! Decisions! Girl: What is it?
pollinate more than half of the fruit and vegetable
plants that we eat every day. Mikaila begins to a chocolate bar. Oh! My head hurts! Boy: It’s a drone.
love bees and she wants to protect them. Charlie: You’re right. But a sandwich is healthier. Girl: A drone? What does it do?
It’s tastier, too. PB page 32 activity 7 2:22
Listening Speaking Dialogue Thinking
Singing Investigate Internet Reading Reading
Frame 3 Boy: Colouring
It flies in theWriting
air. You can use it toPersonalisation
take photos
skills 1 skills 2
Sophie: It’s true. Let’s buy a sandwich then. Decisions! Decisions!: karaoke version from the sky.
One day, Mikaila finds a recipe for lemonade in
her great-grandmother’s cookery book. She thinks Charlie: OK. We can buy some lemonade, too. Girl: That’s cool! Liam loves photography, so it’s
Workbook
of the bees and she decides to add some perfect for him.
honey to the recipe. She keeps a bit of sugar in WB page 23 activity 3 2:23
the recipe to be true to her great grandmother’s 1 An apple is more colourful than rice.
1 healthy, tasty Girl: What about this for Emma?
recipe. It tastes delicious! Mikaila begins to make 2 Carrots are healthier than chocolate.
2 colourful, interesting Boy: What is it?
and sell her special lemonade. Her new business 3 A sandwich is tastier than green beans. Thinking Investigate Internet Reading Reading
is called Me & the Bees Lemonade. Critical thinking Video Scissors Glue
3 expensive, Notepad & pencil
exciting Life skills Sticker Girl: It’s a hoverboard.
skills 1 skills 2
4 Burgers are more expensive than rice.
People love Mikaila’s lemonade. It hasn’t got Boy: A hoverboard! That sounds fun. I think Emma
much sugar so it’s healthier than normal 5 An apple is tastier than a yoghurt. Unit 3 Lesson 5 would love it.
lemonade. It’s more delicious than normal 6 Carrots are more colourful than rice. 3
Pupil’s
Reading
Book
Reading
lemonade, too. Mikaila sells her lemonade from
skills 1 skills 2 Thinking Investigate Internet Boy: Look Reading
Reading at this gadget!
a small table and there are lots of customers. She PB page 32 activity 5 2:20 skills 1 skills 2
Listening Speaking Dialogue PB page Writing
Colouring 33 activity Singing
2 2:24 Personalisation
tells them, ‘Buy a bottle … Save a bee.’ because Listening Speaking Dialogue Girl: What
Colouring is it? Writing Singing Personalisation
important
she gives some of the money she makes to Frame 1 Boy: It’s a virtual keyboard. Look! The keyboard is
interesting
organizations that protect bees. on the table.
Narrator: It’s Charlie’s birthday soon. His friends
exciting
Critical thinking Video Scissors want toGlue
buy himNotepad & pencil
a present. Life skills Sticker Girl: Wow! Do you think it’s a good present for
Frame 4 Critical thinking Video Scissors Glue Notepad & pencil Life skills Sticker
expensive Jamie?
More and more people learn about Mikaila and Emily: Look at these prices! Everything is very
difficult expensive. Boy: No, I don’t. He prefers playing video games.
her lemonade. She appears on television. She
even serves a glass of lemonade to the president comfortable Jack: Why don’t we make something special? Girl: You’re right.
of the United States, Barack Obama. Then, one Thinking Investigate Internet Reading Reading
Charlie loves
skills 1 superheroes.
skills 2 Thinking Investigate Internet 4 Reading Reading
day, a big supermarket contacts Mikaila. It wants PB page 32 activity 7 2:21 skills 1 skills 2
Listening Speaking Dialogue Colouring Writing Personalisation
Sophie: Good idea! I’ve got Singing
my camera. We can Girl: What about this for Jamie?
to sell her lemonade, too. Decisions! Decisions! take some funny photos.
Boy: What is it?
Frame 5 Decisions! Decisions!
Frame 2 Girl: It’s a special headset.
Now, you can buy Mikaila’s lemonade in lots of I don’t know what to eat.
Critical thinking Video Scissors Narrator:
Glue Later Notepad
… & pencil Life skills Sticker
supermarkets and restaurants in the USA. Mikaila Boy: Why’s it special?
Do I have this apple
also speaks to schools and groups about bees Sophie: Are you ready? Girl: You use it to play video games in 3D.
Or do I have these sweets?
and how to protect these insects. Thanks to Emily: Yes. Look! We’re superheroes. Boy: Video games in 3D! That’s perfect for Jamie.
Mikaila, other people learn to love bees, too! An apple is tastier. Sophie: That’s brilliant.
Thinking Investigate Internet Reading Reading 5
skills 1 skills 2
It’s healthier, too. Boy: Look at this gadget.
Frame 3
But these sweets are my favourite. Girl: Is it a toy?
Narrator: Two days later …
I don’t know what to do. 174
Boy: No, it isn’t. It’s a camera.
1/15/20 15:20
Girl: A camera? What kind of camera? PB page 34 activity 3 2:27

Put the
Colouring
the clock and
plane on Writing Singing
the alarm stops.
Personalisation
6
MM19-10228-TB5.indb 175
Boy: It’s a waterproof camera. You can take photos 1 gold Choose from six incredible colours! Girl: Do you want to buy some stickers or some
underwater. 2 spotted There are four cool sounds! trading cards?
Girl: That’s amazing. Do you think Lilly would like 3 striped It’s a radio, too! Boy: I want to buy some stickers.
one? Critical thinking Video Scissors Glue Notepad & pencil Life skills Sticker
4 silver Getting up is easier with the Air Alarm! Girl: Why?
Boy: No, she never uses a camera. Boy: Because I collect stickers and these stickers
5 plain Don’t be late for school again. Buy an Air Alarm
6 today! It’s brilliant! are really funny.
6 patterned
Girl: Look at these. Thinking Investigate Internet Reading Reading Girl: Yes, they are.
skills 1
Unit 3 Review skills 2
Boy: What are they? PB page 34 activity 4 2:28
Girl: They’re special earphones. Shop assistant: Hello, can I help you? Pupil’s Book Charlie: It’s Sophie’s birthday next week.
Boy: Why are they special? Girl: Yes, please. I want to buy a T-shirt for a friend.
PB page 36 activity 1 2:30 Jack: Oh yes. Let’s buy her a birthday present.
Girl: You can use them to listen to music when you Shop assistant: Is your friend a boy or a girl? Listening Speaking Dialogue Colouring Writing Singing Personalisation
Critical thinking Video Scissors Glue Notepad & pencil Life skills Sticker Charlie: Good idea. Do you prefer these stickers or
go swimming. 1 Critical thinking Video Scissors Glue Notepad & pencil
Girl: A girl. this puzzle book?
Boy: They’re perfect for Steve. He likes swimming Girl: Which key ring do you prefer?
Shop assistant: OK. What’s her favourite colour? Jack: The puzzle book is more interesting than the
and he loves music. Boy: I prefer the spotted key ring.
Girl: She likes purple and blue, but her favourite Critical thinking Video Scissors Glue
stickers. Notepad & pencil Life skills Sticker
colour is red. Thinking Investigate Internet Reading

Girl: Why? Reading
Unit 3 Lesson 6 skills 1 skills 2 Charlie: That’s true, but the Thinking funnier
stickers areInvestigate Internet Reading Reading
Boy: Because it’s cooler than the striped key ring. skills 1 skills 2
Shop assistant: What about this red and white than the puzzle book.
Pupil’s Book striped T-shirt? Girl: Yes, you’re right. It’s great. Jack: Wait a minute. There’s a special offer today.
Girl: No, I’m sorry. I don’t like it. 2 The stickers
skills 1
are only
skills 2
£3. They’re cheaper than the
Shop assistant: Don’t worry. What about this puzzle book.
Cool stuff for kids! Boy: Which bracelet do you prefer?
patterned T-shirt? Charlie: Perfect! Let’s buy the stickers then.
Perfect present ideas Girl: I prefer the patterned bracelet.
Girl: That’s great. How much is it?
Do you want to find the perfect present? Here are Boy: Why? Workbook
Critical thinking Video Glue
Scissors Shop assistant: Notepad pencil
It’s &£7.50. No. skills
LifeWait a minute.
Sticker It’s half
some exciting and original ideas. Girl: Because it’s more colourful than the gold
price today. It’s £3.75. WB page 27 activity 4 2:32
These long, striped arm warmers are perfect for bracelet. Listening Speaking Dialogue Colouring Writing
Girl: Excellent! Here you are. Emily: How much do you remember about our Buy
the winter. One size only. Boy: I agree. It’s really nice.
Shop assistant: Thank you. Here’s your change. and sell blog project? Answer these six questions
Special Offer $3.00 Thinking Investigate Internet Reading Reading
3
skills 1
Girl: Thank skills 2
you. Bye. and find out.
Score lots of goals in these gold football boots. Girl: Which skateboard do you prefer? Critical thinking Video Scissors Glue Notepad & pencil
Shop assistant: Bye. 1
Sizes 34–41. Boy: I prefer the plain skateboard.
Emily: What does Grace collect?
$29.99 Unit 3 Lesson 7 Girl: Really? Why?
2
Have hours of techno-fun with this silver robot. Boy: Because I can stick my stickers on it.
Pupil’s Book a bee sting
Emily: How many times doesThinking Mikaila?
$35.00 Girl: That’s a good idea. skills 1 skills 2
3
Impress your friends with this blue, green and PB page 35 activity 5 2:29 4
Listening Speaking Dialogue Colouring Writing Singing Personalisation Emily: Here’s question three. Who drinks Mikaila’s
orange patterned skateboard. It’s really fast!
Do you hate getting up in the morning? Girl: Which game do you prefer? lemonade?
$18.00
Is it difficult to get out of bed? Boy: I prefer the board game. 4
Listen to your favourite music with these spotted
This fantastic flying alarm clock is perfect for you! Girl: Really? Why? Emily: What do Emily, Jack and Sophie make for
headphones. Critical thinking Video Scissors Glue Notepad & pencil Life skills Sticker
The amazing Air Alarm is finally here! Boy: Because I can play it with my friends. Charlie’s birthday?
Half price $9.50
Special Offer! Only £25 Girl: You’re right. It’s better than the computer game. 5
Take pictures and make calls with these fun smart
watches. Available in plain red, plain orange and Hurry! This special offer finishes soon! 5 Emily: What do the arm warmers on the Cool stuff
plain yellow. Thinking Investigate Internet Reading Reading for kids! website look like?
It’s easy to use: Girl: Do
skillsyou
1 wantskills
to2buy these felt-tip pens?
Buy One Get One Free $40.00 6
Choose a time for the alarm. Boy: I don’t know.
Emily: How many colours can you choose from
When the alarm beeps, the plane flies. Girl: What about this puzzle book?
when you buy the Air Alarm?
Get out of bed and catch the plane. It’s fun! Boy: Wow! It’s really great. It’s better than the felt-tip
pens. 175
1/15/20 15:20

Sophie: OK. Fruit smoothies
Colouring Writing
is …
itSinging Personalisation
Sophie and Charlie: Well done, Team 2! g This is a big place. People sleep here when they
MM19-10228-TB5.indb 176
Emily: Here are the answers! Charlie: I know! Let’s work in two teams and see Jack and Emily: Thank you. travel or when they go on holiday. They need to
who can make the best smoothie! Sophie and I pay to sleep here.
1 Emily’s mum: Both smoothies really are very tasty.
are on Team 1. Jack, you and Emily are on Team 2! In fact, why don’t you sell them both at the school h This place is usually in the centre of the town.
Emily: Grace collects … a – key rings!
Charlie:GlueThe firstNotepad
thing & pencil Life skills
we need to do is Sticker
go People work here. Their job is to look after the town.
fair?
2 shopping for some yummy smoothie ingredients. Group: Good idea!
Emily: A bee stings Mikaila … b – twice! Then we can see which smoothie is tastier. Workbook
Emily: Thank you, Mum!
3 Jack: OK, we’re back from the shop. Team 2, what
Thinking Investigate Internet fruit have Reading
Readingwe got? Charlie: Why not try making your own smoothies
Emily: c – A president drinks Mikaila’s lemonade! skills 1 skills 2
at home? WB page 28 activity 1 2:36
4 Emily: We’ve got some lovely strawberries …
Sophie: I still think chocolate is tastier. 1 art gallery
Emily: Emily, Jack and Sophie make … a – a photo Jack: … and some yummy bananas. What fruit
have you got, Team 1? Charlie: Thanks for watching! 2 beach
frame!
Charlie: We’ve got some juicy oranges … Group: Bye! 3 castle
5 Critical thinking Video Scissors Glue Notepad & pencil
Sophie: … and a big mango! 4 football stadium

Emily: The arm warmers on the Cool stuff for kids! Unit 4 Lesson 1
website are … b – striped! Jack: Great! Is everyone ready to make their 5 hotel
6 winning smoothie? Pupil’s Book 6 ice rink

