01Excel Gr 6 KAZ Ts Contents.

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Teacher’s Book

Virginia Evans – Jenny Dooley – Bob Obee

Translations by: Natalya Mukhamedjianova
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Contents
Modules Use of English Vocabulary

Our class • Present simple vs present continuous • School subjects

1
• Adverbs of frequency • Sports
pp. 5-16 • Verbs + -ing/to-infinitive • Classroom objects
• Adverbs of manner, place, time & frequency
• The comparative & superlative forms of
adverbs

Helping & • Past simple (regular & irregular verbs)

• Prepositions of movement
• Historical figures
• Appearance & character
Heroes

2 pp. 17-28

Our countryside • Present perfect

• for/since
•
•
Geographical features
Continents

3
pp. 29-40 • Present perfect vs past simple • Activities & adjectives
• Weather

Drama & • Past continuous

• Past simple vs past continuous
• Drama
• Literary elements

4 Comedy
pp. 41-52
• Types of films

Our health • have to/don’t have to

• must/mustn’t
• Illnesses/Ailments
• Health habits

5 pp. 53-64 • can(‘t)/could-may/might/should(n’t)-

ought(n’t) to
• Countable/Uncountable nouns & quantifiers
• Takeaway food

Travel & • will/won’t

• be going to (future plans, intentions,
• Types of holiday & holiday
activities

6 Holidays
pp. 65-76
predictions)
• Present continuous (future meaning)
• Tourist attractions
• Travel

Reading for • Character adjectives

7 Pleasure
pp. 77-86

Our • a/an – some/any/every/no & compounds • Shops & products

8
• The passive (present simple/past simple) • Places in a city
neighbourhood
pp. 87-98

Transport •
•
Comparative/Superlative
Question tags
• Means of transport
• Rules
pp. 99-110 • Relative pronouns (who, that, which, whose) • Food

9 • Defining relative clauses

Language Review (pp. 111-119) American English – British English Guide (p. 141)
CONTENTS
Self-Check (pp. 120-128) Self-Check Key (pp. 142-143)
2 Word List (pp. 129-140) Irregular Verbs (p. 144)
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Reading & Listening
• Students around the world
(complete sentences)
• Special schools (T/F/DS
statements)
• A school club card (gap fill)
• Pocahontas (multiple choice)
• Finn MacCool and the
Giant’s Causeway
(comprehension)
• Boudicca (T/F statements)
• Myths & Legends (gap fill)
• Experiences of a lifetime (T/F
statements)
• An Unforgettable Destination
(correct the statements)
• A story (gist)
• Short dialogues (multiple
choice)
• Extract from Oliver Twist
(comprehension)
• Tulpan (T/F/DS statements)
• A dialogue about a film (gap
fill)
• Home remedies (multiple
choice)
• Healthy Takeaway UK
(complete sentences)
• Ordering food on the phone
(gap fill)
• Destination UK (multiple
choice cloze)
• A letter (multiple choice)
• London aquarium (gap fill)
• An excursion (multiple
choice)
• The Wonderful Wizard of Oz
(extract)
• Peter Pan (extract)
• The Grove of the Dancing
Birches
• Er-Tostik
• Twin Cities Different Worlds
(T/F/DS statements)
• Buildings above the clouds
(comprehension)
• Dialogues (matching)
• A dialogue (multiple choice)
• Exploring the World
(complete sentences)
• Smart rules to cycle safety
(T/F/DS statements)
• A dialogue (comprehension)
• A dialogue (multiple choice)
Student Book Audioscripts (pp. 145-148)
Evaluations (pp. 149-163)
Workbook Key (pp. 164-179)
Workbook Audioscripts (pp. 180-182)
Speaking & Functions
• Asking for personal information
• Talking about your school &
classroom
• Asking for/giving directions
• Pronunciation: linking sounds
• Describing people’s appearance
& character
• Talking about the past
• Narrating a story
• Recommending a book
• Pronunciation: /t/,/d/,/ɪd/, strong
forms
• Talking about experiences
• Talking about the weather
• Booking a holiday
• Pronunciation (silent letters)
• Talking about films
• Booking tickets for a performance
• Pronunciation: /iː/, /ɪ/
• Ordering food on the phone
• Asking/talking about health
• Intonation (high rising tone to
express sympathy)
• Discuss holiday plans
• Talking about future plans
• Talking about fixed arrangements
• Pronunciation: contracted forms
(‘ll/won’t)
• Intonation in questions
• Give a summary of a story
• Present your own Neverland
• Present a fairytale
• Making comparisons
• Dialogues in shops
• Expressing likes/dislikes
• Asking for/giving directions
• Pronunciation: word stress (three-
syllable words)
• Describing your journey to school • Complete a postcard
• Comparing means of transport
• Talking about motorcycle rules
• Buying a train ticket
• Pronunciation: /eɪ/
Across Cultures/
Writing Across the
Curriculum/Values
• A short text about your partner • School rules around the
• A short article about your ideal world
school • Don’t be shy! (PSHE)
• An email about your classroom
VALUES Benefits of
learning a foreign language
• A paragraph about a queen • Heroes
• A short paragraph about your • Florence Nightingale
weekend (History)
• An email about a trip to Ireland
• A text about a hero VALUES
• A short text about a person who Being a hero
helped others
• A biography of Toktar Aubakirov
• A description of an experience • Natural Wonders of the
• A short text about a place of World
natural beauty • Earth’s Oceans
• A quiz about the oceans (Geography)
• An email comparing two places
VALUES Caring
about places of natural beauty
• An email inviting a friend to come • Famous writers
see a film with you • The Land of Counterpane
• A short text about an author (Literature)
• A story
VALUES
The importance of reading
• Write a text message to your • Health services around
friend the world
• Design a takeaway menu • Germs (PSHE)
• Write a short text about a health
service VALUES
• An email giving advice Healthy habits
• A paragraph about a tourist • Parks around the World
destination • Extract from the Time
• An email about your school trip Machine (Literacy)
• A blog entry about a park
• An email about your holiday VALUES
Why we should travel
• Write a summary
• Draw a story VALUES
• Write about a fairy tale Heroes vs Villains
• A short paragraph comparing • Markets around the
your town/city/village to Verona world
• A short text about a statue or • Leisure and sport in the
monument local community
• A paragraph about a market (Citizenship)
• An email about your new house &
neighbourhood VALUES
Being a good neighbour
• Transportation Around
• A short paragraph about how you the World
get to school • A Little Goes a Long Way
• A leaflet about how to stay safe (Citizenship)
while using public transport
• A short paragraph about a trip VALUES
and different means of transport Green Transport
• A pros & cons essay
Workbook Use of English Key (pp. 183-185)
CONTENTS
Workbook Vocabulary Bank Key (pp. 186-188)
Workbook Prepositions Key (p. 189)
Workbook Presentation Skills Key (pp. 190-198) 3
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Textbook language
DIFFERENTIATED
CREATIVITY / PROJECTS INSTRUCTION
Check these words

