Poptropica English AmE TB Level 6

Poptropica English
6
Welcome to Poptropica English, a six level primary English series that engages
young learners like never before. The unique combination of beautiful in-class materials and
TEACHER’S EDITION
fun-filled online activities, songs and games, creates a world of excitement and adventure
that kids won’t want to leave.
Poptropica English:
• Empowers students, putting them at the heart of the learning experience
6
• Engages students, sparking imaginations through captivating characters and online adventures
• Evaluates student performance in every lesson
• Elevates learning to a whole new level
TEACHER’S EDITION
Poptropica English makes learning English
an unforgettable adventure.
Wiltshier • Jolly • Nunan
John Wiltshier • Aaron Jolly

Series Advisor: David Nunan
CVR_POEN_TB_06GLB_1314_CVR.indd 1 24/05/2016 11:08

Pearson Education Limited Galyna Andrushko 17/3, antonsov85, 17/4 (pasta), atoss 10 (c), Arvind
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COV_POEN_TB_06AME_1402_IFC.indd 1 24/05/2016 11:06

TEACHER’S EDITION
6
Aaron Jolly • John Wiltshier

Series advisor: David Nunan
A01_POEN_TB_06AME_1402_PREL.indd 1 9/10/18 2:18 PM

Cont e n t s
Scope and sequence 4
Introduction 6
Cross-Curricular Teaching 7
Classroom Management Tips 8
Assessment for Learning 9
Components 11
Poptropica English World 13
Unit Walkthrough 16
Course Planning 20
How to Use Stories 23
Game Bank 24
Extension Bank 26
Lesson Notes and Story Cards 28
Activity Sheets 154
Workbook Script 160
Workbook Answer Key 165
Assessment 173
Tests Script 174
Tests Answer Key 179
Placement Test 183
Unit Tests 188
Review Tests 204
End of Level Test 220

S cope an d s e q u e n c e
Welcome
Vocabulary: Senses: look, smell, taste, sound, feel
Structures: Does it look good? Yes, it does. / No, it doesn’t.
What does it look like? It looks good. It looks like a cake.
1 Adventure camp
Vocabulary: Camping equipment: sleeping bag, tent, poles, pegs, compass, flashlight, Values:
first-aid kit, air mattress, air pump Safety first.
Camping activities: pitch the tent, take down the tent, put in the pegs, set up Think about safety when
the bed, cover our heads, light a fire, keep out the rain, read a compass you go camping.
Structures: Flo is good at swimming. Cross-curricular:
I like hiking, but I don’t like sailing. Social science:
I love fishing and camping. Being a mountaineer
I’m pitching the tent. and an adventurer
We’re putting in the pegs. survival kit
I can pitch a tent, but I can’t read a compass.
2 Wildlife park
Vocabulary: Animals: rhino, cheetah, panther, meerkat, emu, scorpion, seal, otter, sea Values:
turtle, tiger, lemur, koala, whale Think before you act.
Superlative adjectives: tallest, longest, shortest, biggest, smallest, heaviest, Think carefully before
lightest, fastest, slowest making important
Structures: How heavy is it? It’s 800 kilograms. decisions.
How tall is it? It’s 5 meters tall. Cross-curricular:
The giraffe is taller than the rhino. Science:
The giraffe is the tallest. Chameleons
Are otters bigger than seals? Yes, they are. / No, they aren’t. kept, in the wild
Were the giraffes taller than the trees? Yes, they were. / No, they weren’t.
Which is the heaviest? The hippo is the heaviest.
3 Where we live
Vocabulary: Places: supermarket, library, park, movie theater, shopping mall, museum, Values:
bank, pharmacy, castle Learn to be flexible. It
hospital, airport, bookstore, station, arcade, coffee shop can be frustrating when
Structures: How do you get to the school? Go straight, then turn left at First Avenue. / you have to do things you
It’s next to the movie theater. / It’s behind the park. / It’s at the end of don’t want to do. Learn to
First Avenue. stay calm and just do it!
I want to go to the park. / He/She wants to go to the park. Cross-curricular:
I have to go to the library. / He/She has to go to the library. Geography:
Interesting places
4 Good days, bad days

Vocabulary: International food dishes: curry, an omelet, spaghetti, fish and chips, paella, Values:
dumplings, sushi, stew, rice and beans, noodles, soup Be positive about your
Verbs and objects: pack my bag, miss the bus, pass a test, eat my lunch, day. Don’t worry. Be
bring my juice, drop the ball happy.
Structures: I cooked stew. Cross-curricular:
He dropped the plate. Social science:
She paddled very quickly. Ellen the sailor
We fell in the lake. sailor, alone, broke (the
What happened? I didn’t pass my test because I didn’t study. world record)
He didn’t bring his juice because he was late for school.
4

5 Trips
Vocabulary: Tourist attractions: aquarium, amusement park, palace, water park, theater, Values:
national park, circus, botanical gardens Plan, but be flexible.
Amusement park attractions: ride the Ferris wheel, go on the bumper cars, Planning helps you do
play miniature golf, go on the paddle boats, ride the roller coaster, go on the more things.
pirate ship, go on the water slide
Cross-curricular:
Structures: What did you do yesterday? I went to the aquarium. Social science:
Did you go to the aquarium? Yes, I did. / No, I didn’t. Beach safety
Did you like the aquarium? Yes, I did. / No, I didn’t.
What will you do at the amusement park?
First, I’ll ride the Ferris wheel. Then I’ll go on the bumper cars.
6 Arts
Vocabulary: Movie genres: thriller, comedy, sci-fi, romance, musical, cartoon, action, Values:
western Learn to be self-sufficient.
Musical instruments: cello, harmonica, saxophone, triangle, drums, clarinet, You can always do some
harp, tambourine, cymbal, maracas, castanets things by yourself.
Structures: I saw the movie by myself. Cross-curricular:
You wrote it by yourself. Literature:
He made it by himself. Poetry
She didn’t go to the movie by herself.
We didn’t watch it by ourselves.
They didn’t draw it by themselves.
Did you hear the cello? Yes, I did. / No, I didn’t.
Have you ever played the saxophone? Yes, I have. / No, I haven’t.
Have you ever been to a concert? Yes, I have. / No, I’ve never been to a concert.
7 Space
Vocabulary: Space: an astronaut, a planet, a comet, a telescope, an alien, a spaceship, a Values:
satellite, the Moon, a star, the Sun Use your imagination
Adjectives: complicated, amazing, frightening, intelligent, brilliant, important, when you are trying to
fascinating, gorgeous solve a problem.
Structures: Who are they? They’re astronauts. Cross-curricular:
When did they come? They came last night. Science:
Where did they come from? They came from the Moon. Space facts
How did they get here? They came by spaceship. giant leap, mankind,
Why are you looking at the sky? I saw a flashing light. discovery, life, possible
What’s that flashing light? It’s a spaceship.
Which telescope is more complicated?
The big telescope is more complicated than the small telescope.
Which telescope is the most complicated?
The big telescope is the most complicated.
Which telescope is less complicated?
The small telescope is less complicated than the big telescope.
Which telescope is the least complicated?
The small telescope is the least complicated.
8 The environment
Vocabulary: Ways to help the environment: recycle paper, recycle bottles, pick up trash, Values:
reuse plastic bags, turn off the lights, use public transportation Save our planet.
Environmentally friendly outcomes: recycle paper / save trees, recycle Learn to save energy and
bottles / save resources, pick up trash / keep the planet clean, reuse plastic keep the planet clean.
bags / reduce waste, turn off the lights / conserve energy, use public
transportation / reduce pollution Cross-curricular:
Geography:
Structures: Are you going to recycle paper? Yes, I am. / No, I’m not. I’m going to Our amazing world
recycle bottles.
What can you do to help? I can use public transportation.
If you reuse plastic bags, you’ll reduce waste.

Introduction
Dear Teachers, is a six-level course
for children learning
Welcome!
English at primary level. It offers best
It is my pleasure to introduce you to Poptropica English. This is the practice methodology in the
most exciting and important series for teaching English to young classroom, while also offering teachers
learners on the market today. It is designed to educate learners and students an innovative digital
for the twenty-first century. This involves more than teaching environment in the shape of the unique
learners to communicate in English. It also involves helping Poptropica English World.
learners to socialize and work cooperatively, to have a sense
Poptropica English is designed to
of responsibility to others, to develop their ability to reflect on
provide teachers and students with a
their learning processes, and to begin learning and using English
truly blended English language learning
independently.
environment. It takes into account
The series is based on some key educational principles. The the current movement towards using
most important of these is that of catering to the whole learner. an increased amount of technology in
This means that you are not just responsible for developing the the classroom, and also at home, as
ability of learners to communicate through English, you are also more and more families use computers
responsible for their emotional, social, and moral development. and want safe, effective, educational
This is a very challenging task, but Poptropica English will provide material for their children.
you with resources to help you meet that challenge.
Poptropica English motivates
Through these materials, learners engage with English by using children by introducing them to
it in a wide range of interesting and fun situations that relate Poptropica English World, an online
to their everyday lives. Yes, they have to learn vocabulary and area which extends and enhances their
master the pronunciation and grammar of the language, but they learning. Students are introduced to a
do so through engaging tasks that keep them motivated and show group of Poptropicans in an Island
them the relevance of English to their lives beyond the language Adventure Game that echoes their
classroom. books. Children follow the characters
The journey from infancy to adulthood is an amazing adventure, through their book, while listening to
of which language learning is a part. I hope that you enjoy taking stories, singing songs, communicating,
your students on the adventure with Poptropica English. and playing games along the way.
Most importantly, students will enjoy
David Nunan themselves, and make their own
Series Advisor discoveries in English.
Poptropica English
Methodology
Practice is provided in the form of controlled and
Poptropica English assumes no previous
more open activities, using the presented language.
knowledge of English and takes a “5Ps” approach
to communication in order to provide support and Production activities encourage students to use
encourage production from an early stage. The PPP the language either to speak or write something.
(Presentation, Practice, and Production) method These activities encourage students to become more
is a tried and tested approach which is favored by autonomous, and to manipulate the language in order
many teachers in the primary classroom. The lesson to communicate.
sequence is clear and easy to follow and works in
Personalization activities are also included in the
a structured way. The Poptropica English “5Ps”
lesson structure to engage students further with the
approach adds also Personalization and Pronunciation.
unit language, and to help them with language recall.
Presentation is the first stage. The teacher
Pronunciation is a key area in language teaching, and
demonstrates the key language, while providing a
it is addressed in all units. Students practice it through
model (on audio or Poptropica English World) for
fun and engaging songs and chants that help them
students to hear the correct pronunciation.
acquire the stress, rhythm, and intonation of English.

Cross-Curricular Teaching
Children are naturally curious about the world around • What the students hear or read about a topic can
them. They want to know how nature works (natural later provide realistic reasons for speaking and
science), how man’s inventions function (technology), writing about it.
they are drawn to the exciting stories behind man’s
Tip 2: As the students do the activities in the lesson,
achievements and artistic creations (history/art), as
highlight any new vocabulary relating to the topic, and
well as the fascinating landscapes and customs of far-
gather it in a simple diagram on the board. At the end
away places (geography/social science). Therefore,
of the lesson, invite the students to copy the diagram
it seems natural and appropriate for their foreign
into their notebooks for later reference.
language classroom to provide opportunities for them
to explore this world, and to integrate the resulting • Cross-curricular lessons can lead to very motivating
knowledge and understanding with language learning. individual or small group projects.
Here are some other reasons for integrating Tip 3: Invite students to read the instructions and
content with language learning, and some tips for help them visualize what the end product will be (a
making the most of the cross-curricular pages in written list of physical exercises, possibly illustrated
Poptropica English: with drawings or photos, or a poster with pictures,
captions, and a short text describing an animal from
• Young students already bring an incredible amount their country). Help students think about what to write,
of previous knowledge of the world to the language-
how to draft and edit and, finally, how to make it look
learning classroom.
nice (layout, design). Depending on the time available,
Tip 1: Start the lesson by inviting students to focus allow students to do the project in class, or write a
on the images on the page and ask a few warm-up draft in class and complete the project at home.
questions, e.g., What can you see on the page? What
is the lesson about? What do you know about the topic? • Mini projects can lead to research opportunities.
What
23
else
Whatwould you like to know? Use the children’s
do you know? 2 Tip 4: Help the students brainstorm sources of
first
24
language if necessary. information for their mini project (the school library,
Find the chameleons in the pictures. Then listen and read.
A:33
the Internet, an “expert” from school, a relative or
family friend). Teach them to gather – and check the
relevance and reliability of – information.
Cool camouflage Tip 5: You might like to give students feedback.
for chameleons! You could give students two stars and one wish
Chameleons are one of the
world. There are 160 kinds
change color. Here are some
strangest animals in the
of chameleons, and many
more facts about them.
can e.g.,
21 Beautiful pictures!,
What do you know? Excellent coloring! Add one more
picture label. This could be given in L1.
3
22 Listen and read. Where are the places in the pictures?
Size: They are sometimes smaller than your finger. Some are A:47
longer than your arm! Females are often smaller than males.
Body: They have very long tongues, and their feet have claws.
They are very good at climbing. Cool places 1
There are some very interesting cities, towns, and villages in the
Color: Chameleons are very smart – they use color to show how world. Here are some of them. Which do you want to see?
they feel or to hide. They can change color when they are scared,
angry, hot, or cold. For example, a panther chameleon turns red Barcelona, Spain
when it is angry. Look at these beautiful chimneys! They are on 2
Places: A lot of chameleons live in Madagascar in Africa. Some the roof of a house in Barcelona. They are by
live in India, too. They like hot, dry places. Antoni Gaudi. Gaudi was a famous Spanish
architect.
Food: Chameleons eat insects, and they are good at catching This is a nice place to sit, but it is noisy in the
flies with their long tongues. Some big chameleons can eat small summer. It is in a big park, and it looks like a
birds. snake! Its name is the Serpentine Bench.
Life span: They usually live for five to ten years. They
live longer when they are kept as pets than in the wild. 3 Bourton-on-the-Hill and Bourton-on-the-Water,
4
England
One of these villages is on a hill, and the other is on a
river. In Bourton-on-the-Water, there are little bridges
over the river. There are a lot of wonderful, old villages
25 26 Find out about an
Ask and answer. in England. They are usually quiet but beautiful.
interesting animal.
1 What do chameleons look like? 5
Alice Springs, Australia
2 • Ideas – Think about the most interes
When do they change color? ting Alice Springs is a town in the middle of
3 Where do they live? animal you know. the desert. A lot of tourists want to visit
Alice Springs because the world-famous
4 What do they eat? • Plan – Make notes about size/body/colo
r/ Uluru, or Ayers Rock, is near the town.
places/food/lifespan.
• Write – Write 1–2 sentences about
each of
these things.
23 Circle.
• Share – Tell a classmate about your animal
.
1 The chimneys by Antoni
Gaudi are in ( Spain / 24 Find out abou
t an interesting place. Then write
the United Kingdom ). .
Lesson 8 Can understand a text about a chameleon / Can find out and write about an interesting animal 31
2 The Serpentine Bench • Ideas – Choose a famous place anywh
ere in the world.
is ( next to a museum / • Plan – Make detailed notes about it.
M02A_POEN_SB_06AME_1365_U02.indd 31 7/13/15 10:48 PM in a park ). Where is it? What ’s there? Who lives
3 Bourton-on-the-Water there?
What can you do there? Is it noisy/quiet/be
is ( on a river / autiful/hot, etc.?
Why do you like it?
next to the ocean ).
4 Alice Springs is • Write – Use your notes. Write a paragr
aph about the place.
( a rock / a town ). • Share – Tell a classmate about the famou
s place that you chose. 7
Lesson 8 Can understand a text about cool places / Can find out and write about an interesting place 43
Classroom Management Tips
Poptropica English presents different classroom Strategic Grouping: Depending on the activity,
dynamics. It goes from individual work to pairwork, you may want to group students using one of these
group work, and whole-class activities. When working combinations: stronger and weaker students together,
in pairs, groups, or in a whole-class setting, students stronger students together, weaker students together,
foster cooperative learning, where they learn with and talkers and listeners together. Whatever you choose,
from each other. The following suggestions focus on do not let students know what your strategy is.
different ways of grouping or pairing students. All the
activities presented here are suited to any group size, Signaling that the activity has finished
age, or interest.
When assigning speaking activities and playing games
in large classes, it can often be hard to grab students’
Ideas on how to divide students into pairs attention. With this in mind, here are some suggestions
and groups to help you deal with this situation.
Grouping by Order: Organize students in a specific Can You Hear Me? Start talking to them in a very
order and then divide them up. Ask students to get low voice and say, If you can hear me raise your hand.
in line in alphabetical order (according to their first Students who hear you raise their hand, which will call
or last name, or the number of letters in their name), the other ones’ attention and they will do the same.
order of birthdays (grouped either by month or by their
day of birth), months of the year, days of the week, or Clapping: Clap your hands in different patterns and
height. speed. Students have to join you in clapping. Say, Clap
once if you can hear me. Some students join you. Then
Animal Sounds: This is a loud but fun way to divide say, Clap twice if you can hear me. And finally, Clap
students up. Have names of animals on slips of paper. three times if you can hear me. At this point, students
Distribute them and ask students not to show their slip will notice that the activity has finished.
to each other. When they are ready, ask them to start
making the sound of that animal that they have on the Eyes on Me: Count to three saying, One, two, three…
slip of paper. They have to find the other members of eyes on me! Students stop the activity and say, One,
their animal family. two, three… eyes on you! This way, if the other students
have not heard you, they will hear the students and
Pick and Mix: Students can be divided into groups or then notice that the activity is finished.
pairs by having them pick objects from a bag. Then you
will ask them to find their team mates. Some examples Give Me Five: Raise your hand and say, Give me five.
of objects you can use are: Students put their hands up and say, five. Then they
start to count from one to five. If that does not call
Colored chips: (e.g., ask students to team with same everyone’s attention, say, Give me five again. Students
colors together; different colors together; two same repeat the count.
color chips and two different ones, etc.).
Raising Hands: Raise your hands. Wait until students
Colored pencils: (e.g., students who get the same colors notice your hands up and gradually stop talking.
are in the same group/pair, light and dark of the same
color makes a pair, four different colors makes a Ring a Bell: Set a timer for the amount of time you
group, etc.) would like the activity to last, or ring a bell. When
students hear the sound, they stop the activity.
Numbered popsicle sticks: Prepare popsicle sticks by
writing a number at the end of each stick and placing Silent Request: Create a signal for silence. Then
them number down in a small can or container. Each practice the signal with your students until they know
student picks one and finds their group/pair (e.g., same that every time you make that signal it is time to stop
numbers, sequential numbers, odd numbers, etc.). the activity.
Word jumble: Write vocabulary words from a topic Singing: Play or sing a Poptropica English song or
on sheets of paper and put them in a bag or box. Ask chant. Have students join you.
students to pick one and find the rest of their group or Stop Light: Make a stop light with removable color
pair. Students should look for others who have similar circles. When in green, students can talk in pairs or in
words or things (e.g., animals – all dogs together, all groups. When in yellow, they must be ready to end the
birds together, all cats together), others who group conversation. When in red, it is time to stop talking.
together (e.g., jungle animals, farm animals, sea If they are too loud, you can quickly go from green to
animals) or others whose word starts with the same red. If they are quieter again, go back to green.
letter (e.g., roses, rainbow, rain, rock).

What is Assessment for Learning?
Poptropica English includes elements of Assessment Where is the learning adventure used?
for Learning methodology, which help to enhance
learning by supporting students in understanding what The learning adventure is used in Vocabulary,
they know and what they need to do next, empowering Cross-curricular, I can do it!, and Wider World lessons.
them to move themselves forward, and making them
active in their own learning, as well as helping teachers How do I introduce the learning adventure to
understand where their students are. Assessment my students?
for Learning is looking for ways to understand how It’s a good idea to model with students how to use the
students are doing, and using this information to learning adventure poster. The learning adventure
help them improve, and to also help teachers make poster can be put in the classroom, and the image is
decisions about how to help students improve. used in a sequence of activities, using both the Student
Book and accompanying teacher’s notes, and in
Assessment: isn’t this testing? Poptropica English World for class presentation.
It can be, but when we talk about Assessment There are four steps on the learning adventure:
for Learning, we’re really talking about assessing
students formatively, watching and listening to our 1 Let’s go! – This means that students have started a
students to see how far they understand, and using this new learning objective and are at the beginning of
to help decide what we need to do next. This can be their learning; maybe they know one or two words.
during any activity in class, the kind of assessment you 2 I’m on my way! – This means that students
already do every day! are moving along their journey with increasing
understanding or knowledge; maybe they know five
Why is Assessment for Learning important in or six words.
Poptropica English? 3 I’m almost there! – This means that students are
Poptropica English provides fun and engaging feeling increasingly confident about what they have
material to help your students have an exciting and learned, and have a good (though not necessarily
motivating early experience with English. A handful of 100%) knowledge or understanding.
Assessment for Learning techniques and activities 4 I’ve arrived! – This means that students are very
have been integrated into each lesson, to build on this confident about what they have learned, and have
positive experience. These activities give students a good (though not necessarily 100%) knowledge or
an awareness of what and how they are learning, understanding.
and give you, the teacher, lots of opportunities to
assess how each student is doing. Introducing the
How do I use the poster with my class?
learning adventure in your classes to talk about
students’ learning, makes each step along their English It’s really useful if you can have the poster on the wall
language adventure visible and interactive, engaging for every class. The poster is used in two different ways.
and motivating students while also developing self-
assessment skills.
y
Where are ou on your learning adven
ture
?
What is the learning adventure?
The learning adventure, based on each of the I’m on
my way st
Poptropica English Islands, is a path which alm
I’m here
t
o
represents how confident the student feels about a

particular learning objective. Using this poster in class go
I’ve
arrive
Let’s
enables students to develop self-assessment skills, by d
reflecting on how well they can remember vocabulary,

for example, from the lesson or unit. It can also help
gather evidence for the teacher on who is confident
about the lesson, and who needs more practice.
POPENG_AME_POS_M06.indd 1 13/07/2015 11:46

For Vocabulary, Cross-curricular, and Wider Pop Quiz – Gives you a quick end-of-lesson activity to
World lessons. help you check where who has “got it” and who needs
The poster works in the same sequence each time and more help.
the lesson plans show you exactly when and how. Every Provides opportunities to see where students are in their
lesson begins with student-friendly objectives – these learning, and helps you provide useful feedback and adjust
will appear in the teacher’s notes for each lesson. your teaching in line with individual needs.
You can write these on the board, or if you are using Extension questions – Asks students a question to help
Poptropica English World, the objectives appear on extend their thinking and learning.
screen at the start of each lesson sequence. The first
activity in these classes is What do you know? – this is a Requires more than only remembering what they have
Student Book activity asking students which words they learned, and illustrates that they have understood it.
know on this topic before the main class presentation. I can do it! – Self-assessment lessons develop students’
This will find out what students already know about skills to assess where they are in their learning, and
a topic, engage them, and give students confidence what they need to do next to achieve their learning
that they know something already. Now, using the goals, motivating them to continue learning.
poster, ask the students, Where are you on your learning Developing the skills to identify what you know and what you
adventure? Ask students to think about how many words don’t forms a huge part of learning. With practice, this should
they know, and to say which stage on the poster they facilitate learning and produce confident students, not afraid to
think they are at, e.g., if they know two or three words, ask for help from teachers and their classmates.
they might say, Let’s go! as they are at the beginning of
their learning. You should respond positively, as they
are already moving along their learning adventure! At When can I use the learning adventure?
the end of the lesson, ask the students again, Where You can use the learning adventure in any lesson
are you on your learning adventure? Students think how with any learning objectives. For students new to this
many words they know now, and choose a stage on the concept, it’s good to begin with vocabulary, as it’s easy
poster, e.g., if they know eight words they might say, I to identify what you know and have learned.
know teddy bear, car, kite, doll, boat, bike, ball, train. It’s
a good idea to remind students of where they were at What if my students do not use the learning
the beginning of the lesson, and where they are now, to adventure accurately?
really emphasize the progress they are making.
It doesn’t matter too much about accuracy. They aren’t
I can do it! giving themselves grades, they are simply increasing
The poster is used to help students develop the skills their awareness about their own learning. What matters
needed to identify what they know and what they don’t is helping your students to increase their awareness
know, to help them focus and move themselves forward. by modelling how to use the poster, using examples to
With practice, this should make learning more efficient, show how many words you might know for each stage
produce confident students not afraid to ask for help from on the poster. Also, by encouraging students to think
teachers and classmates, and underline that everyone of their progress more positively if they underestimate
can make progress. As with every lesson, we begin with on the learning adventure. Or, if students indicate
Student-friendly objectives. We ask students, What can too confidently where they are, ask students to think a
you remember? This activity asks students to recall what little more carefully about how many words they can
topics/language they learned in the previous unit. Ask remember, for example. For strong students, keep them
students, Where are you on your learning adventure? For motivated by asking them to find out more about the
each topic/language area, ask students to say where topic or new words on the topic. Also, using the poster
they are on their learning adventure. The students then regularly in class will help students integrate this into
complete a set of activities to help them review and their learning more easily.
consolidate the unit topic/language.
What if my students are very shy?
What other Assessment for Learning activities If students don’t want to say where they are, you can
are there, and why should I use them? make cards that students can hold up in class. Each
What do you know? – Asks students if they know any student can make a card for each stage, e.g., Let’s go.
words associated with the unit topic before the main
class presentation.
Students will feel confident that they already know some
words from the topic so they aren’t at the beginning of
their learning.
10 Assessment for Learning

Components
For the student
• Four Wider World units;
Poptropica English
• Four Review units;
• Goodbye unit to consolidate and wrap up;
6
• Wordlist; Welcome to Poptropica English, a six level primary English series that engages
young learners like never before. The unique combination of beautiful in-class materials and
STUDENT BOOK
• Verb list.
fun-filled online activities, songs and games, creates a world of excitement and adventure
that kids won’t want to leave.
Poptropica English:
• Empowers students, putting them at the heart of the learning experience
Poptropica English World is an online area where

6
• Engages students, sparking imaginations through captivating characters and online adventures
• Evaluates student performance in every lesson
STUDENT BOOK
students can find a variety of resources which enhance
• Elevates learning to a whole new level
Poptropica English makes learning English
their learning: an unforgettable adventure.
• the Poptropica English Island Adventure Game,

which provides a safe, engaging, and highly-
motivating environment where students meet the
Morales • Wiltshire • Jolly • Nunan

characters from the Student Book plus a host of
other exciting characters, and follow them on an
adventure. Students will engage in safe, “closed-
chat” dialogs with the characters they meet, and will
practice target language from the units. They will also José Luis Morales
John Wiltshire • Aaron Jolly
follow instructions to help them solve puzzles, and Series advisor: David Nunan
learn supplementary language along the way. The

POPENG_AME_L6_SBK_CVR.indd 1 09/07/2015 13:33
Poptropica English Island Adventure Game is a

great tool to make learning happen in an interactive
way, and it further consolidates and extends the
language learning process. Most of all, students will
enjoy learning through play and will absorb English
without realizing it!
• homework assigned by their teachers and
automatically graded;
• extra online games to consolidate the language
introduced in the classroom;
• songs and chants for the course;
• videos for the course, which contain four animated
stories with Poptropica English characters.
For the parent

Parents also have access to Poptropica English
World, through their child’s account and can track
their children’s achievements.
The Workbook provides reinforcement and
consolidation of the language presented in the Student
Book. It contains controlled and freer practice, plus
personalization, further listening, and reading texts.
The accompanying CD contains all the audio for the
listening activities in the Workbook.
11

For the teacher
The Teacher’s Edition provides step-by-step lesson
plans covering all the Student Book material.
Each lesson plan is clearly structured into stages:
• Warm-up activities;
• Step-by-step lesson plans;
• Pop Quiz.
The lesson notes are designed to be flexible support
for all teachers, including those who may lack time
for planning or who have limited access to resources.
The Introduction includes recommended procedures
for using games and stories effectively, and how
Poptropica English World can be best exploited.
For maximum flexibility and variety, the following
photocopiable materials can be found in the
Teacher’s Edition:
• Story Cards;
• Activity Sheets; The Class Audio CDs contain all the songs (including
• Tests. karaoke versions), chants, stories, and listening
Poptropica English World is one online location where activities which appear in the Student Book. They
teachers, students, and parents can find all the materials also contain audio for tests which are available in the
and tools which can be used inside and/or outside the Teacher’s Edition. All the audio is also available online
classroom with Poptropica English. Teachers can use as part of Poptropica English World.
it for lesson preparation, for delivering lessons, to assign The Picture Cards present main target vocabulary in
and track homework, to monitor students’ performance, each unit. The teaching notes in the Teacher’s Edition
and to manage their classes. The resources available to clearly explain how the Picture Cards can be used to
teachers include: present, practice, and consolidate language through
• Online lessons which let you present the material games and activities. The Picture Cards are also
using an interactive whiteboard or projector. The available online as part of Poptropica English World.
lessons contain activities mirroring the sequence of 102
material introduced in the Student Book and in the
Teacher’s Edition but in an interactive format best
suited to a digital experience. The lessons also contain
all the audio for the course. An offline version of the saxophone
lessons is also available.
• Assignable online homework with automatic grading; 02/07/2015
11:30
• A tool for tracking the performance of both