Charlie: Singing
3, 2, 1. GO! Personalisation 7 market
Emily: When you buy the Air Alarm you can
choose from … b – six colours!
Jack: These smoothies look great! 8 shopping centre
1 castle
Charlie: Let’s take them to the garden so that 9 square
Unit 3 videoscript Emily’s mum can judge which smoothie is best. 2 hotel
Critical thinking Video Scissors Glue Notepad & pencil Life skills Sticker 10 statue
Sophie and Charlie: Hello! 3 shopping centre
Sophie: And we can sell the best smoothie at Critical thinking Video Scissors 11 tourist Notepad & pencil
Glue office Life skills Sticker
Charlie: Hi, everyone! Welcome back to another the school fair! 4 market
Heroes Connect Vlog. 12 town hall
Emily: Wait, we need to decorate them as well. 5 football stadium
Sophie: And today we’re preparing
Thinking Investigate
for Internet
our schoolReading Reading Unit 4 Lesson 2
skills 1
Sophie: Charlie, let’s use these striped straws.
skills 2
6 square
fair.
Emily: What do you think of these patterned 7 statue
Charlie: There are lots of rides, games and things Pupil’s Book
umbrellas?
to buy at the school fair. 8 beach
Jack: Shh! Don’t let the other team hear.
Sophie: Yes, like soft toys and snacks and 9 ice rink PB page 39 activity 1 2:37
homemade cakes. Mmm! Emily’s mum: Well, these smoothies look delicious!
10 art gallery Huang: Hi! We’re the Dragons. Our names are
Charlie: All the money from the fair goes to charity, Emily: But you can only choose one winner, Mum. Huang, Hong and Jian. We live in Chengdu, in
11 tourist office
to help people in need. Charlie: Try both smoothies and score your China. Our favourite place in Chengdu is the New
12 town hall Century Global Centre. It’sCritical largest building
thethinking
favourite on the tablet. Video in Scissors Glue Notepad & pencil
Sophie: Why don’t we make and sell something to
raise money? the world!
Emily’s mum: OK. Is everybody ready for the
Huang: Chengdu Writing
is more than
Singing 1,000Personalisation
kilometres
Charlie: I know! We can make smoothies. I love judging?
a Many people come here together. They watch from the coast, but we’ve got an artificial beach
smoothies. Group: Yes!
sport. There’s grass here, too. in the New Century Global Centre. It’s always
Sophie: Yes, and we can buy the ingredients with Sophie: This is exciting! warm. We were there on Saturday. It wasn’t sunny
b You can buy things here. You’re usually inside.
our pocket money. Critical thinking Scissors outside, Notepad
Gluebut we were & pencil
warm Life
on skills
the beachSticker inside.
Emily’s mum: Well, this smoothie looks brilliant! I There are many different shops here. Video
Jack: That’s a great idea, guys! Let’s make like the striped straws. Let’s try it … Mmm, mango! Hong: You can do lots of sports here, too. My
c This is usually an old place. It’s usually got big
chocolate smoothies. I love chocolate. That tastes good. But I think it needs a little more favourite place is the ice rink. I love the ceiling
walls. It’s sometimes on top of a hill.
Charlie: No, chocolate is more expensive than honey. because it looks like the sky. I was there yesterday
d People help you here. It’s usually in the centre of
fruit. We haven’t got enough money. Oh, delicious! This smoothie is smaller than Team with my friends. We weren’t very good at ice
the town. You can get maps and other information.
Sophie: But chocolate is tastier than fruit! Or what 1’s smoothie, but I love strawberries and bananas. skating, but it was a lot of fun!
e It can be made of metal or stone. It’s sometimes
about ice cream? Well, both smoothies taste delicious and it’s a very Jian: I love films so my favourite part of the Centre
in the centre of a town. It can be of a famous
Charlie: No, Sophie. Fruit is healthier than ice difficult decision. But I think I prefer … Team 2’s is the cinema. My sister and I were there on
person.
cream. We don’t want to sell something unhealthy. smoothie because it’s tastier! Sunday. There were 14 different films on. Our film
f You can do sport here. You can sit and read, too. was an adventure film and it was very exciting.
Let’s use fruit. Jack and Emily: Yes!
You can swim in the sea.
176
1/15/20 15:20
PB page 39 activity 3 2:38 Boy: Oh no! It’s an earthquake! Unit 4 Lesson 4 Chorus
MM19-10228-TB5.indb 177
1 He wasn’t at the market last week. Teacher: Everyone leave the building! Where were you at the time of the crime?
Pupil’s Book
2 You were at the football stadium on Sunday. Frame 4 Where were you?
3 I was at the ice rink on Wednesday. Narrator: The earthquake stops. Lin Hao opens PB page 42 activity 1 2:41
Listening Speaking Dialogue at the swimming
I wasColouring Writing Ask my friend,
pool.Singing Clare!
Personalisation
4 She was at the shopping centre yesterday. his eyes and looks around, but it’s difficult to see. Jack: Hi, Sophie. Where were you at lunchtime? The water was really cold – look at my wet hair.
Many of his friends are trapped. They can’t move. Were you at home?
5 They weren’t at the market on Sunday. Some of them are shouting. Chorus
Sophie: Yes, I was. I was on the Internet. Look at
6 We were at the shopping centre on Wednesday. Lin Hao: Oh no! I can’t see. Where is everyone? Video Scissors Glue & pencil skills Sticker
these photos of Yingxiu. Critical thinking PB page 42Notepad
activity 2:45
7 Life
Workbook Boy: Help! Over here! Jack: Wow! Was that Yingxiu after the earthquake? Where were you?: karaoke version
Frame 5 Sophie: Yes, it was.
WB page 29 activity 2 2:39 Workbook
Narrator: Lin Hao Writing
helps his friend Personalisation
Singing to escape. Lin was that Yingxiu
Jack: Oh, that’s terrible. AndThinking Investigate Internet Reading Reading
skills 1 skills 2 Critical thinking Video Scissors Glue Notepad & pencil
1 He wasn’t at the castle yesterday. Hao is very small, but he picks up his friend and before the earthquake?
2 They were at the football stadium last week. carries him from the school. Sophie: No, it wasn’t. That was Yingxiu five years
Alex: Hi, Jacob.
Boy: Thank you, Lin Hao! You’re saving my life. after the earthquake.
3 He was at the football stadium on Saturday.
Critical thinking Video Scissors Glue Notepad & pencil Life skills Sticker Jacob: Hi, Alex.
Lin Hao: I just want to help my school friends. Jack: That was quick. It’s a new town now. Thinking Investigate Internet Reading Reading
4 They weren’t at the town square on Tuesday.
Alex: Where were you on Saturday, Jacob? There skills 1 skills 2
Frame 6 Critical thinking Video Scissors Glue Notepad & pencil
5 They weren’t at the castle yesterday. PB page 42 activity 3 2:42 was a tennis competition at the sports centre.
6 He was at the town square on Sunday. Narrator: Lin Hao goes into the school again. I was there. There weren’t many people there!
He wants to help more of his friends. 1 Where was she on Wednesday?
7 She wasn’t at the football stadium last week. Jacob: I was at the cinema. Sorry.
Medical worker: Wait, Lin Hao! You can’t go in 2 Where were they last week?
8 They were at the castle yesterday. Where were
Alex: And Milly and Charlie?Thinking they?
again. It’s dangerous. 3 Where was he yesterday? skills 1 skills 2
Jacob: Ah, Milly and Charlie were at the shopping
Unit 4 Lesson 3 Frame 7 4 Were you at school last week? No, I wasn’t.
centre with their dad.
Narrator: This time, Lin Hao carries a girl out of 5 Were they at the beach yesterday? Yes, they were.
Pupil’s Book Alex: Oh, right. And where was Zara? Was she at
the school. He wants to go into the school again, 6 Was he at the cinema on Sunday? No, he wasn’t. the shopping centre, too?
but the medical workers stop him. Thinking Investigate Internet Reading Reading
Jacob: 1
skillsNo, Zara skills
was 2 at the market.
Listening Speaking Dialogue Colouring Personalisation PB page 42 activity 5 2:43
Medical worker: Writing
You were really
Singing brave, Lin Hao. Listening Speaking Dialogue Colouring Writing Singing Personalisation
From the classroom to the Olympics Alex: And Sophia? Where was Sophia?
There are adults here to help now. We need to … Friday morning?
find your family. Jacob: Sophia was at the ice rink. She always
Frame 1 … you on Friday morning?
goes ice skating on Saturday.
Narrator: This story beginsCritical small town
in athinking Video near Scissors
8
Frame Glue Notepad & pencil Life skills Sticker
… were you on Friday morning?
Chengdu, called Yingxiu. Lin Hao is nine years old. Narrator: Lin Hao is lucky. Later that week, he finds Where were you on Friday morning? WB page 31 activity 3 3:02
After lunch, Lin Hao leaves home and walks to his family. They’re alive. 1 a Were you at school?
school with his friend.
Lin Hao: Mum! Dad! You weren’t hurt. PB page 42 activity 7 2:44
Listening Speaking Dialogue b Where you yesterday?
Colouring were Writing Singing Personalisation
Lin Hao: See you later, Mum. Thinking Investigate Internet Reading
Lin Hao’s mum: Lin Hao! Where were you? We’re Where were you? 2 a Were they atReading
home?
skills 1 skills 2 Critical thinking Video Scissors Glue Notepad & pencil
Lin Hao’s mum: Have a good afternoon. so happy that you’re safe. Detective Daisy! Can she solve the crime? b Where were they on Saturday?
Frame 2 Frame 9 Detective Daisy! She asks questions all the time.
Narrator: Lin Hao and his friends are walking
Unit 4 Lesson 5
Narrator: Soon everyone in China knows about Lin Where were you at the time of the crime?
along the corridor at school. They’re talking and Hao and his bravery. People want to interview him Thinking Investigate Internet Reading Reading
Where were you?
Pupil’s Book skills 1 skills 2
laughing. Then they hear a noise and the ground and invite him on television programmes.
starts to shake. I was at the market. Ask my friend, Jude!
Reporter: Were you scared at the beginning of Thinking Investigate Internet PB page
Reading 43 activity
Reading 2 3:03
Boy: What was that noise? skills 1 skills 2
the earthquake? I’ve got lots of shopping – look at all this food.
Frame 1
Lin Hao: I don’t know. Lin Hao: Not really. I was worried about my friends. Chorus Narrator: Heroes Connect are preparing for a
Frame 3 Frame 10 Where were you at the time of the crime? class trip to Oxford.
Narrator: The noise gets louder and the shaking Narrator: In the summer, the Chinese Olympic Where were you? Mr Turner: We leave at half past eight tomorrow.
gets stronger. Suddenly, parts of the ceiling fall team choose Lin Hao to walk in front of them at Sophie, can you bring your camera?
I was at the football stadium. Ask my friend, Matt!
down. The walls start to break, too. Everyone runs the Olympics in Beijing. He walks with the team Sophie: Yes, of course.
to the doors. captain, a basketball player. United were the winners – look at my scarf and hat. 177
skills 1 skills 2
1/15/20 15:20
Emily: Why don’t you write it in your diary? Sam: Yes, I use coloured pens. I write the important PB page 44 activities 4 and 5 3:07
Listening Speaking
In the afternoon
Dialogue Colouring Writing Singing Personalisation
MM19-10228-TB5.indb 178
Sophie: No. That’s easy to remember. things in red. Girl: Hi, Peter. Was the Discover China tour good? Half past one to half past three
Girl: And a calendar? Do you use a calendar, Peter: Yes, it was. It was excellent. Visit the museums in Oxford and see some
Frame 2 too?
Girl: What was your favourite place on the tour? amazing objects from around the world. You can
Narrator: The next day … Sam: No, I don’t. Critical thinking Video get aScissors Glue
torch to explore Notepad & pencil
because Life skills
it’s sometimes Sticker
dark
Jack: It’s quarter to nine. Sophie is very late. Peter: Hmm. All the places were good, but my and a little bit scary!
Girl: OK. That’s the end of the questionnaire. Thank favourite place was Shanghai.
Emily: Oh dear. The time to meet wasn’t in her diary. you very much. Four o’clock to five o’clock
Girl: Why?
Charlie: I can send her a text message. Sam: You’re welcome. Finish a perfect day with a ride in a hot-air balloon.
Peter: Because it’s an exciting city. Thinking Investigate Internet Reading Reading
Frame 3 The views of Oxford skills 2
skills 1 are incredible!
Unit 4 Lesson 6 Girl: And what was your favourite activity on
Narrator: Ten minutes later … Unit 4 Review
the tour?
Sophie: Sorry I’m late. Pupil’s Book
Peter: That’s easy. My favourite activity was
Mr Turner: Don’t worry. Have you got your camera?
Pupil’s Book
the kung fu lesson in the Shaolin Temple.
Sophie: No, I haven’t. Girl: Why? PB page 46 activity 1 3:09
Discover China Listening Speaking Dialogue Colouring Writing
Emily: Oh, Sophie. You need to be more organized! Peter: Because the teacher was really funny. 1 This type of transport is in lots of big cities. It’s got
This amazing tour of China is perfect for families
who love adventures. Girl: What about transport in China? wheels. It’s fast and it travels under the ground.
Workbook Critical thinking Video Scissors Notepad & pencil skills Sticker
Days 1–3: Beijing Peter: ItGlue
was really good. MyLifefavourite type of 2 This place is usually outside. You go shopping
here. You can buy fruit and Critical thinking
vegetables. Video Scissors Glue Notepad & pencil
transport was the high-speed train.
Enjoy a day exploring
Colouring Writing
the capital city. Travel by
coach to the Great Wall of China, the longest Girl: Why? 3 This type of transport is big and fast. It’s a type of
Girl: Excuse me. Can I ask you some questions, bus. You use it when you travel a long distance.
please? structure in the world. Take a cable car to the top was very fast. Do you know that
Peter: Reading
Because itReading
of the wall. Return to the bottom on a long slide. skills 1
the high-speed trains
skills 2 travel at 300 km an hour? 4 This type of transport is small and it isn’t very fast.
Sam: Yes, of course. Thinking Investigate Internet Reading Reading
This transport is in China. It’s got a seat and it’s skills 1 skills 2
Critical thinking Video Scissors Days 4–5:
Glue Luoyang
Notepad & pencil Life skills Sticker Girl: Wow! That’s amazing! What about the food
Girl: Great. What’s your name? usually got three wheels.
Travel at 300 km an hour on a high-speed train to in China? Was it very different?
Sam: It’s Sam Lloyd. Luoyang. Visit the famous Shaolin Temple. Have a 5 This place is big. Lots of people visit it. You go
Peter: Yes, it was.
Girl: Sam … How do you spell Lloyd? kung fu lesson with the young monks. here to see paintings and other types of art.
Girl: What was your favourite food?
Sam: L-L-O-Y-D. Thinking Investigate Internet Days 6–8:
ReadingXi’an Reading 6 This type of transport is big, but it isn’t very fast.
skills 1 skills 2 Peter: My favourite food was the rice. It was It hasn’t got any wheels. We use this transport
Girl: And how old are you? Enjoy a tour of this city in a traditional rickshaw. delicious! when we cross a river.
Sam: I’m eleven. Visit the Terracotta Army. There are more than 8,000
warrior statues and each one is unique. Unit 4 Lesson 7 7 In this place, there is often a statue. There are
Girl: Right, the first question is: how often do you benches to sit down, too. You can meet your
use your school diary? Days 9–11: Chengdu friends and have an ice cream here.
Pupil’s Book
Sam: I use it every day to write my homework in. Visit the Chengdu Research Base of Giant Panda 8 In this place, people wear warm clothes. It’s big
Breeding. Watch the scientists look after these PB page 45 activity 6 3:08 and cold. You can go skating
Girl: And when do you pack your school bag? play ice Singing
hockey orPersonalisation
beautiful animals. here.
Sam: I always pack my school bag at night, Oxford in a day
Days 12–13: Shanghai
before I go to bed. Do you want to go on an exciting tour of Oxford?
Take a ferry and see the city from the river. Travel PB page 46 activity 4 3:10
Girl: At night … Question number 3: do you ever This tour is for you!
on the underground to the shopping district and Critical thinking Video Scissors Emily: Glue Notepad
I’m bored. Do & pencil Life skills
you want to go to Sticker
the ice
forget to do your homework? buy some souvenirs. In the morning
rink?
Sam: I never forget to do my homework because I 9 o’clock to 11 o’clock
Sophie: Not really. I was there last weekend.
always write it in my school diary. PB page 44 activity 3 3:06
Explore Writing
the old university Singing
buildings Personalisation
and discover Critical thinking Video Scissors Glue Notepad & pencil
Emily: What about the art gallery?
Girl: That’s good. Do you ever use any of these 1 high-speed train the Harry Potter
some magical places from Thinking Investigate films. Internet Reading Reading
skills 1 skills 2
Sophie: I’m sorry. My mum and I were there last
things to be organized? Lists? 2 rickshaw 11 o’clock to half past twelve
week, too.
Sam: Yes, I write lists in my school diary. 3 cable car Enjoy punting on the river. It’s great fun, but don’t
Critical thinking Video Scissors Glue Notepad & pencil Life skills Sticker Emily: Were you at the swimming
Thinking poolInvestigate
last week? Internet Reading Reading
Girl: Sticky notes? 4 underground fall in! skills 1 skills 2
Sophie: No, I wasn’t. But the swimming pool is
Sam: No, I don’t use sticky notes. 5 ferry Half past twelve to half past one
closed today.
Girl: What about coloured pens? 6 coach Time for lunch. Have a delicious picnic next to
Emily: I don’t believe it!
the river.
Reading Reading
skills 1 skills 2
178
1/15/20 15:20
Emily: We were out in our town this morning doing Sophie: Walk down Park Road and find swings Unit 5 Lesson 1
MM19-10228-TB5.indb 179
Workbook a treasure hunt! on your … left!
WB page 35 activity 4 3:11 Jack: In a treasure hunt, you work in a team to Charlie: And look! There’s a bench, too. Why don’t Pupil’s Book
answer questions about different places. The we stop for a rest?
Jack: How much do you remember about our PB page 48 activity 2 3:13
answers lead you to a prize. Jack: Great! We’re getting closer to the prize! Listening Speaking Dialogue Colouring Writing
Around my town blog project? Answer these six
questions and find out. Emily: Our treasure hunt was really fun! 1 explorer
Sophie: Last question: ‘What sound do you make
1 Critical thinking Video Scissors Glue
Jack: There areNotepad
lots &ofpencil
fun places Sticker
Life skills to go in our when you answer these questions?’ 2 architect
town: the park, the shops, the local café. And they Jack: Mmm … that’s a difficult one. 3 engineer
Jack: Where do the Dragons live in China? Critical thinking Video Scissors Glue Notepad & pencil
were all full of clues!
2 Sophie: Wait, that’s it, Jack! ‘Mmm!’ The answer 4 hairdresser
Emily: Watch our video and see if you can help is ‘M’!
Jack: Where was Lin Hao onThinking the
the day ofInvestigate 5 photographer
Internet us answer Reading
Reading the questions!
skills 1 skills 2 Emily: You’re right! Finished! Well done, team!
earthquake? 6 doctor
So, here we are in our town. Say hi to the camera, Thinking Investigate Internet Reading Reading
3 everyone! Jack: But what do all the answers mean? Where’s 7 sportsperson skills 1 skills 2
the prize? 12, Elizabeth, left, M.
Jack: Where were the Olympic Games in the Group: Hello! 8 scientist
story? Emily: Click on ‘Finished’, Sophie, and see what
Sophie: OK, let’s answer the first question on the 9 builder
happens.
4 treasure hunt. ‘How many telephone boxes are 10 inventor
there on Old London Road?’ Group: 12 Elm?
Jack: How fast does the high-speed train travel 11 farmer
in China? Jack: Oh! I know where Old London Road is! Emily: I know! It’s the 12 Elm Café! It’s near my
house! I think that the treasure is at the café! 12 journalist
5 Follow me!
Emily: This first clue was quite easy. Sophie: Brilliant! Let’s go!
Jack: How many wheels has a rickshaw got? PB page 48 activity 3 3:14
Jack: Here we are! Jack: Wait! Where’s Charlie?