Pronunciation Student’s Book: Self-Check 1

Listening
VIDEO Portfolio
Collaboration
Song Online
research ICT
pairwork groupwork
Speaking
Vocabulary
Writing Reading
Critical
thinking
FORMATIVE
ACROSS CULTURES ASSESSMENT
VALUES
Learners’
support
Study EDUTAINMENT Across the Curriculum
Skills

Workbook: 1a Workbook: Presentation Skills Student’s Book: Language Review 1a

In Pronunciation, we learn to say words correctly. In , we evaluate our own progress and identify
our strengths and weaknesses.
In Listening, we listen to people speaking English.
In Workbook, we refer to the workbook to complete the
In ICT (Information & Communication Technology), we do relevant tasks.
projects using computers and the Internet. In Language Review, we practise the vocabulary presented in
means we check that we know the meanings
Check these words the module.
of the key vocabulary items from a text, or else we look them In Self-Check, we reinforce our understanding of the topics,
up in the Word List or dictionary. vocabulary and structures presented in each module.
Pairwork means we work in pairs. VIDEO indicates there is a video to watch, related to the
theme of the unit/text.
Groupwork means we work in groups of three or more.
In Creativity/Projects we do creative tasks related to the
In Speaking, we use the vocabulary/Use of English taught in theme of the module.
the lesson to speak in English.
In ACROSS CULTURES we learn more about different cultures;
In Writing, we learn about different types of writing in the the section promotes cultural awareness.
English language.
Study In VALUES we promote a discussion of values.
In Skills , we learn a helpful tip which helps us become
autonomous learners.
In Differentiated Instruction we do tasks that cater for
In Portfolio , we do tasks related to the theme of each module
different needs, content and process of individual students.
to add to our portfolio of work.
In Formative Assessment we allow for formal and
In we develop our critical thinking skills.
informal assessment during the learning process to improve
In Reading, we practise reading skills in English. student attainment.
tells us a joke in English related to the theme. In Across the Curriculum we link the theme of the module to a
subject on the curriculum.
In Song, we listen to a song related to the theme of the module.
In Vocabulary, we learn new words. EDUTAINMENT this section is designed to educate and entertain.