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ion Limi ed 2015
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individual students and the whole class;

02/07/2015 15:10
The posters accompanying the course are of two

• Extra resources like tests, worksheets, videos, types. Learning adventure posters help students and
posters, and Picture Cards;
teachers gain awareness of what and how the students
• Access to the Poptropica English Island Adventure are learning. Vocabulary posters serve as another
Game, in which students can meet characters
tool for teaching and consolidating vocabulary. All
from the book in a safe, engaging, and motivating
posters are also available online as part of Poptropica
environment. The game consolidates and extends the
English World.
material covered in the Student Book.
• Poptropica English World can also be used by The videos are available in Poptropica English
parents and students at home. It will allow students World. They give students a new context in which to
to access extra activities and will give parents the recycle the language of the Student Book.
opportunity to monitor their child’s progress.
The Tests (Placement Test, Unit Tests, Review Tests,
You will find more information on Poptropica English and End of Level Test) can be found at the back of the
World on pages 13–15. Teacher’s Edition. The audio for these tests is on the
Audio CD. These tests and the audio are also available
online, as part of Poptropica English World.
12 Components

Poptropica English World
Poptropica English has been designed as a course How can I use the print and digital components
in which all the components are aligned to provide of Poptropica English?
best practice methodology and an innovative digital
environment, both inside and out of the classroom. Poptropica English can be used in all classrooms,
The print components and the Poptropica English whatever the level of technology. The lesson flow is the
World environment allow teachers to choose varying same irrespective of which medium you use, but you
degrees of blended learning approach in their lessons, can use the components in different ways, depending
depending on their situation. on whether you have access to the Internet and/or to
an interactive whiteboard.
What is Poptropica English World?
Scenario 1
Poptropica English World is one online location
where teachers, students, and parents can find
I have no Internet and no interactive
materials and tools which can be used inside and/or whiteboard in my classroom. How can I benefit
outside the classroom with Poptropica English. from Poptropica English World?
Poptropica English World consists of two As long as you can get Internet access somewhere (in
main areas: the staffroom, at home), you can set online homework
for students to do at home. Students’ homework will be
Teacher area graded, and their achievements will be visible to you.
This is an area that teachers can use for lesson You will be able to see how well the whole class and
preparation, for delivering lessons, to assign and track individual students are doing, and which structures or
homework, to monitor students’ performance, and to vocabulary still need further practice.
manage their classes. It contains online lessons, which You can access extra resources such as tests to print
enable lessons to be delivered with an interactive and use with your class.
whiteboard or projector. An offline version of the
lessons is also available. It also contains assignable You can encourage your students to get more
online homework. It has a tool for tracking the practice and/or use English outside of class, by asking
performance of both individual students and the them to explore other areas of Poptropica English
whole class. It also has extra resources to use in World. They can do homework, play the Poptropica
the class, such as tests, videos, posters, and Picture English Island Adventure Game or mini games at
Cards, and allows teachers download access to the home in their free time, thus gaining extra exposure
Poptropica English Island Adventure Game. to the language covered in class. In the Poptropica
English Island Adventure Game, they will meet
characters from their coursebooks, and will be able to
join them in their adventures. Students can also play
extra games available for each unit of the book.
Finally, you can encourage students to return to the
songs, chants, and videos covered in class, which
are all available in Poptropica English World, to
consolidate their learning.
13

Scenario 2 Scenario 3
I have an interactive whiteboard or projector I have a classroom with an interactive
but no Internet in the classroom. How can I whiteboard and Internet. How can I benefit
benefit from Poptropica English World? from Poptropica English World?
• You can do everything that teachers in scenario 1 • You can do everything that teachers in scenario 2
can do. can do.
• You can use the offline version of the lessons in the • All the media that you need to deliver your lessons
class via the interactive whiteboard. The lessons will be available in one location, and you can use them
reflect the sequence of activities in the Teacher’s at any moment. In addition, you can preview and
Edition but using digital media. The activities assign homework, access the additional resources,
themselves will sometimes have a slightly different and student area content directly from the lesson.
format than in the book, in order to make them • You can share in-class content with students.
interactive and make the best of the digital medium. • You can receive content updates.
The parts of the lesson when children need to do
individual practice can still be done in the Student Where can I find more information on how to
Book or Workbook. use Poptropica English World?
There are help notes and help videos available in
Poptropica English World to guide you through
common questions.
What are the benefits of using both the print

components and Poptropica English World?
• Your students will spend more time on their English
exploring the student area outside of class, and
reinforcing their in-class learning via a mixture of
printed and interactive homework activities;
• Your students will get extra language practice via a
different medium, which is attractive to them;
• Your students will be more engaged with their
learning process as a result of a variety of media and
fun activities, and will have some choice over how and
what they learn;
• The use of Poptropica English World strengthens
the link between home and school;
• As a result, your students will be more confident
about their language skills;
• You will have broader information as to whether
students have mastered course content and retained
it after they have left the classroom.
14 Poptropica English World

Student area
This is an area where students can access resources
applicable to them. They can do homework set by
their teachers, which will be automatically graded, and
reported to a performance area, where they can track
their achievements. They can also play extra games,
listen to songs, or watch videos linked to the units they
are working on.
In addition, students can play the Poptropica English
Island Adventure Game relevant to their level, in
which they meet characters from the Student Book and
follow them on an adventure. Students will engage in
safe “closed-chat” with the characters they meet, and
will practice and consolidate the language of the units.
They will also follow instructions to help them solve
puzzles, and learn supplementary language along the
way. Within the game, they need to find cards like ones
hidden in the opening pages of each Student Book unit.
Clicking on them in the game will unlock additional
games, which will give them extra rewards.
Poptropica English World 15

Unit Walkthrough
Lesson 1 Lesson 2
Presentation and practice of Presentation and practice of
vocabulary with audio support grammar with audio support
Previous knowledge of the topic is activated through The new grammar content is summarized in a Look!
an Assessment for Learning activity. box on the Student Book page, and in the grammar
presentation on the lessons in Poptropica English
World.
1 Adventure camp 5 Listen and read. Then circle A:09

A:10
T = True or F = False. Flo is good at swimming.
I like hiking, but I don’t like sailing.
a
1 What camping words do you know? Can you say them? I love fishing and camping.
My name’s Tom. I’m
14, and I’m American.
2 Listen and read. What things do they have? I love playing
A:07
1 2 OK. I can see your sleeping bags, but basketball and soccer.
who has the tent, poles, and pegs?
Hi, I’m Hannah. Welcome to I can cook and swim,
this summer’s adventure camp. I have the tent, Felipe has the but I can’t surf. I have
poles, and Maria has the pegs. one sister, Flo. She’s 12,
and she’s very funny.
b
My name’s Maria, and I’m 13. I’m from
Mexico. I like dancing, but I’m not very
c good at singing! I have two sisters. They’re
I have a big flashlight
and four compasses. I’m Flo, and I’m 12. 8 and 10, and I love playing with them!
I’m from the United
3 OK. Let’s pitch the tent 4
This is the week’s schedule. States. I’m good
and make a campfire.
There’s lots to do!
at swimming. I love
talking to my friends. I
have one brother. He’s
14, and he’s very good
at sports.
Great! d
I’m Felipe. I’m from Spain. I’m 13.
1 Tom can swim and surf. T/F I love playing video games, and I
3 Listen and say. 5 8 2 Maria is Mexican. T/F
A:08 like science and math. I have three
3
3 Flo is good at swimming. T/F brothers, and they love video games,
1
4 Flo loves talking to her friends. T/F too. We always have competitions!
2 7 5 Felipe only has two brothers. T/F
compass air mattress
poles
sleeping bag 9
6 6 Ask and answer. 7 Imagine you are Tom, Maria,
first-aid kit Flo, or Felipe. Ask and answer.
tent
4 pegs flashlight air pump 1 Where are Tom and Flo from?
2 What does Tom love doing? 1 How old are you?
4 Play the memory game. 3 How old are Maria’s sisters? 2 Where are you from?
4 What subjects does Felipe like? 3 What do you like doing?
A: I went camping, and in my tent there was a sleeping bag. 4 What are you good at?
B: I went camping, and in my tent there was a sleeping bag and a… 5 Do you have any brothers or sisters?
12 Lesson 1 Can identify camping equipment Lesson 2 Can talk about what people like/don’t like/are good at doing 13
M01A_POEN_SB_06AME_1365_U01.indd 12 10/12/15 9:49 PM M01A_POEN_SB_06AME_1365_U01.indd 13 10/12/15 9:49 PM
Students listen to the key unit vocabulary in the Clear and concise learning objectives help clarify the
context of a dialog between the characters. aim of the lesson for the teacher and parent.
Target vocabulary from the opening story is illustrated
and labeled.
Further practice of the target language is provided in
the Workbook for all lessons.
1 Adventure camp 4 Circle.
1 I like ( play / playing ) soccer, but I ( don’t / doesn’t ) like camping.

2 He doesn’t like ( watch / watching ) TV. He ( like / likes ) reading.
1 Write the names of the characters. Felipe Flo Hannah Maria Tom 3 They’re ( Brazil / British ). They’re ( live / from ) the United Kingdom.
1 2 3 4 5 4 We’re good ( at dancing / dancing ). We ( never / always ) practice.

5 She loves jumping on the trampoline and ( ski / skiing ). She thinks they’re ( fun / boring ).
6 He’s good ( at singing / at sing ). He’s a famous ( soldier / musician ).
5 05
Listen and circle.
2 Unscramble and write. Then number. 1 Tom has one ( sister / brother ).
1 ttne a b c 2 Maria likes dancing, but she’s not good at ( singing / swimming ).
2 ria mupp 3 Flo is from the ( United States / United Kingdom ). She’s good at ( skiing / swimming ),
and she loves talking to friends.
3 geps
4 Felipe likes science and ( English / math ).
4 thaflishgl d e f
5 srift-dia itk 6 Draw yourself. Then write.

6 isleengp gba
7 rai sestarmt g h i
My name’s .
8 pomcssa
I’m from
9 slepo
in .
I love
3 04
Look at Flo’s list. Listen and ✓ or ✗.
and ,
but I don’t like .

List for adventure camp
I’m good at
a backpack an air mattress an mp3 player
a flashlight an air pump a sleeping bag and ,
pegs books a first-aid kit but I’m not good at .
a compass
8 Lesson 1 Lesson 2 9
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16

Lesson 3 8
A:11
Listen and number. Then say.
Presentation and practice of

a b d
c
pitch the tent take down the tent put in the pegs set up the bed
vocabulary with audio support

e f g h
cover our heads light a fire keep out the rain read a compass
Students learn a new set of vocabulary which is linked 9 A:12/

A:13
Listen to the song and write.
to the unit topic. This may be additional words or a Scouts around the world, from Spain
We’re traveling together, from the
to Mexico.
mountains to the ocean.
separate vocabulary set. The language of the unit is We’re walking for miles and learning
We’re reading a 1
every day.
and finding our way.
then practiced in a song. Karaoke versions of the songs

Chorus:
Oh, we are adventure campers,
here is our song.
With adventure and new friends,
you can’t go wrong!
are included in the class audio and on Poptropica

At the end of the day, we’re back
to camp again.
We’re pitching our 2
, they keep out the rain.
We’re putting in the 3
and setting up our 4
English World.
.
We’re sleeping in 5
that cover our heads!
(Chorus)
All this adventure is making us
fit and strong.
We’re cooking our food, which doesn’t
Extra individual practice of both vocabulary sets

take too long.
We’re eating our dinner, and then
we’re so tired.
We’re sleeping in tents all around
the 6 !
is provided via the Poptropica English World

(Chorus)
homework activity. 1
10 Look at Activity 9 and check (✓) the activities in the song.
reading a compass 2 wearing sunglasses

3 pitching tents 4 putting in the pegs
5 running a race 6 taking down the tent
14 Lesson 3 Can identify camping activities
M01A_POEN_SB_06AME_1365_U01.indd 14 7/13/15 10:43 PM
11
A:15
Listen and number the pictures. Then match.
a Today is the last day, so

A:14
I’m pitching the tent.

1 Lesson 4
Presentation and practice
we’re taking down the tent. We’re putting in the
pegs.
b I’m at the campsite, and I’m I can pitch a tent,
pitching the tent. but I can’t read a
compass.
of grammar with audio support

c I’m lost, so I’m reading a
compass.
d I’m putting in the pegs.
e I want to cook dinner, so I’m

lighting a fire.
f It’s raining, so we’re

covering our heads.
The new structure is presented with a listening activity,
g It’s evening now, so I’m
setting up the bed.
and further consolidated with a skills activity. The new
12 Listen and match. Then say.
grammar content is summarized in a Look! box on the
Student Book page, and in the grammar presentation
A:16
a b
1
on the lessons in Poptropica English World.
c d
e f
A skills activity helps to consolidate the grammar and
3 vocabulary of the unit.
g h
4
Extra individual practice of both grammar points
13 What can you do? Ask and answer.
She can light a fire, but
she can’t read a compass.
is provided via the Poptropica English World
Lesson 4 Can talk about what I’m doing and what someone can and can’t do 15 homework activity.
Lesson 5 14
A:17
Talk about the pictures. Then listen and read.
Story MATT IS TELLING BELLA

ABOUT THEIR TIME JOURNEY.
… so these weird guys
took our new THD and
1 2
It’s a THD, a time hole
detector. It’s what the thieves
took. You can travel through
went off in time! There! Your – time with it.
Wow! Can
thingy – is working now. we try it?
The story is provided with speech What is it anyway?
bubbles and audio support. It consolidates

vocabulary and structures from 3
Don’t you have
4
This looks fun! Don’t
you like camping?
previous lessons, and introduces new stuff to do here?
Um, not really.

Yes, I love camping, but
come on, TIME TRAVEL!!?
functional language.
5 6
Sir! There’s a new You can bring Oh, all right.
trace! They’re going me back in time. Oh,
to – Africa! Oh, WOW! PLEASE!!! AL, let’s follow
Please let me come. those guys.
She is good at computers,
sir. That could be useful.
15 What is a THD? What can you do with it? Discuss your answers.
16 Lesson 5 Can understand a simple story / Can discuss a story
Unit Walkthrough 17

Lesson 6 16 Circle the correct answer.
1
Story comprehension and value
1 The THD is ( working / not working ) now.
2 Bella ( likes / doesn’t like ) camping.
3 Bella ( doesn’t have / has ) a lot of tasks to do today.
4 AL ( doesn’t want / wants ) Bella to come with them.
5 The mysterious couple is ( going to / not going to ) Africa.
Students review the story before doing a 17 Complete the summary.
comprehension activity to check understanding. The

Africa Bella camp computers THD time-travel
Matt and AL use the 1 to follow the mysterious couple. They arrive at an
values topic for the unit is usually linked to the story, adventure 2
4
, and they meet 3
, and she wants to 5
right. They follow the mysterious couple to 6
. She’s good at
with Matt and AL. Matt says all
.
and is summarized in the Values box on the Student

Book page.
18 Role-play the story.
Safety first. Think
19 Number to match the instructions to the headings. about safety when
you go camping.
Food and water Making a fire
Things you need Pitching the tent Choosing the right spot
1 Always choose a flat, 2 Clean the ground

high spot to set up and pitch the tent.
camp – not near a river The door should
or mountain slope. face the rising sun.
3 The fire shouldn’t be 4 Take a lot of drinking
too close to the tents water, dry foods
or under tree branches. (pasta, noodles, rice,
5 Take insect repellent, cookies, nuts, and
sunblock, a first-aid kit, raisins), and canned
a flashlight, matches, foods (soups and
batteries, and a gas stove. vegetables).
HOME
SCHOOL Tell your family why camping
LINK safety is important.
Lesson 6 Can understand details of a story / Can recognize why camping safety is important 17
20
A:18
Listen and read the letter. Where was Flo yesterday?
Then write the words.
Lesson 7
Dear Mom,
campfire dinner friends Spain Spanish wildlife
Skills
How are you? It’s our second day at adventure camp, and
we’re having a great time. We have some new friends, too
– they’re from 1
teaching me 2
and Mexico. They’re
, but I’m not very good
Target language is practiced and extended through
at it!
Our first night was great. There was a big
3
to welcome everyone, and there
skills in English.
were songs by the 4 . After the
campfire, we went to bed. At night, our tent was cold, but it
was warm in the sleeping bag.
Today, we’re walking to a 5 park
that’s next to the camp.
Here’s a photo of me with my new 6
and a photo of last night’s campfire.
Love to you and Dad,
Flo
21 Answer the questions.
1 Where are Flo’s new friends from?

They’re from .
2 What is Flo learning?
She’s .
3 What did they do to welcome everybody?
There .
4 Where are they going today?
22 Ask and answer.
1 Do you like camping?

2 Where do you go camping?
3 What activities do you do there?
18 Lesson 7 Can understand a letter about being on adventure camp
Lesson 8 23 What do you know? 1

Cross-curricular content
24 Listen and read. What is Bear’s job?
A:19
Bear Grylls
Bear Grylls is a mountaineer and adventurer. He went up Mount
Target language is practiced and extended through Everest when he was just 23 years old! Bear usually lives in
the United Kingdom, but sometimes he lives in the desert, the
mountains, or the jungle. He is also Chief Scout of Scouts UK.
a cross-curricular topic in English. The material may 1 What do you like doing?
I like playing the guitar, running, doing yoga, and playing with my
children.
be related to art, social science, music, geography,

2 Do you like living in the jungle?
I love jungles, but they’re difficult to live in. There are often a lot of snakes
and insects.
Sometimes I sleep up in a tree and when it rains, it’s horrible.
science, history, social science or technology.

3 Where is your favorite place?
An island in Indonesia. I love visiting islands, and this one was really
beautiful.
4 What do you do before an adventure?
I always learn a lot about where I want to go – I learn about the plants
and animals.
A project encourages further exploration of the topic I train six days a week, and I run and do yoga, too. I also prepare my
survival kit.
5 Are you scared of anything?
Yes, I’m scared of high buildings and mountains. I can go to the top of
and provides the opportunity for personalization of the high buildings, but I don’t like it.
unit language. 25 Circle T = True

or F = False.
1 Bear does yoga 26 Prepare for an

before a trip. T/F adventure trip.
2 Jungles are difficult
• Ideas – Imagine you are going to the
to live in. T/F jungle or mountains.
3 Bear doesn’t take • Plan – Make notes. Where you are going?
a survival kit. T/F What do you need to take?
• Write – Answer these questions with
1–2 sentences.
I’m going to Mount Where are you going? Why?
Everest in Nepal. How can you prepare? What will you
take?
What are you scared of?
I’m going to take a big
• Share – Interview a classmate about
backpack with a lot of things… their adventure.
Lesson 8 Can understand a text about an adventurer / Can plan an adventure trip 19
18 Unit Walkthrough

Lesson 9 27 Match.
Self-assessment and review

1 You do this to find your way. a sleeping bag
2 You put these in when pitching the tent. b read a compass
3 You do this before going to sleep. c pegs
4 You do this before you go home. d set up the bed
5 You are warm when you use this. e take down the tent
Students complete a self-assessment in every unit. This 28

A:20
Listen and ✓ or ✗.
involves students completing three activities – one 1 Sally a

likes
b
loves
c
is good at
vocabulary, one grammar, and one communicative. 2 Pe e a b c
After completing each activity, students are invited to

self-assess. They check the boxes in the I CAN feature 29 Unscramble and write questions. Then look at Activity 28 and write
according to how confident they feel about each 1

answers.
Sally / doing / love / does / what
statement. 2 Sally / what / at / good / is
3 Pete / a / is / compass / at / reading / good
The Poptropica English World homework activity

provides additional consolidation and practice of the
30 Ask and answer.
1 What do you like doing? What do you not like doing?
unit language.
2 What are you good at? What are you not good at?
3 What do you do when you go camping?
I can identify camping equipment and activities.

I can talk about what people like/don’t like/are good at doing.
I can plan an adventure trip.
1 20 Lesson 9 Can assess what I have learned in Unit 1
Lesson 10
31 Write answers about you. Then guess about your partner.
Review and consolidation
What are you good at?
1
What are you not good at?
1
2
2
Students consolidate and practice the unit language
What do you like doing?
1
What don’t you like doing?
2 through a fun language game.
1 2
What subjects do you like?
1
What subjects don’t you like?
2 A final self-assessment is provided in Poptropica
1
What sports do you like?
1
2
2
English World via a three-step activity. This activity
What sports don’t you like?
1 2 involves students assessing the words they know or
32 What did you enjoy in this unit? What do you
want to know more about?
don’t know, reviewing the words they don’t know, and
Now go to Poptropica
English World a final check activity to gauge the accuracy of their
Lesson 10 Can use what I have learned in Unit 1 21
self-assessment.
Review
4 Ask and answer.
Units 1 and 2
Review
Picture A Picture B
1 Unscramble and write the camping words.
1 2 3 4 5 6
plesengi gba slope etnt spge ihtglfhsal mosacsp
After Units 2, 4, 6, and 8, students complete a Review 2 Read and number the pictures.
lesson. This provides practice and consolidation of the

1 I’m putting in the pegs. 2 He’s setting up the bed.
3 The tent is keeping out the rain. 4 She’s covering her head.
5 We’re pitching a tent.
language from the previous two units.

a b c d e
A: The giraffe is taller than the rhino. A: Which koala is the biggest?
B: It’s Picture A. B: The koala in Picture A is the biggest.
3 Read and circle. A: The snake is the longest. A: Which animal is the heaviest?
B: It’s Picture B. B: I think the seal in Picture A is the heaviest.
Hello, I’m Hannah. I’m studying to be a vet. I don’t like working in offices, but I love working with
Wider World 1
animals. I like camping, too. I’m good at climbing and pitching tents. I’m working as a youth leader 5 Guess the animal. Write.
at an adventure camp. Last summer, I went to Uganda, in Africa. We went to the jungle and
also on a safari tour. It was very hot in Africa, but there were a lot of interesting animals. The
Wider World
heaviest animal I saw was a rhino. It was more than 1,500 kilograms. That’s heavier than my car. cheetah elephant giraffe panther a
whale
1 Hannah is studying to be a… Camping around
1
the world
It likes eating leaves. It’s the tallest animal in the world.
a cook. b vet. c youth leader.
2 She’s good at… 2 It’s heavier than a cheetah but lighter than a tiger.
a climbing. b jumping on the trampoline. c diving. 3 It’s the biggest, heaviest animal in the ocean.
Culture lesson
1 What do you know?
4 It is taller than a rhino but shorter than a giraffe.
3 Last summer, Hannah went to…
a Argentina. b Uganda. c Brazil. 5 It’s the fastest land animal in the world.
4 It was very… in Africa.
a cold. b hot. c rainy.
2 Look at pictures a–c and make sentences.
5 The rhino was the… animal she saw in Africa.
a biggest b heaviest c fastest
There’s a cave. There are some trees.
34 Review Units 1 and 2 Can talk about camping Review Units 1 and 2 Can talk about wild animals 35
After Units 1, 3, 5, and 7, students complete a Wider M02B_POEN_SB_06AME_1365_REV1.indd 34 7/12/15 11:05 PM M02B_POEN_SB_06AME_1365_REV1.indd 35 7/12/15 11:05 PM
World lesson. Students read a text that explores an

3 Listen and read. Then number the pictures in Activity 2.
A:21
1 2
element of international culture linked to one of the Camping in
unit topics. Each Wider World lesson includes a writing

Thailand is
a lot of fun.
My favorite
task, which encourages personalization and extension

place is a
National
Park called
Death Valley National Park in
of the topic.
Khao Sam
Roi Yot. California is a great place for
Khao Sam desert camping. It’s very hot there
Roi Yot in the summer. I usually visit Death
means the mountain with 300 Valley in the spring with my family.
peaks. The mountains are very I love riding my bike on the paths in
difficult to climb. There are a lot the mountains. Mountain biking is
of things to see around the park. difficult, but it’s very exciting. My
I like watching the beautiful birds dad likes making big campfires in
and other wild animals like deer the evening. He likes cooking our
and squirrels. There are a lot of dinner on the fire. There are many
interesting caves, too. Thailand is types of snakes, lizards, and birds
an exciting place! in Death Valley. It’s never boring in
the desert!
Alak, 12, Thailand Melissa, 12, United States
22 Wider World 1 Can understand texts about camping around the world
M01B_POEN_SB_06AME_1365_WLD1.indd 22 7/12/15 11:02 PM
Unit Walkthrough 19

Course Planning
The following are suggested hour schedules, depending on the number of hours allocated to a course. We assume five
basic scenarios of 52, 62, 80, 104, or 122 hours per level of a course. If more hours are available, the course can be
extended further through the use of the variety activities found in Poptropica English World and other components.
52 hours per 62 hours per 80 hours per 104 hours per 122 lessons
level level level level per level
Welcome 3 hours 3 hours 4 hours 6 hours 6 hours
Unit 1 5 hours 6 hours 8 hours 10 hours 12 hours
Review 1 hour 1 hour 1 hour 2 hours 2 hours
Depending on the number of lessons you have to cover each unit,

we suggest that you divide your time in the following way:
5 lessons per 6 lessons per 8 lessons per 10 lessons per 12 lessons per
unit/52 hours unit/62 hours unit/80 hours unit/104 hours unit/122 hours
per level per level per level per level per level
Lesson 1 – 1 1 1 1 1
Presentation
Lesson 2 – 2 2 2 2
Presentation
3
Lesson 3 – 2 3 3 3 4
Presentation/Song
5
Lesson 4 – 4 4 6
Presentation/Skills
Lesson 5 – 3 4 5 5 7
Consolidation (Story)
Lesson 6 – 6 8
Comprehension/
Values
Lesson 7 – Skills 4 5 6 7 9
Lesson 8 – Cross- 7 8 10
curricular
Lesson 9 – Self- 5 6 8 9 11
Assessment
Lesson 10 – Review 10 12
20

52 hours per 62 hours per 80 hours per 104 hours per 122 lessons
level level level level per level
Goodbye 3 hours 3 hours 3 hours 5 hours 5 hours
Festivals 1 hour 2 hours 2 hours 2 hours 3 hours
Wider World 1 hour 2 hours 3 hours 3 hours 4 hours
Here is a suggestion of what components can be covered in various lessons of a unit, depending on the time
available. The practice activities in the core material can be covered faster or in more detail depending on the
students’ capabilities, class size, and the length of the lesson.
The core material for each lesson is the same:
• Poptropica English World presentation and practice
• Student Book presentation and practice
• Workbook page practice
Extension material
Lesson 1 Picture Cards on Poptropica English World
Extra activities from games and extension banks
Presentation of the Poptropica English Island Adventure
Game in the class to set the scene for the unit
Extra work on the song with karaoke versions
Lesson 4 Extra activities from games and extension banks
Extra time devoted to role-playing the story
Lesson 8 Extra time devoted to doing and presenting the project in
the class
Lesson 9 Learning adventure poster
Games and songs used in the unit
Lesson 10 Test
Video available via Poptropica English World
Course Planning 21

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

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

Some suggested questions to be asked after listening
to the story are provided in the teaching notes. This
gives teachers the possibility to further assess the
depth of students’ comprehension of the story and of
the language used. It also sparks students’ creativity
and imagination by encouraging them to visualize how
the story develops.
23