6 a This person usually works outside. This person
Charlie: And here are the telephone boxes! Jack and Sophie: Charlie! sometimes works with animals. This person
Jack: What activity can you do on the river
Charlie: I’m here! sometimes grows vegetables to sell.
in Oxford? Sophie: But how many are there?
b This person usually worksCritical
inside. Video
thinking This person Scissors Glue Notepad & pencil
Group: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12! Jack: Charlie! Where were you? Were you at
Listening Speaking Dialogue Colouring Writing the shop? studies science. This person helps people at a
Emily: OK, so the first answer is 12! hospital.
Jack: Here are the answers! Charlie: No, I wasn’t. I was over there, on that
Jack: Right! Next question: ‘Which queen is next to bench. I’m tired. Please can we go home now? c This person usually travels a lot. This person
1
the Canbury Arms?’ Thinking
usually writes, too. This person Investigate
likes to discover Internet Reading Reading
Sophie: Charlie, we need to find the treasure! skills 1 skills 2
Jack: The Dragons live in … a – Chengdu! new places.
Emily: Canbury Notepad
Arms& pencil Life skills
… I think Sticker
that’s a restaurant.
2 Let’s go to Canbury Park Road. Maybe it’s there. Charlie: Sorry! What’s the next question then?
d This person helps people to look good. This
Jack: Lin Hao was … a – at school on the day of Charlie: Good idea! Jack: The treasure was at the café! Those free person uses scissors. This person cuts hair.
the earthquake! milkshakes were yummy.
Emily: This clue was harder. e This person sometimes works for a newspaper.
3 Thinking Investigate Internet Reading Reading Emily: Yes, it was a very good prize. This person works inside or outside. This person
skills 1
Jack: Charlie looks 2
skillstired already!
Jack: The Olympic Games were in … a – Beijing! Jack: We love treasure hunts. takes photographs.
Emily: Here’s Canbury Park Road.
4 Emily: I want to do another one! f This person likes designing things. This person
Sophie: Hey! Look over there! It’s the Canbury
Jack: The high-speed train in China travels at … Jack: Me too. Why don’t we create our own? has got good and exciting ideas. This person
Arms!
b – 300 km an hour! makes new machines or other objects.
Jack: Where’s the queen? Can you see a statue? Emily: Good idea. But it was a lot of walking.
5 Let’s go by bus next time. g This person usually works outside. This person
Emily: I can’t see a statue of a queen. Hmm. doesn’t wear smart clothes. This person makes
Jack: A rickshaw has got … a – three wheels! Jack: Maybe we need to wait for the others
Sophie: Maybe the queen isn’t a statue. houses and other buildings.
to wake up first …!
6 h This person asks a lot of questions. This person
Jack: Look! You’re right. The queen next to the Well, that’s all we’ve got time for today.
Jack: You can go … b – punting on the river in Canbury Arms isn’t a statue – it’s a road! The reports the news. This person sometimes works for
Oxford! answer is … Emily: But see you again soon for the next Heroes a newspaper.
Connect Vlog!
Unit 4 videoscript Group: Queen Elizabeth!
Emily and Jack: Bye!
Critical thinking Video Scissors Glue Notepad
Emily: & pencil
Brilliant! Life skills
Well done, team!
Sticker Next question.
Emily and Jack: Hello!
Emily: Welcome back to the Heroes Connect Vlog! Charlie: ‘Walk down Park Road and find swings
on your …’ What does that mean?
Jack: Today we want to show you the town where 179
we live. Thinking Investigate Internet Reading Reading
skills 1 skills 2
1/15/20 15:20
Frame 3 Emily: Yes, I did. I designed it first and then I started
MM19-10228-TB5.indb 180
Workbook Workbook to build it yesterday.
Leonardo the engineer and inventor
WB page 36 activity 1 3:15 WB page 37 activity 2 3:18 Leonardo’s notebooks had many drawings of Jack: Did you paint it? It looks really cool.
Listening Speaking Dialogue Colouring Writing Listening
Singing Speaking
Personalisation Dialogue Colouring Writing Singing Personalisation
machines. There were helicopters, boats and cars. Emily: No, I didn’t. Charlie painted it. He’s a brilliant
1 architect Sophie: Hi, Charlie. How was your weekend?
He didn’t make many of the machines. Hundreds of artist. Do you want to play?
2 builder Charlie: It was great. I stayed at home on years later, inventors started to build similar machines.
Saturday. It rained a lot! I studied maths for the Jack: Yes, please. Let’s see. Aim and fire! Yes! I’m
3 doctor This is one of Leonardo’s drawings of a parachute.
Critical thinking Video Scissors exam next Glue week.Notepad
I went Critical
Life skills
& pencilto London Video
Sticker
thinking on Sunday. HowScissors Glue Notepad & pencil Life skills Sticker good at this.
4 engineer In the year 2000, engineers made Leonardo’s
about you?
parachute with wood and cloth. A man used PB page 52 activity 3 3:21
5 explorer Sophie: I visited my grandmother on Saturday. She the parachute to jump from a hot-air balloon. He 1 Did we go to school? Yes, we did.
6 farmer isn’t very well. We had pizza for lunch at her house. landed safely.
Thinking Investigate Internet Reading Reading Thinking Investigate Internet Reading Reading 2 Did he paint the game? Yes, he did.
7 hairdresser Charlie: 1
skillsWe had pizza
skills 2 on Saturday, too. On skills 1 skills 2
Frame 4 3 Did they invent the game? No, they didn’t.
8 inventor Sunday, we had sandwiches for lunch. We were Critical thinking Video Scissors Glue Notepad & pencil
by the river. Where were you on Sunday? Leonardo the painter 4 Did you paint the game? No, I didn’t.
9 journalist
Sophie: We were at home, but we walked to the Did Leonardo finish many paintings? No, he didn’t. 5 Did she invent the game? Yes, she did.
10 photographer Leonardo only finished around 20 paintings. He
café at lunchtime. I wanted to see my aunt and 6 Did he go to school? No, he didn’t.
11 scientist uncle, but I didn’t see them. They were away on wanted his art to be perfect. His most famous Thinking Investigate Internet Reading Reading
painting is ‘Mona Lisa’. He always said, ‘It isn’t skills 1 skills 2
12 sportsperson holiday.
finished!’. The painting is a mystery. Nobody knows PB page 52 activity 5 3:22
Unit 5 Lesson 2 Unit 5 Lesson 3 why the woman is smiling. Did you go to the supermarket?
Leonardo: Smile, please! No, I didn’t.
Pupil’s Book Pupil’s Book
Frame 5 Did you visit a friend?
PB page 49 activity 1 3:16 PB page 50 activity 2 3:19