In , we check how much we remember from the module.

CONTENTS

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Introduction
Excel for Kazakhstan is a task-based English course of five
levels based on the Common European Framework of
Reference and designed for learners studying English at CEFR
levels low-mid A2 to high B1.
Excel for Kazakhstan develops all four skills (listening, speaking,
reading and writing) through a variety of communicative
tasks, and systematically recycles key language items. Above
all, it is designed to promote active (activating all new
vocabulary and structures in meaningful, everyday and cross-
cultural contexts), holistic (encouraging the creative collective
use of students’ brains as well as the linguistic analytical use of
their brains) and humanistic (acquiring and practising
language through pleasant tasks and topics, paying attention
to their needs, feelings and desires) ways of learning.
The course consists of:
– The Student’s Book which contains nine modules with
an Edutainment section at the end of each module; and
Self-Check and Language Review sections at the end of
the book.
– The Workbook & Grammar Book which contains: a Use
of English section with theory and exercises, a Vocabulary
section with exercises to revise the vocabulary presented
in each module as well as a Presentation Skills section.
COURSE COMPONENTS
Student’s Book
The Student’s Book is in full colour. Each module is based on
a single theme and the topics covered are of general interest.
All modules follow the same basic structure (see Elements of
a Module). Many tasks included in the Student’s Book are
multi-sensory, enabling students to practise all four language
skills as they complete the task.
Workbook & Grammar Book
The Workbook & Grammar Book is in full colour. It contains
units corresponding to those in the Student’s Book as well as
a Use of English section, a Vocabulary Bank section and a
Presentation Skills section. It can be used either in class or for
homework upon completion of the relevant unit in the
Student’s Book. It aims to consolidate the language and
grammar presented in the Student’s Book through a variety
of exercises, incorporating all four skills. Translation,
dictation and preposition exercises are also included.
Teacher’s Book
The Teacher’s Book is interleaved and contains detailed
teacher’s notes, which provide:
• the objectives of each module clearly and concisely
• step-by-step lesson plans and suggestions on how to
present the material
• extra activities for stronger & weaker classes
• games
• a full key to the exercises in the Student’s Book &
Workbook & Grammar Book.
• audioscripts of all listening material
Teacher’s Resource Pack & Tests CD-ROM
The Teacher’s Resource Pack contains exercises to consolidate
what students have been taught in each module, as well as
games, pairwork activities, portfolio activities, tests and a key
to all exercises. It also contains all recorded material and
audioscripts that accompany the tests.
Class Audio CDs
The Class Audio CDs contain all the recorded material which
accompanies the course.
IWB
The IWB contains all the material in the Student’s Book,
Teacher’s Book and Audio CDs and aims to facilitate lessons
in the classroom. It also contains presentation of all the Use of
English structures in the Student’s Book as well as video
extracts for Ss to further practise their English and expand
their knowledge.
ieBook
The ieBook contains all the material in the Student’s Book
and is the Ss’ interactive study partner.
Digi material
The Workbook & Grammar Book is accompanied by a cross-
platform digital application.
DVD Video Pal
The DVD Video Pal contains videos tightly related to the
material in the Student’s Book.
DVD Activity Book & Key
The DVD Activity Book contains the exercises that accompany
the videos in the DVD Video Pal. The Key contains the answers
to the exercises.
ELEMENTS OF A MODULE
Each module starts with a module presentation page to
familiarise students with the language and patterns in the
module. The module presentation pages also whet students’
appetites by familiarising them with some of the text types,
pictures and activities found in the coming module.
Each module contains the sections described below.
Vocabulary
Vocabulary is introduced in a functional and meaningful
context, and is practised through a variety of exercises such
as picture-word association and completing set phrases in
order to help students use everyday English correctly.
Reading
Throughout each module, there is a wide variety of reading
texts, such as: emails, text messages, letters, articles, poems,
etc, which allow skills, such as reading for gist and reading
for specific information, to be systematically practised.
Use of English
The Use of English items taught in each module are first
presented in context, then highlighted and clarified by
INTRODUCTION
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means of clear, concise theory boxes. Specific exercises and
activities methodically reinforce students’ understanding and
mastery of each item. The Workbook & Grammar Book
contains a detailed explanation of each Use of English point.
Listening
Students develop their listening skills through a variety of tasks
which employ the vocabulary and Use of English practised in
the module in realistic contexts. This reinforces students’
understanding of the language taught in the module.
Speaking
Controlled speaking activities have been carefully designed
to allow students guided practice before leading them to less
structured speaking activities.
Everyday English
Functional dialogues set in everyday contexts familiarise students
with natural language. The dialogues also present useful
expressions so that students can practise everyday English.
Pronunciation
Pronunciation activities help students to recognise the various
sounds of the English language, distinguish between them
and reproduce them correctly.
EDUTAINMENT
This section includes a Values section aiming to enable Ss to gain
moral values and prepare them for their future role in society; it
includes a quiz that revises information presented in the module
and acts as a sample for students to prepare a similar quiz of
their own. It also has a song that is connected to the themes of
the modules as well as a related task. Listening to lively, high
quality songs is a humanistic activity which lowers the students’
affective filters and allows them to absorb language more easily.
Study Skills
Brief tips, explanations and reminders, at various points
throughout each module, help students to develop strategies
which improve holistic learning skills and enable students to
become autonomous learners of the English language.
Writing
Students develop their writing skills through the use of all