Game Bank
Picture Card games Pass the ball: Students stand in a large circle. Make a
Guess the card: Cut out a small square in the center paper ball (or use a soft ball), then call out a category,
of a sheet of paper. Hold the sheet in front of a Picture e.g., family, and throw the ball to a student. He/She
Card, allowing students to see only a small part of the must say a word in the category you mentioned. He/
picture through the hole. Students guess the item. She then throws the ball to another student, who
says another word in the same category. If a student
Memory game: Stick Picture Cards on the board. drops the ball, he/she must sit down. Continue until
After students memorize the cards, remove them one student remains. This game can also be used to
and students list the items. To make the game more have students ask and answer questions or practice
challenging, ask students to say the cards in the order vocabulary that follows a sequence, e.g., days of the
they appeared on the board, or only remove one. week, months of the year, etc.
Picture Card mime: Invite a student to the front. Teacher says: Give the students instructions but
Show him/her a card or a written word while hiding tell them to follow the instructions only if they are
it from the rest of the class. He/She mimes the word preceded by “Teacher says.” If you say, Pick up a
silently. The student who correctly guesses the word is pencil, students should do nothing, but if you say,
the next one to come forward. Alternatively, split the Teacher says pick up a pencil, students must pick up a
class into two teams, and ask a member of each team pencil. They are out of the game if they do an action
to mime the same word for their teams. when they should not.
Sort the cards: Divide the class into small groups.
Mix Picture Cards from different units, and divide them
Team games
into piles according to the number of groups. Students Category writing: Divide the class into groups. Each
arrange them back into categories. The first group to group chooses their “captain”. Write the name of a
finish wins. vocabulary category on the board, e.g., sports, food,
or animals. Each group helps their captain to write
Tic-Tac-Toe: Divide the class into two teams. One as many words as they can which belongs to that
is “O” and the other is “X”. Draw a large grid on the category in two minutes.
board with nine spaces. Stick one Picture Card in each
space. Students select a card, and say the word on the Drawing race: Divide the class into two teams and
Picture Card. If it is correct, remove the Picture Card invite a student from each team to the front of the
and write an “O” or an “X” accordingly. class. Whisper a word to the two students. Each
student draws the item on the board. The first team to
Hot seat: A student sits with his/her back to the identify the picture correctly wins a point.
class. The teacher shows the class a Picture Card, e.g.,
lion. Students make sentences about the animal, e.g., Parachute: Play a guessing game in teams. Draw
They live in Africa. They can run fast. They eat meat. a large parachute on the board with some strings
The student in the hot seat has to guess the animal leading to a stick figure hanging from the parachute.
as quickly as possible. Set a limit for the number of Think of a word students have learned, and draw a
sentences students can make. dash inside the parachute for each letter in the word.
Students from one team try to guess the word. For
TPR games each incorrect guess, erase one of the parachute’s
Aye, aye, Captain! You are the Captain. Give orders strings. Award points to the team when they guess
to the class. This is a useful activity to review actions, the word correctly. If all the parachute’s strings are
parts of the body, colors, numbers, and classroom erased before students guess the word, the other
objects. For example, you say, Jump three times. Touch team can try.
your head. Turn around. Then students say, Aye, aye, Reading race: Write sets of sentences on strips of
Captain! and carry out the action. Model a few times paper describing Picture Cards, e.g., It’s big. It’s black
and then invite students to be the captain. and white. It has four legs. Divide the class into teams
Basketball: Ask a question to a student. If he/she and ask each team to stand in a line. Place a set of
answers correctly, he/she has a shot at the basket. sentences face down at the front of each line. Stick the
If the student gets the ball in the basket (or box), Picture Cards on the board. When you say, Go! one
he/she wins two points. If he/she only hits the basket, student from each team picks up a sentence, sticks it
he/she wins one point. The student with the most below the appropriate Picture Card on the board, and
points is the winner. goes back to his/her team. The first team to stick all its
sentences under the correct cards wins.
24

Phonics and spelling games Miscellaneous games
Spelling bee: Divide the class into two teams. The first Bingo: Play bingo with any topic. Ask students to draw
player on Team A is given a word to spell. If correct, the bingo grids. Then they write or draw in the boxes
the team gets a point. This can also be done as a class the vocabulary items you wish to review. The winner
competition, by having students line up to be given is the first student to check off all the items on his/her
words one by one. When they make a mistake, they sit grid.
down. The last student standing is the winner.
Drawing game: Students draw pictures of target
Little books labeling: Do an activity to practice vocabulary on the board. They must do this slowly, line
spelling words with the target sounds/graphemes. Give by line. The class tries to guess what he/she is drawing
each student a sheet of paper and have them fold and before he/she finishes the picture. The first student to
tear it in half lengthways, and join the ends of the two guess draws the next item.
strips with tape. Now fold the paper like a fan and stick
I spy: Choose something you can see and say, I spy
some tape along the spine to make an eight-page book.
with my little eye something beginning with (g). Students
Students write their name on the cover and then draw
guess the object. The student who guesses correctly
four simple illustrations on alternate pages. Next they
has a turn at choosing an item.
switch books with a partner and label the illustrations
in each other’s books. Then check the books together. Pass the secret: Have students sit in a circle. Start the
secret by whispering a simple sentence to the student
Letter mess: Write a selection of letters on the board.
next to you, e.g., I have a yellow hat. The students
Explain to the class that they have to make as many
whisper the secret around the circle. The last student
words as possible from the given letters. Model one
says the secret out loud. Compare how close it is to
or two examples on the board for them. Then give
your original secret sentence. If necessary, write the
students a time limit to do the activity in pairs or small
original secret sentence on the board.
groups.
Picture dictation: Divide the class into pairs. Student
Speedy sounds: Make letter cards to review the key
A describes a picture for Student B to draw. Then they
sounds from a unit. Show the cards in random order
switch roles. This game can be played with any lexical
and have students chorus the letter sounds. Gradually
set.
increase the speed. Then show a card and elicit a word
containing that sound. Repeat with the other cards. Stop the bus: Write a letter on the board and shout,
Start the bus! Students write as many words beginning
Rhyming tennis: Play a game to practice spelling
with this letter as they can think of. When you shout,
words with target sounds that rhyme, (e.g., ou, ow, all,
Stop the bus!, everyone stops writing. Students get one
aw, ew, or y graphemes). Put the class in two teams
point for each word.
with a different set of letter cards. The first team must
make a word using their first letter card, e.g., y and Song or Chant extension: Have students work in
write it on the board, e.g., try. The second team must pairs or small groups. Prompt them to write a new
make a word that rhymes with try and write it on verse for the song, using the lyrics on the Student Book
the board, e.g., my. The first team must hit back with pages. You can change just some words or all the lyrics
another rhyming word, e.g., fly. The teams go back and depending on their level.
forth until one team can’t make a word. The game is
over when all the cards are gone.
Spin the pencil: Play a game to practice spelling
words with target sounds/graphemes. Put the students
in pairs. Have them draw a large circle on a sheet of
paper with graphemes around the edge of the circle
(like a clock face). They take turns spinning a pencil
in the circle and spelling a word from the letter sound
that the pencil is pointing to.
Spell check: Do an activity to practice spelling words
with target sounds and to focus on punctuation. Write
five sentences on the board, each with two errors, e.g.,
the sentence does not begin with a capital letter, the
final punctuation is missing or wrong, sample words
are misspelled. In pairs, students correct the mistakes.
Game Bank 25

Extension Bank
Welcome Review 1 & 2
True or False: Hand out a set of signs that read Story time: Divide the class into groups of three or
True! and False! to two teams of students. Make pairs. Have each group create a short story about
sure students close their books. Say some true/false going camping and seeing a wild animal. Groups can
statements about the story characters. The first team illustrate their story on a large sheet of paper if there
to hold up the correct sign for each sentence gets a is time. Groups present their stories to the class. Take
point. a vote for the most interesting story.
Mini science project: Bring in some food items that Unit 3
students should already know. Place one of each of the
Crossword puzzles: Give each pair of students a
items in a bag for each team. Number each item (e.g.,
sheet of paper and ask them to design a crossword
1–5). Ask students to work in teams and choose one
puzzle with at least six items of places vocabulary.
member of their team to go to the front. Tell students
Stick Picture Cards (45–59) on the board if students
they will each receive a small bag or box with several
need extra support. Tell them to be sure the puzzle
items in it. Have each team draw three columns on a
works well by giving enough hints for each answer (by
sheet of paper. At the top of each column, have them
either drawing pictures or writing sentences). Circulate
write the titles Looks, Feels, and Smells or Tastes. Tell
and help as needed. When students are all done,
students that when you call out a number, they will
collect all the crossword puzzles and hand them out to
have to describe that item under each column. The first
different pairs to do.
team to finish with a correct description wins a point.
Repeat with all the other items. Where is it? Hand out all the places Picture Cards
(45–59) to the students and have them stand next to
Unit 1 each other strategically. Ask a student a question,
My dream campground poster: Ask students to e.g., Where is the library? and elicit a response, e.g.,
design their dream campground. Tell them they must It’s opposite the supermarket. If the student’s answer is
include information about what country it is in, as well correct, he/she gets to ask another student a similar
as what places (natural or man-made) and what other question. Repeat until all students have participated.
campground items are in it. They should also explain
what activities one can do there. Students present their Unit 4
posters to the class. Encourage other students to ask Good/Bad day posters: Give each student a sheet
the presenter questions. of paper and ask them to draw a scene that shows
them having a bad day. Students show their poster
My adventure backpack: Have students work in
to the class and talk about it using target language.
pairs and imagine they are going to the jungle and
Encourage the class to ask questions. Display all the
that they have to write a list of ten things they should
posters on the bulletin board.
take and why. If time allows, students can draw their
pictures to illustrate their ideas. Mini project: Create a food fair or Food around the
world presentation. Students research food and where
Unit 2 it comes from, its ingredients, and when people usually
Animal description game: Pair students and give eat it. Students can make posters about their findings
them Activity Sheet 3 (see page 154) to cut out the and present them to the rest of the class.
pictures. They place the pictures upside down and take
turns turning a card over and describing the animal, Review 3 & 4
using target structures from the unit. Story writing and acting: Put students in small
groups and have them write a story script about a
Let’s compare: Put students in small groups. Put the
person who is lost and has to get somewhere. Their
animal Picture Cards from the unit (23–35) on the
stories should include instructions for directions. Have
board. Give each group of students Activity Sheet 4
groups take turns acting out their stories in front of
(see page 155) and ask students to cut out the words.
the class.
Then ask students to place the cards face down on the
table and mix them up. Students in each group take
turns flipping a card and trying to make a sentence.
If they make a good sentence, they keep the cards. If
they cannot make a sentence, they put the cards back.
Repeat until all the cards have been used.
26

Unit 5 Unit 7
Amusement park design: Give each student a sheet Solar system chants: Ask students to get into small
of paper and have them draw and color a picture groups and give each group a sheet of paper. Students
of their own amusement park. It can be from their must write a poem or chant about space, using any of the
imagination or a picture of one they have been to. new words from the unit. Students present it to the class.
Students present their poster to the class. Encourage
Adjective activity: Ask students to get into pairs
the class to ask questions as if the student had already
and give each pair a copy of Activity Sheet 14 (see
visited the park, e.g., What did you do first? What did
Poptropica English World), which is to be cut up.
you eat? Which ride did you like?
Students take turns handing their an aspect of space
Vacation plan: Give each pair of students a sheet using the adjective, e.g., Space is an amazing place.
of paper and ask them to plan their next vacation. There is a lot to learn! Switch and repeat.
Encourage them to use their imaginations and
be creative. Their aim is to make plans for their Unit 8
next vacation by drawing illustrations and writing How to save the planet: Ask students to think about
sentences. Students present to the class. Have the what we can do to save the planet at home. Ask them to
class judge which vacation plan is the most attractive create a poster describing what they and each of their
and why. family members can actively do more at home in order to
help the environment. Present poster to the class.
Unit 6
Quiz game: Play a quiz game with students to review
Entertainment mime game: Shuffle entertainment
the vocabulary from the unit. Have students work in
Picture Cards (92–110) and place them face down so
pairs to write questions for the rest of the class about
students cannot see them. Put the students into teams
the environment, e.g., What can you recycle? What can
and ask a member of each team to come to the front.
you do to reduce pollution? Ask each pair to write two
Show them one Picture Card without the rest of the
questions, each on a separate slip of paper with their
class seeing it. Each team member must mime the
names on the back. When you are ready to play, read
word for their team. Once they have guessed the word,
a question at a time and award points to the first team
each team must create a sentence with the word and
who answers correctly. Do not let pairs answer their
run back to the front. If they are first to write a correct
own questions.
sentence on the board, they win a point. Repeat until
all students have had a turn. Review 7 & 8
Movie posters: Ask the class to work in pairs or small Space story: Pair students and ask them to write a
groups. Give each group a sheet of paper and some story using the words from Units 7 and 8. Ask them to
coloring materials. Tell them they must create the write a story about a visitor from space who comes to
poster for a movie. They must illustrate the poster, planet Earth. Tell them they should describe the visitor
give it a title, and write a short description of it. and where he comes from. They should also include
Display the posters in the classroom and have students what he thinks of Earth and how we take care of our
walk around to see each other’s work. environment. Pairs read their stories to the class or
display them around the classroom for other students
Review 5 & 6 to read.
Travel agency: Have students set up their own travel
agency in the classroom. Students work in pairs to Goodbye
create the perfect trip in their local area! They must Sentence building: Divide the class into two teams.
research and present information on where to go, Ask teams to brainstorm comparative/superlative
things to do and see, as well as things to eat. Half sentences using space-related vocabulary written on
of the class present first with the other half of the the board. Allow some nonsensical sentences to make
students acting as “tourists”. The “tourists” should it more fun, e.g., A star is less interesting than the Sun.
walk around and get information on each trip by A spaceship is more complicated than a telescope. Each
asking questions. These students then vote on the best grammatically correct sentence gets a point for the
vacation plan. Switch roles and repeat. team. For bonus points, students have to explain and
justify what they have said.
Debate opinions: Brainstorm additional comparisons
about movie/book genres, animal, daily activities, etc.,
and write them on the board. Pair students and have
them discuss their preferences and opinions. Students
report back to the class. Have a discussion with the
whole class about the opinions and preferences and
encourage them to give ideas for their opinions.
Extension Bank 27

Welcome
Unit Overview
Unit Objective
• I can understand a story and talk about senses
Language
Target
Senses: look, smell, taste, sound, feel
Vocabulary
Does it look good? Yes, it does. / No, it doesn’t.

Target
What does it look like? It looks good.
Structures
It looks like a cake.
Skills
• Can describe characters in a story
Reading • Can ask and answer about what something looks/smells/tastes/sounds/
feels like
• Can complete simple sentences about the characters in a story

• Can complete simple sentences about what something looks/smells/tastes/
Writing sounds/feels like
• Can write ordinal numbers (Workbook)
• Can complete simple sentences describing objects (Workbook)
• Can understand a story

Listening • Can identify characters in a story
• Can recognize what something looks/smells/tastes/sounds/feels like
• Can describe characters in a story

Speaking • Can ask and answer about what something looks/smells/tastes/sounds/
feels like
28
A02_POEN_TB_06AME_1402_WELC.indd 28 14/12/2015 10:04

7 8
Oh, no! They’ve stolen
Shh! What the new model THD. What
was that? should we do?
Come on, AL.
It’s late and I’m tired. Quick! We have
Let’s go home. to leave NOW! Our THD has
Yes, sir. a trace, sir!
1 Talk about the pictures.

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

THE FUTURE ISLAND SCIENCE PARK.
IT’S TIME TO GO HOME.
3
2
Hey, AL, does
that look strange Yes, sir. And the So where are
WOAH!! OK, that’s
to you? time hole detector they now?
9 10
enough. We’re going in! Um, I don’t think
is buzzing!
this is 1950, AL.
In 1950, sir.
Something’s wrong with Sorry, sir. The THD is
6 terrible again today! But we
the THD. Hold on!
still have the trace!
Hurry up, 4 There’s something weird 5 Oh! Who are you? THAT’s your
Dot! about those guys… 11 12
You look like something out transportation? It looks
Don’t worry! We have
of a sci-fi movie. like a problem with the
all the time in the world
CTP port.
with this machine! Wow! You’re
Hi, I’m Matt. Our transportation
This is AL. isn’t working. Thanks. I’m Bella, good.
by the way.
OK, I got what we

need. We can go now.
Good. I want to
go home, Zeb.
TO BE CONTINUED…
6 Lessons 1 and 2 Can understand a story Lessons 1 and 2 Can understand a story 7
A04_POEN_SB_06AME_1365_WELC.indd 6 10/12/15 9:45 PM A04_POEN_SB_06AME_1365_WELC.indd 7 10/12/15 9:45 PM
Lessons 1–2 SB pages 6–7 or Poptropica English • Ask, Why does Matt say the man and women are
World “weird”? (Because they don’t look like other workers at
the science park.) Where does the woman want to go?
Learning Objective (She wants to go home.) Why do they laugh when they
Can understand a story say they will have “all the time in the world?” (It’s a joke
about stealing time, so they will have lots of time.)
Additional Language • Focus on frame 7 and point to the image of the
late, tired, buzz, hurry up, machine, don’t worry, mysterious couple shocked by the science park
weird, guys, trace, wrong with, transportation engineer. Ask, What’s happening here? (They heard
the noise, they know someone is watching them so they
escape.) Then, focus on the THD in frames 8 and 9, and
Warm-up ask, What’s that? (It’s a time hole detector, which is a
• Have students introduce themselves to the class, time-travel device.) Explain that it is used to find holes
saying their name and one thing about themselves. to go into to travel in time.
Open books and ask students to look at the book. • Play the rest of the audio. Students listen and read.
Ask, What are we learning today? Write the lesson Then elicit understanding of the story: Where did the
objective on the board: We’re reading a story. mysterious couple go? (They went to 1950.) Where did
the man and his android assistant go? (They went to a
1 Talk about the pictures. Then listen camp.) What are their names? (Matt and AL) Who did
A:02
and read. they meet? (They met a girl named Bella.) What problem
do they have? (Their THD isn’t working properly.) What
• Point to the characters and ask, Where are the man does Bella say the problem is? (CTP port)
and the robot? What are they doing? What are the man • Ask students what they think the mysterious couple
and the woman doing? needs to time-travel for, and what they think will
• Play the audio and have students listen and follow. happen in the next episodes.
Pause after the end of the sixth frame. Pop Quiz: Say statements about the story,
• Teach or check the meaning of time hole detector, e.g., Matt is AL’s assistant., and have the class
weird, and all the time in the world. respond (false).
Homework WB
page 4 29

Overview of the characters and setting
Matt’s office in the Science Park • Discuss the setting and key concepts with students:
Ask students what they can see on the page. (Science
Park and time travel and the adventure park) Ask them,
How did they travel to the adventure park? (They used
the THD to travel in time space.)
• Character analysis: Review the characters’ names
then ask students to read about the characters by
themselves. Then read chorally.
4
• Ask students to ask and answer about the characters
with each other, e.g., point to Bella and ask, What’s
she good at? (She’s good at computers.)
• Personalized time travel discussion: Ask students
what they think about the concept of time travel. Ask,
Zeb
Would you like to try time-travel? Where would you go?
Travel through time and space with a THD Dot
What would you do?
1
2 This is AL. He 3
This is Matt. He
works at the
Science Park on
is Matt’s droid
assistant. He A:02
Review the opening part of the story
was made
• Tell students they are going to listen to the story
Future Island. He
is a time engineer. with expensive
He works in a technology. He
very modern helps Matt solve
difficult problems.
again and pay attention to how the characters speak,
office. Matt is
hard-working and They often time- and what they say, because they are going to do a
travel together.
patient. He often
works until late at AL is talkative and role-play.
Matt
night.
AL
very smart. He
likes working for
Matt.
Bella
• Listen to the story on pages 6–7 again. Ask students
if they have any questions about the story.
8 Lesson 3 Can identify characters in a story
• Ask, What makes a good role-play? Write the ideas
A04_POEN_SB_06AME_1365_WELC.indd 8 10/12/15 9:45 PM on the board, and/or add these to a wall display for
future role-play activities, e.g., speak clearly, use your
Lesson 3 SB page 8 or Poptropica English World imagination.
• Choose one of their ideas e.g., use your imagination,
Learning Objective and tell the students to try to use lots of imagination
Can identify characters in a story when they carry out their role-play. See the “How to
use stories” section on page 23 for more ideas on how
to build your students’ confidence with role-plays.
Warm-up • Divide the class into groups. Allocate the roles of the
characters so that each student has a main role or
• Review vocabulary from the story on pages 6–7. two minor roles.
Divide the class into two groups. Write on the
board: late, tired, THD, weird, guys, trace, wrong After the role-play, you may also wish to give
with, transportation, science park, time travel. Each students feedback on their role-play.
group must choose two words and make a sentence • Finally, have students predict what happens next in
connecting them, e.g., Matt is tired because it’s late. pairs. Volunteers share their ideas with the class.
There is something wrong with the THD. The weird guys Pop Quiz: Hand out a set of True and False signs
don’t work at the science park. Give points for correct to each team of students. Make sure students
sentences. close their books. Say some true/false statements
Open books and ask students to look at the book. about the characters, e.g., Matt is a time engineer. (true)
Ask, What are we learning today? Write the lesson Bella isn’t good at computers. (false) The first team to
objectives on the board: We’re identifying characters in hold up the correct sign can get a point.
a story.
Materials
Homework WB
30 True and False signs for each group of students page 5

2 Work with a friend and write. What things
2 Work with a friend and write. What things can
you see in Future Island that we do not have now?
can you see in Future Island that we do not
1 flying cars
have now?
2 robots
3
4
THD
lights in the sky
• Ask the class to describe the picture of Future Island
and what they see, e.g., The police officer is a robot.
3
A:03
Listen and read about Matt, AL, and Bella. Cars can fly in the sky.
•
Then write.
Pair students and have them write four answers in
1 What’s Matt’s job?
He is a time engineer . response to the question.
2
3
What’s AL’s job?
He is Matt’s droid assistant
Where is Bella?
. • Elicit answers from the class and discuss.
She is at an adventure camp .
This is the mysterious
couple who took the
4 What do the mysterious couple want to do?
They want to go home .
3
A:03
Listen and read about Matt, AL, and
THD. Now they want to Bella. Then write.
go home. They are smart 4 Correct the sentences.
and fast. Who are they?
Why did they take the 1 Matt doesn’t work at the Science Park. • Have students read the four questions chorally.
technology? Matt wants
to know the answers to 2
Matt works at the Science Park.
Bella doesn’t understand computers. • Play the audio while students read the paragraphs
these questions.
3
Bella is good at computers.
AL isn’t talkative.
about Matt, AL, and Bella on pages 8–9.
4
AL is talkative.
The mysterious couple are slow and stupid.
• Give students time to write their answers. Then elicit
This is Bella. Bella is at
The mysterious couple are fast and smart. answers from the class.
an adventure camp. She
5
Correct the sentences.
joins Matt and AL on Ask and answer. What do you think will
their mission. She will happen in the story? 4
try to help them find
the mysterious couple.
Bella is smart, creative, I think Matt will…
I think the mysterious
• Have students read the four statements chorally.
and helpful. She is good
at computers and is
couple will…
• Tell students they can look at the story again on
never bored.
I think Bella will… pages 6–7 as well as the paragraphs on pages 8–9 to
find all the answers. Make sure they understand that
Lesson 4 Can describe characters in a story 9 the statements are all false so they should be looking
for the true information.
• Students work in pairs to correct the statements and
A04_POEN_SB_06AME_1365_WELC.indd 9 10/12/15 9:45 PM
Lesson 4 SB page 9 or Poptropica English World check their answers with another pair.
• Elicit answers from the class.
Learning Objective 5 Ask and answer. What do you think will
Can describe characters in a story happen in the story?
• Divide the class into pairs. Pairs discuss the question
Warm-up and predict where Matt, AL, and Bella will go next
and what they will find there, and what the strange
• Review the plot and characters by asking questions couple will do.
and eliciting responses.
• Extend the above activity by dividing the class into • Invite volunteers to tell the class their ideas.
two teams and turning the activity into a quiz for • Take a vote to find the most popular idea.
points. Pop Quiz: Ask students, Who is the most
interesting character to you? Why? Tell students to
Open books and ask students to look at the book.
close their books, and talk about who they think is the
Ask, What are we learning today? Write the lesson
most interesting, and describe them to their partner.
objectives on the board: We’re learning to describe
characters in a story.
Homework WB
page 6 31

• Draw students’ attention to the picture of the boy,
6
A:05
Listen and say. A:04
and the five words. Have students read the words
Does it look good? Yes, it does. / No, it doesn’t.
What does it look like? It looks good.
chorally while they point to their corresponding
It looks like a cake. body parts.
2 smell
• Play the audio and have students listen, repeat, and
1 look follow along in their books.
4 sound 7
A:06
Listen and check (✓). Then number the
3 taste pictures.
5 feel
• Draw students’ attention to the chart. Read the
7
A:06
Listen and check (✓). Then number the pictures. headings and the adjectives chorally. Check for
understanding.
•
looks feels smells/sounds/tastes
1 scary hard ✓ spiky ✓ soft nice sweet ✓

Play the audio once as students read and follow.
2 round ✓ red smooth hard ✓ loud ✓ quiet
3 cute scary ✓ hot furry ✓ 1 This is a fruit. It looks hard. It feels spiky and
4 wild wet ✓ cold ✓ hot tastes sweet.
a b c d
2 This is a musical instrument. It looks round and
feels hard. It sounds loud.
3 4 1 3 Some people think this looks scary. It feels furry.
2 4 It looks wet and feels cold.
8 Look at Activity 7 and write.
1 The fruit feels spiky and tastes sweet .

2
3
The musical instrument looks
The spider looks scary and feels furry
round and sounds loud.
.
• Play the audio again, pausing to give students time to
4 The ice cube looks wet and feels cold . check the correct boxes. Then have students number
10 Lesson 5
the four pictures using information from the chart.
•
Can recognize what something looks/smells/tastes/sounds/feels like
Have students switch their books with a partner for
checking. Elicit answers from the class.
Lesson 5 SB page 10 or Poptropica English World 8 Look at Activity 7 and write.
Learning Objective • Give students time to complete the statements.
Can recognize what something looks/smells/tastes/ • Have students switch their books with a partner for
sounds/feels like checking. Elicit answers from the class.
Pop Quiz: Hold a spelling bee with words from
Activity 7 and the senses words. Give students
Warm-up time to study the words on page 10, then have them
close their books for the game. To make the game
• Pre-teach the senses words look, sound, taste, sound, more exciting, divide the class into two teams and play
feel using Picture Cards 1–5. Show the cards one by
one, have students listen and repeat after you, then for points.
say, e.g., My shirt feels soft. Prompt individual students
to say similar statements.
• Pair students and have them brainstorm two
statements for each of the senses. Invite some pairs
to present their statements to the class.
Open books and ask students to look at the
book. Ask, What are we learning today? Write the
lesson objective on the board: We’re learning to say
what things look, smell, taste, sound and feel like.
6
A:05
Listen and say.
• Focus on the Look! box. Play the audio (track A:04)
and have students listen and repeat.
Materials
Homework WB
32 Picture Cards 1–5 page 7

9 Ask and answer.
9 Ask and answer. What does it look like?
2 It looks like a river.

• Direct students’ attention to the speech bubbles, and
1
say them chorally.
It’s Picture 1. • First, do the activity as a class by having the class ask
That’s right!
you questions and you say the answers.
• Then pair students and have them do the activity.
4 5
Play the guessing game.