Listening Speaking Dialogue Leonardo Writing
Colouringand France Singing Personalisation
Yes, I did.
Giorgia: Hi, Heroes Connect! We’re the Colosseum A man with many talents In 1516, Leonardo went to live in France. He
Kids from Rome, Italy. Our names are Giorgia, Elisa You probably know that Leonardo da Vinci was wanted other people to see his drawings and
and Luca. Last week, we interviewed people with a famous painter. But did you know that he was achievements so he organized his notebooks. I’m creative Thinking Investigate Internet Reading Reading
skills 1 skills 2
different jobs. It was very interesting
Critical thinking so we’d
Video love toScissors Glue thinking
Life skills Video
Sticker Scissors Glue & pencil skills Sticker
a scientist, an inventor,
Notepad & pencilan Critical
architect and an When he died Notepad
in 1519, manyLifeof his notebooks Making, creating,
share the project with you. engineer, too? disappeared. Did Leonardo draw other fantastic
Building, inventing,
machines? Nobody knows! Critical thinking Video Scissors Glue Notepad & pencil
Giorgia: I visited my auntie, Erica. She’s an
Frame 1 Writing, designing,
engineer at a car company. We walked around
Leonardo the boy Interesting fact box
the factory. I saw people putting of a car
Thinking partsInvestigate Internet Reading Reading Thinking Investigate Internet Reading Reading Exploring and painting.
skills 1 skills 2 skills 1 skills 2
together. It was amazing! I had lunch with them Leonardo da Vinci was born near the town of Vinci Interesting fact
Did you design that incredible poster?
and I asked lots of questions. in 1452. At the age of 15, he moved to Florence Leonardo’s writing wasn’t easy to read. He wrote Thinking Investigate Internet Reading Reading
skills 1 skills 2
with his family. His father wanted to find a good backwards so you needed a mirror to read it. Did you invent that fantastic machine?
Elisa: My cousin is a professional hairdresser.
I went to his salon and I watched him washing job for Leonardo. They visited a famous artist and Nobody knows why he did this. Maybe he didn’t Did you write that beautiful story?
and cutting hair. He didn’t work in the afternoon, they showed him Leonardo’s drawings. He asked want anyone to read his ideas!
Yes, and I made this cool magazine!
but he showed me photos of his favourite haircuts. Leonardo to work with him.
Man: These are great drawings!
Unit 5 Lesson 4 Chorus
Luca: My big sister, Chiara, works as a sports
photographer. I went to a tennis tournament Frame 2 Pupil’s Book Did you paint that colourful picture?
with her. I didn’t have my camera, but I watched
Leonardo the scientist Did you create that exciting play?
Chiara use her camera. She showed me how to PB page 52 activity 1 3:20
take great sports photos. It was fun! Leonardo learnt quickly. He wanted to understand Did you explore that mysterious country?
Jack: What are you doing, Emily?
everything about the subjects of his paintings, so Yes, and I wrote this song in a day!
PB page 49 activity 3 3:17 he started to study human body worked. Emily: I’m testing my game for the cardboard
how the Singing Personalisation
He did lots of drawings of the body. They were very game competition. Chorus
1 I visited a factory. Critical thinking Video Scissors Glue Notepad & pencil Life skills Sticker
accurate. Jack: What’s a cardboard game?
2 She saw people in the factory. PB page 52 activity 8 3:24
Leonardo: Now move your arms. Listening Speaking Dialogue Colouring Writing
Emily: It’s a game that only uses cardboard.
3 We didn’t have lunch. I’m creative: karaoke version
Critical thinking Video Scissors Glue Notepad & pencil Life skills On Friday, there’s a competition. Then everyone
This is Leonardo’s drawing of a hand …Sticker
and this is
4 She didn’t go to a tournament. can play with the games.
a scan of a hand from today. Leonardo’s drawing Thinking Investigate Internet Reading Reading
5 They walked around the factory. is more than 500 years old, but it’s very accurate. skills 1 skills 2
Jack: That sounds fun! Did you invent this
Critical thinking Video Scissors 180Glue Notepad & pencil
6 She didn’t visit a factory. basketball game?
skills 1 skills 2
1/15/20 15:20
skills 1 skills 2
skills 1 skills 2
Sam: Car C. My parents have got a car like that. Achievements: In the Beijing Paralympics, she was Unit 5 Review
MM19-10228-TB5.indb 181
Workbook the youngest person in the Italian team. She won
Hannah: Really?
two silver medals. In the London Paralympics, she Pupil’s Book
Sam: Yes.
Colouring
too. I like the
It’s grey,Writing appearance,
Singing
but
Personalisation won two gold medals.
1 Did you go to the supermarket? it’s only got 7 points here for appearance.
No, I didn’t. Hannah: Look at Car D. Your parents haven’t got PB page 54 activity 3 3:29
1
one of those, have they? 1 gave
2 Did she visit a friend? Man: I love my job. It’s very creative. Last year,
Critical thinking Video Scissors Glue Life skills
Sam: Ha! No. It’sNotepad
only& pencil
got 4 points for sizeSticker
and it 2 read
Yes, she did. I won a competition for the best haircut!
isn’t very fast. Critical thinking Video Scissors Glue Notepad & pencil
3 Did they study at the weekend? 3 rode 2
Hannah: Really? Oh yes, it’s got 4 points for speed. Critical thinking Video Scissors Glue Notepad & pencil Life skills Sticker
No, they didn’t. It looks great, though. 4 won Man: My job is very interesting. These are my plans
Thinking Investigate Internet Reading Reading for a building. It’s going to be a sports centre.
4 Did he do his homework? skills 1
Sam: What’s the total
skills 2 score for each car? Let’s
5 bought
Yes, he did. add up the points. Which car is the winner? 6 swam 3 Thinking Investigate Internet Reading Reading
skills 1 skills 2
Woman:
skills 1 Yesterday,
skills 2I went to a school to take
Unit 5 Lesson 5 Unit 5 Lesson 6 PB page 54 activity 4 3:30
Listening Speaking Dialogue someColouring
photos. They Writinglook great.
Emily: I know another Paralympic swimmer. She’s 4

Pupil’s Book Pupil’s Book called Ellie Simmonds.
Man: I bought some boots and a rucksack
PB page 54 activity 2 3:28 Sophie: Is she older or younger than Cecilia? yesterday. I’m going to explore Antarctica next
Listening Speaking Dialogue Colouring Listening
Writing Singing Speaking
Personalisation Dialogue Colouring Writing Singing
Critical thinking Personalisation
Mae Jemison Emily: She’s younger. She was born on 11th month.
Frame 1 November 1994.
Date of birth: 17th October 1956 5
Narrator: Sophie is the judge of the cardboard Sophie: Did she start swimming when she was
Place of birth: Alabama, USA Man: What do you think of my new machine?
game competition. Critical thinking Video Scissors Glue
three years old,Notepad
too?& pencil Life skills Sticker
Critical thinking Video Scissors Glue Notepad & pencil Life skills Sticker I invented week. It can cook lunch in ten
it last Reading
Sophie: This is really hard. How can I compare Childhood: As a child, Mae always read about skills 1
minutes! skills 2
Emily: No, she didn’t. She started when she was
these games? They’re so different. science and nature. She wanted to go into space
five years old. 6
one day. There weren’t many African-American
Mr Turner: You need to think of some categories. Sophie: Did she go to the Paralympics in Beijing
female scientists, but this didn’t stop her. Man: I do a lot of exercise every day. Yesterday,
Then give each game a score Thinking category.
in eachInvestigate Internet Reading Reading Thinking Investigate Internet Reading Reading
and London?
skills 1 skills 2 I swam and I rode my bike. I need to be fit
skills 1
Achievements: skills 2
She studied engineering. Then
Frame 2 she went to medical school and she worked as Emily: Yes, she did. She won two gold medals because I have competitions almost every week.
Sophie: These categories are a great idea. I give a doctor. In 1987, she joined NASA. In 1992, she in Beijing and two gold medals in London. 7
this game six points for fun. finally went into space as an astronaut. Woman: I read about plants when I was a child.
Unit 5 Lesson 7
Annie Londonderry Now I investigate them every day in a laboratory.
Frame 3
Date of birth: 1870 (date unknown) Pupil’s Book 8
Narrator: Later that afternoon …
Place of birth: Riga, Latvia Man: I work outside a lot. I’m building a house
Sophie: And the winner, with 27 points, is the PB page 55 activity 5 3:31
at the moment. IWriting
built a bridge Personalisation
Singing last week.
basketball game. Childhood: Annie moved to the USA when she
Emily: Friday 9th May
was a girl.
Charlie: That’s our game!
Last week, Mr Williams, our head teacher, said, PB page 56 activity 4 3:33
Achievements: Annie was the first woman to cycle
Sophie: Well done, Emily and Charlie! ‘We’re having a dance competition next Friday.
around the world. She bought a bike. She had Jack: What does your mum do?
Choose any style. Anyone Critical
canthinking Video
enter.’ Charlie, Scissors
Jack, Glue Notepad & pencil Life skills Sticker
Workbook adverts on her bike and people gave her money Sophie: She’s an architect. She designs buildings.
Sophie and I wanted to do something together.
to help her buy food. She rode through France,
Everyone wanted to do a modern dance, but Jack: Really? Cool.
Egypt, Yemen and the USA. She started in June Critical thinking Video Scissors Glue Notepad & pencil
Listening Speaking Dialogue Colouring Writing Singing Personalisation we decided to do an older dance called the
1894. She arrived home 15 months later. Sophie: I went to her office yesterday.
Sam: Hi, Hannah. What are those cards? Charleston. We saw people Thinking
doing it onInvestigate
TV. At the Internet Reading Reading
Cecilia Camellini weekend, Jack’s mum helped us to practise. We Jack:skills
Did 1 you help
skills 2her?
Hannah: They’re information cards about cars.
Date of birth: 10th March 1992 practised all day on Sunday! It was hard work, but Sophie: No, I didn’t. I watched her working.
You can play games with them, too.
fun, too. On Monday after school, we bought some She worked in a group. Thinking Investigate Internet Reading Reading
Critical thinking Video Scissors Place ofGluebirth: Modena,
Notepad & pencilItaly Life skills Sticker skills 1 skills 2
fantastic costumes. The boys had bow ties and the Jack: Did they draw buildings?
Sam: Let’s have a look. Car A – that’s cool! It’s Childhood: Cecilia was born blind. Her brother girls had long dresses. We looked incredible. The
really fast. Look, it’ got 10 points for speed. loved swimming so she wanted to swim, too. She Sophie: Yes, they did. They used a computer.
competition was today – we were really nervous,
learnt to swim when she was three. She swam It was amazing!
Hannah: Yes. Car B is slower. It’s smaller, too. Look, but guess what? We WON! Amazing!
Thinking Investigate Reading
Internet every day. Reading
it’s only got 6 points for size. skills 1 skills 2
181
1/15/20 15:20
Jack’s auntie: It was a film camera. But we don’t Unit 6 Lesson 1
MM19-10228-TB5.indb 182
Workbook Unit 5 videoscript often use film cameras today. We usually use
Group: Hello again! digital cameras. Pupil’s Book
Listening Speaking Dialogue Colouring Singing Personalisation
Sophie: Thank youWriting
for watching our Heroes Sophie: Who do you work with?
Sophie: How much do you remember about our Connect Vlog! PB page 58 activity 2 3:36
Jack’s auntie: I work on my own. I’ve got my own Listening Speaking Dialogue Colouring Writing
You’ve got talent! blog project? Answer these six
we’re talking
Jack: And todayThinking about jobs
Investigate
and
Internet Reading company.
Reading
1 waterproof jacket
questions and find out.
what we all want to be. I want to be a doctor. skills 1 skills 2
1 Critical thinking Video Scissors Glue Notepad & pencil Life skills Sticker Sophie: What’s your most unusual photo? 2 rafting
Sophie: Why? 3 torch
Sophie: Who is not a member of Colosseum Kids? Jack’s auntie: I think it’s … this one. Critical thinking Video Scissors Glue Notepad & pencil
Jack: My uncle is a doctor and I visited him at 4 rock climbing
2 Group: Wow!
the hospital. It was great! He looked after people
Sophie: Where was Leonardo born? made them feel better. Jack: That’s cool! 5 kayaking
Thinking Investigate Internet and heReading Reading
skills 1 skills 2
3 Charlie: I want to be a drummer in a band. I love Charlie: What do you like taking photographs of? 6 gloves
playing the drums and making lots of noise! Jack’s auntie: I enjoy taking photographs of 7 caving skills 1 skills 2
Sophie: How many paintings did Leonardo finish?
Emily: Yes, Charlie, we know! people. But the thing I love most is taking photos of 8 life jacket
4
my pet dog, Archie.
Sophie: Who won the cardboard game Sophie: What do you want to be, Emily? 9 rope
Group: Aww!
competition? Emily: I want to be a swimmer. I swam in an 10 mountain biking
Olympic pool last year. It was amazing! Sophie: Can you give me some advice about
5 11 wetsuit
being a photographer?
Sophie: How long did Annie Londonderry ride for? Sophie: Well I love taking photographs, so I want 12 hiking
to be a photographer. Jack’s auntie: When I first started, I was scared
6 about people not liking my work. But the most
Charlie: We know, Sophie! That’s why we all visited PB page 58 activity 3 3:37
Sophie: What’s the name of Charlie, Jack, Sophie important thing is that you like your photographs.
Jack’s auntie yesterday. She’s a photographer. a When you do this activity, you go under the
and Emily’s head teacher? Sophie: Thank you for answering our questions.
Jack: Yes, she’s really talented. ground. It’s dark and cold.
Jack’s auntie: You’re welcome. Now, shall I take
WB page 43 activity 5 3:35 Sophie: I was really excited to meet her and ask b You need to wear this when you do a water
Listening Speaking Dialogue Colouring Writing Singing some photos of you all? Critical thinking Scissors Glue Notepad & pencil
her lots of questions about her job. Personalisation sport. You wear it on your body to help you
Video to
Sophie: Here are the answers! Group: Yes, please! swim. It’s bright.
Jack: I made a video of our visit. Let’s watch
1 and see what we learnt. Sophie: Jack’s auntie took photos of us. It was c You use this object when you go rock climbing.
Sophie: The answer is … c! Matteo isn’t a member really fun! It’s thin and very long. It helps you to climb.
Critical thinking Video Scissors Sophie:Glue
When weNotepad & pencil
arrived, weLifesaw
skills Jack’sSticker
auntie
of Colosseum Kids! Thinking Investigate Internet Reading Reading
finishing a photography shoot. Charlie: She gave us lots of clothes and wigs d When you do this sport, you walk in the skills 1 skills 2
2 to wear. mountains. You need to wear boots and a