four language skills.
Guided practice of the relevant vocabulary is given and
consolidated and followed by a model text which is thoroughly
analysed. Plans are also provided to guide students.
There are writing activities throughout the modules, based
on realistic types and styles of writing, such as letters, notes,
postcards and emails.
These progress from short sentences to paragraphs and
finally to full texts, allowing students to gradually build up
their writing skills.
Across Cultures section
In these interesting and informative pages, students are
provided with cross-cultural information and read about
aspects of various countries and Kazakhstan which are
thematically linked to the module. The section also contains
related tasks and creative projects, such as making a poster,
INTRODUCTION
ii
which give students the chance to process the information they
have learnt and compare it to the culture of their own country.
Across the Curriculum section
This section enables students to link the theme of the module
to a subject on their school curriculum, thus helping them to
contextualise the language they have learnt by relating it to
their own personal frame of reference. These sections contain
lively and creative tasks which stimulate students and allow
them to consolidate the language they have learnt throughout
the module.
Language Review
This section provides students with practice on vocabulary
presented in each module as well as practice on prepositions
and phrasal verbs.
Self-Check
This section appears at the end of the book, and reinforces
students’ understanding of the topics, vocabulary and
structures that have been presented in each module. An
answer key is provided for students to check their answers
and a marking scheme allows students to evaluate their own
progress and identify their strengths and weaknesses.
SUGGESTED TEACHING TECHNIQUES
A – Presenting new vocabulary
Much of the new vocabulary in Excel for Kazakhstan is
presented through pictures, and students are asked to match
the pictures to listed words. Vocabulary is always presented
in context, and emphasis is placed on collocations and word
association, since memorising new words is easier when they
are presented in lexical sets.
Further techniques that you may use to introduce new
vocabulary include:
• Miming. Mime the word to be introduced. For instance,
to present sing, pretend you are singing and ask
students to guess the meaning of the word.
• Synonyms, opposites, paraphrasing and giving definitions.
Examples:
– Present store by giving a synonym: A store is a shop.
– Present tall by giving its opposite: He isn’t short, he’s
tall.
– Present weekend by paraphrasing it: I don’t work at
the weekend. I don’t work on Saturday and Sunday.
– Present garage by giving a definition: A garage is a
place where we put our car, next to the house.
• Context. Place vocabulary items in context with
examples which make understanding easier and more
complete. For instance, introduce the words city and
town by referring to a city and a town in the students’
own country: Almaty is a city, but Stepnyak is a town.
• Visual prompts. Show photographs or drawings to make
understanding easier.
• Use of (bilingual/monolingual) dictionary. Encourage
students to guess the meaning of a word, then use their
dictionaries to check if their guess is correct.
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• Sketching. Draw a simple sketch on the board to
illustrate the word(s) to be explained. For instance:
tall
short
• Flashcards. Make flashcards out of magazine or newspaper
pictures, photographs, ready drawings and any other visual
material which may serve as vocabulary teaching tools.
• Use of L1. In a monolingual class, vocabulary can be
explained in the students’ mother tongue, although this
method should be used only in moderation. Students
also need to compare their mother tongue to the
English language to find similarities and/or differences.
The choice of technique depends on the type of word or
expression. For example, it may be easier to describe an action
verb through miming, and not through a synonym or definition.
B – Writing
All writing tasks in Excel for Kazakhstan have been carefully
designed to guide students to produce a successful piece of
writing.
• Always read the model text provided and deal in detail
with the vocabulary tasks. Students will then have
acquired the language necessary to cope with the final
writing task.
• Make sure that students understand they are writing for
a purpose. Go through the writing task in detail so that
students are fully aware of why they are writing and to
whom they are writing.
• It would be advisable to complete the task orally in class
before assigning it as written homework. Students will
then feel more confident about producing a complete
piece of writing on their own.
C – Assigning homework
It is recommended that homework is regularly assigned and
routinely checked according to the specific needs of the class.
When assigning writing tasks, prepare students as much as
possible in advance. This will help them avoid errors and get
maximum benefit from the task.
Commonly assigned homework tasks include:
• Vocabulary. Students memorise the meaning of words
and phrases.
• Spelling. Students learn the spelling of particular words
without memorising the text in which they appear.
• Reading aloud. Assisted by the Student’s CD, students
practise at home in preparation for reading aloud in class.
• Writing. After thorough preparation in class, students are
asked to produce a complete piece of writing.
D – Correcting students’ work
All learners make errors; they are part of the process of learning.
The way errors are dealt with depends on the activity.
• Oral accuracy. In drill work correct students on the spot,
either by providing the correct answer and asking them
to repeat it, or by indicating the error but allowing
students to correct it. Alternatively, indicate the error
and ask other students to correct it.
• Oral fluency. In pairwork or free-speaking activities allow
students to finish the task without interruption, but make
a note of the errors made and correct them afterwards.
• Written work. Do not over-correct; focus on errors that
are directly related to the point of the exercise. When
giving feedback you may write the most common errors
on the board and help the class to correct them.
Remember that praising students and rewarding good work
is of great importance. Post written work on a noticeboard in
the classroom or school, or give ‘reward’ stickers. Praise effort
as well as success.
E – Class organisation
• Open pairs. The class focuses its attention on two students
doing the assigned task together. Use this technique to