3
10
• Have students focus on the chart while you read the

“How to play” section to them. Explain further if
necessary, so that everyone understands how to play
the game.
• Divide students into pairs and give them time to do
Your friend looks
at Number 1 and
10 Play the guessing game. questions: “Does thinks of a fruit.
Ask
it taste sweet?”
Check (✓) the ques “Does it feel spiky
tion box each time ?”
the activity.
How many questions you ask a question.
did it take to get
Play again with Num the correct fruit?
ber 2.
• Find out how well students did by asking who got the
Check (✓) a box each time you ask a question. How many questions did you ask?
Question Question Question Question Question Question Question Question
answer with the least number of questions.
1 2 3 4 5 6 7 8
• To extend the lesson, give each student a copy of
1 fruit
Welcome Worksheet (see page 34). Have students
2 vegetable complete the sentences with the words in the box,
3 clothes then circle the correct answers. Then, students match
4 drink
the sentences to the pictures.
5 animal
• Check answers as a class.
Pop Quiz: Divide students into small groups and
11
have them look at the story on pages 6–7 again.
Lesson 6 Can ask and answer about what something looks/smells/tastes/sounds/feels like
Have them take turns describing something in the story
using target language, especially the senses words,
e.g., The tree looks spiky. Bella looks intelligent. Ask
Lesson 6 SB page 11 or Poptropica English World
groups to write down their statements. Finally, elicit
statements from the class and find out which groups
Learning Objective made the most statements.
Can ask and answer about what something looks/
smells/tastes/sounds/feels like
Warm-up
• Review senses vocabulary using Picture Cards 1–5.
Check for understanding as well as spelling. Then
invite students to make sentences using target
vocabulary.
• Brainstorm adjectives and write them on the board.
Then show some realia, such as a pencil, notebook,
heavy book, soft article of clothing, a plant or bottle
of perfume, etc. Invite students to come to the front,
take a piece of realia, and say a statement, e.g., This
smells nice. Students can also point to things around
the room.
lesson objective on the board: We’re asking and
answering about what things look, smell, taste, sound, or
feel like.
Materials
Picture Cards 1–5, Welcome Worksheet, various realia 33

Welcome Worksheet
Write, circle, and match.
looks feels sounds tastes smells
1 The dog ( soft / cute ). • •
2 The boy ( quiet / cute ). • •
3 The flower ( bad / nice ). • •
4 The fruit ( sweet / bad ). • •
5 The music ( loud / quiet ). • •
6 The animal ( soft / hard ). • •
34 Poptropica English, Level 6, Welcome Worksheet Photocopiable © Pearson Education Limited 2015

1 Adventure camp
Unit Overview
Unit Objective
• I can talk about camping
Language
Camping equipment: sleeping bag, tent, poles, pegs, compass, flashlight, air
Target mattress, air pump, first-aid kit
Vocabulary Camping activities: pitch the tent, take down the tent, put in the pegs, set
up the bed, cover our heads, light a fire, keep out the rain, read a compass
Flo is good at swimming.
Target
I love fishing and camping.
Structures
I’m pitching the tent. We’re putting in the pegs.
I can pitch a tent, but I can’t read a compass.
Values: Safety first. Think about safety when you go camping.
Features
Cross-curricular: Social science: Being a mountaineer and an adventurer
Skills
• Can understand a simple story
• Can understand details of a story
Reading • Can recognize why camping safety is important
• Can understand a letter about being on adventure camp
• Can understand a text about an adventurer
• Can write simple sentences about what people like/are good at/are
not good at doing
• Can plan an adventure trip
Writing
• Can write camping words (Workbook)
• Can complete simple sentences about adventure camp/an adventurer
(Workbook)
• Can identify camping equipment
Listening • Can identify camping activities
• Can talk about what people like/don’t like/are good at doing
Speaking • Can talk about what I’m doing and what someone can and can’t do
• Can discuss a story
35
M01_POEN_TB_06AME_1402_U01.indd 35 14/12/2015 10:06

1
Learning Objective
Can identify camping equipment
1 Adventure camp
1 What camping words do you know? Can you say them?
They have sleeping bags, a
tent, poles, pegs, a flashlight,
2 Listen and read. What things do they have? and four compasses.
Target Language
A:07
1 2 OK. I can see your sleeping bags, but

who has the tent, poles, and pegs?
sleeping bag, tent, poles, pegs, compass, flashlight, Hi, I’m Hannah. Welcome to
this summer’s adventure camp. I have the tent, Felipe has the
poles, and Maria has the pegs.
first-aid kit, air mattress, air pump
1 What camping words do you know? I have a big flashlight

and four compasses.
Can you say them? 3 OK. Let’s pitch the tent

and make a campfire.
4
This is the week’s schedule.
There’s lots to do!
• Open books and ask students to look at the story.

objective on the board: We’re talking about camping.
•
Great!
Close books. Ask students what English words they
know for camping, e.g., tent, sleeping bag. Write on 3 Listen and say. 5 8
board.
A:08
1 3
• Introduce students to the learning adventure poster. 2
poles
compass
7
air mattress
Use this poster with students to help them indicate sleeping bag
6
9
how confident they feel about the lesson objective, tent

first-aid kit
4 pegs flashlight air pump
and to show you who may need more help. See
4 Play the memory game.
page 9 for how to use this with your classes.
• Refer to the learning adventure poster and say, Great! A: I went camping, and in my tent there was a sleeping bag.
B: I went camping, and in my tent there was a sleeping bag and a…
You are already moving along your learning adventure! 12 Lesson 1 Can identify camping equipment
2
A:07
Listen and read. What things do they M01A_POEN_SB_06AME_1365_U01.indd 12 10/12/15 9:49 PM
have? • You then repeat the sentence again, adding one more
• Ask students to look at the story frames on page 12. item to the list.
Ask, What is happening? What are they doing? (They’re • Put students into pairs to play the game. Encourage
arriving at camp.) them to add more items when they run out of the
• Play the audio. Have students to look at the story in words presented on page 12.
their books and listen. Ask students, How many camping words do you
• Ask comprehension questions: Who is Hannah? (the know now? Give students a minute to tell their
camp leader) What things do they have? (Tom has the partner the words they know.
tent. Felipe has the poles. Maria has the pegs. Flo has the • Ask students to say where they are on their
flashlight and compasses.) adventure now. Ask students which words they find
easiest or most difficult to remember. Tell students,
3
A:08
Listen and say. Good job! to reinforce the progress they are making.
• Focus on the words. Play the audio and have students Pop Quiz: Divide students into small groups and
repeat after each word they hear. ask them to brainstorm a plan for a themed
• Pair students and put Picture Cards 6–11 and 17–19 adventure camp (e.g., cooking camp, basketball camp,
up on the board. Number each Card. Have students acting camp, music camp). Students write a list of things
play a game in pairs. One student says a number. the campers would need. They can also draw a picture
His/Her partner has to say the item, and use it in a for each item. Invite students to present their plans to
descriptive sentence, e.g., sleeping bag. That sleeping the class.
bag is red. or, I have a red sleeping bag.
• Direct students’ attention to the fence card on
page 12. Tell students to go online to the Poptropica
4 Play the memory game. English Island Adventure Game and find the item.
• Demonstrate the game with a student. Start by Once students click on it, they are taken to a
saying, I went camping and in my tent there was a supplementary language task.
sleeping bag. Then ask the student to repeat the
sentence and add one more item.
Materials
Homework WB
36 Poster, Picture Cards 6–11 and 17–19 page 8

1
5
A:10
Listen and read. Then circle T = True
5
A:10
Listen and read. Then circle
T = True or F = False.
A:09

or F = False.
a
My name’s Tom. I’m
I love fishing and camping.
• Focus students’ attention on the structures in the
14, and I’m American. Look! box and play the audio (track A:09). Students
I love playing
basketball and soccer.
repeat chorally.
I can cook and swim, • Play the audio and have students follow.
but I can’t surf. I have
one sister, Flo. She’s 12, • Give students time to read the four paragraphs.
and she’s very funny.
b • Pair students and have them go over the five
My name’s Maria, and I’m 13. I’m from
Mexico. I like dancing, but I’m not very statements together and decide if they are true or
c
I’m Flo, and I’m 12.
good at singing! I have two sisters. They’re
8 and 10, and I love playing with them! false. Have students write correct statements for
I’m from the United
States. I’m good
those that are false. Check answers, and elicit the
at swimming. I love correct statements for the “false” ones (1 Tom can
talking to my friends. I
have one brother. He’s swim, but he can’t surf. 5 Felipe has three brothers.)
14, and he’s very good
at sports.
• Ask students to look at the structures in the Look! box
d
again and find which other word we can use instead
I’m Felipe. I’m from Spain. I’m 13. of love (like). Check that they remember to add “s” to
1 Tom can swim and surf. T/F I love playing video games, and I
2 Maria is Mexican. T/F like science and math. I have three love/like for the third person singular. Remind them
3
4
Flo loves talking to her friends.
T/F
T/F
brothers, and they love video games,
too. We always have competitions!
that we can also use like/love + noun, e.g., I like science.
5 Felipe only has two brothers. T/F
Have students go through Activity 5 and find more
6 Ask and answer. 7 Imagine you are Tom, Maria, examples.
Flo, or Felipe. Ask and answer.
1 Where are Tom and Flo from?
2
3
What does Tom love doing?
How old are Maria’s sisters?
1
2
How old are you?
Where are you from?
6 Ask and answer.
4 What subjects does Felipe like? 3 What do you like doing?
1 United States
2 basketball, soccer
3 8, 10
4 science, math
4
5
What are you good at?
Do you have any brothers or sisters?
• Draw students’ attention to the four questions. Divide
the class into pairs and give them time to do the
Lesson 2 13
Can talk about what people like/don’t like/are good at doing
activity.
• Invite confident students to come to the front to ask
and answer questions.
7 Imagine you are Tom, Maria, Flo, or Felipe.
Learning Objective Ask and answer.
Can talk about what people like/don’t like/are good
at doing
• Ask two confident students to model the questions
and answers. Have one student ask the questions, and
another student pretends to be one of the characters
Warm-up and answers the questions.
• Divide the class into pairs and give them time to do
• Have a nationality spelling bee, using pictures of flags. the activity, using the target language.
Review the names of countries. Pop Quiz: Give each student a sheet of paper
Open books and ask students to look at the and have them draw a friend (could be an
activities and the Look! box. Ask, What are we imaginary friend or a “real” friend). They can include
learning today? Write the lesson objective on the board: smaller pictures to help describe what the friend is
We’re talking about what people like/don’t like/are good good/not good at, their nationality, etc. Students then
at doing. take turns “introducing” their friend. Invite other
• With books closed, elicit the names of the main students to ask questions, e.g., How old is he? Does he
characters and where they are. (Hannah, Tom, Flo, have any brothers or sisters? What does he like doing?
Maria, and Felipe. They are at the adventure camp.)
Explain the meaning of adventure camp.
Materials
Homework WB
Pictures of flags (from the Internet or drawn by the teacher), sheet of paper for each student page 9 37

1
8
A:11
8 Listen and number. Then say.
a
A:11
b
c d • Introduce camping activities with Picture Cards
12–16, and 20–22. Hold them up one by one, then
3 8 7 2
pitch the tent take down the tent put in the pegs set up the bed turn them to the word side and ask students to repeat
e f g h the words after you.
6 1 5 4 • Play the audio and have students number the words
cover our heads light a fire keep out the rain read a compass from 1–8 in the order they hear them.
9 A:12/ Listen to the song and write.
A:13
1 light a fire 2 set up the bed

Scouts around the world, from Spain
We’re traveling together, from the
to Mexico.
mountains to the ocean.
3 pitch the tent 4 read a compass
We’re walking for miles and learnin
We’re reading a 1 compass
g every day. 5 keep out the rain 6 cover our heads
and finding our way.
Chorus: 7 put in the pegs 8 take down the tent
Oh, we are adventure campers,
here is our song.
With adventure and new friends
, you can’t go wrong!
• Play the audio again and have students repeat.

At the end of the day, we’re back
to camp again.
We’re pitching our 2 tents , they keep out the rain.
We’re putting in the 3 pegs and setting up our 4 beds .
We’re sleeping in 5sleepin
g bags that cover our heads!
(Chorus)
All this adventure is making us
9
A:12
fit and strong. A:13
We’re cooking our food, which doesn’t
We’re eating our dinner, and then
take too long.
we’re so tired.
• Tell the class they are going to listen to a song. Ask,
We’re sleeping in tents all around
the 6 fire ! What do you think the song is about? Elicit responses.
•
(Chorus)
Play the song audio and have students listen.
10 Look at Activity 9 and check (✓) the activities in the song. • Play the audio again and ask students to write the
1 reading a compass ✓ 2 wearing sunglasses
correct words in the spaces. Have students check their
3 pitching tents ✓ 4 putting in the pegs ✓ answers with partners.
5 running a race 6 taking down the tent
• Play the karaoke version of the song and have
14 Lesson 3 Can identify camping activities students sing along if they feel confident enough.
10 Look at Activity 9 and check (✓) the

Lesson 3 SB page 14 or Poptropica English World activities in the song.
• Draw students’ attention to the six activities listed on
Learning Objective the page. Have students say them chorally.
Can identify camping activities • Give students time to complete the activity. Ask
Target Language students to say which activities appear in the song.
pitch the tent, take down the tent, put in the pegs, Ask students, How many words for camping do you
set up the bed, cover our heads, light a fire, keep know now? Give students a minute to tell their
out the rain, read a compass partner the new words they know.
• Ask students to say where they are on their
adventure now. Ask students which words they find
Warm-up easiest or most difficult to remember. Tell students,
• Review camping equipment words, by flashing the Good job! to reinforce the progress they are making.
word side of the Picture Cards 6–11, 17–19, and Pop Quiz: Give each student a copy of Activity
having students listen and repeat. Then do a word Sheet 1 (see page 152) and ask them to cut out
scramble game on the board. the pictures. With the books closed, students listen to
Open books and ask students to look at the the song from this lesson and decide which activities
book. Ask, What are we learning today? Write the are mentioned in the song (all but take down the tent
lesson objective on the board: We’re learning some and light a fire). To extend this activity, play the song
camping activities. again and have students put the pictures in the order
• With books closed, say, What do we do when we they appear in the song.
go camping? Write answers on the board, e.g., play
games, play the guitar, go swimming.
• Refer to the learning adventure poster and say, Great!
You are moving along your learning adventure.
Materials
Homework WB
38 Poster, Picture Cards 6–22, Activity Sheet 1, scissors page 10

1
11
A:15
Listen and number the pictures. Then match. A:14
I’m pitching the tent.

1 1 I’m at the campsite, and I’m pitching the tent.
2 I’m putting in the pegs.
a Today is the last day, so
4 we’re taking down the tent. We’re putting in the
3 It’s evening now, so I’m setting up the bed.
pegs.
6 b I’m at the campsite, and I’m

pitching the tent.
I can pitch a tent, 4 I want to cook dinner, so I’m lighting a fire.
but I can’t read a
compass. 5 I’m lost, so I’m reading a compass.
7 c I’m lost, so I’m reading a
compass. 6 It’s raining, so we’re covering our heads.
2 d I’m putting in the pegs. 7 Today is the last day, so we’re taking down the
3
e I want to cook dinner, so I’m
lighting a fire.
tent.
f It’s raining, so we’re
1 covering our heads.
• Play the audio again for students to match the
5 g It’s evening now, so I’m
setting up the bed. pictures to the sentences.
• Have students switch books for checking. Invite some
12
A:16
Listen and match. Then say. students to read out their answers.
a b
1 12
A:16
Listen and match. Then say.
2
c d
• Give students time to study the pictures. Get them to
tell you what the person is doing in each one.
3
e f
• Explain they are going to listen to find out what
Felipe, Maria, Tom, and Flo like/don’t like doing, and
g h what they can/can’t do, and are/aren’t good at. They
4
have to match each person with two pictures. Play the
She can light a fire, but
audio twice for students to do the matching and check
13 What can you do? Ask and answer.
she can’t read a compass.
their answers.
Lesson 4 Can talk about what I’m doing and what someone can and can’t do 15

1 Felipe is good at pitching a tent. He loves
camping, but he doesn’t like kayaking.
Lesson 4 SB page 15 or Poptropica English World 2 Maria likes climbing high mountains, but she’s
not good at reading a map.
Learning Objective 3 Tom is good at cooking fish on a campfire, but
Can talk about what I’m doing and what someone he doesn’t like fishing.
can and can’t do 4 Flo likes lighting fires, but she’s not good at
reading a compass.
Warm-up
• Have students check their answers in pairs.
• Divide students into small groups. Have them talk
about what they are good at, and what they like and 13 What can you do? Ask and answer.
don’t like doing. Invite groups of students to come to
the front to talk, and ask some questions about what • Divide students into pairs. Have them ask and answer
the group has said. about what they/their partner can or can’t do.
Open books and ask students to look at the • Invite some pairs to the front to model the questions
and answers.
activities and the Look! box. Ask, What are we
learning today? Write the lesson objective on the board: Pop Quiz: Play Charades in pairs so each student
We’re learning to talk about what we’re doing and what has a chance to mime and guess all the actions
others can and can’t do. from Activity 11. Then divide the class into half, and
play a battle-round between the two groups.
11
A:15
Listen and number the pictures. Then
match.
• Have students look at the Look! box and play the
audio (track A:14). Students repeat chorally.
• Draw students’ attention to Activity 11. Play the
audio and have students number the pictures from
1–7 in the order they hear the phrases.
Homework WB
page 11 39

1
14
A:17
Talk about the pictures. Then listen
14
A:17
Talk about the pictures. Then listen and read. and read.
MATT IS TELLING BELLA
ABOUT THEIR TIME JOURNEY.
1 2
It’s a THD, a time hole
• Draw students’ attention to the story frames. Ask,
… so these weird guys
took our new THD and
detector. It’s what the thieves
took. You can travel through
Where are they now? Prompt the students to guess. (on
went off in time! There! Your –
thingy – is working now.
time with it.
Wow! Can
we try it?
a campsite)
What is it anyway?
• Play the audio. Students listen and follow.
• Ask students what each character wants at this part
of the story. (Bella wants to time-travel, AL and Matt
3 4 want to find the people who took their THD.)
Don’t you have
stuff to do here?
This looks fun! Don’t
you like camping? • Play the audio again. Pause for students to repeat
Um, not really.
Yes, I love camping, but
come on, TIME TRAVEL!!?
each line in chorus, correcting pronunciation if
necessary.
• To check understanding, ask some questions: Are they
in the right place? (No, they went to the wrong place.)
Are the “weird guys” there? (No, they aren’t.) Does Bella
5 6
Sir! There’s a new
trace! They’re going
You can bring Oh, all right. have a lot to do? (Yes, she does. – point out the sign
me back in time. Oh,
to – Africa! Oh, WOW!
Please let me come.
PLEASE!!! AL, let’s follow
those guys.
with chores on them in the picture.) Does Bella think
She is good at computers,
sir. That could be useful.
time-travel is exciting? (Yes, she does.) Where are they
going now? (Africa)
• Play the audio again. Divide students into groups and
assign each group a role. Ask groups to read along
with the audio and mime their character’s actions.
15 What is a THD? What can you do with it? Discuss your answers.
15 What is a THD? What can you do with it?
Discuss your answers.
• Ask the question, give students time to think, then
discuss with their partners. Ask for volunteers to tell
Lesson 5 SB page 16 or Poptropica English World their ideas to the class.
• Sample answers could include: It is a time-hole detector.
Learning Objectives You can travel to different times and places with it.
Can understand a simple story Pop Quiz: Make true or false statements about
Can discuss a story the story, and ask students to call out true or
Additional Language false, e.g., Matt found the trace of “the weird guys”. (false
THD, time hole detector, stuff, time travel, useful, AL found the trace of “the weird guys”.)
follow
Warm-up
• Review what students remember from the Welcome
unit. Do a quick True and False quiz with the class, e.g.,
The robot’s name is Matt. (false – His name is AL.) The
girl’s name is Maria. (false – Her name is Bella.) Matt and
AL come from the same time as Bella. (false – They come
from a different time.) They already know Bella. (false –
They are meeting her for the first time.) Bella broke their
time machine. (false – Bella fixed/mended repaired it).
story. Ask, What are we learning today? Write the
lesson objective on the board: We’re reading and
discussing a story.
Homework WB
40 page 12

1
17 Complete the summary.
16 Circle the correct answer.
1 • Students complete the summary in pairs. To check
1 The THD is ( working / not working ) now.
2
3
Bella ( likes / doesn’t like ) camping.
Bella ( doesn’t have / has ) a lot of tasks to do today.
answers, have a student read out the text, pausing at
4 AL ( doesn’t want / wants ) Bella to come with them. each gap for the class to supply the correct word.
5 The mysterious couple is ( going to / not going to ) Africa.
17 Complete the summary. 18 Role-play the story.

Africa Bella camp computers THD time-travel
• See the “How to use stories” section on page 23 of
Matt and AL use the 1
THD to follow the mysterious couple. They arrive at an the Introduction for more ideas on how to build your
adventure 2 camp , and they meet 3 Bella . She’s good at
4
computers , and she wants to 5 time-travel with Matt and AL. Matt says all students’ confidence with role-plays.
Africa
•
right. They follow the mysterious couple to 6 .
Before students do the role-play, ask, What makes a
good role-play?
19 Number to match the instructions to the headings.
Safety first. Think
about safety when
• Write their ideas on the board and/or add these to a
you go camping. wall display for future role-play activities, e.g., speak
4 Food and water 3 Making a fire
clearly and look at your audience, use actions.
5 Things you need 2 Pitching the tent 1 Choosing the right spot
1 Always choose a flat, 2 Clean the ground

• Choose one of their ideas e.g., speak clearly, and tell
high spot to set up and pitch the tent. the students to make an effort to speak clearly and
camp – not near a river The door should
or mountain slope. face the rising sun. look at their audience when they carry out their
3 The fire shouldn’t be
too close to the tents
4 Take a lot of drinking
water, dry foods
role-play.
5
or under tree branches.
Take insect repellent,
(pasta, noodles, rice,
cookies, nuts, and
• Divide the class into groups. Give each group a set of
sunblock, a first-aid kit, raisins), and canned
foods (soups and
cut out Story Cards (see page 46) and have students
a flashlight, matches,
batteries, and a gas stove. vegetables). place them in order.
HOME
• Play the audio again (track A:17) and have students
SCHOOL Tell your family why camping follow. Give students five minutes to practice. Then
LINK safety is important.
ask different groups to role-play the story in front of
Lesson 6 17
Can understand details of a story / Can recognize why camping safety is important
the class.
• Finally, have students predict what happens next in
pairs. Volunteers share their ideas with the class.
You might like to give the students feedback on
their role-play.
Learning Objectives
Can understand details of a story 19 Number to match the instructions to the
Can recognize why camping safety is important headings.
Value
Safety first. Think about safety when you go
• Read the value, Safety first. Think about safety when
you go camping. Check understanding.
camping.
• Draw students’ attention to the five headings with
boxes next to them. Read them chorally. Then look at
Warm-up the five pictures and texts.
• Pair students and give them time to do the activity.
• Review camping equipment vocabulary by using Discuss and check answers as a class.
Picture Cards 6–11, and 17–19.
Open books and ask students to look at the • Home-School Link: Read the instruction with the
activities. Ask, What are we learning today? Write class: Tell your family why camping safety is important.
the lesson objectives on the board: We’re reviewing the Ask students to do this at home.
story, and we’re talking about safe camping. Pop Quiz: Ask students to close their books. Put
them into pairs or small groups to prepare a quiz
16 Circle the correct answer. for another group. The questions should relate to items
and important requirements for safe camping. Ask
• Tell students to complete the exercise individually, questions such as, Where should you not set up camp?
then check their answers in pairs. Tell them to find the (next to a river or mountain slope) What do you do before
evidence in the story to support their choices. you pitch the tent? (clean the ground) The groups
• Check answers as a class. exchange quizzes, which they have to complete within
a strict time limit.
Materials
Homework WB
Picture Cards 6–11, 17–19, Unit 1 cut out Story Cards page 13 41

1
20
A:18
Listen and read the letter. Where was
20
A:18
Listen and read the letter. Where was Flo yesterday?
Then write the words.
Flo yesterday? Then write the words.
campfire dinner friends Spain Spanish wildlife • Ask students to look at Flo’s letter on page 18. As
this is a skimming/scanning task, ask students to
Dear Mom,
How are you? It’s our second day at adventure camp, and
read it very quickly, and only focus on the question
we’re having a great time. We have some new friends, too Where was Flo yesterday? They shouldn’t worry about
– they’re from 1 Spain and Mexico. They’re
teaching me 2 Spanish , but I’m not very good unknown words at this point.
•
at it!
Our first night was great. There was a big Give students time to read the text and fill in the
3
dinner to welcome everyone, and there
were songs by the 4 campfire . After the missing words from the word box.
campfire, we went to bed. At night, our tent was cold, but it
was warm in the sleeping bag. • Play the audio. Tell them not to correct while listening.
Today, we’re walking to a 5
that’s next to the camp.
wildlife park
Students listen and check their answers. Then, check
Here’s a photo of me with my new 6
and a photo of last night’s campfire.
friends the answers as a whole class.
Love to you and Dad,
Flo
• Ask questions to check comprehension and
understanding, avoiding the questions that are in
Activity 21, e.g., Who did Flo write to? Was it cold at
night? Is Flo having a good time? Personalize responses
1 Where are Flo’s new friends from?
They’re from Spain and Mexico . further by asking, How about you? What do you do
2 What is Flo learning?
She’s learning Spanish . when you go camping?
3 What did they do to welcome everybody?
There was a big dinner .
4 Where are they going today?
They’re going to a wildlife park.
22 Ask and answer. • Ask students to complete the sentences.
1 Do you like camping? • Have students switch books with a partner for
2
3
Where do you go camping?
What activities do you do there?
checking.
18 Lesson 7
• Check answers by having students read the correct
Can understand a letter about being on adventure camp
sentences chorally.
22 Ask and answer.

• Pair students and have them ask and answer the
questions. Then they switch with another pair and tell
Learning Objective their new partner about their previous partner.
Can understand a letter about being on adventure
camp
• Monitor the activity. Collect examples of good
language and mistakes as you hear them, and write
Additional Language them on the board. Correct mistakes and encourage
countries, nationalities, campfire students to use the examples of good language.
• Invite pairs of students to come to the front to ask
and answer the questions.
Warm-up Pop Quiz: Draw students’ attention to the
• Review the names of the characters and then allocate pictures next to Flo’s letter. Ask students to
them to students. In pairs, students go around the describe what they see. Give each pair of students a
class introducing their “new friends” to other pairs, copy of Activity Sheet 2 (see page 153) and have them
giving information about them, e.g., This is Tom. He’s cut out the words. Ask each student to take two slips
from the United States. He likes playing basketball. of paper. Have students draw and color a picture of
• Pair students and have them talk to each other about their own favorite camping memory, but explain that
any camping experiences they have had. Invite pairs their pictures should include the two words on their
to share their experiences with the class. slips of paper. Invite students to present and share
Open books and ask students to look at the with the class, using as much “camping language” from
activities. Ask, What are we learning today? Write Lesson 1–6. Then put up pictures on the bulletin board.
the lesson objective on the board: We’re reading a letter
about being on an adventure camp.
Materials
Homework WB
42 Activity Sheet 2, scissors, sheet of paper for each student page 14

1
• Ask students, What famous explorers or adventurers do
23 What do you know? 1 you know? What do you need to take you with you if you
24
A:19
Listen and read. What is Bear’s job? Bear is a mountaineer and adventurer. go exploring in dangerous places?
Bear Grylls 24
A:19
Listen and read. What is Bear’s job?
• Ask about the pictures, e.g., Do you know this man?
Bear Grylls is a mountaineer and adventurer. He went up Mount
Everest when he was just 23 years old! Bear usually lives in
the United Kingdom, but sometimes he lives in the desert, the
mountains, or the jungle. He is also Chief Scout of Scouts UK.
What’s his name? What do you know about him? Elicit
1 What do you like doing?
I like playing the guitar, running, doing yoga, and playing with my
children.
responses.
2 Do you like living in the jungle?
I love jungles, but they’re difficult to live in. There are often a lot of snakes
and insects.
• Play the audio and have students read along. Remind
Sometimes I sleep up in a tree and when it rains, it’s horrible.
3 Where is your favorite place?
them to use the context to work out meaning. Elicit
An island in Indonesia. I love visiting islands, and this one was really
beautiful.
4 What do you do before an adventure?
answers for the question, What’s Bear’s job? (He’s a
I always learn a lot about where I want to go – I learn about the plants
and animals.
mountaineer and adventurer.)
I train six days a week, and I run and do yoga, too. I also prepare my
survival kit.
Circle T = True or F = False.

5 Are you scared of anything?
Yes, I’m scared of high buildings and mountains. I can go to the top of
high buildings, but I don’t like it.
25
• Ask students to read the statements chorally.

25 Circle T = True
or F = False. • Have students do the activity in pairs. Ask four
1 Bear does yoga 26 Prepare for an
volunteers to say the statements and decide if they
adventure trip.
2
before a trip.
Jungles are difficult
T/F
• Ideas – Imagine you are going to the
are true or false.
to live in. T/F jungle or mountains.
3 Bear doesn’t take • Plan – Make notes. Where you are going?
a survival kit. T/F What do you need to take?
• Write – Answer these questions with
26 Prepare for an adventure trip.
1–2 sentences.
I’m going to Mount
• Remind students of the four steps to succeed:
Where are you going? Why?
Everest in Nepal. How can you prepare? What will you
take?
What are you scared of?
I’m going to take a big
• Share – Interview a classmate about
Ideas, Plan, Write, Share.
backpack with a lot of things… their adventure.
Ideas Ask students what the most interesting places
Lesson 8 Can understand a text about an adventurer / Can plan an adventure trip 19
to go on an adventure are for them. Ask, Where do
you want to go on your adventure? Mountains, jungle,
sea, desert? What is it like in those places? What do you

need to survive there?
Plan Direct students to the questions in the Student
Book for this section of the project, and ask them to
Learning Objectives make detailed notes.
Can understand a text about an adventurer Write Ask students to write a few sentences to
Can plan an adventure trip answer each of the questions.
Additional Language Share Model an interview by having one of the
desert, jungle, mountains, mountaineer, adventurer students interview you, then have students interview
each other.
You may also wish to give students feedback on
Warm-up their projects.
• Ask, Do you like camping? Where do you go? Is it easy Ask students, What new things do you know about
to camp? Why/Why not? Have you camped anywhere preparing for and going on an adventure trip? Give
strange or dangerous? Elicit responses. students a minute or two to tell their partner some of
• With books closed, ask, Have you ever done anything the things they have learned. Tell students, Good job! to
really dangerous? Explain the question if necessary. reinforce the progress they are making.
Discuss each answer from the students. Tell students
they are going to read about a man who has done Pop Quiz: Students think of a place for an
many dangerous things. adventure, and write four sentences describing it,
and a list of five things they would need to take with
23 What do you know? them. In pairs, they take turns reading their sentences
and trying to guess the place their partner has
• Open books and ask students to look at the activities. described.
objectives on the board: We’re learning about an
adventurer, and we’re planning an adventure.
Homework WB
page 15 43

1
27 Match.
27 Match.
1 You do this to find your way. a sleeping bag

• Check students understand the instruction for the
2
3
You put these in when pitching the tent.
You do this before going to sleep.
b
c
read a compass
pegs
activity. Give them a couple of minutes to do the
4 You do this before you go home. d set up the bed matching, and check their answers with a partner.
5 You are warm when you use this. e take down the tent
28
A:20
Listen and ✓ or ✗. 28
A:20
Listen and ✓ or ✗.
1 Sally a
likes
b
loves
c
is good at
• Draw students’ attention to Activity 28. Say the
names chorally, and have students look at the
a
✓
b
✓
c
✓
pictures. Ask students to describe what they see.
2
•
Pe e
Have students listen to the audio and put a check or
✓ ✓ ✗
a cross in the boxes. Give them time to complete the
29 Unscramble and write questions. Then look at Activity 28 and write
activity.
answers.
1 Sally / doing / love / does / what

What does Sally love doing? She loves camping. 1 Sally likes singing, and she loves camping. On
2 Sally / what / at / good / is
What is Sally good at? She’s good at cooking. camps, she teaches us how to cook things. She’s
3 Pete / a / is / compass / at / reading / good
Is Pete good at reading a compass? No, he isn’t.
good at cooking.
2 Pete is very active. He likes kayaking and he
30 Ask and answer. loves traveling to other countries. But he’s not
1
2
What do you like doing? What do you not like doing?
What are you good at? What are you not good at?
good at reading a compass – we got lost in the
3 What do you do when you go camping? forest last Saturday!
I can identify camping equipment and activities.