Emily: It was really fun! We watched her work with
Sophie: Leonardo was born near … a – Vinci! the model. She took photographs from lots of Emily: My favourite photographs are of all of waterproof jacket.
Thinking Investigate Internet different
Reading
angles. Reading us together. e You wear this object on your body when you
3
skills 1 skills 2
Sophie: Then she showed us her camera. I took Jack: My auntie showed us how to edit go in cold water. It protects you from the cold.
Sophie: Leonardo finished around … a – 20
some photographs of Charlie. photographs, too. f You wear this when you go hiking. It protects
paintings!
Charlie: I did lots of posing! Charlie: You can do some really funny stuff with you from the rain. It helps you to stay warm, too.
4
a computer. g When you do this sport you climb big rocks.
Sophie: The answer is … b – Emily and Charlie Jack: Wow! Did you take that photo too, Sophie?
Sophie: It was a brilliant day! I learnt a lot about You use ropes and you need to wear a helmet.
won the cardboard game competition! Sophie: No, I didn’t. Your auntie took that photo.
being a photographer. h When you do this sport, you sit in a small, thin
5 Emily: Then Sophie asked the photographer lots of boat on a lake. It’s fun!
Jack: Your photographs were really good, Sophie.
Sophie: Annie Londonderry rode for … c – 15 questions about her job.
Sophie: Thanks! I took lots more photographs this
months! Charlie: LOTS of questions! Workbook
morning, too.
6 Sophie: How did you become a photographer?
Charlie: Err … WB page 44 activity 1 3:38
Sophie: The name of Charlie, Jack, Sophie and Jack’s auntie: At school, I was good at art. When
Emily: Well, while Sophie practises her 1 rope
Emily’s head teacher is … c – Mr Williams! I finished school, I went to work with a design
photography, it’s goodbye from us!
company and I bought my own camera. 2 caving
Jack: Yes, and see you next time!
Emily: What camera did you buy? 3 gloves
Group: Bye!
4 kayaking
182
skills 1 skills 2
1/15/20 15:20
5 mountain biking Isabelle: No, I’m not. I’m going to go rock climbing Frame 4 Charlie: Yes, we are. We’re going to go rock
MM19-10228-TB5.indb 183
6 life jacket so I need to find my helmet. One day, in the middle of the race, a young dog climbing and rafting.
7 rafting Boy: Here it is. appeared. It was dirty and it was very hungry. Sophie: Wow! That sounds amazing.
Isabelle: Great. Thanks. The athletes were tired and they didn’t have a
8 wetsuit lot of food, but they gave it a meatball. From that
Boy: What else are you going to take? PB page 62 activity 3 4:02
9 torch moment, the dog was their friend. It followed them
Isabelle: Some gloves … Ah! And a rope! Here 1 Who are you going to go with?
10 hiking all day. When the team rested at night, the dog
they are. rested, too. The team decided to call the dog 2 What is he going to eat?
11 waterproof jacket
Boy: Is your brother Johnny going to go rock Arthur, like the famous British king. 3 When am I going to go?
12 rock climbing Critical thinking Video Scissors Glue Notepad & pencil
climbing, too? Frame 5 4 Which activities are they going to do?
Unit 6 Lesson 2 Isabelle: No, he isn’t going to go rock climbing. After walking more than 100 km together, the team 5 Where is she going to go?
Johnny is going to go kayaking. and Arthur arrived at a river. They needed to kayak 6 How is she going to travel?
Pupil’s Book Boy: How lucky! Is he going to take a helmet, too? down the river, but it was too dangerous for dogs. Thinking Investigate Internet Reading Reading
skills 1 skills 2
Isabelle: Yes, he is. He’s going to take a helmet, They decided to say goodbye to Arthur. But Arthur
PB page 59 activity 1 3:39 PB page 62 activity 5 4:03
gloves Writing
and a wetsuit. Singing Personalisation didn’t want to say goodbye to them. When the
Eduardo: Hi, Heroes Connect. We’re the Volcanoes kayak moved, Arthur jumped into the water and 1 What are you going to do?
from Ecuador. Our names are Eduardo, Maria Unit 6 Lesson 3 started to swim to follow it. The team quickly pulled 2 How is he going to travel?
and Pablo. We love doing outdoor activities so this him into the boat. Then, they kayaked down the
3 When are they going to go?
project is perfect for us. Critical thinking river together for 14 hours. Critical thinking Video Scissors Glue Notepad & pencil
Video Scissors Glue
Pupil’s Notepad & pencil
Book Life skills Sticker
Eduardo: This is my brother. He’s sitting on his bike Frame 6 PB page 62 activity 7 4:04
PB page 60 activity 2 3:42 Listening Speaking Dialogue Colouring Writing
and he’s wearing a helmet. He’s really happy Listening Speaking Dialogue Colouring Writing Singing Personalisation
Team Peak Performance finished the race with Let’s explore!
because he’s going to go mountain biking this A team of heroes
Arthur. They didn’t win, but the athletes were Thinking Investigate Internet Reading Reading
afternoon for the first time. Thinking Investigate Reading Why have you got a helmet?
skills 1 skills 2
Internet Adventure
Reading Racing World Championship
skills 1 skills 2 happy. Arthur was in their team and that was more
Maria: In this photo, you can see my best friend. Key facts important. A person asked the team, ‘What are you And a wetsuit, too?
She’s wearing a special helmet with a torch Critical thinking Video Scissors Glue Notepad & pencil Life skills Sticker
Country: Ecuador going to do with Arthur?’ And the team answered, Where are you going to go?
because she’s going to go caving. Caving is a ‘We’re going to take him to Sweden.’
really cool sport, but it can be dangerous and Route: 690 km (mountains, rainforest and coast) What are you going to do?
sometimes you get wet. Participants: teams of four athletes (men and Frame 7
I’m going to go rafting
Pablo: This is one of my favourite photos. I’m sitting women) Thinking Investigate Internet Reading
Now, Arthur lives with
Reading his new family in Sweden. skills 1 skills 2
skills 1 skills 2 From the mountain to the sea.
in a raft with my friends. We’re wearing life jackets Time allowed: 8–10 days He’s healthy and he’s very, very happy.
and helmets because we’re going to go rafting. I’m going to go rafting.
Skills: hiking, mountain biking, kayaking, ropes Unit 6 Lesson 4
Here, we’re learning how to use the paddles. We’re Why don’t you come with me?
smiling and shouting, but we’re a bit nervous, too. Frame 1 Why have you got a rope?
Pupil’s Book
In November 2014, four Swedish athletes And some gloves, too?
arrived in Ecuador. Writing
They were called Team
Singing Peak
Personalisation PB page 62 activity 1 4:01
Where are you going Singing
Writing to go? Personalisation
1 She’s going to go hiking tomorrow. Performance and they wanted to do one of the
Sophie: That story was brilliant. I love adventure What are you going to do?
2 They aren’t going to go rafting this evening. most difficult races in the world: the Adventure
stories.
Racing World Championship. The race was almost
3 Are they going to play tennis after school? Yes, Charlie: Me too. I’m going to have an adventure I’m going to go caving
Critical thinking Video Scissors 700 kmGlue started
long. It Notepad & pencil
high Life the mountains
in skills Sticker and
they are. this weekend. Critical thinking Video Scissors Life skills Sticker
finished at the coast. Incredibly, the teams only WhereGlue
it’s darkNotepad
and& pencil
you can’t see.
4 Is she going to do sport tomorrow? No, she isn’t. had ten days to complete the race. Sophie: Really? What are you going to do? I’m going to go caving.
5 She isn’t going to go hiking at the weekend. Frame 2 Charlie: I’m going to go camping with my mum Get your torch and come with me!
Thinking
6 Are you going to play tennis Investigate
this afternoon? Internet Reading Reading and dad.
skills 1 skills 2
In the mountains, the team hiked and cycled long Thinking Investigate Internet Reading Reading
Yes, I am. skills 1 skills 2
distances. It was hard because the weather was Sophie: Lucky you! Where are you going to camp? PB page 62 activity 7 4:05
cold and windy. Charlie: We’re going to camp in the mountains. Let’s explore!: karaoke version
Workbook
Frame 3 Sophie: How are you going to travel?
Later, in the rainforest, Singing
Writing the conditions Personalisation
were very Charlie: We’re going to go by car.
Boy: What are you doing, Isabelle? different. It was hot and wet there. The team Sophie: Are you going to do any activities there?
Isabelle: I’m getting ready to go to the mountains. needed to walk through mud and use ropes
to climb down rocks and waterfalls. 183
Boy: Are you going to go hiking?
skills 1 skills 2
1/15/20 15:20
2 For prices and reservations, visit our website. Sophie: Well, I love these adventure courses. I
MM19-10228-TB5.indb 184
Workbook love courses that are dangerous. So, I’m going
Emily: I want to play football. Our courses: Are you a beginner? Don’t be scared!
We’ve got four different courses to choose from: to choose the red course. I can’t do the black
Come on. Let’s
Jack: Colouring Writing
go andSinging It’s over
do judo.Personalisation course because I’m not 12 yet.
1 Who are you going to go with? there. Blue: This is only three metres from the ground. It’s
Charlie: But I want to play badminton. Come on, easy, so it’s a good idea to do this one first. Unit 6 Lesson 7
2 How many days are you going to stay?
everyone! Orange: This is about eight metres from the ground
3 When are you going to go on holiday? Pupil’s Book
Critical thinking Video Scissors Glue Notepad & pencil Life skills Sticker so it’s really exciting. There are zip wires.
3
4 Is he going to go rock climbing?
Charlie: I want to play badminton. Let’s go. Red: This course is more difficult and you have to
be strong to complete it. It’s for people taller than
Unit 6 Lesson 5 Sophie: Wait a second. I don’t want to play Sophie: Dear Pablo, Eduardo and Maria,
130 cm.
badminton.
Thinking Investigate Internet Reading Reading How are you all? Thanks again for all the great
Pupil’s Book skills 1 skills 2
Black: The big one! Are you ready for a challenge?
Charlie: Really? Why not? Cross the long bridge on this very difficult course. information on the blog. This project looks
fantastic. Critical thinking Video Scissors Glue Notepad & pencil
PB page 63 activity 2 4:07 Sophie: I’m not very good at badminton. I like It’s for children over 12 years old.
team sports more. Safety: Children under 12 must climb with an adult. We’re at a nature centre. We’re learning all about
Frame 1
Charlie: OK. Let’s do something different. Do you We give everyone a helmet and gloves. The guides bugs here. This morning, we touched some big,
Narrator: Heroes Connect are at a multi-sports like football or hockey? give you instructions during the courses. hairy spiders. One walked on Charlie’s hand! He
event. They’re deciding which activity to do. was scared! It was the sameThinking
spider asInvestigate
the one in Internet Reading Reading
Critical thinking Video Scissors 4 Glue Notepad & pencil Life skills Sticker Café: Are you tired and hungry? Have a break at skills 1 skills 2
Sophie: I love football. I want to do that. this photo.
Charlie: OK. I want to play badminton. Jack wants the café. We’ve got delicious lunches and snacks.
Charlie: Look! Badminton. We’re going to do that. This afternoon, we’re going to make a bug hotel.
to do judo. Sophie likes football. What about you,
Come on! We’re going to make it with wood, bricks, leaves
Emily? What do you want to do? PB page 64 activity 3 4:11
Listening Speaking Dialogue Colouring Writing Singing
Thinking Internet Reading Reading
and grass. We hope that lots of bugsPersonalisation
are going
Jack: Let’s do judo first. It’s this way … Investigate 1 hungry
skills 1 skills 2 to make their homes inside. It’s going to be
Frame 2 WB page 48 activity 2 4:09
2 brave Writing Singing Personalisation awesome! Here’s a photo of a bug hotel that
Jack: Quiet, everyone. Let’s take turns to speak Charlie: I want to play badminton. Let’s go. 3 strong some children made last year.
and make a decision together. Sophie: Wait a second. I don’t want to play 4 scared We hope to connect soon.
Emily: OK. Sophie, you speak first. badminton. Heroes Connect!
Critical thinking Video Scissors 5 tired Glue Notepad & pencil Life skills Sticker
Sophie: I like football. Who wants to play that? Charlie: Really? Why not?
6 proud Unit 6 Review
Charlie: I like team sports, too. What about you, Sophie: I’m not very good at badminton. I like Thinking Investigate Internet Reading Reading
skills 1 skills 2