provide an example of how the task should be done.
• Closed pairs. Pairs of students work together on a task or
activity, while the teacher moves around the classroom
offering assistance and suggestions. Ensure the task is
clearly understood before closed pairwork begins.
• Stages in pairwork:
– Organise students into pairs
– Set the task and time limit
– Rehearse the task in open pairs
– Ask students to do the task in closed pairs
– Go around the class and help students
– Pairs report back to the class
• Groupwork. Groups of three or more students work
together on a task or activity. Class projects or role play
are often most easily done in groups. Again, ensure
students clearly understand the task in advance.
• Rolling questions. A student answers a question, then
proceeds to ask a question directed at the next student
in turn. This continues around the class.
STUDENTS’ LANGUAGE PORTFOLIOS
At the beginning of the course, students should be asked to
obtain a suitable folder, or sectioned document wallet, which
they will bring to each lesson and which will hold their
personal Language Portfolio.
In practice, Language Portfolios may include projects or other
written work; memory sticks with work or drawings
completed inside or outside the class; DVDs with the
students’ favourite story, filmed performances of songs,
school plays, Evaluation Sheets and reports from teachers,
various realia or pictures and so on. In short, it is a collection
of what the learners want to keep as evidence of what they
are learning through the medium of the English language.
INTRODUCTION
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This Language Portfolio is the student’s property. It is a tool whole process. Evaluation also allows teachers to reflect on
to accompany the students’ language learning throughout the validity of their teaching practices and the types of
the course and is suitable for documenting their learning material being used.
both inside and outside the classroom. The main emphasis is
The process is divided into three parts: Initial Evaluation at
on the process of learning, so that while compiling their
the beginning of the course, Formative Evaluation, which is
Language Portfolios, learners develop the skill of working
done on a day-to-day basis, and Cumulative Evaluation,
independently.
upon finishing a module.
The aim of the Language Portfolio is to develop the learners’
Initial Evaluation
autonomy. However, they should be guided at first on how to
This evaluation centres mainly on the students’ reports from
organise their work, keep records, access their own information,
the previous school year. The teacher can assess the students’
etc. Learners are usually willing to experiment and try new
level, work already covered, work which needs to be covered,
things, but at the same time, can be discouraged if they are not
strengths/weaknesses, etc.
sure what is required of them. Once a routine has been
established and learners begin to develop their autonomy, they
Formative Evaluation
can be given more responsibility and freedom. Learners will still
Any exercise a student does can be used for this type of
appreciate feedback and appraisal though, so it is important
evaluation. The results are then recorded on the student’s
that their efforts are monitored and facilitated.
Formative Evaluation Chart.
TYPES OF LEARNING STYLES Make as many photocopies as you need and complete the
charts as indicated. Write the names of the activities you are
Experienced teachers will be aware that some of their going to evaluate (e.g., dialogues, songs, pairwork, etc) and
students learn best by listening to new information, some write the marks obtained.
prefer to read about it, whereas other students need to do
something with the new information. There is no absolute Cumulative Evaluation
‘best’ method of learning; these are all valid learning styles, Cumulative evaluation takes into account the work the
as different people learn in different ways. Consequently, a students have done throughout the module as well as their
coursebook should offer a variety of exercises and material participation and attitude. The instruments of evaluation are:
which stimulate all types of learning styles in order to help
the learners learn according to their personal learning styles. • Student’s Self-Assessment Forms: After the students have
• Visual Learners need to see the teacher’s body language completed the Self-Assessment Form section of each
and facial expressions to fully understand the content of module, they fill out the photocopiable Self-Assessment
the lesson. They think in pictures and learn best from Form, giving their subjective opinion of their own
visual displays, including diagrams, illustrations, performance. This learning-to-learn technique enables
transparencies, videos, flashcards and hand-outs. the students to develop awareness of their progress. The
• Auditory Learners learn best through verbal explanations, Self-Assessment Forms should be kept in their Language
discussions, talking things through and listening to what Portfolio for future reference. The Self-Assessment Forms
others have to say. Written information may have little are printed at the back of the Teacher’s Book.
meaning until it is heard. They often benefit from • Progress Report Cards: After students complete each
reading a text aloud and using a CD player. module and take the corresponding test, photocopy the
• Tactile/Kinaesthetic Learners learn best through a hands- respective Progress Report Card from the Teacher’s
on approach, actively exploring the physical world Book and fill out a card for each student. The students
around them. They may find it hard to sit still for long should keep these cards in their Language Portfolio for
periods and may become distracted by their need for future reference.
activity and exploration. These learners express
ABBREVIATIONS
themselves through movement. They have a good sense
of balance and hand-eye co-ordination. By interacting The following abbreviations are used in the Student’s Book
with the space around them, they are able to remember and Teacher’s Notes:
and process information. Involve them in role play,
T teacher sb somebody
pairwork and other classroom activities.
S(s) student(s) sth something
EVALUATION HW homework n noun
L1 students’ mother tongue v verb
Evaluation is an essential part in the learning process. It helps Ex. exercise adj adjective
the learners recognise their progress in the target language, p(p). page(s) adv adverb
how much they have achieved and what areas need further e.g., for example phr phrase
practice. The learners’ attitude towards their own learning i.e., that is phr v phrasal verb
experience is positively influenced as they participate in the etc et cetera