I can talk about what people like/don’t like/are good at doing.
I can plan an adventure trip. 29 Unscramble and write the questions. Then
20 Lesson 9 Can assess what I have learned in Unit 1 look at Activity 28 and write answers.
• Draw students’ attention to the words in each line.
Give students time to write the questions. Then give
Lesson 9 SB page 20 or Poptropica English World them time to write the answers for the questions.
• To check answers, ask students to read the questions
Learning Objective chorally and elicit answers from individual students.
Can assess what I have learned in Unit 1
30 Ask and answer.
Warm-up • After each pair has practiced, ask for volunteers to
perform in front of the class, providing feedback and
• Show Picture Cards 12–16, 20–22 and ask individual group error correction at the end.
students, Are you good at (pitching the tent)? or, What
Ask students how they feel about their learning
do you like to do when camping? Students should
in this unit. Ask students to tell you what they
answer, e.g., I am good at / not good at… I like / don’t
found easy and what they found the most difficult to
like… in response.
learn in the unit.
activities. Ask, What are we learning today? Write • Read the three I can statements at the bottom of the
page with the students and invite them to check the
the lesson objective on the board: We’re thinking about
boxes according to how confident they feel about the
our learning adventure.
language point.
• Ask students if they can remember the things have • Ask students, Where are you on your learning
been learning about in this unit. Put their ideas on the adventure? Students indicate where they think they are
board, e.g., camping equipment. on the learning adventure poster. Tell students, Good
• For each idea, ask students to tell their partner where job! to reinforce the progress they are making.
they think they are on their learning adventure.
Pop Quiz: In groups of four, students tell the
Reassure students who are less confident that they
others the answers to the following questions:
will have opportunities for more practice.
Which is your favorite activity in the unit? Why? Which
activity don’t you like? Why? What is your favorite new
word? Which word is the most difficult for you?
Materials
Homework WB
44 Poster, Picture Cards 12–16, 20–22 page 16

1
31 Write answers about you. Then guess
1 about your partner.
• Tell students that they are going to play a game
where they have to try to guess things about their
partner. Explain that they need to start by writing the
answers to the eight questions in their Student Book.
• Give students a few minutes to write their answers.
Make sure that they understand that what they write
in the books must be a secret from their partner, to
make the game more fun.
• When students have finished writing, teach them
31 Write answers about you. Then guess about your partner. these steps for the game: 1 You say an answer. 2 Your
What are you good at? partner tries to guess the question. 3 If your partner
1 2
What are you not good at? guesses correctly, they get one point. 4 Ask one question
1
What do you like doing?
2
each, and then change. 5 Play until one person gets five
1
What don’t you like doing?
2
points.
1
What subjects do you like?
2
• Divide students into pairs to play the game. You can
1
What subjects don’t you like?
2 do this with students who were not sitting next to
1
What sports do you like?
2 each other during the writing, to make sure that they
1 2 haven’t seen their partner’s answers.
What sports don’t you like?
1 2
32
32 What did you enjoy in this unit? What
What did you enjoy in this unit? What do you
want to know more about? do you want to know more about?
Lesson 10
English World
21
• Ask students to choose anything they enjoyed from
Can use what I have learned in Unit 1
the unit and to go and find out more, e.g., find out
M01A_POEN_SB_06AME_1365_U01.indd 21 10/12/15 9:50 PM more about becoming an adventurer (Social Science),
find out more about safe camping (Values), find out
Lesson 10 SB page 21 or Poptropica English World more about how to write a letter in English (Skills).
• You might like to set this activity as homework with
Learning Objective a quick feedback session at the beginning of the
Can use what I have learned in Unit 1 next class.
Are you ready for Unit 2?

Warm-up
• Ask students if they are ready to move onto the
• Tell students you are going to give them an answer next unit. Tell students that it is fine if they do not
and they have to guess the questions. Say, e.g., remember everything as they will continue to practice
teaching. Students discuss in pairs what the correct throughout the level.
questions could be, e.g., What are you good at? What • Encourage students to ask if they have any questions
do you like doing? Ask for volunteers to share their about what they learned in Unit 1.
ideas with the class. Help with clues (e.g., write the
first word of the question on the board), until a pair You may wish to give Unit 1 Test (see page 188) at
gives you the right question. Repeat several times this time.
with different answers. This will provide students
with further reinforcement of the question form. With
a confident class, you can then repeat this, with a
student giving the answer.
activities. Ask, What are we learning today? Write
the lesson objective on the board: We’re playing a game
to practice the Unit 1 language.
Homework WB
page 17 45

1
Unit 1 Story Cards
46 Poptropica English, Level 6, Unit 1, Story Cards Photocopiable © Pearson Education Limited 2015

Wider World 1
SB pages 22–23 or Poptropica English World
Wider World 1 a
Learning Objectives Camping around the world
Can understand texts about camping around
the world 1 What do you know?
Can talk about camping in my country 2 Look at pictures a–c and make sentences.
Additional Language There’s a cave. There are some trees.
deer, squirrels, desert camping, volcanic island,

cabin, motorbike, special mud, ideal 3
A:21
Listen and read. Then number the pictures in Activity 2.
1 2
Warm-up Camping in
Thailand is
a lot of fun.
• Review the names of countries using Picture Cards My favorite
place is a
(Level 5: 55–68). You can review the spelling using the National
Park called
word side of the Cards. Khao Sam Death Valley National Park in
California is a great place for
• Review places vocabulary using Picture Cards (Level 5: Roi Yot.
Khao Sam desert camping. It’s very hot there
in the summer. I usually visit Death
69–77). Ask students if they have ever visited places Roi Yot
means the mountain with 300 Valley in the spring with my family.
I love riding my bike on the paths in
such as a desert, palace, etc., and invite them to talk peaks. The mountains are very
difficult to climb. There are a lot the mountains. Mountain biking is
difficult, but it’s very exciting. My
about their experiences. Encourage the other students of things to see around the park.
I like watching the beautiful birds dad likes making big campfires in
to ask questions. and other wild animals like deer

and squirrels. There are a lot of
the evening. He likes cooking our
dinner on the fire. There are many
interesting caves, too. Thailand is types of snakes, lizards, and birds
an exciting place! in Death Valley. It’s never boring in
1 What do you know? the desert!
• Open books and ask students to look at the activities. Alak, 12, Thailand Melissa, 12, United States
Ask, What are we learning today? Write the lesson 22 Wider World 1 Can understand texts about camping around the world
objective on the board: We’re reading about camping M01B_POEN_SB_06AME_1365_WLD1.indd 22 7/12/15 11:02 PM
around the world, and we’re talking about camping in

my country. 3 Listen and read. Then number the
A:21
pictures in Activity 2.
• Ask, Have you ever gone camping in another country?
• Draw students’ attention to pictures a–c. Read the Elicit responses.
statements in the speech bubble chorally, and ask the
class which picture they refer to (c).
• Tell students they are going to hear about camping in
Thailand, the United States, and Italy. Play the audio.
• Pair students and have them brainstorm all the Have students follow along in their books.
statements they can think of about the three pictures.
• Ask students to read the three texts chorally. Go over
• Give students time to make sentences about the any pronunciation difficulties.
pictures.
• Give students time to match the numbers of the texts
• Invite students to say a statement for each picture. to the pictures from Activity 2.
Have a student write the statements on the board.
Repeat all the statements chorally, then as a class
try to elicit some additional statements about
the pictures.
Materials
Picture Cards (Level 5: 55–77), map of world, pictures of famous places in Thailand, the United States, and
Italy, sheet of paper for each student, colored pens and pencils 47

• Invite students to talk about their own camping
b c
experiences and camping in their country. Encourage
other students to ask questions.
YOUR TURN! Describe an ideal camping trip.
Think about these things.
• Pre-teach ideal. Then, read the instructions and the
1 questions chorally.
2 3
• Divide students into groups and have them think of an
4 Circle T = True or F = False. ideal camping trip. Remind them to use the questions
1 The mountains of Thailand as prompts.
3
2
are easy to climb.
Alak likes watching birds.
T/F
T/F • Groups report back to the whole class about their
Vulcano is a
small volcanic
3
4
Death Valley is in the desert.
Melissa doesn’t like riding her bike.
T/F
T/F ideal camping trip, the places they would see, and the
island in Italy.
5
6
Vulcano is a big island.
Luca likes hiking.
T/F
T/F
camping and sporting activities they would do.
I like camping
there in the
summer
Pop Quiz: Have a discussion about what kinds of
5 Ask and answer.
with my
grandparents.
things can go wrong during a camping trip, e.g.,
1 Do you like camping?
We sleep in
a small cabin
2 Where can you camp in your country? weather is bad, cannot make a campfire, forgetting the
in the forest. food, getting a sore knee, forgetting a swimsuit, etc.
During the day, my grandpa rides a
motorbike around the island. I like
Describe an ideal camping trip.
Brainstorm responses and write them on the board.
hiking to the top of the volcano. My
grandma likes walking on the black Think about these things. Ask students if any of these things have ever happened
sandy beaches near the sea. There is
special mud in Vulcano that is very to them.
good for your skin. Some people like What’s the place’s name? Where is it?
putting the mud on their bodies. I What’s the place like?
love visiting Vulcano! What can you do there?
What should you take with you?
Why is it ideal for you?
Luca, 11, Italy
Wider World 1 Can talk about camping in my country 23
4 Circle T = True or F = False.

• Read the six statements chorally. Then have students
read the texts again on pages 22–23.
• Give students time to do the activity. Divide students
into pairs to switch their books and compare their
answers.
• To check answers, invite confident students to say the
statements and have the class say, true or false.
5 Ask and answer.

• Do this speaking activity with the class. First discuss
the following question with the class: What is good/bad
about camping? Why? Then, in pairs, students discuss
this question and report back to the class. Write down
their ideas on the board and discuss as a class.
• Further develop the discussion by talking about
your own camping experiences, and referring to the
examples in Activity 2.
• Then read the two questions in Activity 5 chorally. Put
students into groups and give them time to discuss the
questions.
48

2 Wildlife park
Unit Overview
Unit Objective
• I can talk about wild animals
Language
Animals: rhino, cheetah, panther, meerkat, emu, scorpion, seal, otter,
Target sea turtle, tiger, lemur, koala, whale
Vocabulary Superlative adjectives: tallest, longest, shortest, biggest, smallest, heaviest,
lightest, fastest, slowest
How heavy is it? It’s 800 kilograms.
How tall is it? It’s 5 meters tall.
The giraffe is taller than the rhino.
Target
The giraffe is the tallest.
Structures
Are otters bigger than seals? Yes, they are. / No, they aren’t.
Were the giraffes taller than the trees? Yes, they were. / No, they weren’t.
Which is the heaviest? The hippo is the heaviest.
Values: Think before you act. Think carefully before making important
Features decisions.
Cross-curricular: Science: Chameleons
Skills
Reading • Can recognize the importance of thinking before you act
• Can understand a text about a rescued koala
• Can understand a text about a chameleon
• Can find out and write about an interesting animal
• Can write simple sentences comparing one animal with another
Writing
• Can write simple sentences about a decision I made (Workbook)
• Can write simple sentences about my favorite animal (Workbook)
Listening • Can identify wild animals • Can understand a simple story
• Can ask and answer about animals using How tall/heavy/long/fast is it?
• Can talk about which animal is the biggest/longest/slowest/fastest
Speaking
• Can compare animals using bigger/longer/slower/faster than
49

2
Learning Objective
Can identify wild animals
2 Wildlife park
1 Do you know the names of any wild animals?
What can you say about them?
Target Language 1
2
A:22
Listen and read. Where was Flo?
She was with the elephant. 2
We were with the
cheetahs. They were
rhino, cheetah, panther, meerkat, emu, scorpion, really fast!
seal, otter, sea turtle, tiger, lemur, koala, whale
1 Do you know the names of any wild What did you learn today?
Cheetahs are the fastest
animals on Earth.
animals? What can you say about 3 4 I was with

the elephant.
them?
• Open books and ask students to look at the story. Cool! How
Ask, What are we learning today? Write the lesson I was with the snakes. They were
really long. One of them is the
big was it?
objective on the board: We’re learning to identify wild longest type of snake in the world! Really big, and heavy – it’s
3,000 kilograms!
animals. 3 Listen and say.
•
A:23
Close books. Ask students what English words they 1

2
3 4 5 6
know for wild animals, e.g., tiger, rhino. Write on

rhino cheetah panther meerkat emu scorpion
board. 8 12 13
•
7 9 10 11
Refer to the learning adventure poster and say, Great!
You are already moving along your learning adventure! seal otter sea turtle tiger lemur koala whale
4 Play the game. How many animals can you guess?

2
A:22
Listen and read. Where was Flo? A: Long and thin! B: Snakes!
• Pre-teach wild and wildlife park. 24 Lesson 1 Can identify wild animals
• Ask, Who can you see in the pictures? (Tom, Maria, Flo, M02A_POEN_SB_06AME_1365_U02.indd 24 10/12/15 9:53 PM
Felipe, and Hannah) Where are they? (at a wildlife park)

• Ask students to look at the scenes in their books and 4 Play the game. How many animals can you
listen as you play the audio. guess?
• Divide the class into four, assigning the roles of Tom, • Pair students and give them time to do the activity.
Maria, Flo, and Felipe. You take the role of Hannah.
Ask students, How many names of wild animals do
Play the audio again, pausing for students to repeat
you know now? Give students a minute to tell their
their lines.
partner the words they know.
3
A:23
Listen and say. • Ask students to say where they are on their
• Focus on the pictures of wild animals. Elicit any easiest or most difficult to remember. Tell students,
information from students about each of the animals. Good job! to reinforce the progress they are making.
• Play the audio and have students repeat each animal Pop Quiz: Photocopy Activity Sheet 3 (see page
name.
154) and give a copy to each pair of students.
• Put Picture Cards 23–35 up on the board. Write the Students cut out the pictures and put one set of cards
headings Have four legs / Don’t have four legs. Ask
students to write animals under each heading as face down on the table. Then they play a memory
appropriate. game, trying to find matching pairs.
Materials
Homework WB

2
5
A:25
Look and listen. Which A:24
Tom: Hey, Flo! I’m with an animal. Guess what it is!
animal is Tom describing?
a giraffe
How heavy is it? It’s 800 kilograms. Flo: OK, how heavy is it?
How tall is it? It’s 5 meters tall.
The giraffe is taller than the rhino.
Tom: It’s about 800 kilograms.
The giraffe is the tallest. Flo: How fast is it?
Tom: Fast!
Flo: Hmmm… How tall is it?
Name: Roddy
How heavy? 1,600 kilograms Tom: It’s very tall. It’s about five meters tall.
How tall?
How long?
2 meters
3 meters
Flo: I know! It’s a giraffe!
How fast? fast!
Name:
Tom: Yes! Come and see!
Geri
How heavy? 800 kilograms
How tall? 5 meters
• Ask students to shout out the answer. Ask a few
6 Look and ask questions.
How long? 3 meters
1 tall / the giraffe? How fast? fast!
2 heavy / the rhino?
How tall is the giraffe?
questions to consolidate the answer, e.g., How heavy is
3 fast / the rhino?
4 long / the giraffe? Geri? (It’s about 800 kilograms.) How tall is it? (It’s about
5
6
tall / the rhino?
heavy / the giraffe?
It’s 5 meters tall.
5 meters tall.)
7 Look. Then ask and answer. What animal is it? 6 Look and ask questions.
How tall is it? It’s 3.5 meters tall. 3.5 meters
• Focus students’ attention on the Look! box and play
the audio (track A:24). Point out that we use How
0.8 meters 1.2 meters + adjective + is it/are they? to ask about size and
weight. Explain that we use kilograms and meters in
the answers. Point out that we use tall to answer the
1.8 meters 2.5 meters 7 meters question How tall…? Then explain the use of (taller)
50 kilograms 200 kilograms 5,000 kilograms
than to show comparison, and the (tallest) to show the
Lesson 2 Can ask and answer about animals using How tall/heavy/long/fast is it? 25 superlative form of the adjective.
• Practice the structures. Write, How (heavy/tall) is it?
on the board. Students ask and answer using new
Lesson 2 SB page 25 or Poptropica English World information every time. Practice using superlative
adjectives, e.g., taller than / the tallest.
Learning Objective
• Divide the class into pairs and ask them to use the
prompts in Activity 6 to ask and answer questions.
Can ask and answer about wild animals using How Draw students’ attention to the speech bubbles given
tall/heavy/long/fast is it? on the page.
Warm-up 7 Look. Then ask and answer. What animal

is it?
• Review the names of animals by using Picture Cards
23–35, then have a spelling bee. • Focus students’ attention on the diagrams. In pairs,
students take turns choosing an animal to describe,
Open books and ask students to look at the while the partner asks questions in order to guess it.
learning today? Write the lesson objective on the board: Pop Quiz: Make statements about the animals in
We’re learning to ask and answer about wild animals. Activity 7, e.g., It’s 1.8 meters long. Ask students
to call out the name of the animal you are describing,
e.g., the cheetah.
5 Look and listen. Which animal is Tom
A:25
describing? • Direct students’ attention to the fan card

on page 25. Tell students to go online to the
• Have students look at the two pictures and identify Poptropica English Island Adventure Game and find
the name of the two animals. (Roddy is a rhino. Geri is the item. Once students click on it, they are taken to a
a giraffe.) supplementary language task.
• Play the audio. Have students listen to a conversation
and decide which animal Tom is with.
Materials
Homework WB
Picture Cards 23–35 page 19 51

2
8
A:26
A:26
b c d e
• Introduce the superlative adjectives with Picture
a Cards 36–44. Hold them up one by one, then turn
6 8 4 them to the word side and ask the students to repeat
longest 3
shortest biggest smallest
the words after you.
9
f g h i
• Play the audio and have students number the words
tallest
7
from 1–9 in the order they hear them.
2 5 1
heaviest lightest fastest slowest
9 A:27/
A:28
Listen to the song and write. 1 slowest 2 lightest 3 biggest
4 smallest 5 fastest 6 longest
Chorus:
Take me to a place where the days
They’re 5 slower than a
Tortoise, but happier in the ocean.
7 heaviest 8 shortest 9 tallest
Are 1 longer , (Chorus)
Where I can be with the anima
ls, In the jungle, there are cheetahs,
Wild and free.
Take me to a place where the trees
They’re 6 the fastest big cats.
There are elephants,
Are 2 taller 7
the biggestof them all.
Than the houses and the buildin
In the big city.
In the ocean, there are seals,
gs I want to see butterflies,
Scorpions, and ants. 9
A:27
I really love wild animals, big, A:28
3
heavier than cars. fast,
4
There are blue whales,
longer than my street.
Or small.
Heavy, slow, or tall, • Ask students if they know any songs about animals.
Can you see the turtles, swimm
ing
Big, fast, or small. Invite them to sing the songs together.
In the blue water?
• Play the song audio and have students listen.
Animal
• Play the audio again and ask students to write the
10 Ask and answer about the song.
1 biggest elephant correct words in the spaces. Have students check their
whale
Which animal in the The elephant is
2 longest
3 slowest turtle
answers with partners.
song is the biggest? the biggest.
4 fastest cheetah
students sing along if they feel confident enough.
26 Lesson 3 Can talk about which animal is the biggest/longest/slowest/fastest

• Have students read the song again and complete the
table with the names of the biggest, smallest, etc.
animals mentioned. Give them a few minutes to do
Learning Objective this and compare answers with a partner.
Can talk about which animal is the biggest/longest/ • Then ask them to change partners, and to use the
slowest/fastest information in the table to ask and answer questions.
Target Language Ask students, How many comparative and
tallest, longest, shortest, biggest, smallest, superlative adjectives to describe animals do you
heaviest, lightest, fastest, slowest know now? Give students a minute to tell their partner
the new words they know.
Warm-up • Ask students to say where they are on their
• Review animals using Picture Cards 23–35. Play the easiest or most difficult to remember. Tell students,
whisper game, using animal names in the sentences. Good job! to reinforce the progress they are making.
• Play a memory chant by having the class sit in a circle. Pop Quiz: Divide the class into two teams, or
Start the chant by saying, I went to the wildlife park groups or pairs. Hold up two animal Cards and
and saw a seal… . The next person adds an animal to ask the groups/pairs to make comparative sentences
the list, and so on. Students who don’t remember the about them, e.g., The tiger is bigger than the cheetah.
items in order must sit out. The cheetah is faster than the tiger. Then hold up three
Open books and ask students to look at the Cards and ask students to make superlative sentences
book. Ask, What are we learning today? Write the about three animals, e.g., The tiger is the biggest. The
lesson objective on the board: We’re learning more cheetah is the fastest., etc. Find the team or pair that
about describing and comparing animals. can make the most correct sentences.
Materials
Homework WB

2
A:29 2 1 Which is the heaviest? A seal, a rhino, or a
Are otters bigger than seals? Yes, they are.
No, they aren’t.
whale?
Were the giraffes taller than Yes, they were. A large seal can be 2,000 kilograms. A rhino is
the trees?
Which is the heaviest?
No, they weren’t.
The hippo is the heaviest.
usually heavier than a seal, but a whale is the
heaviest.
11 Listen. Then ask and answer.
2 Which is the fastest? An otter, a cheetah, or a
panther?
A:30
1 Are rhinos heavier than seals?
2
Yes, they are.
Which animal is the fastest?
An otter is the slowest. A panther is faster than
3
Cheetahs are the fastest.
Are snakes louder than lemurs?
an otter, but slower than a cheetah. Cheetahs
4
No, they aren’t.
Which animal is the shortest?
are the fastest.
Ants are the shortest. 3 Which is the loudest? A snake, a whale, or a
lemur?
Which animal is the tallest? Are
tigers taller than otters? Most snakes are very quiet. Lemurs can be loud,
but whales are louder than lemurs. So snakes
Giraffes are the tallest. Tigers are taller than otters.
12 Read and say. are the quietest, and whales are the loudest.
1 giraffes / otters / tigers (tall) 2 koalas / lemurs / turtles (slow) 4 Which is the longest? A whale, an ant, or a sea
3 elephants / turtles / hippos (heavy) 4 panthers / giraffes / cheetahs (fast)
turtle?
13 Look at the table. Ask and answer. Which animal…? A whale is longer than a sea turtle. A whale can
Life Span be thirty meters long. The longest sea turtles
Animal In the zoo In the wild 1
2
Which animal has the longest life?
Which animal has the shortest life?
are only two meters long. Ants are really small,
rhino
lemur
35 years
27 years
30 years
15 years
3 Where do these animals live a longer
life? Why?
so they are the shortest, and whales are the
panda 20 years 10 years
4 Where do these animals live a shorter
life? Why?
longest.
1 rhino 2 panda
3 in the zoo 4 in the wild
Lesson 4 27
• Play the audio again, and check answers. Invite
Can compare animals using bigger/longer/slower/faster than
students to ask and answer questions in pairs. Use the
speech bubbles as a model.
Lesson 4 SB page 27 or Poptropica English World 12 Read and say.
Learning Objective • Focus on the first set of three animals and have
students read the example sentence chorally.
Can compare animals using bigger/longer/slower/
faster than • Pair students and ask them to continue making
sentences in the same way with the other sets of
animals.
Warm-up • At the end, ask for volunteer pairs to tell the class the
correct answers.
• Hold up Picture Cards 36–44 one at a time, and ask
students to make a sentence using the word. 13 Look at the table. Ask and answer.
• Ask students to work with a different partner. Focus
on the table and read the information chorally. Ask
learning today? Write the lesson objective on the board:
the first question and elicit an answer from the class.
We’re learning to compare animals.
• Tell students to continue asking and answering the
questions in pairs, using the table for giving answers.
11
A:30
Listen. Then ask and answer. Pop Quiz: Play The Five Questions game with
• Focus students’ attention on the Look! box. Play the animal words. Write or model the following
audio (track A:29), and have students follow. dialog on the board: A: Is it heavier than a hippo? B: No,
• Focus on the questions in Activity 11. Have students it isn’t. A: Is it faster than a panther? B: Yes, it is. A: Is it a
listen to the audio and answer the questions. cheetah? B: Yes, it is!
Materials
Homework WB

2
14
A:31
14
A:31
THE THD IS WORKING NOW.
1 2
Rhinos can run at 50 km
I can’t see Over there! They’re
per hour. But the cheetah is the
fastest animal. It can… Where are they now? They might remember that Matt,
anyone. getting away, quick!
Oh, um,
quick!
Oh, PLEASE
be QUIET!
Bella, and AL were going to Africa at the end of the
last part of the story, or they might be able to guess
from the pictures.
• Play the audio. Students listen and follow.
3
Is the rhino
4 • To check understanding, ask some questions: Are the
still there?
It’s lucky I had
people who took the THD there? (Yes, they are.) What
this rope.
No. And those guys
Um, how do
we get down?
are they doing? (They are running away from a rhino.)
that took the THD aren’t Yeah, and you
here either. can tie knots! Does the rhino chase Matt, Bella, and AL, too? (Yes, it
does.) How does Bella help them? (She helps them climb
a tree.) What is Bella good at this time? (ropes and
tying knots) Do they stay up the tree a long time? (Yes,
5 6
Um, is that a because it is sunset in the next picture.) What animal do
cheetah?
The cheetah is the
QUICK! Get us
out of here! they make friends with? (a meerkat) What does Matt do
fastest animal…
Hello, little guy.
to escape from the cheetah? (He uses the THD to time-
travel away.)
• Play the audio again. Pause for the students to repeat
each line, and correct pronunciation if necessary.
15 How do Matt and Bella get away from the rhino? What does Bella do?
15 How do Matt and Bella get away from the

rhino? What does Bella do?
Lesson 5 SB page 28 or Poptropica English World • Ask the questions, give students time to think, then
ask for volunteers to tell their ideas to the class.
Learning Objectives • Sample answers could include: She helps them to hide in
Can understand a simple story the tree from the rhino. / She uses rope to help them
Can discuss a story get down.
Additional Language • Bella’s action involves quick but careful thinking
(and ties into the values theme in the next lesson,
get down, rope, tie knots
about thinking before you act). Simply running away
Functional Language from the rhino won’t help them survive. Elicit this
Over there! Hello, little guy! Get us out of here! realization by asking, How did Bella use careful thinking
to help them survive?
Pop Quiz: Say a line of text or a statement from
Warm-up the story, e.g., Um, is that a cheetah? Have
• Elicit what students remember about the story so students put their hands up if they know who said it
far. Ask, Where did Matt and AL meet Bella? (at an (Matt). Repeat with statements/text said by the
adventure camp) How did Matt and AL travel to Bella’s characters to aid recall of the story.
camp? (They traveled through time.) How did Bella
help Matt and AL? (She repaired their THD time-travel
machine.) Who are Matt and AL following? (the people
who took a THD from Matt’s office)
• Pre-teach the new words, get away, rope, tie knots, get
down.
discussing a story.
Homework WB
54 page 22