Emily? team sports more. PB page 64 activity 4 4:12
Listening Speaking Dialogue Pupil’s
Colouring Book
Charlie: OK. Let’s do something
Thinkingdifferent. Do you
Investigate Internet Reading
Sophie: Reading
So, imagine you’re at the Treetop
Frame 3 skills 1 skills 2
like football or hockey? Adventure Park. Which course are you going to PB page 66 activity 1 4:14
Narrator: Finally, they decide to play hockey. do, Charlie?
Unit 6 Lesson 6 1
Charlie: This is fun. Critical thinking
Charlie: Well, I like a big challenge. I went
Video to a Scissors Glue & pencil skills Sticker
Boy: I’m goingNotepad
to go raftingLifetomorrow. I’m going to
Emily: Yes! And we decided to do it together. Pupil’s Book place like this last year and I loved it! I’m going wear this object. It protects my body from the cold.
to do the red course. I’m not 12, so I can’t do Critical thinking Video Scissors Glue Notepad & pencil
2
the black course.
Listening Speaking Dialogue Colouring Writing Singing Personalisation did this adventure sport yesterday. I rode my
Girl: IReading Reading
Workbook Sophie: How about you, Jack? 1 skills 2
Are you feeling brave? Are you ready for an bike inskillsthe mountains. At the end, I was very tired!
adventure? Jack: Well, I’d like to do the red course, too. But
WB page 48 activity 1 4:08 3 Thinking Investigate Internet Reading Reading
Listening Speaking Dialogue Colouring Writing Singing Personalisation I think I’m going to choose an easier one first. skills 1 skills 2
Treetop Adventure Park Boy: I went caving yesterday. I was scared. But this
1 Critical thinking Video Scissors Glue Notepad & pencil Life skills Sticker
Sophie: The blue one?
Enjoy jumping and climbing through the trees. object helped me to see in the dark.
Charlie: OK. Let’s all go and play badminton.
We’ve got rope ladders, zip wires and wooden Jack: I’m going to choose something more difficult
4
Sophie: But I don’t want to play badminton, You’re going to be proud than the blue one. I’m going to do the orange
bridges.Glue Notepad & pencil Life skills
of yourSticker
Charlie. achievements! course. Girl: I’m going to do this activity on the river
Thinking Investigate Internet Reading Reading tomorrow. I’m going to wear a helmet and a life
Jack: No, let’s do something different. Opening times: Sophie: And you, Emily? Are you scared of heights?
skills 1 skills 2
jacket. It’s going to be great.
Charlie: Come on. Who’s ready? Let’s go. Every day from 2nd April to 15th September. Emily: Yes, I am! I’m definitely going to choose
5
Thinking
Sophie: Charlie! You aren’t listening Investigate
to us. We Internet Reading the blue course! How about you, Sophie? Which
10 amReading
to 6
skills 1 pm skills 2 Girl: I did this activity yesterday. I walked for 15 km.
don’t want to play badminton. course are you going to do?
At the end, I was really hungry.
184
1/15/20 15:20
6 5 Jack: Oh yes. Emily: No, we aren’t going to go to the beach.
MM19-10228-TB5.indb 185
Boy: I went hiking yesterday. It was great, but my Emily: What colour is the most difficult course Emily: Sophie, what have you got? Wait …
hands were very cold because I didn’t have these at Tree Top Adventure Park? Sophie: I’ve got … a helmet, a torch, a pair of Jack: … and I’ve got … a map, a compass and
objects. 6 boots and a waterproof jacket. Where am I going a first aid kit.
7 Emily: What do Heroes Connect touch at to go, and what am I going to do? Jack: Where do you think we’re going to go?
Boy: I’m going to go hiking tomorrow. I’m going the nature centre? Charlie: I think I can guess! And what do you think we’re going to do?
to wear this object. It protects me from the rain Emily: Right, I think you’re going to go … rock Charlie: It’s somewhere hot …
and wind. WB page 51 activity 5 4:17
climbing! Writing Singing Personalisation Sophie: … and you need a map there.
8 Emily: Here are the answers! Sophie: No, I’m not going to go rock climbing. Charlie: Oh, I don’t know!
Girl: I did this activity last summer. I used ropes. 1 Charlie: I know! I know! Are you going to go Sophie: Tell us!
The rocks were very high so I was scared. I was Emily: You don’t have to wear a helmet for … caving, Sophie?
proud when I got to the top. Critical thinking Video Scissors Glue Notepad & pencil Life skills Sticker Jack: We’re going to go camping … in America!
a – hiking! Sophie: Yes, I am! Emily: It’s hot.
PB page 66 activity 4 4:15 2 Jack: Brilliant!
Listening Speaking Dialogue Colouring Writing Singing Personalisation Jack: But there are also mountains. Oh, and there
Sophie: Did you have a good time camping, Emily: Team Peak Performance were from … Charlie: Did you guess the right answer, too? is a volleyball court on our campsite, too.
Charlie? c – Sweden! Thinking Investigate Internet Reading Reading
Jack: Are
skills 1you going
skills 2to go caving in England, Sophie: Wow, America! That’s very far.
Charlie: Yes, I did. It was brilliant. We went rock 3 Sophie? Charlie: How are you going to travel there?
climbing and rafting. Are you thinking
Critical going Video
to go Scissors Emily: The Notepad
Glue team gave & pencil
ArthurLife… Sticker
skillsc – a meatball!
Sophie: No, I’m going to go caving in France. Emily: We’re going to travel by plane.
camping this summer? 4 I’m going to go with my dad and my brother.
Sophie: Yes, I am. I’m going to go in August. Sophie: That’s exciting!
Emily: Heroes Connect decide to play … Group: Wow!
Charlie: Where are you going to go? b – hockey at the multi sports event! Emily: We hope you enjoyed our summer holiday
Thinking Investigate Internet Reading Reading Charlie: OK, my turn! quiz!
skills 1 skills 2
Sophie: A place in Wales. 5 Charlie: I’ve got … a helmet, a life jacket and Charlie: Oh no! Look at all this mess! We need to
Charlie: Who are you going to go with? Emily: The most difficult course at Tree Top a wetsuit. tidy the hangout before we go away for summer!
Sophie: I’m going to go with my cousins. We’re Adventure Park is … a – black! Emily: A life jacket? That sounds scary, Charlie! Sophie: Wait a minute. What’s this? I don’t need
going to do some activities, too. 6 Charlie: It isn’t scary. I’m excited! this to go caving!
Charlie: Oh really? Are you going to go mountain Emily: Heroes Connect touch … c – spiders at Jack: Let’s see if everyone can guess where you’re Jack: Hey! That’s mine.
biking? the nature centre! going to go and what you’re going to do this Charlie: And I don’t think I need this to go rafting!
Sophie: Yes, we are. I’m going to take my new bike. summer.
Unit 6 videoscript Emily: That’s my sun hat for America!
Critical thinking Video Scissors Glue Jack: Any
Notepad & pencil
ideas?Life skills Sticker
Workbook Group: Hello! Charlie: OK, finished!
Emily: I think you’re going to go sailing, Charlie.
Charlie: This is the last Heroes Connect Vlog of Sophie: Phew! I’m tired after all that tidying.
Listening Speaking Dialogue this series.
Charlie: You’re very close, but no. I’m not going
to go sailing. Jack: And now it’s time to say goodbye for
Emily: How much do you remember about our Sophie: I can’t believe it! summer.
Amazing adventures blog project? Answer these skills 1 Jack: skills
So 2it’s a bit like sailing. Oh, I don’t know! Tell us!
Emily: I know! Emily: I don’t want to stop vlogging.
six questions and find out. Charlie: I’m going to go rafting in Scotland with
Charlie:GlueWell, it Notepad
isn’t &over
pencil
Today
yet!Life skills
packing
we’reSticker Charlie: Yeah, I’m going to miss hanging out
1 my cousin, Stephen.
our bags ready for the summer holidays! with everyone.
Emily: In which activity do you not have to wear Group: Great!
Jack: But what are we going to take? Emily: Well, before we go, let’s look at some of the
a helmet? Emily: You’re very brave, Charlie! Rafting is scary.
Emily: Have a look and maybe you … best bits from all of our vlogs. See if your favourite
2 Charlie: What about you, Jack and Emily? moment is in there.
Sophie: Yes,
skills 1 you! Reading
skills 2
Emily: Where were Team Peak Performance from? Emily: We’re both going to go to the same place. Emily: That was brilliant!
Emily: … can guess where we’re all going to go
3 Jack: I’m going to go on holiday with Emily’s family. Sophie: It was so much fun!
on holiday this summer …
Emily: What food did the team give to Arthur Sophie: Let’s see what you’ve got! Group: Bye!
Jack: … and what we’re going to do!
the dog?
Emily: OK, are you ready? Emily: I’ve got … a volleyball, a sun hat and some
4 sun cream.
Jack: Err … yes!
Emily: What sport do Heroes Connect decide Sophie: That’s easy! You’re going to go to the
to play at the multi-sports event? Emily: Not just you, Jack! The people who are
beach!
watching!
185
1/15/20 15:20
Chinese New Year 2 Girl: How do you spell that?
MM19-10228-TB5.indb 186
Pupil’s Book Festivals
Narrator: What’s Lauren doing? Tom: H-U-N-T-O-N.
World Peace Day PB page 69 activity 1 4:21
Listening Speaking Dialogue Colouring Writing Personalisation
Woman: Hi, Lauren. That picture
Singing is great. What Girl: Where is it?
Getting ready are you doing now?
Tom: It’s near the underground station. About
Millions of people around the world stop what In the week before New Year, we clean the house. Lauren: I’m painting the legs. I’m using brown a 5-minute walk from there.
they’re doing at 12 o’clock on World Peace Day. People say that this removes the bad luck. We paint.
thinking Video Scissors Glue Notepad & pencil Life skills Sticker
Girl: What can you do at the castle?
They’re silent for one minute and they think about want to start the New YearCritical with good luck.
Woman: That’s really good. Where’s Peter? Tom: We were there all day. There’s a lot to do.
people who haven’t got peace in their lives. They New Year food
Critical thinking Scissors Glue Notepad & pencil Life skills Sticker Lauren: He’s over there. He’s making a model. There’s a tour of the castle. The tour guides are
remember people who are working for Video
peace, too.
On New Year’s Eve, families have a big dinner really funny. They wear red, patterned costumes.
Some people have a picnic for peace and they Woman: Ah yes. It’s a ship. Wonderful!
with special food. We eat soup, fish, chicken, They tell you stories about the castle. It was really
invite their friends and neighbours. Together, they Thinking Investigate Internet
3 Reading Reading
green vegetables and lots of noodles. We don’t skills 1 skills 2 interesting and a bit scary, too!
make and share food from around the world.
cut the noodles because
Reading Reading
it’s bad luck to use Narrator: What does Liam never do in the
Lots of people do creative activities. They play Girl: Is there a gift shop?
knivesskills
at1New Year. skills 2 morning?
music, sing peace songs or read peace poems. Tom: Yes, there is. They sell key rings and model
Some people plant a tree for peace. They remember Parades Woman: Liam, tell us about your routine in the kits there.
that everyone needs a clean and safe place to live. During the festival, people listen to music and morning.
Girl: Do they sell stickers?
In some schools, children use computers to dance on the street. Some people dress up as Liam: OK. I usually get up early, at about 7 o’clock.
create peace animations and they design peace lions. One person is the front of the lion and Tom: Oh yes, they do. I’ve got some!
Woman: And then do you get dressed and have
e-cards. They send them to their friends and the other is the back. The costumes are bright, Girl: Great.
families on World Peace Day. breakfast?
colourful and exciting. People play drums and Tom: There’s a café, too. You can eat pizza, snacks
they dance. Liam: Yes, that’s right. Then I sometimes play
the piano for ten minutes. My sister usually reads and cake there.
The last day Writing Singing Personalisation
a book or looks after our pet dog. Girl: It sounds great. How much is a ticket for
1 plant a tree The fifteenth day of the festival is the last day of the castle?
Woman: Ah. And do you ever read a book or
2 sing peace songs the celebrations. We light lanterns and we put look after your pet dog in the morning? Tom: Tickets are £5.50 on Saturday, but they’re
3 have a picnic them outside our houses and all over the city. cheaper on Sunday. They’re only £4.
Critical thinking Video Scissors PeopleGlue Notepad & pencil
hang riddles Life skills
from the Sticker
lanterns. Children Liam: No, I don’t. I haven’t got time.
4 create peace animations solve the riddles and they win prizes. 4 Girl: Great. I want to go this weekend.
Narrator: When does Kerry go to dance class?