INTRODUCTION

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Our class 1
Topic 1e Across Cultures 13
In this module Ss will explore the topic of school Lesson objectives: To read for gist and specific
including school subjects, sports and classroom objects. information, to post a comment to a blog, to practise
must/mustn't, need, should
Module page 5
Vocabulary: Nouns (uniform, corridor, packed lunch);
Lesson objectives: Overview of the module Phrasal verb (switch off); Adjectives (tough, strange,
Vocabulary: School subjects (English, Geography, Music, polite)
History, Information & Communication Technology [ICT],
Maths, Science, Art, Physical Education [PE], Design & 1f Across the Curriculum: PSHE 14
Technology [D&T])
Lesson objectives: To read for gist and specific
1a Reading & Vocabulary 6-7 information, to give advice
Vocabulary: Nouns (small talk, choir, conversation, step);
Lesson objectives: To read about students around the Verbs (introduce, shake, experience, avoid); Adjective
world, to learn about compound nouns, abstract nouns (comfortable); Phrases (eye contact, go red)
and noun phrases, to learn sports, to listen for specific
information, to ask for and give personal information, to 1g Writing 15
write a short text about someone
Lesson objectives: To read for fact/opinion, to practise
Vocabulary: Sports (ice hockey, karate, skateboarding,
punctuation, to compare two classrooms, to write an
bowling, gymnastics, cycling, swimming, baseball, archery,
email about your classroom
ice -skating, snooker); Nouns (school trip, gymnastics);
Adjective (interested in); Phrase (great sense of humour) Edutainment 1 16
1b Use of English 8-9 Lesson objectives: To learn about and discuss values, to
do a quiz, to write a quiz, to listen for specific
Lesson objectives: To revise/compare the present simple information
and the present continuous, to learn adverbs of
frequency, to learn the -ing form and the to-infinitive, to Language Review 1 111
learn types of adverbs and their comparative forms
Self-Check 1 120
1c Skills 10-11
Lesson objectives: To learn classroom objects, to read
for gist and specific information, to talk about your
school and classroom, to write a short article about your
ideal school/classroom
Vocabulary: Classroom objects (desk, blackboard, chair,
bookcase, computer, map, projector, bin); Nouns (flood,
reality, equipment, space, experiment, relaxation); Verbs
(imagine, include, gather); Adjectives (busy, huge,
essential, bright)