2
16 Circle the correct answer. 2 • Ask students to complete the summary individually,
1 Why is Matt angry with AL?
2
a He talks too much. b He runs too slowly.
What animal does Bella say hello to?
c He climbs too fast. and have them compare answers with a partner.
3
a the rhino b the meerkat
How do they get away from the cheetah?
c the cheetah • Check answers with the class. Ask students if they
a They climb a tree. b They run very fast. c They use the THD. think this is a good summary. Ask them, Does it have
all the important details? Is anything missing?
Africa cheetah couple rhino rope THD

Matt, Bella, and AL arrive in Africa . They want to talk to the mysterious
1
2
couple . Matt sees them, but he also sees a 3 rhino . Matt, Bella, and
AL all run fast to get away. They use Bella’s 4
down from the tree, but then they see that a 5
rope
cheetah
to climb a tree. They get
is coming! They use the
the Introduction for more ideas on how to build your
6
THD to get away quickly.
students’ confidence with role-plays.
• Before students do the role-play, ask, What makes a
Think before you act. Think
good role-play? Write their ideas on the board and/
19 Read the situations. Check (✓) the carefully before making
important decisions.
or add these to a wall display for future role-play
best thing to do.
activities, e.g., speak clearly, use actions.
A Tomorrow is the
1
You’re not happy
2
You’re not happy with
3
You don’t enter the
• Choose one of their ideas, e.g., use actions, and tell
deadline for entering a with your writing, your writing. You ask competition because students to try to do this in their role-play.
•
story-writing competition. but you sign up your teacher for advice you’re not happy with
What do you do? immediately. and then decide. your writing. Divide the class into groups. Give each group a set of
B Your best friend is not You text your
talking to you. He/She looks friend and invite
You leave a note on You find your friend at
your friend’s desk to ask school and ask what’s
angry, but you don’t know
why. What do you do?
him/her to meet
you after school.
what’s wrong. wrong. place them in order.
follow. Give students five minutes to practice. Then
HOME
SCHOOL Tell your family about an important ask different groups to role-play the story in front of
LINK decision you made today.
the class.
Lesson 6 Can understand details of a story / Can recognize the importance of thinking before you act 29
M02A_POEN_SB_06AME_1365_U02.indd 29 10/12/15 9:54 PM pairs. Volunteers share their ideas with the class.
their role-play.
Learning Objectives 19 Read the situations. Check (✓) the best

Can understand details of a story thing to do.
Can recognize the importance of thinking carefully
before you act • Read the value, Think before you act. Think carefully
before making important decisions. Invite students to
Value share their own stories of not thinking before acting.
Think before you act. Think carefully before making
important decisions.
• Draw students’ attention to the two scenarios (A and
B), and read them as a class. Allow students time to
complete the activity.
Warm-up • Divide students into small groups to discuss their
choices, using the target language.
• Write the sentence, Think before you act. on the board.
Invite students to talk about what that means to • Home-School link: Read the instruction with the
them. class: Tell your family about an important decision you
Open books and ask students to look at the made today. Ask students to do this at home.
activities on the page. Ask, What are we learning Pop Quiz: Put students in pairs to discuss
today? Write the lesson objectives on the board: We’re examples in their own lives of times when they
reviewing the story, and we’re talking about thinking did not think carefully before they acted. Ask them,
carefully before doing things. What decision did you make? What careful thinking did
you use? Students think, then make notes if they like,
16 Circle the correct answer. before discussing with their partners. Ask students to
share with the class at the end.
• Have students work individually then in pairs, to check
and improve their final answers.
• Discuss as a group then confirm the best answers.
Materials
Homework WB
Unit 2 cut out Story Cards page 23 55

2
20
A:32
Listen and read. Is Vernie happier
20
A:32
Listen and read. Is Vernie happier now?
Yes, she is.
now?
• Direct students’ attention to the picture of the koala.
HOME ABOUT US CONTACT US Ask students to describe the animal.
PLEASE
SPONSOR
• Play the audio and have students follow.
VERNIE! • Check students’ understanding of the story by asking
Please
questions: Why do the rescued koalas live longer at the
sponsor
me! reserve? (It’s safer. They have enough food to eat.) Is
VERNIE’S STORY Vernie happier now? (Yes, she is.) Why? (Because she has
Here at the reserve, we have a lot of rescued koalas.
They live longer here, and they are happier here than in a home.) Why was Vernie sad before? (Because she was
the wild.
Vernie the koala was in the wild for years. Her home sick. / Because her joey died.)
was next to a road. It was very dangerous. Then one
day, the saddest thing happened to her. Her joey, a
baby koala, died on the road. Vernie was very unhappy.
• Play the audio again. Have students read along as
We went to the forest one day, looking for sick koalas. they listen.
Vernie was next to the road. She was not happy, and she
was sick.
To sponsor
Vernie now,
click on this link.
Now, she is safe and healthy in our koala reserve. She’s
the happiest koala here. Please sponsor her! 21 Write the answers.
• Read the questions chorally, then give students time
21 Write the answers. to write the answers. Remind them to use complete
1
2
Where was Vernie’s home? Her home was next to a road.
What does “joey” mean? It means a baby koala.
sentences.
3
4
What was the saddest thing to happen to Vernie? Her joey died on the road.
Was Vernie healthy in the wild? No, she wasn’t.
• To check answers, invite students to stand and ask
5 Where is Vernie now? She’s at the koala reserve. each question from someone in the class. Correct any
6 Is Vernie happier now? Yes, she is.
mistakes. Students can check their own work.
22 Look at the words. Compare koalas with other animals.
heavier lighter shorter slower smaller

22 Look at the words. Compare koalas with
other animals.
30 Lesson 7 Can understand a text about a rescued koala
• Remind students of the target language for Lessons 2

and 3 for describing animals.
Lesson 7 SB page 30 or Poptropica English World • Explain that they have to make sentences comparing
koalas with other animals, using the words in the box,
and then share with their partner, e.g., Koalas are
Learning Objective heavier than lemurs. Koalas are slower than panthers.
Can understand a text about a rescued koala
• Give students a few minutes to write three or four
Additional Language sentences and check them with a partner. After
sponsor, rescued, reserve, joey they have helped each other with corrections/
improvements, pairs can share their sentences with
the class.
Warm-up • Ask for volunteers to read their sentences aloud. Have
the class say if they are true or not.
• Show the koala Picture Card. Ask students if they
know where koalas come from. Ask students if they • To extend the lesson, photocopy Activity Sheet 4 (see
know of any other Australian animals. page 155) and have students cut out the comparative
forms of adjectives. Students compare koalas with
• Ask students to brainstorm wild animals, and make a other animals. Encourage them to try to use all the
list on the board. They compare their animals with a
partner and report to the class. Ask if students have cards.
been to an animal reserve or rescue center, and what Pop Quiz: Play a true/false game. Say some
they know about them. statements about animals from the unit. Students
Open books and ask students to look at the stand up if they think it’s true, and put up their hands if
activities. Ask, What are we learning today? Write they think it’s false, e.g,. Lions are 2.5 meters long. (true)
the lesson objective on the board: We’re reading about Tigers are smaller than cheetahs. (false)
a koala.
Materials
Homework WB
56 Picture Card 27, Activity Sheet 4, scissors page 24

2
24 Find the chameleons in the pictures.
23 What do you know? 2 A:33
Then listen and read.

24
A:33
Find the chameleons in the pictures. Then listen and read.
• Draw students’ attention to the four pictures. Say,
There is a strange animal in these pictures. Can you see
it? Listen and read about this animal. What can it do?
Cool camouflage • Play the audio and have students read along.
for chameleons! strangest animals in the • Have students read the text aloud.
Chameleons are one of the can
of chameleons, and many
world. There are 160 kinds
more facts about them.
change color. Here are some
Size: They are sometimes smaller than your finger. Some are 25 Ask and answer.
longer than your arm! Females are often smaller than males.
Body: They have very long tongues, and their feet have claws.
They are very good at climbing. • Read the four questions chorally.
Color: Chameleons are very smart – they use color to show how
they feel or to hide. They can change color when they are scared, • Pair students and have them ask and answer the
questions.
angry, hot, or cold. For example, a panther chameleon turns red
when it is angry.
Places: A lot of chameleons live in Madagascar in Africa. Some
live in India, too. They like hot, dry places. • Ask for volunteers to stand up and model the
Food: Chameleons eat insects, and they are good at catching
flies with their long tongues. Some big chameleons can eat small questions and answers to the class.
birds.
Life span: They usually live for five to ten years. They
live longer when they are kept as pets than in the wild.
26 Find out about an interesting animal.
25 Ask and answer.
26 Find out about an
interesting animal.
1 What do chameleons look like?
• Ideas – Think about the most interesti
2
3
When do they change color?
Where do they live? animal you know.
ng
Ideas Remind students of the discussion from the
4 What do they eat? • Plan – Make notes about size/body/color/
places/food/lifespan.
What do you know? section, and ask them to choose a
1 Some are big, some are small.
2 To show how they feel or to hide. • Write – Write 1–2 sentences about
each of
strange animal that they know something about.
3 In hot, dry places like Africa and India. these things.
4 Insects and sometimes small birds. • Share – Tell a classmate about your animal.
Plan Direct students to the questions in the Student
Book for this section of the project, and ask them to
Lesson 8 Can understand a text about a chameleon / Can find out and write about an interesting animal 31
make detailed notes.
Write Ask students to write a few sentences to
answer each of the questions to create a paragraph
Lesson 8 SB page 31 or Poptropica English World of text.

Share Ask students to share with a partner, and
then (optionally) some students can share with the
Learning Objectives whole class.
Can understand a text about a chameleon
Can find out and write about an interesting animal You may also wish to give students feedback on
their projects.
Additional Language
camouflage, tongues, claws, hide, smart, angry, Ask students, What new things do you know about
Madagascar, flies wild animals now? Give students a minute or two
to tell their partner some of the things they have
learned. Tell students, Good job! to reinforce the
Warm-up progress they are making.
• Write on the board the headings Size, Color, Places, Pop Quiz: Have students sit in chairs in a circle.
and elicit information for each category, about a wild Assign students different animal names. Stand in
animal. the middle and start talking. When you mention one of
these animal names, all those who have been assigned
23 What do you know? that animal get up and switch chairs. Whilst they are
up, remove a chair which will leave one person
• Open books and ask students to look at the activities. standing. This student takes your place in the middle of
Ask, What are we learning today? Write the lesson the circle.
objective on the board: We’re learning about strange or
interesting animals.
• Ask students, How many strange and interesting
animals do you know? Ask follow-up questions about
any details about the animals. These can be about
size (How big are they?), body shape (What do they look
like?), color (What color are they?), diet (What foods do
they eat?).
Homework WB
page 25 57

2
28
A:34
Listen, check (✓), and circle.
27 Read and circle.
1 The giraffe is 5 ( kilograms / meters ) tall.

• Have students look at the pictures and ask them to
2
3
How ( heavy / tall / long ) is the rhino? It’s 1,600 kilograms.
Cheetahs are the ( fast / faster / fastest ) animal.
name the animal in each picture.
4 Meerkats are ( smaller / bigger / smallest / biggest ) than lemurs. • Have students listen to the audio. They check the box
28
next to the appropriate animal and circle the correct
Listen, check (✓), and circle.
A:34
a b a b
adjectives.
1 2
✓ ✓ 1 The panther is bigger than the cheetah.

bigger / faster lighter / taller 2 The gorilla is taller than the lemur.
3 a b c 4 a b c
3 The lion, tiger, and cheetah are all cats but are
different. The cheetah is the smallest, but it is
✓ ✓
fastest / faster fastest / heaviest
the fastest.
4 These three animals live in the water. Sea turtles
29 Look at Activity 28 and write. are heavier than otters. But whales are the
1 The panther is bigger than the cheetah. heaviest.
2 The gorilla is taller than the lemur.
3 The cheetah is the fastest.
4 The whale is the heaviest.
30
Look at the pictures in Activity 28. Ask and answer about the
animals.
A Are otters bigger than turtles? B No, they aren’t.
The otter is the lightest. Which animal is the lightest?
• Ask students to look at the pictures of 1a and 1b in

Activity 28 and to read the sentence.
I can talk about which animal is the biggest/longest/slowest/fastest.
I can compare animals using bigger/longer/slower/faster than.
• Give students time to complete the activity.
I can find out and write about an interesting animal.
• Invite students to say the answers and write the
32 Lesson 9 Can assess what I have learned in Unit 2 correct sentences on the board.
30 Look at the pictures in Activity 28. Ask and

Lesson 9 SB page 32 or Poptropica English World answer about the animals.
• In pairs, students practice the speaking activity. Invite
Learning Objective some pairs to the front to say the questions and
Can assess what I have learned in Unit 2 answers.
Warm-up in this unit. Ask students to tell you what they
found easy and what they found the most difficult to
• Use Picture Cards 23–35 to review spelling quickly, learn in the unit.
then hold a spelling bee with animal names.
• Read the three I can statements at the bottom of the
Open books and ask students to look at the page with the students and invite them to check the
activities. Ask, What are we learning today? Write boxes according to how confident they feel about the
the lesson objective on the board: We’re thinking about language point.
our learning adventure. • Ask students, Where are you on your learning
• Ask students if they can remember the things they adventure? Students indicate where they think they are
have been learning in this unit. Put their ideas on the on the learning adventure poster. Tell students, Good
board, e.g., learning the names of wild animals. job! to reinforce the progress they are making.
• For each idea, ask students to tell their partner where Pop Quiz: In groups of four, students tell the
they think they are on their learning adventure. others the answers to the following questions:
Reassure students who are less confident that they Which is your favorite activity in the unit? Why? Which
will have opportunities for more practice. activity don’t you like? Why? What is your favorite new
27 Read and circle.
• Ask students to complete the activity individually, but
to compare and check their answers with a partner.
Materials
Homework WB
58 Poster, Picture Cards 23–35 page 26

2
• Pair students and have them compare their work.
31 Read the clues. Write the animals’ names.
2 Check answers by inviting students to read the clues
Down
and choose a classmate to give the answer.
1 It’s the second largest of all land
Look at Unit 1, Page 12. Ask and answer

animals and has one or two horns.
2 has a long tail.

It looks like a small monkey and 32
r l 1 2
4 It’s the largest land animal. more questions with –er and –est words.
c h e e t ah
3
e4 5
It’s an orange cat with black
5 stripes.
l i i m
wha l e g n
6
u 9 It’s an African animal that has
black and white stripes. • Tell students to go to page 12 of the Student Book,
p e o t t e r 7
10 It’s a large animal with flippers. It
eats fish and lives in and near the and direct them to the camping vocabulary. Ask them
p a n t h e r
8
ocean.
to imagine they are going camping and need to pack
a 13 This animal is the “king” of the
animal world.
z n 9
s 10
their bags, so that they have to discuss which things
s e a t u r t l e
11
Across are the heaviest/lightest/biggest/smallest, etc.
b a 3 It’s
•
the fastest land animal in
r g o r i l l a 12 13 the world. Focus on the examples, Is the first-aid kit lighter than
6 It’s a very large mammal that lives
a i in the ocean.
the compass? Is the tent the heaviest thing we need for
ko a l a 14
7 This animal eats fish and is about
n
1 meter long.
8 black.
It’s in the cat family and is usually camping?, and elicit answers from the class. Students
11 It’s a large ocean reptile that has a continue the activity in pairs.
thick shell.
12 It’s quieter than a chimpanzee but
much bigger.
• Ask confident pairs to model more questions for
14 It’s an Australian animal that looks
like a small bear.
the class.
32 Look at Unit 1, page 12. Ask and answer more questions with –er and
–est words. do you want to know more about?
Is the first-aid kit lighter
than the compass?
Is the tent the heaviest
thing we need for camping? • Ask students to choose anything they enjoyed from
33 What did you enjoy in this unit? What do you want
more about cool animals like the chameleon (Science),
to know more about? English World
find out more about life in zoos and the wild (Skills),
33
Lesson 10 Can use what I have learned in Unit 2
find out more about how to make important decisions
M02A_POEN_SB_06AME_1365_U02.indd 33 10/12/15 9:55 PM (Values).
Lesson 10 SB page 33 or Poptropica English World a quick feedback session at the beginning of the
next class.
Learning Objective
Can use what I have learned in Unit 2 Are you ready for Unit 3?
Warm-up next unit. Tell students that it is fine if they do not
remember everything as they will continue to practice
• Place Picture Cards 23–35 in a big bag. Go around the throughout the level.
room and give each student a chance to pick a Card • Encourage students to ask if they have any questions
out of the bag. Everyone asks chorally, Do you have a about what they learned in Unit 2.
new pet? And the student responds, Oh, yes I do! I have
a (rhino)! Repeat until everyone has had a turn. You may wish to give Unit 2 Test (see page 190) at
Open books and ask students to look at the this time.
the lesson objective on the board: We’re completing a
crossword to practice the Unit 2 language.
31 Read the clues. Write the animals’ names.

• Direct students’ attention to the crossword puzzle
and ask questions about the pictures. Ask, What’s this?
Prompt students to answer, e.g., It’s a panther.
• Go over the clues chorally. Explain any words that
students are unfamiliar with.
• Give students sufficient time to do the activity.
Materials
Homework WB
Picture Cards 23–35, big bag page 27 59

2
Unit 2 Story Cards

Review Units 1 and 2
Learning Objectives
1 Unscramble and write the camping words.
Can talk about camping
1 2 3 4
Can talk about wild animals plesengi gba slope etnt spge
5
ihtglfhsal
6
mosacsp
sleeping bag poles tent pegs flashlight compass
Warm-up 2 Read and number the pictures.
• Review camping vocabulary by using Picture Cards 1

3
5
I’m putting in the pegs.
The tent is keeping out the rain.
We’re pitching a tent.
2
4
He’s setting up the bed.
She’s covering her head.
6–11, and 17–19. Have students listen and repeat a b c d e

after you. To review spelling, use the word side of
the Cards. Then place the Cards around the room.
Have students close their eyes. Then remove a Card. 5 1 4 3 2
Students must guess the missing Card and say a
sentence using the word/phrase. 3 Read and circle.
Open books and ask students to look at the Hello, I’m Hannah. I’m studying to be a vet. I don’t like working in offices, but I love working with
animals. I like camping, too. I’m good at climbing and pitching tents. I’m working as a youth leader
book. Ask, What are we learning today? Write the at an adventure camp. Last summer, I went to Uganda, in Africa. We went to the jungle and
also on a safari tour. It was very hot in Africa, but there were a lot of interesting animals. The
lesson objective on the board: We’re reviewing the heaviest animal I saw was a rhino. It was more than 1,500 kilograms. That’s heavier than my car.
language of Units 1 and 2. 1 Hannah is studying to be a…

a cook. b vet. c youth leader.
2 She’s good at…
a climbing. b jumping on the trampoline. c diving.
1 Unscramble and write the camping words. 3 Last summer, Hannah went to…
a Argentina. b Uganda. c Brazil.
4 It was very… in Africa.
• Make sure students understand how to do the activity 5
a cold. b hot.
The rhino was the… animal she saw in Africa.
c rainy.
and give them sufficient time to unscramble and write a biggest b heaviest c fastest
the words. 34 Review Units 1 and 2 Can talk about camping
• To check answers, have students say the words M02B_POEN_SB_06AME_1365_REV1.indd 34 7/12/15 11:05 PM
chorally. Ask for volunteers to use these words in a

sentence.
• To extend this activity, have students write a short
paragraph, similar to Hannah’s in Activity 3, about
2 Read and number the pictures. their own camping experience. If a student has never
• Read the five sentences chorally. camped, ask him/her to write something from their
• Invite some volunteers to describe what is happening imagination. Students read their paragraphs to the
in the pictures. class or in small groups. Place the paragraphs on the
• Give students time to do the activity. board for other students to read.
• Elicit answers from the students. Students check their
own work.
3 Read and circle.

• Draw students’ attention to the picture of the girl.
Ask if they recognize who she is. (Hannah)
• Have student read the text to themselves.
• Read the five incomplete sentences and the answer
choices chorally. Give students time to do the activity
by circling the correct answers.
• To check answers, have students read the complete
statements chorally. Students check their own work.
Materials
Picture Cards 6–11, 17–19, 23–25 61

5 Guess the animal. Write.
4 Ask and answer.
• Read the sentences chorally.
Picture A Picture B
• Give students time to do the activity by writing the
name of the animal for each item.
• To check answers, first have students exchange their
books. Read the statements and elicit answers from
the class.
• To extend the activity, have students think of a set
of statements similar to those in Activity 5, about
another animal. Invite them to take turns reading out
their statements. Have the rest of the class guess and
call out the name of the animal.
A: The giraffe is taller than the rhino.
B: It’s Picture A.
A: Which koala is the biggest?
B: The koala in Picture A is the biggest.
• Watch the video story Welcome to the future on
A: The snake is the longest. A: Which animal is the heaviest? Poptropica English World. Ask students what
B: It’s Picture B. B: I think the seal in Picture A is the heaviest.
happened in the story. Watch again, stopping at key
5 Guess the animal. Write. points, and ask them about the language, the images,
or the story. Ask the students to role-play the story.
cheetah elephant giraffe panther whale
Assign the roles of two of the characters to confident
1
2
It likes eating leaves. It’s the tallest animal in the world.
It’s heavier than a cheetah but lighter than a tiger.
giraffe
panther
speakers and let other students play the other parts.
3
4
It’s the biggest, heaviest animal in the ocean.
It is taller than a rhino but shorter than a giraffe.
whale
elephant
Encourage them to say as much of the dialog as they
5 It’s the fastest land animal in the world. cheetah can and prompt them where necessary.
Pop Quiz: Divide the class into groups of three.
Have each group create a small story or scenario
Review Units 1 and 2 Can talk about wild animals 35 about a camping trip, and an animal they came across.
M02B_POEN_SB_06AME_1365_REV1.indd 35 7/12/15 11:05 PM
Groups present their story to the class. Take a vote for
the most interesting story
4 Ask and answer.
You may wish to give Review Test 1 (see page 204) at
• Review animal vocabulary by using Picture Cards this time.
23–35. Have students listen and repeat after you. To
review spelling, use the word side of the Cards. Then
place the Cards around the classroom. Have students
close their eyes. Then remove a Card. Students must
guess the missing Card and say a sentence using the
word/phrase. You may want to ask them to use both
an animal word and a superlative or comparative
adjective in the sentence.
• Draw students’ attention to the two pictures of the
same zoo. Ask, Are the pictures the same or different?
Elicit a response.
• Invite pairs of students to model the four exchanges
given.
Remind them to use comparative and superlative
adjectives in their questions and/or answers.
• Invite volunteers to ask and answer questions in front
of the class. Have the class judge if their questions
and answers are correct.
62

3 Where we live
Unit Overview
Unit Objective
• I can talk about where I live
Language
Places: supermarket, library, park, movie theater, shopping mall, museum,
Target
bank, pharmacy, castle, hospital, airport, bookstore, station, arcade, coffee
Vocabulary
shop
How do you get to the school? I want to go to the park.
Go straight, then turn left at First He/She wants to go to the park.
Target Avenue. I have to go to the library.
Structures It’s next to the movie theater. He/She has to go to the library.
It’s behind the park.
It’s at the end of First Avenue.
Values: Learn to be flexible. It can be frustrating when you have to do
Features things you don’t want to do. Learn to stay calm and just do it!
Cross-curricular: Geography: Interesting places
Skills
Reading
• Can understand an email about living on an island
• Can understand a text about cool places
• Can use the phrases want to go and have to go somewhere
• Can find out and write about an interesting place
Writing • Can write simple sentences about where places are (Workbook)
• Can write simple sentences about places (Workbook)
• Can write simple sentences about where I live (Workbook)
• Can identify places in a town
Listening
• Can say where places are and give directions
Speaking • Can discuss a story
• Can talk about how flexible I am
63

3
Learning Objective
Can identify places in a town
3 Where we live
1 What names of places in a town do you know? Can you say them?
2 Listen and read. What is Flo doing? She’s buying ice cream.
Target Language
A:35
1
I’m hot now! I want to
supermarket, library, park, movie theater, shopping
a 5 go swimming! Where’s
Phew! 450 steps! the swimming pool?
mall, museum, bank, pharmacy, castle b

1 c
7
It’s there – near
the movie theater.
1 What names of places in a town do d

3 Then we can go to the park, there,
you know? Can you say them? opposite the school. But where’s Flo?

Ask, What are we learning today? Write the lesson e 4
objective on the board: We’re talking about places in
f 2 g
6 Look! She’s there She’s buying ice
town. – near the park.
What’s she doing?
cream! I want ice
cream, too! Come on!
• Close books. Ask students what English words they 3

A:36
Listen and say.
know for places in town, e.g., supermarket. Write on 1 2 3 4 5
board.
• Refer to the learning adventure poster and say, Great! supermarket library park movie theater shopping mall
You are already moving along your learning adventure! 6 7 8 9
2
A:35
Listen and read. What is Flo doing? museum bank pharmacy castle
• Have students look at the pictures. Ask, Where are the 4

A:37
Look at Activity 2. Listen and number.
children? (in town) 36 Lesson 1 Can identify places in a town
• Play the audio. Students listen and follow. M03A_POEN_SB_06AME_1365_U03.indd 36 10/12/15 9:59 PM
• Ask comprehension questions: Is the weather cold?

(No, it’s hot.) What do the students want to do? (They Ask students, How many words for places in town
want to go swimming.) Is Flo with the children? (No, she do you know now? Give students a minute to tell
isn’t.) their partner the new words they know.
3
A:36
Listen and say. adventure now. Ask students which words they find
• Focus on the pictures of places. Play the audio and Good job! to reinforce the progress they are making.
have students repeat after each word they hear.
Pop Quiz: Give each pair of students a copy of
4
A:37
Look at Activity 2. Listen and number. Activity Sheet 5 (see page 156), and ask them to
cut out the word strips and pictures. First, students
• Review prepositions of place with the students: behind, play Concentration, by matching pictures to words.
in front of, next to, between, opposite, and near. You can When they get a match, they must use the word in
do this using classroom objects. a sentence.
• Have students look at the pictures in Activity 2. Play
the audio and have students number the buildings in • Direct students’ attention to the helicopter card on
the order they are mentioned. page 36. Tell students to go online to Poptropica
English Island Adventure Game and find the item.
Once students click on it they are taken to a
1 The swimming pool is behind the school. supplementary language task.
2 The shopping mall is next to the castle.
3 The movie theater is in front of the swimming
pool. It is next to the school.
4 The park is between the school and the shopping
mall.
5 The yellow car is in front of the library.
6 The castle is near the park and shopping mall.
7 The supermarket is opposite the swimming pool
and next to the library.
Materials
Homework WB
64 Poster, Activity Sheet 5, scissors page 28

3
• Tell students they will listen to some conversations.
5
A:39
Listen and check (✓).
Then say.
A:38
They must listen and check the correct picture.
How do you get to the school?
Go straight, then turn left at First Avenue. • Play the audio. Students follow in their books and do
The van is in front of
It’s next to the movie theater. the activity.
the supermarket. It’s behind the park.
It’s at the end of First Avenue.
1 a 2 a 3 a 1
Flo: Maria, where are you? I’m at the top of
✓ ✓ the castle.
b b b Maria: We’re in the park. We can’t find the ice
cream van. Where is it?
✓ Flo: The ice cream van is in front of the
6
supermarket.
Ask and answer.
Maria: Where’s the supermarket?
at the corner at the end of behind go straight next to turn left/turn right
Flo: Next to the library!
Maria: Oh, yes! Thanks!
YOU ARE HERE ➝ ✖
2
Second Avenue
First Avenue
Tom: Hi, Flo!