PB page
Colouring
69 activity
Writing
2 4:22
Singing
Listening Personalisation
Boy: Hi, Kerry. What are you doing today? Do you Workbook Grammar
We’re building peace Thinking Investigate Internet Reading
1 noodles Reading
skills 1 skills 2 want to play tennis later?
We’re building peace 2 clean the house
Extension
Kerry: No. I go to dance class on Monday.
One day at a time. 3 lanterns
Critical thinking Video Scissors Glue Notepad & pencil Life skills
Critical thinking Sticker
Video Scissors Boy: What
Glue about tomorrow?
Notepad & pencil Life skills Sticker Unit 1
We’re working together 4 riddles Kerry: Sorry, I go to dance class on Tuesday, too.
Side by side. 5 costumes WB page 61 activity 2 4:25
Boy: Really? You go to dance class all the time!
1 You look kind.
Peace begins with a smile Workbook Units 1 and 2 Review Kerry: Yes. I go on Friday, too. But I don’t go at
Thinking Investigate Internet Reading Reading Thinking Investigate Internet Reading Reading
skills 1 skills 2 skills 1
the weekend. skills 2
2 She looks friendly.
And a friendly word.
Boy: That’s three times a week. It’s quite a lot. 3 It looks difficult.
Or saying sorry WB page 52 activity 1 4:23 Critical thinking Video Scissors Glue Notepad & pencil
Kerry: Well, I love dancing! 4 I look like my mum.
When someone is hurt. 1
5 They look like actors.
Peace grows with respect Narrator: Who is Tom’s cousin? Workbook Units 3 and 4 Review 6 He looks like an actor.
And being fair. Girl: Hi, Tom. Are you going to basketball club
Critical thinking Video Scissors Glue Notepad & pencil Life skills Sticker Thinking Investigate Internet Reading Reading
today? skills 1 skills 2
Or showing your friends WB page 54 activity 1 4:24
Unit 2 Colouring Writing Singing Personalisation
Tom: No. My cousin Maddy is visiting. Girl: Hi, Tom. Where were you yesterday?
You really care.
Girl: Do I know Maddy? WB page 63 activity 1 4:26
We’re building peace Tom: I was at Hunton Castle yesterday. It was
Thinking
Tom: Yes, I think so. She’s got long, brown hair. Investigate Internet Reading
really good. Reading 1 I always go to football training on Monday/on
skills 1 skills 2
It’s easy to do. Critical thinking Video Scissors Saturday
Glue morning.
Girl: Ah yes. Her hair is curly, too. Girl: What’s the name of the castle?
We’re working together 2 He usually goes shopping in the afternoon/in
Tom: Yes, that’s right. Tom: Hunton Castle. Critical thinking Video Scissors Glue Notepad & pencil
Me and you. the morning.
186
skills 1 skills 2
1/15/20 15:20
skills 1 skills 2
3 They sometimes eat ice cream at the weekend/ Place: Trampoline arena, Cardiff Narrator: At 1 o’clock … Man: Do you know?
MM19-10228-TB5.indb 187
at 5 o’clock/at lunchtime. (See the attached leaflet for more information.) Sophie: Uncle Sam. I’m at the station. Where r u? Some people say that Trafalgar Square is the
Please wear shorts, tracksuit trousers or leggings. Uncle Sam: I’m at the London Eye. I’m waiting. centre of London. Lots of London buses travel past
Unit 3 here and people often meet here.
Don’t wear jeans. You’re late!
Listening Speaking Dialogue Pizza, drinks
Colouring and music
Writing party room
in theSinging after
Personalisation
Sophie: Oh no! I’m waiting at the station. I’ve got Extra Reading 3
1 A skateboard is as fun as a computer game. the jumping! the food. Do you want me to come to the London
RSVP to Jen (Jessica’s mum) on 07700 900461 Eye?
2 Stickers are as nice as trading cards. WB page 76 activity 2 4:33
by 15th September. Uncle Sam: Yes, please. Hurry up! I’m hungry.
3 A skateboard is as expensive as a computer Finn MacCool and the Giant’s Causeway
Critical thinking Video Scissors Glue & pencil Life skills Sticker
game. I hope you canNotepad
come! Sophie: OK. I’m on my way.
A long time ago, giants lived in Ireland. Giants
4 Stickers are as cool as trading cards. Jessica Man: Do you know? were gentle creatures, but the one in this story
liked fighting. His name wasCritical
Finn.thinking
He wasVideotall and Scissors Glue Notepad & pencil
Narrator: Leaflet The London Eye can carry 800 people. That’s the
Unit 4 same as 11 London buses! More than three million strong, and he had curly, black hair. One day, Finn
Man: Are Reading
you ready to bounce on hundreds of
skills 1 skills 2 people travel on it every year. saw another giant across the sea in Scotland. This
trampolines?
Listening Speaking Dialogue Colouring Writing Singing Personalisation giant was Benandonner and he had long, red
Come and learn tricks, race your friends, play Narrator: Later, Sophie texts her mum.
1 There was a castle. hair. ‘I’m stronger than you,’ shouted
Thinking Finn.
Investigate
‘I can lift Internet Reading Reading
bounce basketball or just jump up and down! Sophie: R u having lunch? skills 1 skills 2
ten men with one hand.’
2 There wasn’t a playground. It’s fun for everyone. Sophie’s mum: Yes, we’re eating in Trafalgar ‘Only ten men!’ answered Benandonner. ‘That’s
3 There were statues. Sessions Square. Are you having a good lunch?
Critical thinking Video Scissors Glue Notepad & pencil Life skills Sticker nothing. I can lift twenty men with one hand.’
4 There weren’t any cafés. Each session lasts one hour. Please arrive 30 Sophie: Lunch is gr8. Uncle Sam says hi. Can Finn was angry. ‘He’s only a small giant. I can fight
5 Was there a playground? No, there wasn’t. minutes early to get ready. After the jumping, we come and meet u? him,’ he said. He started to build a path across
6 Were there any statues? Yes, there were. there’s food and music. Sophie’s mum: Yes. Let’s meet at the entrance the sea. This path was made of rock from the
Thinking Investigate Internet Safety Reading Reading to the National Gallery at 2 pm. mountains. Soon the path was near to Scotland.
skills 1 skills 2
Unit 5 We give you special jump socks. Sophie: Let’s meet at the station. I think it’s easier. Finn looked at Benandonner again and he was
very surprised. Benandonner wasn’t a small giant
WB page 69 activity 2 4:29 There are monitors to watch and help you. Sophie’s mum: OK then. – he was enormous!
1 shop, shopped, S-H-O-P-P-E-D It’s for everyone over six years old. Narrator: At 2 o’clock … Finn quickly ran back to Ireland, but Benandonner
2 cry, cried, C-R-I-E-D Don’t do dangerous jumps. Sophie: It’s 2.10. We’re at the station. Where r u? ran after him. Finn was very afraid, but his wife,
Look before you do somersaults. Sophie’s mum: I’m at the National Gallery. Oonagh, had an idea. ‘Get into the bath,’ she said.
3 change, changed, C-H-A-N-G-E-D
Critical thinking Video Scissors Glue Notepad & pencil Life skills Sticker Then she put a baby’s hat on his head and a
Narrator: Thank-you email Sophie: But we’re meeting at the station. Don’t blanket on his body.
Unit 6 Jessica: Dear Jack, worry. We can come to the gallery.
A few minutes later, Benandonner arrived. ‘Where’s
Thanks for coming to my party. What a fun day! Man: Do you know? Finn?’ he shouted. ‘I can show him who’s the
Thinking Investigate Internet I love trampolining!
Reading I want to go every week.
Reading The National Gallery is an art gallery next to strongest.’
1 I’m not going to fall. skills 1 skills 2
Thanks for the cool present, too. It’s on my bedroom Trafalgar Square. There are paintings by Leonardo Oonagh pointed to Finn in the bath and said,
2 She’s going to win the match. Da Vinci and Van Gogh.
wall and I love looking at it. I’m learning lots of new ‘Shhh! The baby is sleeping.’ Benandonner was
3 It isn’t going to snow. countries. to travel around the world one day. Narrator: At 4 o’clock … surprised to see such a big baby. ‘If this is the
I wantNotepad & pencil Life skills Sticker
4 We aren’t going to be late. I hope I can come and visit you in England soon. Charlie: Hi, Sophie. I’m here in London with my baby,’ he thought, ‘How big is the father?’ Then,
Are you having a birthday party this year? dad. Where r u? Let’s meet! Charlie. Finn opened his mouth and bit the giant’s finger.
Workbook Extra Jessica ‘Owww!’ shouted Benandonner. He thought again,
Sophie: I’m at the National Gallery with my mum
‘If these are the baby’s teeth, how big are the
Thinking Investigate Internet Reading Reading and uncle. Do u want 2 meet at Trafalgar Square?
Reading skills 1
Extra Reading 2 skills 2 father’s teeth?’
Charlie: Why don’t we meet at the station?
Benandonner was afraid. He didn’t want to
Extra Reading 1 WB page 74 activity 2 4:32 Sophie: The station? R u sure? meet the baby’s father. He ran back to Scotland,
Charlie: Yes. Why not? breaking the stone path with his enormous feet.
Uncle Sam: Hi, Sophie. Let’s meet at the station
Listening Speaking Dialogue Colouring Writing Personalisation When it was quiet again, Finn got out of the bath.
at 1 pm. Remember to bring Singing
the sandwiches. I’ve Sophie: Just checking! See you at the STATION
Narrator: Invitation ‘Thank you,’ he said to Oonagh. ‘No more fighting
got the drinks. Bring the tickets, too. at 4.30!
for me. I promise.’
Jessica: Dear Jack, Sophie: OK. Do you want toCritical
meet thinkingat theVideo
London Scissors Glue Notepad & pencil Life skills Sticker
Now there are no giants in Ireland, but you can
You’re invited to my 11th birthday party! Eye?
Critical thinking Video Scissors Glue Notepad & pencil Life skills Sticker still see Finn’s path at The Giant’s Causeway.
Date and Time: 3.30 pm to 6.00 pm on Saturday, Uncle Sam: The station is better for me. C u later!
1st October 187
skills 1 skills 2
1/15/20 15:20
skills 1 skills 2
Extra Reading 4 Woman: Is she in the photo, too? Anna’s dad: Really? What about Flora?
MM19-10228-TB5.indb 188
Workbook Exam Practice
Boy: Yes. She’s the girl next to Sarah. She’s looking Anna: Yes, we usually play together. She can’t do
Exam Practice 1 Writing Singing Personalisation
after the cat, too. anything today. She’s at the sports centre all day.
Woman: Sport and culture at the Highland Games Woman: Ah. The girl with the curly hair! She usually plays football there, but today she’s
at a swimming competition.
Every summer, lots of towns and villages in Boy: That’s right.
Scotland celebrate the Highland Games. People Boy: Look. This is a photo of me and my friends. Anna’s dad: How about Luke and Maria? Are they
Critical Video Scissors Glue pencil Life skills Sticker
Narrator: Now listen again. free?
from all over the world go to watch
thinking them. These Woman: That’s Notepad
nice.&Who’s the boy sitting on
games started more than 1,000 years ago when the sofa? Anna: Well, Luke has got a lot of maths homework
a Scottish king had a competition to find strong Critical thinking Video Scissors WB page
Glue activity
87 Notepad & pencil 7 4:36
Life skills
Listening Sticker
Speaking Dialogue to do.Colouring Writing
He’s got a maths Singing
test on Personalisation
Monday.
Boy: That’s Harry. He loves playing on his tablet.
men for his army. Teacher: Here are two pictures. My picture is nearly
Woman: I can see that. Anna’s dad: He’s working hard then.  Anna’s dad:
We wanted to find out more Thinking
about this Investigate
traditional Internet Reading Reading the same as yours, but some things are different.
skills 1 skills 2
And Maria?
event so we interviewed Angus. He’s an athlete Narrator: Can you see the line? This is an example. I’m going to say something about my picture. You
Now you listen and draw lines. how your picture different.
is Critical thinking Video Scissors
Anna: Maria
Glue
can do something
Notepad & pencil Life skills
tomorrow,
Sticker
but not
and he competes in the Highland Games every tell meReading Reading
skills 1 skills 2 today. She’s helping her mum and dad at home.
year. Woman: And who’s the girl with the long hair? Boy: OK.
She’s tidying her room.
What’s the most famous sport at the Highland Boy: Which one? There are three girls with long Teacher: In my picture, there are six windows.
Anna’s dad: Well, that’s a good thing to do! Who
Games? hair. Boy: In my picture, there are four windows. else is there?
Angus: It’s the caber toss. In this sport, the Woman: The girl that’s looking after the cat. She’s skills 1 skills 2
Teacher: In my picture, a boy is riding a Anna: I sometimes play tennis with Sam, but I
competitors throw a long, heavy log called a got blonde hair. skateboard. can’t today. He’s in town with his older brother. I
caber. Some cabers are taller than a house! Boy: That’s Sarah. She’s very kind and she loves Boy: In my picture, a boy is riding a bike. think they’re at the market.
Woman: What traditional sports do you do? animals. Anna’s dad: And Maddy usually goes ice skating
Angus: I do the caber toss and the tug-of-war. In Woman: Is your sister in the photo? Exam Practice 2 on Saturday. Is that right?
the tug-of-war, two teams pull the ends of a rope Boy: Yes, she is. She’s the one playing a board Anna: Yes, she does. But her leg hurts so she’s at
to see who is stronger. Everyone shouts a lot and WB page 89 activity 5 4:37
Listening Speaking Dialogue Writing
game. homeColouring
reading her book. SheSinging
can’t goPersonalisation
out today.
it’s very exciting. Teacher: Emma and Tom have got a favourite
Woman: Has she got brown hair, like you? Anna’s dad: How about the boy with blonde hair?
Woman: What do you wear at the Highland shop. I don’t know anything about Emma’s
Boy: Yes, she has. What’s his name?
Games? favourite shop, but you do. So I’m going to ask
Woman: I can see her. What’s her name? you some questions. Critical thinking Video Scissors Anna: Liam?
Glue Notepad & pencil Life skills Sticker
Angus: I always wear a traditional kilt, of course.
Boy: It’s Sophia. Boy: OK. Anna’s dad: Yes, Liam. What’s he doing?
Woman: What other things do you do at the
Highland Games? Woman: Oh yes. I remember now. Teacher: What’s the name of the shop? Anna: He’s on holiday. He’s in Scotland with his
family. They’re walking in the mountains.
Angus: I love listening to bands playing Scottish Boy: Can you see my friend Oliver? Boy: Its name is High Fashion.
music. They play traditional instruments like dad:
Anna’sskills 1 Really?
skills 2Wow. Well, I can do something
Woman: What’s he doing? Teacher: What can I buy at the shop?
bagpipes, violins and drums. I enjoy watching with you.
Boy: He’s reading. Boy: You can buy clothes and shoes.
highland dancing, too. Men, women or children Anna: Really? Oh yes, please. Can we go to the
can dance and the dances are very fast and Woman: Is he reading a book or a magazine? Teacher: Where is the shop? castle?
energetic. They’re great fun! Boy: He’s reading a sports magazine. He’s really Boy: It’s on Castle Street. Anna’s dad: Well, give me five minutes so I can
Woman: What do you recommend eating at interested in sport. Teacher: What time does it open? get ready.
the Highland Games? Woman: I can see that. Anna: Great!
Boy: It opens at half past nine.
Angus: Traditional Scottish food is great and I Woman: What about the boy wearing shorts? Narrator: Now listen again.
Teacher: Is it open on Sunday?
recommend eating haggis. I eat it every year. Is his name Frank?
It’s made from sheep’s stomach. It sounds strange, Boy: No, it isn’t.
Boy: No, it isn’t. Frank is the boy who’s standing Exam Practice 4
but it’s delicious. Teacher: Thank you.
behind the sofa. He’s got short, blonde hair.
Woman: When are you going to compete at WB page 93 activity 5 4:39
Woman: Ah yes. He’s wearing trousers and a Exam Practice 3
the Highland Games again? Narrator: What does Jack usually do at the
jumper. He looks friendly.
Angus: I’m going to compete in the summer so WB page 91 activity 4 4:38 weekend?
Boy: Yes. He’s very nice. Listening Speaking Dialogue Colouring Writing Singing Personalisation
I’m training very hard now. I practise throwing Woman: What do you do at the weekend, Jack?
Woman: Who’s your best friend? Anna’s dad: Hi, Anna. What are you doing?
the caber two or three times a week. Critical thinking Video Scissors Glue Notepad & pencil
Boy: Her name is Katy. Anna: I’m bored. All of my friends are busy today.
Woman: Thanks, Angus and good luck!
Angus: You’re welcome. Critical thinking Video Scissors Glue Notepad & pencil Life skills Sticker
188
skills 1 skills 2
1/15/20 15:20
skills 1 skills 2
Jack: It depends. I sometimes play the guitar 4 2
MM19-10228-TB5.indb 189
and I sometimes read a comic. I love Japanese Narrator: Who’s Jack going to go on holiday with? Man: Great. Can you see the sign on the wall?
comics.
Woman: Who are you going to go with? Girl: Yes, I can.
Woman: I like them, too. Do you do any sport?
Jack: With all my family: my mum, dad and my Man: There’s a word missing. It’s the name of
Jack: Oh yes. I usually play football for my team little sister. the building company.
on Saturday morning.
Woman: What does your sister look like? Girl: What is it?
Woman: Really? Are you good at football?
Jack: She’s got long, brown hair and she wears Man: It’s Jones. Can you write it?
Jack: I’m not bad! glasses. Girl: Jones? How do you spell it?
Narrator: Can you see the tick? Now you listen Woman: Oh yes. I remember her now.
and tick the box. Man: J-O-N-E-S.
5 Girl: OK.
1
Narrator: What’s Jack going to take on holiday? 3
Narrator: Where was Jack last weekend?
Woman: Are you going to go cycling on holiday? Girl: Those sandwiches are big.
Woman: Did you play football last weekend?
Jack: No, I’m not. I’m going to go horse riding. Man: Yes, they are. Would you like to colour one of
Jack: No, I didn’t. The weather was bad so I went
to a museum with my dad. Woman: That sounds exciting. What do you need them?
to take? Girl: Yes, please.
Woman: That sounds interesting. Did you go to
the science museum? Jack: I need a helmet, of course. I also need to Man: Colour the one in the man’s hand.
take some gloves.
Jack: No, that was closed. I went to the history Girl: OK. What colour? Shall I colour it orange?
museum. Woman: What else? I love orange.
Woman: Is the history museum next to the Jack: I haven’t got any boots so I’m going to take Man: Yes, do that!
swimming pool? my trainers.
4
Jack: Yes, it is. Woman: That sounds fun. Have a good time!
Man: Right. I’d like you to write something else.
2 Jack: Thanks.
Girl: Really? OK. Is it a long word?
Narrator: What was Jack’s favourite activity? Narrator: Now listen again.
Man: Don’t worry. It isn’t long! Can you see the sign
Woman: What can you do at the history museum? Exam Practice 5 for the café?
Jack: There are lots of interesting activities. Girl: Yes, I can.
I enjoyed playing a computer game about WB page 95 activity 6 4:40
Listening Speaking Dialogue Man: Write
Colouringthe name
Writing of the café. Personalisation
Singing It’s called Happy
dinosaurs. Narrator: Listen and look at the picture. There is Café.
Woman: Was that your favourite activity? one example.
Girl: Happy Café? That’s a good name. OK, I’ll write
Jack: No, I liked the 3D film about dinosaurs best. Girl: That’s an interesting picture. They’re builders. that now.
They’re having lunch. Critical thinking Video Scissors Glue Notepad & pencil Life skills Sticker
Woman: Wow! That sounds exciting. 5
Man: Yes, that’s right. Would you like to colour it?
3 Man: Can you see the coats? They’re hanging
Girl: OK. Yes, please! on the wall.
Narrator: Where’s Jack going to go on holiday?
Man: OK. Can you see the bird?
Girl: Yes, there areReading
two coats.
Woman: What are you going to do next weekend? skills 1 skills 2
Girl: There are two birds. Man: That’s right. Colour the bigger one green.
Jack: I’m going to go on holiday.
Man: Ah yes. The bird on the wall. Colour it red. Girl: The bigger one? OK.
Woman: Really? Are you going to go to the
beach? Narrator: Can you see the red bird? This is an Narrator: Now listen again.
example. Now you listen and colour and write.
Jack: Not this year. We’re going to go to a hotel
in a forest. 1
Woman: That sounds nice. Is the hotel in the Girl: The builders’ hats are on the ground.
mountains? Man: Yes, they are. Can you see the woman’s hat?
Jack: No, it’s next to a lake. Girl: Yes. It’s next to her feet.
Man: Can you colour it yellow?
Girl: OK.
189
1/15/20 15:20
NOTES