1d Everyday English 12
Lesson objectives: To ask for/give directions, to learn
prepositions of movement and direction, to read for
specific information, to pronounce linking sounds
Vocabulary: School (classroom, auditorium, canteen,
nurse's office, playground, headmaster’s office, staffroom,
art room, field, science lab, computer room, library)

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2 Helping & Heroes

Topic 2e Across Cultures 25
In this module Ss will explore the topics of heroes and Lesson objectives: To read for specific information, to
historical figures. talk about heroes, to write a short text about a hero, to
pronounce strong forms
Module page 17
Vocabulary: Verbs (include, rule, order, arrest); Nouns
Lesson objectives: Overview of the module (leader, battle, death); Adjectives (educated, rural,
Vocabulary: Nouns (painter, queen, emperor, warrior, military, several, free, cruel); Phrasal verb (fight against)
hero, scientist, nurse, president)
2f Across the Curriculum: History 26
2a Reading & Vocabulary 18-19
Lesson objectives: To read for specific information, to
Lesson objectives: To read for gist, to read for specific summarise a text, to design a poster, to write about a
information, to describe people’s appearance & person who helped others
character, to listen for specific information, to write Vocabulary: Verbs (move to, become, decide, receive);
about a historical figure Nouns (award, inspiration); Adjectives (comfortable,
Vocabulary: Appearance (curly, wavy, straight, spiky, injured, dedicated to); Phrases (come true, in need)
thick, long, short, brown, fair, grey [hair], big, long, small
[nose], long, round, [face], big, small, blue, green [eyes], 2g Writing 27
small, wide [mouth], thin, full [lips], tall, overweight, short, Lesson objectives: To read for structure and sequence of
plump, thin, handsome, slim, beautiful, old, ugly, fat, well- events, to listen for specific information and ideas, to
built, attractive, young, middle-aged, of medium height); write a biography
Character (funny, brave, hardworking, patient, honest, Vocabulary: Verbs (elect, guide, shoot, admire); Nouns
lazy, impatient, dishonest, boring, cowardly); Verbs (settle, (president, farmhouse, lawyer, honesty, courage, civil war,
fight, arrest, save); Nouns (chief, peace, colonist, prison); statue)
Adjective (ill); Phrase (good manners)
Edutainment 2 28
2b Use of English 20-21
Lesson objectives: To learn and discuss values, to do a
Lesson objectives: To learn the past simple of regular quiz, to write a quiz, to read for cohesion and rhyme
and irregular verbs, to pronounce /t/, /d/, /Id/, to talk
about past events, to learn prepositions of movement, to Language Review 2 112
write about what you did last weekend
Self-Check 2 121
2c Skills 22-23
Lesson objectives: To read for specific information, to
listen for specific information, to narrate a story, to write
an email about a visit to a place
Vocabulary: Verbs (fit, cool); Nouns (giant, surface,
legend, enemy, result, eruption, lava, myth); Adjectives
(powerful, awake, huge, terrified, volcanic, boiling,
mysterious); Phrase (wonder of nature)

2d Everyday English 24
Lesson objectives: To recommend a book
Vocabulary: Sentences (How was your weekend? I’m sorry
about that. What did you read? It was brilliant. What’s it
about? Sounds exciting. Why don; t you borrow it from the
school library?)

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Topic
In this module Ss will explore the topics of nature and
geography.
Module page
Lesson objectives: Overview of the module
Vocabulary: Geographical features (forest, coast,
mountain, river, steppe, valley, desert, lake, waterfall,
volcano); Places (Mount Everest, Angel Falls, the Grand
Canyon, Malta, Lake Geneva, the River Nile, Niagara Falls,
the Gobi Desert, Ayers Rock, Mount Vesuvius); Continents
(Africa, Asia, Europe, Australia, North America, South
America)
3a Reading & Vocabulary 30-31
Our countryside 3
3e Across Cultures 37
Lesson objectives: To read for specific information, to
act out a phone conversation, to write about a place of
natural beauty, to learn about silent letters
29
Vocabulary: Verbs (cross, exist); Nouns (falls, sight,
producer, power, southeast, island); Adjectives (brave,
electric, freshwater, salty, endangered)
3f Across the Curriculum: Geography 38
Lesson objectives: To read for specific information, to
prepare a quiz on the Earth’s oceans
Vocabulary: Verbs (make up, cover, join); Nouns
(mountain range, breeze, monsoon, flood); Phrasal verb
(make up); Phrase (volcanic activity)