Flo: Hi, Tom. I’m still at the top of the castle.
Tom: We’re in front of the supermarket, and we
1 How do you get to the school?
2 How do you get to the pharmacy? can’t see the ice cream van.
3 How do you get from the pharmacy to the supermarket? It’s good to check
directions to make sure
Flo: Um… oh, yes, there it is. It’s behind the
Could you repeat that? Let me check… Is it…? you understand them. library now.
Tom: What? Oh, no. Thanks!
Lesson 2 Can say where places are and give directions 37

3
Felipe: Hi, Flo.
Lesson 2 SB page 37 or Poptropica English World Flo: Hello, Felipe.
Felipe: We still can’t see the ice cream van.
We’re behind the library now, next to the
Learning Objective
supermarket.
Can say where places are and give directions
Flo: It’s now between the movie theater and
the school.
Warm-up Felipe: OK, we’re running there now! Thanks!
• Ask the class to tell you names of places from the unit,
and any other places they can think of. Write the words Tip!
on the board. Then play a memory game by having Draw students’ attention to the Tip! box. Have the
students close their eyes, and removing a word from class repeat the expressions for checking directions.
the board. The student who guesses the missing word
must use it in a sentence, e.g., I often go to the park. 6 Ask and answer.
Open books and ask students to look at the • Focus on the road grid, and ask two students to read
activities and the Look! box. Ask, What are we the example exchange.
learning today? Write the lesson objective on the board: • Divide the class into pairs and give them time to do
We’re learning to say where places are, and give directions. the activity.
Pop Quiz: Stick place names around the
5
A:39
Listen and check (✓). Then say. classroom, and make some roads between desk
• Draw students’ attention to the Look! box. Play the rows. Have students ask and answer questions about
audio (track A:38), and have students listen and where things are, and direct each other around the
repeat. classroom.
• Have students look at the pictures and ask them to
think what places they are. Read the statement in the
speech bubble chorally.
Homework WB
page 29 65

3
7
A:40
a
A:40
b c • Use Picture Cards 54–59 to introduce the places

vocabulary. Hold the Cards up one by one, then turn
them to the word side, and ask students to repeat the
hospital 3 airport 6 bookstore 2 words after you.
d e f
• Play the audio and have students listen and number
the pictures in the order that they hear the words.
station 5 arcade 1 coffee shop 4

1 arcade 2 bookstore 3 hospital
8 A:41/
A:42
Listen and clap when you hear the words in blue. Then sing. 4 coffee shop 5 station 6 airport
• Then say the numbers and the class says the words.
I want to go to the shopping mall.
I want to go to the movie theater
Do you want to come with me? .
Do you want to come with me?
Sorry, I can’t, my friend.
Sorry, I can’t, my friend.
I want to go to the shopping mall,
But I have to do other things.
I want to go to the movie theater
But I have to do other things.
, 8
A:41
Listen and clap when you hear the
Chorus:
There are many things I want to
do.
(Chorus)
I want to go to the park.
A:42
words in blue. Then sing.
But I can’t, my friend. I can’t today.
Do you want to come with me?
I have to go to the bookstore.
I have to go to the library.
Sorry, I can’t, my friend. • Draw students’ attention to the lyrics in Activity 8.
I have to go to the airport,
I want to go to the park,
But I have to do other things. Play the song and have students listen.
To pick up a friend.
(Chorus)
• Play the song again and ask students to clap when
they hear the words in blue.
9 Read the song and write.
Where does the girl want to go?
1 She wants to go to the shopping mall.
Where does the boy have to go?
1 He has to go to the bookstore .
2 She wants to go to the movie theater. 2 He has to go to the library.
3 She wants to go to the park. 3 He has to go to the airport.
9 Read the song and write.
38 Lesson 3
• Focus on the two questions and have students read
Can identify more places in a town

them chorally.
• Give students time to read the text of the song and do
the activity.
• To check answers, have students switch books with a
Learning Objective partner, and invite students to offer answers.
Can identify more places in a town
Ask students, How many names of places do you
Target Language know now? Give students a minute to tell their
hospital, airport, bookstore, station, arcade, coffee partner the new words they know.
shop • Ask students to say where they are on their
Warm-up Good job! to reinforce the progress they are making.
• Have students talk about their towns. Elicit answers Pop Quiz: Pair students and have them talk
by asking questions, e.g., What is there in your town? about what they want to do, and where they
What do you like about your town? Why?/Why not? want to go, this week. Invite students to stand and talk
Discuss individual answers. about what their partners want to do, and where they
• Play a miming game. Have students take turns want to go. Encourage students to use target
miming an activity, e.g., reading a book. The class asks language.
chorally, Where do you want to go? Student replies,
e.g., I want to go to the library.
lesson objective on the board: We’re learning more
places in a town.
• Using Picture Cards 45–53, revise the words from
Lesson 1.
You are moving along your learning adventure!
Materials
Homework WB
66 Poster, picture Cards 45–59 page 30

3
• Have students listen to the audio, circle the correct
A:43 3 phrase, and match the pictures.
I want to go to the park.
He/She wants to go to the park.
He/She has to go to the library. • Pause the audio to allow sufficient time for students
to find the correct answers, if necessary.
10 Listen and circle. Then match and say.
A:44
1 Owww, my tooth hurts. I have to go to the

1 want to / have to a
dentist.
2 I’m feeling sick and I have a bad headache. My
2 want to / have to b
mom says I have to go to the hospital.
3 I have no money. I have to go to the bank.
3 want to / have to c 4 My friend is coming to visit me. I want to go to
the airport to meet her.
4 want to / have to d 5 I have to write a report for school. I want to go
to the library this Saturday.
5 want to / have to e
6 I don’t have any food for dinner. I have to go to
the supermarket this afternoon.
6 want to / have to f
• Have students switch books for checking. Play the

audio again, and have students say the answers along
with the audio.
1 She has to go to the dentist.
2 He has to go to the hospital.
3
4
He has to go to the bank.
He wants to go to the airport.
5 She wants to go to the library.
6 She has to go to the supermarket.
• Focus students’ attention on the example. Point out
Lesson 4 Can use the phrases want to go and have to go somewhere 39
the picture of the girl with a swollen face, as well as
the picture of a dentist’s office in Activity 10.
• Give students time to write five more sentences to

describe the remaining pictures.
• Check answers by having individual students write
their answers on the board. Have the class judge if the
Learning Objective sentences are correct. Correct any mistakes.
Can use the phrase want to go and have to go Pop Quiz: Pair students and give them Activity
somewhere Sheets 5 and 6 (see pages 156 and 157), which
are to be cut up. Have the pairs play matching games
Warm-up to reinforce spelling. When students find a match, they
must use the word in a sentence, using target
• Do a memory chant. Ask students to sit in a circle, language.
and review all the places vocabulary using Picture
Cards 45–59. Start the chant by saying, I want to go • Ask students to place the cards into categories of
places they have to go versus places they want to
to the (park). The next student must add a place to the
go, and explain why, e.g., I want to go to the airport
list, and so on. Those who fail to continue the chain
because I want to visit Paris. I have to go to the
sentences must sit out.
pharmacy because I have a cold.
We’re learning to talk about wanting to go somewhere,
and having to go somewhere.
10
A:44
Listen and circle. Then match and say.
• Have students focus on the Look! box. Play the audio
(track A:43), and have students listen and repeat.
• Draw students’ attention to the pictures in
Activity 10. Have students guess which pictures each
phrase refers to.
Materials
Homework WB
Picture Cards 45–59, Activity Sheets 5 and 6, scissors page 31 67

3
12
A:45
12
A:45
IN THE
LOST WORLD
OF ATLANTIS
1 2
What are those
• Draw students’ attention to the story frames. Give
Yes, those weird guys
that took the THD were
guys doing?
them time to look at the pictures.
I think they’re looking
We’re in Atlantis?
here. Come on, let’s go to
the control center. for something.
• Play the audio. Students listen and follow in their
books. Ask, What are the names of the “weird guys”?
(Zeb and Dot Martin.)
• Play the audio again. Pause for the class to repeat
3 4
They were here.
They said their names are Zeb and
Dot Martin. They wanted to buy a
It’s an important chip for
a time-travel machine. • To check understanding, ask some questions: Where
space-time chip, model 3PX40. There are three in
the THD. And I have a spare
are they? (in Atlantis) Who does AL see on the video-
3PX40 in here.
Guys, someone’s screen? (the people that took the THD) What do Zeb
coming! Quick, hide!
and Dot Martin want? (a space-time chip) How does
Matt feel? (He’s hungry.) How does he know Zeb and Dot
A what?
Martin feel hungry? (He has started to time-travel again.)
•
5 6
And I think Zeb
and Dot Martin are
Play the audio again. Divide students into groups and
Where are we
going now? Well, I’m hungry.
hungry, too.
13 Why do you think Dot and Zeb Martin

want the space-time chip? Discuss your
answers.
13 Why do you think Dot and Zeb Martin want the space-time chip?
Discuss your answers.
• Ask the question and give students time to think, then
discuss with their partners. Ask for volunteers to tell
their ideas to the class.
• Sample answers could include: to make a time-machine,
to make a space ship, to repair/fix a time machine.
the story, e.g., There are three in the THD! Have
Learning Objectives students put their hands up if they know who said it
Can understand a simple story (AL). Repeat with other statements or parts of
Can discuss a story statements said by the characters.
Additional Language
look for, (micro) chip, spare, hide
Warm-up
• Elicit what students remember about the story. Say
or write on the board: Their names are Matt, Bella, and
Felipe. They use a computer to travel through time. They
time-traveled to India. They climbed a tree to get away
from a tiger. All sentences are wrong and students
must correct them. (Their names are Matt, Bella, and
AL. They use a THD to travel though time. They time-
traveled to Africa. They climbed a tree to get away from
a rhino.) Pre-teach look for, (micro) chip, spare and hide.
Ask, Who are they following? (the people that took the
THD)
discussing a story.
Homework WB
68 page 32

3
15 Correct the mistakes.
14 Write the missing words. Then number the story events in order.
3 • Tell students that there is one thing wrong in each
are looking for arrive hide hungry Martin see
sentence, and they have to find and correct it.
2 In the control center, they see a video of the people that took the THD. • Have students first work individually, then in pairs, to
5 A security guard comes, and they have to hide .
check and improve their final answers.
6 Matt says he is hungry , and they leave.
4 The Martins are looking for a space-time chip. • Discuss as a group, and then confirm answers to the
1 Matt, Bella, and AL arrive in Atlantis. whole class.
3 AL says their names are Zeb and Dot Martin .
15 Correct the mistakes. 16 Role-play the story.

1 Dot and Zeb Martin want to buy a THD.
Dot and Zeb want to buy a space-time chip. • See the “How to use stories” section on page 23 of
2 The mysterious couple are Bella and Matt.
The mysterious couple are Dot and Zeb Martin. Learn to be flexible.
3 The 3PX40 isn’t important for a time-travel machine.
The 3PX40 is important for a time-travel machine.
It can be frustrating
when you have to do
things you don’t want
to do. Learn to stay
• Before students do the role-play, ask, What makes
16 Role-play the story. calm and just do it! a good role-play? Remind students of the things that
17 How flexible are you? Rank 1 to 5. Then share with a friend. you have already worked on in Units 1–2., e.g., speak
A You want B You want to C You want D You E You want
clearly, use actions.
Situation
to play video
games, but
go to a party,
but you have to
to meet your
friends, but you
want to stay
up late, but
to meet friends,
but you have to
you have to
do homework.
be home before
10 p.m.
have to study
for a test.
you have to
get up early.
take care of your
little brother.
You place them in order.
Your friend
1 OK 2 not very frustrating 3 somewhat frustrating 4 frustrating 5 very frustrating • Play the audio again (track A:45) and have students
You want to play video games, It’s frustrating, but
but you have to do homework. I’m OK about it. What
about you? ask different groups to role-play the story in front of
HOME
SCHOOL Tellflexible
your family how to be the class.
LINK
•
about things.
Finally, have students predict what happens next in
Lesson 6 41
Can understand details of a story / Can talk about how flexible I am
their role-play.
17 How flexible are you? Rank 1 to 5. Then

Learning Objectives share with a friend.
Can understand details of a story
Can talk about how flexible I am • Read the value, Learn to be flexible. It can be frustrating
when you have to do things you don’t want to do. Learn
Value to stay calm and just do it! Share a story of a time
Learn to be flexible. It can be frustrating when you when you had to do something you didn’t want to do,
have to do things you don’t want to do. Learn to and invite students to share their experiences as well.
stay calm and just do it!
• Draw students’ attention to the five situations (A–E).
Read the situations chorally. Then explain the rank
Warm-up of 1–5.
• Have students rank the situations and write in the You
• Invite students to recap and talk about the story so far. row. Then ask students to get in pairs and fill in the
Open books and ask students to look at the Your friend row for their partners.
activities. Ask, What are we learning today? Write • Ask two confident students to model the speech
the lesson objective on the board: We’re reviewing the bubble exchange.
story, and we’re talking about being flexible. • Have pairs of students ask and answer questions
based on the rankings they filled in, using the
14 Write the missing words. Then number the structures in the model exchange.
story events in order.
• Home-School link: Read the instruction with the
• Ask students to complete the activity individually, then class: Tell your family how to be flexible about things.
pair students to compare their answers. They should Ask students to do this at home.
check their answers with evidence from the story. Pop Quiz: As students are leaving the class, ask
• Ask students to close their books and practice giving them to tell you something that they have to do
their own summary, similar to the one they have that stops them doing things they want to do.
just completed.
Materials
Homework WB

3
18
A:46
Read and write the missing words.
18
A:46
Read and write the missing words.
Then listen and check.
Then listen and check.
airport beaches island online places school • Elicit what type of text it is (email). Pre-teach online
friend, village, email.
From: alex@yoohoo.com • Repeat the words in the box chorally, and check
To: sun_kwan@nmail.com
students understand what they mean. Give students
Hi Sun-kwan,
I’m writing to you because I want to have an a few minutes to complete the task individually, and
1
online friend in a big city! I love sending
emails to friends.
I live in a village on Sark. Sark is a very small British
compare answers in pairs.
2
island near France. Only 600 people live on Sark.
I’m happy here because my family and friends are here. I love
• Play the audio and have students listen as they follow
school, too. There’s only one 3 school on Sark, and
we sometimes play sports, but often there aren’t many people
and check their answers.
to make teams.
The 4 beaches here are very clean, and they’re very • Ask the class, Where does Alex live? (Alex lives in a
quiet. There are two banks, but there aren’t any shopping
malls on the island. We have to go by boat for an hour to
Alex
village on Sark.)
another island to go shopping! On Sark, there isn’t an
5
airport , and there aren’t any cars. We ride our
bikes everywhere. It’s really quiet here.
• Have students point to Sark on the world map. Ask,
I want to make new friends from different 6
Do you like living in Seoul?
places . Are there smaller/bigger islands in your country? Name
Please email me soon. I want to know about your life in
a big city!
one or two.
Alex
Sun-kwan

1 What does Alex love doing? 2 Why is Alex happy to live on Sark? • Focus on the four questions, and have students say
3
He loves sending emails to friends .
Where does Alex go shopping? 4
Because his friends and family are there
Why is Alex writing to Sun-kwan?
. them chorally.
He goes shopping on another island . Because he wants to have an online
friend in a big city. • Give students time to complete the activity. Let them
20 Imagine you live in a special place. Ask and answer about it.
correct their work by talking with a partner, or invite
1 Where is your special place?
students to say the answers.
2 What things can you do there?
3
Imagine you live in a special place. Ask and
What do you like about it?
20
42 Lesson 7 Can understand an email about living on an island
answer about it.
• Start by modeling this activity with a student partner,
Lesson 7 SB page 42 or Poptropica English World who asks you the questions, by talking about a special
place they would really love to live in.
Learning Objective
• Next, give students some time to think and make
notes. Have them practice with their partners.
Can understand an email about living on an island
• Have some pairs present their interview to the class,
Additional Language or have them mingle and interview new partners, for
online friend, village, Sark, email, banks more practice.
Pop Quiz: Ask students to write in more detail
about their special place. Students should write
Warm-up about where it is, the weather, popular activities there,
• Students talk about the area where they live, and getting around, and special features, in the same way
its positive aspects. Start by saying, I like my town/ as the model text.
village because… . Encourage students to continue the
sentence with their own ideas.
• Ask students to point to a place on the world map
that they have visited, and to say what they like about
it and why.
the lesson objective on the board: We’re reading and
speaking about living on an island.
Materials
Homework WB
70 World map page 34

3
22 Listen and read. Where are the places
in the pictures?
22
A:47
Listen and read. Where are the places in the pictures?
• Background notes: Antoni Gaudi was a Spanish
Cool places 1 architect. His buildings don’t follow any of the normal
There are some very interesting cities, towns, and villages in the
world. Here are some of them. Which do you want to see? rules of architecture. One of the most famous is the
Barcelona, Spain
Look at these beautiful chimneys! They are on 2 Sagrada Familia. The villages described here are all
the roof of a house in Barcelona. They are by
Antoni Gaudi. Gaudi was a famous Spanish in the Cotswolds, in west-central England. Uluru is a
architect.
This is a nice place to sit, but it is noisy in the
summer. It is in a big park, and it looks like a
famous rock formation in Australia, also called Ayers
Barcelona, Spain
snake! Its name is the Serpentine Bench. Barcelona, Spain Rock. It changes color at dawn and sunset.
3
4
Bourton-on-the-Hill and Bourton-on-the-Water,
England
One of these villages is on a hill, and the other is on a
• Draw students’ attention to the pictures. Ask, Do you
river. In Bourton-on-the-Water, there are little bridges
over the river. There are a lot of wonderful, old villages
know where they are? Encourage students to guess.
Bourton-on-the-
Hill, England
Bourton-on-the-
Water, England
in England. They are usually quiet but beautiful.
• Pre-teach any unfamiliar words.
Alice Springs, Australia
Alice Springs is a town in the middle of
5
• Play the audio and have students read along. Elicit
the desert. A lot of tourists want to visit
Alice Springs because the world-famous
answers to the question.
Uluru, or Ayers Rock, is near the town.
Uluru, Australia
23 Circle.
23 Circle.
1 The chimneys by Antoni • Ask students to read the four statements and the two
Gaudi are in ( Spain /
the United Kingdom ).
24 Find out about
an interesting place. Then write. choices of answer chorally.
2 The Serpentine Bench
is ( next to a museum /
• Ideas – Choose a famous place anywher
e in the world. • Give students time to do the activity.
• As a class, read the correct sentences, and have
• Plan – Make detailed notes about it.
in a park ). Where is it? What’s there? Who lives
3 Bourton-on-the-Water there?
What can you do there? Is it noisy/qu
is ( on a river / Why do you like it?
iet/beautiful/hot , etc.?
students check their own work.
next to the ocean ).
4 Alice Springs is • Write – Use your notes. Write a paragra
ph about the place.
( a rock / a town ). • Share – Tell a classmate about the famous
place that you chose. 24 Find out about an interesting place. Then
write.
Lesson 8 Can understand a text about cool places / Can find out and write about an interesting place 43
Lesson 8 SB page 43 or Poptropica English World Ideas Ask students to choose an interesting place
that they already know something about. Encourage
them to look at the world map to get ideas. If you
Learning Objectives have time, let them do some Internet research.
Can understand a text about cool places Plan Direct students to the questions in the Student
Can find out and write about an interesting place Book for this section of the project, and ask them to
Additional Language make detailed notes.
chimneys, architect, Barcelona, Bourton-on-the- Write Ask students to write a few sentences for each
hill, Bourton-on-the-water, Alice Springs answer, to create a paragraph of text.
Share Ask students to share with a partner, and have
some students share with the whole class.
Warm-up
You may also wish to give students feedback on
• Have a class discussion. Ask, What interesting places their projects.
are there in your country? Why are they interesting? Ask students, What new things do you know about
What can you see there? Prompt students to express interesting places and famous buildings in other
their ideas. countries now? Give students a minute or two to tell
• Invite students to find Spain, England, and Australia their partner some of the things they have learned. Tell
on a world map. Ask if they know any facts about students, Good job! to reinforce the progress they are
these countries. making.
21 What do you know? Pop Quiz: Divide the class into two teams and
have a quiz. Ask questions about the text in this
• Open books and ask students to look at the activities. lesson: What is the green thing? (a chimney) Who was
Ask, What are we learning today? Write the lesson Gaudi? (an architect) Where was he from? (Spain) What
objective on the board: We’re reading, writing, and do the chimneys look like? (snakes) Why do tourists want
talking about interesting places. to visit Alice Springs? (Because the world-famous Ayers
• Ask students, What special or famous places and Rock is near the town.)
buildings do you know about in other countries? Where
are they? Why are they special?
Materials
Homework WB
World map page 35 71

3
25
A:48
Listen and number. 1 Where’s the library? The library is next to the
movie theater, opposite the post office.
2 Where’s the museum? The museum is opposite
1
3 the swimming pool, and next to the movie
2
4 theater.
3 How do you get to the bookstore? Turn left at
the castle. Then turn right at the supermarket.
a arcade 4 b bookstore 3 c museum 2 d library 1 It’s opposite the movie theater.
26 Look at the map in Activity 25 and write. 4 How do you get to the arcade? Turn right at the
1 The arcade is in front of the shopping mall . train station. It’s next to the bank.
2 The bookstore is between the supermarket and the dentist .
27 Look at the map in Activity 25. Ask directions with your partner.
• Have students switch books with a partner. Play the
28 Unscramble and write. Then number.
audio again for students to check their answers.
1 I have to get something
a to / library / have / the / go / to / I for dinner.
b
have / I / to / supermarket / to / go / the
2 2 Yes, you do. You have 26 Look at the map in Activity 25 and write.
to take the books back
I have to go to the supermarket. 1
c to / watch / I / movie / a / want
I want to watch a movie. 3
3
before tomorrow.
Can I come, too? What • Have students look at the map in Activity 25, and
time does it start?
ask them to find the arcade and bookstore and then
29 Ask and answer. complete the sentences.
1 Where do you have to go this weekend?
2 Where do you want to go this weekend?
27 Look at the map in Activity 25. Ask
directions with your partner.
I can say where places are and give directions.
I can use the phrases want to go and have to go somewhere. • Pair students and tell them to choose two places, and
I can find out and write about an interesting place.
to take turns asking for or giving directions.
44 Lesson 9 Can assess what I have learned in Unit 3

28 Unscramble and write. Then number.
• Have students look at items a–c. Give sufficient time
for them to write the sentences using the words given.
• Then have students say the three statements/
Learning Objective questions (1–3) chorally. Ask them to match the
Can assess what I have learned in Unit 3 statements with the sentences (a–c).
Warm-up 29 Ask and answer.
• Give each student a Picture Card (Places: 45–59; • Students ask and answer the questions in pairs.
Countries: Level 5, 55–68), and have them make a
sentence, e.g., I went to Spain. There was a big museum. Ask students how they feel about their learning
in this unit. Ask them to tell you what they found
Open books and ask students to look at the easy and what they found the most difficult to learn in
activities. Ask, What are we learning today? Write the unit.
our learning adventure. • Read the three I can statements at the bottom of the
• Ask students if they can remember the things they boxes according to how confident they feel about the
have been learning in this unit. Put their ideas on the language point.
board, e.g., places in town, say where things are, etc.
• For each idea, ask students to tell their partner where • Ask students, Where are you on your learning
adventure? Students indicate where they think they are
they think they are on their learning adventure. on the learning adventure poster. Tell students, Good
Reassure students who are less confident that they job! to reinforce the progress they are making.
25 Listen and number. others the answers to the following questions:
A:48
• Have students listen to the audio and then write the activity don’t you like? Why? What is your favorite new
correct numbers in the boxes (for a–d). word? Which word is the most difficult for you?
Materials
Homework WB
72 Poster, Picture Cards 45–59 and Picture Cards 55–68 from Level 5 page 36

3
30 Where do you want to go?
Puzzle! 3 • Direct students’ attention to Part 1, and have them
30 Where do you want to go? read the hints chorally. Then give students time to
complete Part 2.
1 Read the hints. A is between B and C.
J is between K and L. D is between E and F.
• Then focus attention on the large grid in Part 3.
Z is the first letter.
G is next to I.
V is between U and X. M is between N and O. Give students time to fill in all the spaces, using the
W is the last letter.
P is between R and S. completed chart in Part 2.
2 Write the letters.
A B C D E F G 8H 9 I
2 3 4 5 6
J L
7 10
J K L M
11 12 13 • Draw students’ attention to Parts 4, 5, and 6. Read
Z B A C E D F H I G K
1
X Y Z
the instructions chorally. Give students time to
S T U V W
N O P 17Q 18R 19 20 21 22 23 24 25
X Y W
26
complete the tasks on their own.
P S T U V
15 16
•
14
N MO Q R Check answers as a class. Elicit answers for Part 6.

19
P
16
O
20 21
S
16
T
7
O F
7 9
F I
4
C
Ask, Do you really want to go there? If some students
5
E
Change the numbers to letters.
20
S
13
L
4 21
C
8
T
9
H I
20 2
S B
20
S
20
3 S
4
8
C
9
I
3
A
2
B
16
O T
21 21
T
16
O
26
W
8
H say no, ask them where they want to go.
H
2
B
20
S
3
A
20 18
S R
3
A O
16 9
I
16
O
Find and cross out the 16
O
18
R
21 11
4 T
19
K
3
P A
6 11
D K
15
M
19
place names, i.e. school. P

16
O
3
A
13
L
5
E
9 19
I P
9
I
20
S
15
M
19
P 31 What did you enjoy in this unit? What
do you want to know more about?
13
L
18
R
5
E
18
R
21 3
T A
22
U T
21 9
I
9
I
Write the letters 15
M
25
Y
5
E
25
Y
3
A R
18 15
M
16
O
14
5 N
14
N
that are left over. 2
B
3
A
14 11
N
13
K
11
L K
5 18
E R
10
G
10
G
20
S
21
T
3
A
21
T
9 16
I O
14
N
5
E
19
P
15
M • Ask students to choose anything they enjoyed from
16
O A
3 9
I
18
R
19 16
P O
18
R T
21 16
O
3
A
7
F A
3 4
C
21
T
16 18
O R
25
Y H
8 16
O
13
L
6
Unscramble these letters. 5
E
3
A 18
R
4
C
3
A D
6 5
E
23
V 13
L 13
L more about other interesting places in the world
Where do you want to go? R
(Geography), find out more about how to be flexible
18
E
5 20
S
21
T
3
A U
22 18
R A
3
N
14 21
T
movie theater
(Values), find out more about writing letters to online
friends at schools in another country (Skills).
31 What did you enjoy in this unit? What do you want to
know more about? Now go to Poptropica
English World
a quick feedback session at the beginning of the
Lesson 10 45
next class.

next unit. Tell students that it is fine if they do not
Learning Objective remember everything as they will continue to practice
Can use what I have learned in Unit 3 throughout the level.
• Encourage students to ask if they have any questions
Warm-up about what they learned in Unit 3.
• Have a “places” spelling bee. Divide the class into two You may wish to give Unit 3 Test (see page 192) at
long lines. Show a Picture Card (45–59) to the first this time.
person in each line. Give a point if the first person in a
team spells the word correctly. If he/she doesn’t, the
first person in the other team gets a chance. For the
next picture, the first person from the second team
gets to try first. Play until all the Cards are used, or all
students have had a turn.
the lesson objective on the board: We’re completing a
puzzle to revise the Unit 3 language.
Materials
Homework WB

3
Unit 3 Story Cards

Wider World 2
Wider World 2
Learning Objectives Our homes
Can understand texts about where other 1 What do you know?
children live There are a lot of white houses.
Can talk about where I want to live 2 Look at pictures a–c and make sentences.
a b
Additional Language
volleyball, castles, million, sports center, taekwondo
3 1
Warm-up
• Say, Imagine that a friend from another country is 3 Listen and read. Then number the pictures in Activity 2.
coming to see you. Where can he/she go? What can he/ A:49
1 2
she see? How can he/she go there? Put students into I’m from a small I live in Hong Kong,
pairs or small groups and have them discuss these town in Andalucía,
Spain. My house
a very busy place in
China. Seven million
questions and report to the class. Encourage them to is very unusual.
It’s a cave house.
people live in Hong
Kong. It’s very noisy
use vocabulary from Unit 3. Some people
think caves are
here, but it’s never
boring. I live on the
• Ask students to point to Spain, China, and Greece on scary and dark, but I think they’re
great. There are a lot of nice places
fortieth floor of a building in
Kowloon. It has great views. There’s a
the world map. Ask students what they know about to visit in my town. A lot of people
go to the beautiful beaches on the
sports center behind our apartment.
I go there every day to learn taekwondo.
these countries. To extend the activity, ask some quiz weekend. It’s fun to play volleyball There are a lot of shopping malls,
on the sand. The old castles near my restaurants, and museums near my home.
questions about these countries: What language do house are very interesting, too. My The science museum is my favorite.
favorite is called Vèlez-Blanco. I love I always learn new and interesting things
people in Spain speak? What is the name of the capital my home! there. I love Hong Kong!
city of China? Alba, 11, Spain Chiu-Wai, 12, China
46 Wider World 2 Can understand texts about where other children live
1 What do you know?

• Open books and ask students to look at the book.