190
MM19-10228-TB5.indb 190 1/15/20 15:20

NOTES

191
MM19-10228-TB5.indb 191 1/15/20 15:20

Macmillan Education
Macmillan Publishers S.A.
ISBN N° 978-987-672-549-1
Queda hecho el depósito que marca la Ley 11.723.
Texto © Donna Shaw y Rob Sved 2020

Texto adaptado por: Jesica Andrea Graziano
Texto secciones “SEN” escrito por Alejandra Ibáñez de Ottolina
Diseño e ilustración © Macmillan Publishers S.A. 2020
Diseñado por: María Natalia Bellini

Tapa diseñada por: María Natalia Bellini
Fotografía de tapa: Macmillan Publishers Ltd/Helen Marsden
Gerencia Editorial: Marianela Alloatti
Edición: Jesica Andrea Graziano, María Paz Ambrosio
Basado en Heroes Teacher’s Book 5, © Donna Shaw y Rob Sved 2017. Publicado bajo licencia. Primera publicación 2017, por
Macmillan Education, una división de Springer Nature Limited.
La editorial agradece a las siguientes docentes e instituciones, así como a sus alumnos y alumnas, por su valioso tiempo y
comentarios: Silvana Accardo (Escuela Cooperativa Mundo Nuevo), Mónica Mabel Brunello (London Institute), Teresa Romero
y Marisol Anabel Caro (Colegio J. M. Estrada – VANEDUC), Carolina B. Corti, Maria Victoria D’Andrea, Bárbara Dodds, Maria
José Fruttero, Erica Gechelin, Aldana Gómez de la Fuente (Centro Educativo Santo Domingo), Daniela Martinez (Colegio Alberdi
– VANEDUC), Laura Silvia Martinez (Colegio Claret Paternal), Paula Medina, Marta Susana Mónaco y Agustina Hnatiuk (Colegio
General Belgrano – VANEDUC), Nadia Lazatti, Luciana Luján, Valeria Pérez, Natacha Valeria Manrique y Maria Fernanda Ruiz
(Escuela Modelo de San Juan).
Fotos de adolescentes personajes de la serie: Helen Marsden
Los créditos completos de las ilustraciones y fotografías que aparecen en las reproducciones de páginas se pueden encontrar en
las páginas de legales del Pupil’s Book y Workbook.
Este libro contiene remisiones a sitios web de terceros. La editorial no ejerce control sobre el material publicado en estos sitios ni
se responsabiliza por dicho material. Se aconseja acceder a ellos con la debida precaución.
No se permite la reproducción parcial o total, el almacenamiento, el alquiler, la transmisión o la transformación de este libro, en
cualquier forma o por cualquier medio, sea electrónico o mecánico, mediante fotocopias, digitalización y otros métodos, sin el
permiso previo y escrito del editor. Su infracción está penada por las leyes 11.723 y 25.446.
Shaw, Donna
We are heroes! : teacher´s book 5 / Donna Shaw ; Rob Sved ; adaptado por Jesica Andrea Graziano ;
contribuciones de Alejandra Ibañez de Ottolina. - 1a ed. - Boulogne : Macmillan, 2020.
Libro digital, PDF
Archivo Digital: descarga y online

ISBN 978-987-672-549-1
1. Inglés para Niños. 2. Educación Primaria. I. Rob Sved II. Graziano, Jesica Andrea, adap. III. Ibañez
de Ottolina, Alejandra, colab. IV. Título.
CDD 372.65
Producido en Argentina
Primera edición
Esta obra se terminó de producir en marzo de 2020 por Proyecto 451.

We Are Heroes Level 5 Teacher&#39;s Book

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

We Are Heroes Level 5 Teacher&#39;s Book

Uploaded by

Copyright:

Available Formats

Teacher’s Book 5

Donna Shaw and Rob Sved

We Are Heroes! 5 syllabus 2

Connect with us! 26

2 Work and play 46

Thinking Skills 128

Heroes Project 134

Unit Reviews 136

Grammar Reinforcement and Extension 139

Extra Reading 151

Study Skills 155

EP Exam Practice 161

MM19-10228-TB5.indb 1 1/15/20 15:19

• Remember what you know

• Discuss and think about a photo story

1 • Ask and answer about what people are doing

• Use We Are Heroes! resource centres

MM19-10228-TB5.indb 2 1/15/20 15:19

Core language • Knowing yourself • Reading: a webpage • Interest in describing physical

MM19-10228-TB5.indb 3 1/15/20 15:19

2 • Ask and answer using adverbs of frequency

3 • Ask and answer using long comparative adjectives

MM19-10228-TB5.indb 4 1/15/20 15:19

Core language • Creative thinking: • Reading: an online • Interest in naming things

MM19-10228-TB5.indb 5 1/15/20 15:19

4 • Ask and answer using the past simple of be

5 • Ask and answer about yesterday using the past simple

• Predict and answer questions about the story

• Discuss and give a personal response to the story

MM19-10228-TB5.indb 6 1/15/20 15:19

MM19-10228-TB5.indb 7 1/15/20 15:19

6 • Ask and answer Wh- questions using going to

• Think about how to make your school a peaceful place

• Learn about World Peace Day

• Find out about the Chinese calendar

• Remember what you know

• Learn about Chinese New Year

• Complete a mind map

• Plan a project in groups

• Read a presentation about a hero

MM19-10228-TB5.indb 8 1/15/20 15:19

• Would you like to …? • Living and • Interest in naming World Peace

• Animals need/live/eat … • Knowing yourself • Interest in naming Chinese New

• I think … is a hero. • Living and working • Interest in learning about a

MM19-10228-TB5.indb 9 1/15/20 15:19

We Are Heroes! is a six-level course which has real world

develop oral fluency

Meet the Heroes Connect!

MM19-10228-TB5.indb 10 1/15/20 15:19

The We Are Heroes! approach to Six important Life skills

MM19-10228-TB5.indb 11 1/15/20 15:19

Competence in mathematics, science and technology: the ability to develop

Competence in linguistic communication: Digital competence: the ability to use digital

Competence in linguistic communication Cultural awareness and artistic expression

MM19-10228-TB5.indb 12 1/15/20 15:19

Pupil’s Book Workbook

MM19-10228-TB5.indb 13 1/15/20 15:19

Teacher’s Book Teacher’s Resource Centre

MM19-10228-TB5.indb 14 1/15/20 15:19

Teacher’s digital resources ● SEN photocopiables: worksheets and tests

Pupil’s Book eBook

Teacher’s Resource Centre

MM19-10228-TB5.indb 15 1/15/20 15:19

The course characters

We Are Heroes Level 5 Teacher's Book

We Are Heroes Level 5 Teacher's Book