Lesson objectives: To read for specific information, to 3g Writing 39

listen for sequence and order of events, to write about
sb’s experience Lesson objectives: To read for lexico-grammatical
Vocabulary: Activities (do a bungee jump, volunteer structure, to learn simple linkers, to write an email
overseas, ride an elephant, swim with dolphins, take comparing two places
pictures under water, run a marathon, drive a racing car, Vocabulary: Noun (ski slope); Verb (hike); Adjective
play rugby in an international match, run with bulls); (calm)
Adjectives (exciting, fun, difficult, tiring, risky, interesting);
Edutainment 3 40
Verbs (destroy, arrive); Nouns (experience, adventurer,
coral reef, space, species, diver, jungle hike, view, Lesson objectives: To learn and discuss values, to do a
hummingbird, wildlife, ruins, resort, temple, dune, stone); quiz, to write a quiz, to read & listen for specific
Adjectives (curious, underwater, ancient, challenging, information, to express an opinion
spectacular, rare, unique); Phrasal verb (slide down);
Phrase (be covered in sth) Language Review 3 113

3b Use of English 32-33 Self-Check 3 122

Lesson objectives: To learn the present perfect and

for/since, to compare the present perfect and the past
simple

3c Skills 34-35
Lesson objectives: To read for gist and specific
information, to listen for specific information, to talk
about the weather/seasons, to complete a dialogue, to
write an email
Vocabulary: Verb (flow); Nouns (environment, scenery,
destination, hare, lizard, shape, building, cliff, sunset,
shadow); Adjectives (located, difficult, surrounding,
breathtaking, fascinated, ideal, striped)

3d Everyday English 36
Lesson objectives: To book a holiday
Vocabulary: Sentences (Can I help you? I'd like to book a
trip. When would you like to leave? How much is the trip?
How would you like to pay? You’re welcome.)

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4 Drama & Comedy

Topic
In this module Ss will explore the topic of drama and
literature.
Module page 41
Lesson objectives: Overview of the module
Vocabulary: Drama, Tragedy, Comedy
4a Reading & Vocabulary 42-43
Lesson objectives: To read for gist and specific
information, to learn literary elements, to summarise a
text, to act out an excerpt, to write a new ending for a
story
Vocabulary: Literary elements (script, plot, character,
setting, conflict, dialogue monologue); Verbs (serve, decide,
lick, whisper, appear); Nouns (workhouse, master, pot,
elbow, silence, spoon); Adjectives (possible, ungrateful);
Phrase (can't believe my ears)
4b Use of English 44-45
Lesson objectives: To learn the past continuous, to
compare the past simple and the past continuous
4c Skills 46-47
Lesson objectives: To read for specific information, to
talk about different types of films, to listen for specific
information, to decide on a film to watch, to write an
email
Vocabulary: Types of films (fantasy, action/adventure,
science-fiction, historical, western, comedy, animated,
horror); Verbs (release, introduce, create); Nouns (director,
sailor, herdsman, audience, tradition, cast, performance,
lead role); Phrasal verb (give up)
4e Across Cultures 49
Lesson objectives: To read for specific information, to
give a presentation on two writers, to write about a
writer in your country
Vocabulary: Verbs (attend, move to, translate, explore,
name after); Nouns (playwright, success, play, professor)
4f Across the Curriculum: Literature 50
Lesson objectives: To read for gist and specific information,
to learn about rhyme, to draw a picture
Vocabulary: Verbs (lie [-lay], plant); Nouns (counterpane,
pillow, uniform, drill, hill, fleet, sheet, giant, dale, plain);
Adjectives (sick, leaden, still, pleasant)
4g Writing 51
Lesson objectives: To read for sequence of events, to
listen for specific information and ideas, to write a story
Vocabulary: Verbs (travel, wonder); Nouns (legend,
journey, edge, log); Adjectives (excited, misty); Phrasal
verb (step back); Phrase (move from side to side, in horror)
Edutainment 4 52
Lesson objectives: To learn and discuss values, to
practise infinitive and -ing forms, to do a quiz, to write a
quiz, to listen and read for gist
Language Review 4 114
Self-Check 4 123

4d Everyday English 48
Lesson objectives: To book tickets for a performance; to
learn the pronunciation of \i…\, \l\
Vocabulary: Sentences (How can I help you? I'd like to
book two tickets for …, I'm sorry but it's sold out. How
about the 9 pm show? That sounds OK. How much are the
tickets? Enjoy the show!)

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