Ask, What are we learning today? Write the lesson • Ask students to read the texts quietly to themselves,
objective on the board: We’re reading about where before they number the pictures. Give them time to do
other children live, and we’re talking about where we the activity.
want to live. • Elicit answers from the class. Students can check their
own work.
2 Look at pictures a–c and make sentences. • Ask students to note down any words from the texts
• Give students time to look at the three pictures (a–c). they are unsure of. Write them on the board and elicit
Draw students’ attention to the statement in the answers from students as to their meanings. Go over
speech bubble, and read it chorally. Have students think pronunciation.
of some other statements to say about the pictures.
• Ask the class questions about each picture in turn,
e.g., Which picture is of a big city? (picture c) Which is of
a cave? (picture b) Which countries are the pictures from?
Can you guess?
3
A:49
Listen and read. Then number the
pictures in Activity 2.
• Play the audio. Have students listen and follow in
their books.
• Play the audio again. Ask students to close their eyes
while they listen and to imagine the scene.
Materials
World map 75

• Each group appoints a secretary to keep notes.
c
4 Circle.
Encourage students to use ideas from their discussions
1 Alba lives in a ( cave house / beach house )
in Activity 5.
2
in Spain.
She likes going to the ( museum / beach ) on • Give students time to draw and write about their ideal
3
the weekend.
There’s a ( supermarket / sports center )
town, using the texts in Activity 3 as models.
4
behind Chiu-Wai’s apartment.
Chiu-Wai is learning ( taekwondo / sailing ).
• Groups present to the class. Encourage other students
5 Eleni lives ( near a river / on an island ). to ask questions. Place the drawings on the bulletin
6 Eleni’s father is ( not good at / good at )
fishing. board. Take a vote for the best “ideal town”.
5 Ask and answer.
Pop Quiz: Have students circle words from the
three texts that are new to them. Brainstorm the
2 1 Where do you want to live and why?
2
3
What do you like about where you live?
What don’t you like about where you live?
list together, and write the words on the board. Give
students a minute or two to study the list, then erase
it. Hold a two-team spelling bee game or a mini
Draw your ideal town or city. spelling quiz on paper.
3 Then write about it.
I live on an
island in Greece
called Paros. What’s the town’s name?
I live with my Where is it?
family in a What does it look like?
beautiful white What’s it like living there?
house in a What are your favorite places?
village. The island is quite
small – just 13,000 people live here.
There’s a harbor near our house.
My sister and I like going there and
watching the boats. We like sailing,
and sometimes we go fishing with
our father. My father loves fishing,
but he’s not very good! I love living
on an island.
Eleni, 12, Greece
Wider World 2 Can talk about where I want to live 47
4 Circle.
• Draw students’ attention to the six statements and
the answer choices. Have students read them chorally.
• Give students time to scan the texts and circle the
answers.
• To check answers, invite students to read the correct
statements together. Students check their own work.
5 Ask and answer.

• Read the questions chorally.
• Pair students and have them brainstorm answers to
the questions, then switch ideas with another pair.
Ask them to write down some notes.
• The groups choose speakers, who report back the
results of their discussions to the class.
• Discuss answers with the class and find out if groups
of students have similar or different ideas.
YOUR TURN! Draw your ideal town or city.
Then write about it.
• Review the word ideal. Then read the instructions and
the questions chorally.
• Divide students into groups and ask them to talk
about what there is in an ideal town. They can use the
small illustration of map given as a guide.
76

Unit Overview
Unit Objective
• I can talk about good days and bad days
Language
International food dishes: curry, omelet, spaghetti, fish and chips, paella,
Target dumplings, sushi, stew, rice and beans, noodles, soup
Vocabulary Verbs and objects: pack my bag, miss the bus, pass a test, eat my lunch,
bring my juice, drop the ball
I cooked stew. What happened?
He dropped the plate. I didn’t pass my test because I
Target
She paddled very quickly. didn’t study.
Structures
We fell in the lake. He didn’t bring his juice because he
was late for school.
Values: Be positive about your day. Don’t worry. Be happy.
Features
Cross-curricular: Social science: Ellen the sailor
Skills
Reading
• Can understand texts about other children’s good days
• Can understand a text about a famous sailor
• Can complete simple sentences about things that happened in the past
• Can complete simple sentences using because
Writing • Can write about a famous sportsperson
• Can write simple sentences advising how to be positive (Workbook)
• Can write simple sentences about a good or bad day (Workbook)
• Can identify food dishes from other countries
Listening
• Can talk about things that happened in the past

• Can talk about what somebody did and didn’t do
Speaking • Can give reasons for things that did and didn’t happen using because
• Can talk about how I relax after a bad day
77

4
Learning Objective
Can identify food dishes from other countries
1 Do you know any food dishes from other countries?
2 Listen and read. Is Tom happy? No, he isn’t.

Target Language 1
A:50
2
This afternoon I
wanted an omelet,
curry, omelet, spaghetti, fish and chips, paella, Tom, it’s
but there weren’t
any eggs. Hannah
used them at
dumplings, sushi, stew, rice and beans, noodles, dinnertime.
lunchtime!
soup
Good, I’m
really hungry!
Then I wanted I made some noodles, but then
3 some spaghetti. 4 I dropped them on the grass!
1 Do you know any food dishes from But the birds were
eating it in front
other countries? of the tent!
Don’t worry. I cooked a big stew

5 for dinner. Come on. Let’s go.
Ask, What are we learning today? Write the lesson Yum! Thanks!
objective on the board: We’re learning to identify dishes 3
A:51
Listen and say.
from other countries. 1 2 3 4 5
• Close books. Ask students what English words they

curry an omelet spaghetti fish and chips paella
know for food dishes, e.g., fish and chips. Write on 6 7 8 9 10 11
board.
• Refer to the learning adventure poster and say, Great! dumplings sushi stew rice and beans noodles soup
You are already moving along your learning adventure!

4 Do you like these food dishes? Ask and answer.
2
A:50
Listen and read. Is Tom happy? A: Do you like curry?
B: Yes, I do.
A: When did you last eat it?
B: I ate curry last week.
• Draw students’ attention to the story, and play the 48 Lesson 1 Can identify food dishes from other countries
audio. Have students listen and follow along in their M04A_POEN_SB_06AME_1365_U04.indd 48 10/12/15 10:03 PM
books. Prompt students to answer the question, Is

Tom happy? (He was not happy at the beginning because 4 Do you like these food dishes? Ask and
he was hungry. But he was happy at the end because answer.
Felipe made a big stew.) • Have students practice the example exchange in
• Divide the class into two. Tell half the class they are pairs.
Tom, and half Felipe. Play the audio again, pausing for • Give students time to do the activity.
students to repeat their lines.
Ask students, How many names of dishes do you
• Ask comprehension questions: Tell students to look
know now? Give students a minute to tell their
at frames 2, 3 and 4 and ask, Is this now or in the past?
partner the words they know.
(in the past) Elicit how we know that. (use of was/
were and simple past endings such as -ed) Check • Ask students to say where they are on their
understanding of the story by asking, Who is really adventure now. Ask students which words they find
hungry? (Tom) Where are Tom’s noodles now? (on the easiest or most difficult to remember. Tell students,
grass) What does Tom eat for dinner? (He eats Felipe’s Good job! to reinforce the progress they are making.
stew.) Pop Quiz: Put up the world map on the board.
Hold up a Picture Card, and have students point
3
A:51
Listen and say. to the place on the map where the dish is popular.
• Focus on the pictures. Play the audio and have • As students are leaving the class, show them a picture
students repeat. of an international food dish from the lesson and ask
• Pair students and put Picture Cards 60–70 up on the them to tell you what it is.
board. Number each Card. Have one student in each
pair say a number. His/Her partner has to say the
word and use it in a sentence, e.g., Stew. I like stew
for dinner.
Materials
Homework WB
78 Poster, Picture Cards 60–70, world map page 38

4
Hi, Flo. How was your day?
d days 5
A:53
Listen and number the events in order.
Then say.
A:52
I cooked stew. It was great! We went to a big lake in the forest.

He dropped the plate.
5 She paddled very quickly.
There were lots of things to do. I was scared
We fell in the lake. when we climbed, but Maria wasn’t. She climbed
up the climbing wall to the top. Then there was a
4 kayaking competition. We all loved kayaking. Tom
1
was very good at it. He paddled very quickly, and
he was first! I was second!
2
Good job!
3 But we were all wet, cold, and hungry after the
kayaking. We really wanted some food. We went
6
to the tents and Hannah cooked omelets for us.
Look at Activity 5 and write. Use the verb list on
pages 115–118 to We ate them very quickly!
1 Maria climbed up the climbing wall . help you learn past
2 Tom paddled very fast . forms of verbs. Wow, what a busy day!
3 They really wanted some food .
4 Hannah cooked omelets . Yes, I’m really tired now.
5 They ate them very quickly .
7 Write and say. climbed dropped fell sailed wanted

• Explain any unfamiliar words. Play the audio again and
1
2
Yesterday, I
Last week, we
dropped
wanted
a plate in the kitchen.
new bikes, but my mom said, “No!”
have students put the pictures in the correct order.
3
4
A year ago, he
In 2004, she
climbed
sailed
Mount Everest.
around the world.
• To check answers, elicit answers from the class.
5 Last month, I fell in the river when I was fishing.
Tip!
8 Talk to a friend about yesterday/last week/last month. Draw students’ attention to the Tip! box and have
What did you do? I cooked spaghetti!
them find the verb list at the back of the book.
Lesson 2 Can talk about things that happened in the past 49

• Focus on the words that start the five statements.
Then give students time to do the activity.
Lesson 2 SB page 49 or Poptropica English World • To check answers, ask students to write the
statements on the board. Correct any mistakes.
Learning Objective
Can talk about things that happened in the past 7 Write and say.
Additional Language • Have students read the words in the word box.
kayaking, competition, climbing wall, paddled Emphasize that all the verbs are in simple past tense.
• Pair students. Give them time to complete the
statements, using the words in the word box.
Warm-up • Have volunteers say the complete sentences.
• Review international food dishes by using Picture 8 Talk to a friend about yesterday/last week/
Cards 60–70. Divide the class into two teams. Show a
Card. The first student to say the food item and spell
last month.
it correctly will get a point for his/her team. • Read the exchange in the speech bubbles chorally.
Open books and ask students to look at the • Pair students. Have them tell each other what they did
activities and the Look! box. Ask, What are we last week. Remind them to use simple past tense.
learning today? Write the lesson objective on the board: Pop Quiz: Brainstorm all the simple past verbs
We’re talking about things that happened in the past. from page 49, and write the following verbs on
the board: cooked, paddled, dropped, fell, climbed,
5 Listen and number the events in order. wanted, sailed. Have students write as many sentences
A:53
Then say. as they can, using these verbs. Set a time limit. Award
a point to each correct sentence.
• Focus on the Look! box. Play the audio (track A:52),
and have students listen and repeat. • Direct students’ attention to the hanging basket
card on page 49. Tell students to go online to the
• Focus on Activity 5. Play the audio while students Poptropica English Island Adventure Game and find
listen and follow. Then ask, How was Flo’s day? (Great!)
the item. Once students click on it, they are taken to a
supplementary language task.
Materials
Homework WB

4
the word side and ask students to repeat the words
9
A:54
Listen and circle ✓ or ✗. after you.
Listen again and say.
• Introduce the positive and negative past tense version
1 2 3 4 5 6
too, e.g., I ate lunch. (rub your stomach and look
satisfied), I didn’t eat my lunch. (make a sad face, and
do a hand gesture suggesting you are still hungry).
pack my
bag
miss the
bus
pass a
test
eat my
lunch
bring my
juice
drop the
ball • Play the audio and ask students to circle ✓ or ✗.
✓/✗ ✓/✗ ✓/✗ ✓/✗ ✓/✗ ✓/✗
10 A:55/
A:56
Listen to the song and write. 1 pack my bag – I packed my bag.
2 miss the bus – I missed the bus.
Chorus:
It was a bad day, it was really bad. 3 pass a test – I didn’t pass a test.
But you smiled at me, now I’m not
I 1 packed my school bag and
sad.
walked up the street.
4 eat my lunch – I ate my lunch.
I 2 missed the bus, “Ow, my
I didn’t 3 pass
tired feet.” 5 bring my juice – I didn’t bring my juice.
my test, I was late for class.
My friends said, “Next time, get
here fast.” 6 drop the ball – I didn’t drop the ball.
I opened my lunchbox, and said,
“No way!”
I didn’t 4 bring my juice today.
(Chorus)
I went to the park and played with
a ball. • Play the audio again and have students repeat all
I kicked it too hard; it went over
A boy helped me, he didn’t say
a wall. three forms of the verb phrase.
his name.
We played baseball in the park
and enjoyed the game.
I 5 dropped the ball. He said,
Now he’s my new friend, and it
“That’s OK.”
was a good day.
10
A:55
A:56

She missed the bus.

12 Ask and answer
about the song. • Play the audio again and ask students to write the
1
2
She didn’t miss the bus.
She passed her test. She didn’t pass her test. Did she bring What did she
her juice? do in the park?
3 He didn’t drop the ball. He dropped the ball.
50 Lesson 3
Can talk about what somebody did and didn’t do

• Draw students’ attention to the three sentences, and
say them chorally.
Learning Objective
Can talk about what somebody did and didn’t do
• Give students time to find and correct the mistakes.
• To check answers, have students say the false
Target Language sentences again, followed by the corrected version.
pack my bag, miss the bus, pass a test, eat my • Students check their own answers.
lunch, bring my juice, drop the ball
Warm-up • Point students to the sample questions in the speech
bubbles, and ask them to ask those questions, and as
• In small groups, have students talk about what they many other similar questions as they can.
did the previous day. Remind them of the correct verb Ask students, How many new verbs do you know
ending. now? Give students a minute to tell their partner
• Invite students to come to the front to talk about what the new words they know.
a classmate from their group did on the previous day.
• Refer to the learning adventure poster and say, Great! • Ask students to say where they are on their
You are moving along your learning adventure. adventure now. Ask students which words they find
Open books and ask students to look at the Good job! to reinforce the progress they are making.
lesson objectives on the board: We’re talking about what Pop Quiz: Give each student a sheet of drawing
somebody did and didn’t do. paper, and ask them to draw a scene that shows
them having a bad day. Students show their poster to
the class and talk about it using target language.
9
A:54
Listen and circle ✓ or ✗. Listen again Encourage the class to ask questions. Put up all the
and say. posters on the bulletin board for display.
• Introduce verbs and objects with Picture Cards 71–76.
Hold the Cards up one by one, then turn them to
Materials
Homework WB
80 Poster, Picture Cards 71–76, sheet of paper for each student, colored pens and pencils page 40

4
13 Write. Then say.
4 • Have students focus on the Look! box. Play the audio
A:57
What happened? I didn’t pass my test because I didn’t study. (track A:57), and have students listen and repeat.
He didn’t bring his juice because he was late for school.
Explain that didn’t is the short form of did not, and
13 Write. Then say.
because is often used to give reasons for something.
1 We didn’t laugh because we were sad. (not laugh)
• Focus on the sentences in Activity 13. Students
2 She didn’t open her eyes because it was a scary movie. (not open) complete them using the correct form of the
3 They played a second soccer game because they weren’t tired. (play)
4 I passed the test because I studied a lot. (pass) verbs given.
didn’t miss
•
5 He the bus because he was early. (not miss)
Invite students to say answers chorally.
A:58
1 Jenny 2 Jackie and Kari 3 Miki and Sam 4 Mike 5 Ken and Rob 14
A:58
a b c d e • Draw students’ attention to the pictures. Ask, Why
do we have big crosses on the pictures? (Because we
are studying ‘didn’t.’) Elicit sentences to describe each
picture and have the class repeat them chorally, e.g.,
They didn’t play soccer. They didn’t swim.
15 Write. Then say.
didn’t catch
• Explain that students have to match each person or
1
2
She
They didn’t pass
the ball because the sun was in her eyes.
the test because they didn’t study hard.
set of people with one of the pictures.
3
4
They
He
didn’t swim
didn’t eat
in the ocean because there was a red flag.
the curry because he doesn’t like spicy food. • Play the audio for students to do the activity.
5 They didn’t play soccer because it was too hot.
16 Ask and answer. What didn’t you do? Why? 1 I didn’t catch the ball because the sun was in
I didn’t play soccer because I was tired.
my eyes.
2 We didn’t pass the test because we didn’t
Lesson 4 Can give reasons for things that did and didn’t happen using because 51 study hard.
3 We didn’t swim in the ocean because there was
a red flag.
Lesson 4 SB page 51 or Poptropica English World 4 I didn’t eat the curry because I don’t like
spicy food.
5 We didn’t play soccer because it was too hot.
Learning Objective
Can give reasons for things that did and didn’t
happen using because • To check answers, ask volunteers to say the matching
numbers and letters. Students check their own work.
Warm-up 15 Write. Then say.

• Play a whisper game. A student at the back of the • Draw students’ attention to the five incomplete
room whispers a sentence using a verb + object from statements and read them chorally. Give students
Picture Cards 71–76, to the student in front of them. time to write the answers.
Students continue to pass the whispered sentence • Check answers as a class.
forward until it reaches the front of the class. The last
student to receive it tells the class what they heard. If 16 Ask and answer. What didn’t you do? Why?
it is different the first student tells them and students • Have students say the speech bubble text chorally.
correct it if necessary. • Pair students and give them time to ask and answer.
Open books and ask students to look at the Encourage them to talk about what they didn’t do,
activities and the Look! box. Ask, What are we and give reasons explaining why using because.
learning today? Write the lesson objective on the board: Pop Quiz: Divide the class into two groups and
We’re writing and talking about things that did and didn’t play charades, using Picture Cards 71–76. Have
happen, and giving reasons. students role-play the target phrases from this lesson,
using the simple past tense and also the negative form,
e.g., student acts out missing the bus. (She missed the
bus.), student acts out catching the bus. (She didn’t miss
the bus.)
Materials
Homework WB

4
17
A:59
17
A:59
ZEB AND DOT ARE
AT THE RESTAURANT GASTRONOME.
1 2
It’s Dot Martin!
Where are they now? Prompt students to guess. (in a
Mm, these dumplings
are delicious! Did you What is she restaurant)
make them? looking for?
Why yes,
I did. • Play the audio. Students listen and follow along in
their books. Ask, Do Matt and AL enjoy their food and
oil? (Yes, they do.)
3
It isn’t a rat.
4 • Play the audio again. Pause for the class to repeat
It’s a meerkat!
This is really good.
each line, correcting pronunciation if necessary.
Eek! It’s a rat!
Ah, I needed that.

Um, where did
the Martins go? • To check understanding, ask some questions: What
did Zeb eat? (He ate dumplings.) What was Dot looking
for? (trash cans, recycled food, old food) Who is Dee? (a
cook) What does Bella want to know? (what Dot Martin
is looking for) What does Dot think the meerkat is? (a rat)
5 6
What
I only got one
How many trash cans does Dot take? (one)
happened? Did they just
because those kids and
that RAT stopped me.
take a trash can
of old food?
It’s not a RAT!
18 Why do you think Zeb and Dot want trash
cans? Discuss your answers.
18 Why do you think Zeb and Dot want trash cans? Discuss your answers. • Ask the question, give students time to think then ask
for volunteers to tell their ideas.
• Sample answers could include: They are very hungry.
M04A_POEN_SB_06AME_1365_U04.indd 52 10/12/15 10:03 PM They will use the trash can to carry things in. They need
the food to feed their animals. They need it to solve a
Lesson 5 SB page 52 or Poptropica English World mystery. They need to use the food to create energy/fuel.
Learning Objectives the story that is incorrect, and ask students to
Can understand a simple story correct it, e.g., The Martins didn’t take a trash can.
Can discuss a story Students put their hands up if they know how to
Additional Language correct what you said. (The Martins took a trash can.)
dumplings, delicious, rat, trash can Repeat with other statements/text from the story.
Warm-up
• To remind students of the story, ask some questions:
Where were Matt, Bella, and AL at the end of the story
last time? (in Atlantis) What are the people who took the
THD called? (Zeb and Dot Martin) Why did Zeb and Dot
Martin go to Atlantis? What did they want? (to buy a
space-time chip) Who was hungry? (Matt)
discussing a story.
Homework WB
82 page 42

4
20 Check (✓) the best summary of the story.
19 Circle. Then say. 4 • Ask students what makes a good summary (a good
1 Dot Martin ( ate / didn’t eat ) dumplings.
2
3
Matt ( ate / didn’t eat ) dumplings.
AL ( needed / didn’t need ) oil.
summary only includes the most important details).
4
5
Matt ( thought / didn’t think ) the Martins took a trash can.
Dot Martin ( said / didn’t say ) the meerkat was a rat.
• Read the summaries chorally and then ask, Is the
first/second/third summary the best? Ask for a show of
20 Check (✓) the best summary of the story. hands each time.
1 Matt and Bella were very hungry. They didn’t find
the Martins at the restaurant.
• Check answers with the class by reading the
2 Everybody ate delicious food at the restaurant. summaries to the class again, pausing after each line
Bella saw a rat.
3 Matt and his friends ate delicious food at the and asking, True or false? The first two summaries
restaurant. Dot and Zeb took a trash can. ✓
both have false statements in them. After students
21 Role-play the story. say, false, ask, Is this the best summary, then? After the
Be positive about
22 How do you relax after a bad day? Write always,
your day. Don’t third summary, they should tell you, yes.
worry. Be happy.
often, sometimes, or never. Then ask and answer.
You Your friend

1 Practice a sport. • See the “How to use stories” section on page 23 of
2 Watch TV or play video games.
3 Go online and talk to a friend.
4 Write a blog post describing your day.
5 Talk to a family member. • Divide the class into groups. Give each group a set of
6 Other? cut out Story Cards (see page 88) and have students
I often go online
place them in order.
I always go online and talk to
a friend. What about you? and talk to a
friend, but I always
talk to a family
member. follow. Give students five minutes to practice. Then
HOME
SCHOOL Ask your family members how ask different groups to role-play the story in front
LINK they relax after a bad day.
of the class. Acting out the meerkat, if culturally
Lesson 6 53
Can understand details of a story / Can talk about how I relax after a bad day
acceptable, could be a fun addition.
their role-play.
Learning Objectives
Can talk about details of a story 22 How do you relax after a bad day? Write
Can talk about how I relax after a bad day always, often, sometimes, or never. Then ask
Value and answer.
Be positive about your day. Don’t worry. Be happy.
• Read the value, Be positive about your day. Don’t worry.
Be happy. Ask, Why is it important to try to be happy?
Warm-up Discuss.
• Draw students’ attention to the chart in Activity 22.
• Review the story on page 52 by having students think Read the instruction, the chart headings, then have
of some comprehension questions. Then invite a pair students read the speech bubble text chorally.
of students to come to the front, and have them ask • Pair students and give them time to do the activity.
and answer about what happened in the story. • Invite students to report back to the class on their
Open books and ask students to look at the partner’s responses. Keep notes for the extension
activities on the page. Ask, What are we learning activity.
today? Write the lesson objectives on the board: We’re
reviewing the story, and we’re also talking about being • Home–School Link: Read the instruction with the
positive. class: Ask your family members how they relax after a
bad day. Ask students to do this at home.
19 Circle. Then say. Pop Quiz: Divide the class into small groups.
Have them brainstorm ideas of the best way to
• Ask students to complete the activity, check answers relax after a bad day. Ask groups to draw pictures and
with their partner, and say them out loud. write sentences to present their ideas on paper. Then
have groups take turns presenting to the class. Finally,
take a vote for the best way of relaxing after a bad day.
Materials
Homework WB
Unit 4 cut out Story Cards, sheet of paper for each student page 43 83

4
23
A:60
Listen and read. Write the missing words.
Then number the pictures.
the lesson objective on the board: We’re reading and
didn’t want good day last year liked looked played
b
writing about good days.
My good day
a
Listen and read. Write the missing

1
One Saturday last May was a great day for 23
me. I played the guitar in a school concert. A:60
I was scared. I a didn’t want to play. 1 words. Then number the pictures.
Then I went on stage, and I was OK. I
really b liked
3
it! Now I want to
be a rock star!
Jake, 12
c • Ask students to describe what they see in the
2 pictures.
last year
• Read the words in the box chorally, and check
c
My cousin’s wedding a lot of people –
was wonderful. There were was great. There 2
food
about a hundred! The a tall cake. I didn’t 3
was some tasty fish and but it
s,
Last Friday was a reall e
y good day .
students understand the meaning. Then give students
want to wear a pink dres After school, I went
d looked good on me. Now friends, and we playe
to the park with my
d basketball. Then a
a few minutes to read the texts and complete them
color! group of girls from
pink is my favorite another school joine
Laura, 13
and we f
was fun!
played d us,
together. It
with the words in the box.
Sandy, 12
• Play the audio, and have students listen as they follow
24 Circle T = True or F = False. Then say. and check their answers.
1
2
Jake wanted to play on stage.
Jake played the guitar.
T/F
T/F
False! He didn’t want
to play on stage. • Give students time to match up the pictures and the
3 There was curry at the wedding. T/F texts, by numbering the pictures.
4
5
6
Laura didn’t want to wear a pink dress.
Sandy played soccer in the park last Friday.
A group of girls from Sandy’s school joined her.
T/F
T/F
T/F
• Check answers by asking volunteers to read a text
then eliciting the answers from the class. Students
25 Answer the questions. check their own work.
1 Why was Jake’s day great?
2
Because he played guitar on stage
Why is pink now Laura’s favorite color?
.
24 Circle T = True or F = False. Then say.
Because the pink dress looked good on her.
3 Who played basketball with Sandy?
Her friends and a group of girls from another school. • Ask a few confident students to read the six sentences
aloud. Have the whole class listen.
54 Lesson 7 Can understand texts about other children’s good days
• Give students time to read the texts again on their
own and decide whether the sentences are true or
false.
• To check answers, have students switch books with a
partner. Elicit answers from the class.
Learning Objective
Can understand texts about other children’s good 25 Answer the questions.
days
• Give students a few minutes to answer the questions
Additional Language and check their answers with a partner.
guitar, scared, tasty, play on stage • Ask volunteers to write their answers on the board.
Correct any mistakes.
Pop Quiz: Give each student a sheet of drawing
Warm-up paper and ask them to draw a scene that shows
• Ask students to sit in a circle and play some music. them having a great day. Students show their pictures to
Pass Picture Cards 71–76 around, and stop the music. the class and talk about it, using target language in the
Draw attention to one of the students who holds a simple past tense. Encourage the class to ask questions.
Card, e.g., point to the student who holds the eat my Place pictures on the bulletin board for display.
lunch Card, and ask, What happened? Then prompt the
student to answer, e.g., I didn’t eat my lunch! Remind
students that they should try to use the negative form
of the simple past tense. Continue by having students
pass the Cards again, and inviting students to take the
teacher’s role.
• Ask, Can you remember a very good day in your life?
What happened? How did you feel? Have students come
to the front and talk about a special day they recently
had, or their best-ever day.
Materials
Homework WB
84 Picture Cards 71–76, sheet of paper for each student, colored pens and pencils page 44

4
27 Listen and read. What did Ellen do in
2005? What was good/bad?

27
A:61
Listen and read. What did Ellen do in 2005? What was good/bad?
She sailed alone around the world and broke the world record.
Christmas Day was bad. New Year’s Day was good.
• Ask if students know anything about Ellen MacArthur.
Amazing Ellen
If not, students look at the pictures and guess.
Ellen MacArthur is a famous British
sailor who sailed alone
• Play the audio and have students read along.
around the world and broke the
world record. • Divide students into groups of three and have them
1 The Race Around 2 Bad Times in the Race each read a section.
the World It was often dangerous, but
Ellen‛s race started in
November 2004 and finished
Ellen was brave. There were
storms and big waves. Her food
• Ask, What did Ellen do in 2005?, and elicit the answer
in February 2005. She broke was boring and dry, and she was
often tired. One very bad day
from the class. (She sailed alone around the world.)
the world record by 33 hours.
She became the fastest person for Ellen was Christmas Day.
to sail around the world alone. There was a big storm, and it
When Ellen was at sea, she
filmed her journey. We can
was scary. Ellen called her
family, but she didn‛t want to
28 Circle.
see her good and bad days on talk. She didn‛t open her
her videos. Christmas presents.
• Ask, What do you think about Ellen? Was her adventure
3 A Good Time in the Race
New Year‛s Day was good for Ellen. There were no storms.
easy or difficult?
Ellen called her friends and family. She
opened her Christmas presents, seven • Read the sentences chorally, then have students work
days late, and laughed. There were some
funny presents. She enjoyed that day. in pairs to check information in the text and circle the
correct options.
28 Circle. 29 Choose a famous sportsperson.
Write about a special thing they did. • Elicit answers from the class. Students check their own
1 Ellen started her race in
( November / December ) 2004. • Ideas – Choose a sportsperson who
did something
work.
2 She finished in ( 2005 / 2006 ). very special.
3 It was ( never / often ) • Plan – Make detailed notes about him/her
4
dangerous.
Ellen ( enjoyed / didn’t enjoy )
What did he/she do?
. 29 Choose a famous sportsperson. Write
5
Christmas Day 2004.
Ellen ( called / didn’t call )
When/Where did he/she do it?
What was difficult /special about it? about a special thing they did.
her family on New Year’s Day. • Write – Use your notes. Write a paragra
ph.
• Share – Tell a classmate about your sportspe
success story.
rson’s • Remind students of the four steps to succeed:
Lesson 8 Can understand a text about a famous sailor / Can write about a famous sportsperson 55
Ideas Ask students to choose their special sports-
star. If they have access to the Internet, they can find
additional facts, or you can support them with quick
Lesson 8 SB page 55 or Poptropica English World Internet checks.

Plan When all the students have chosen their
sportsperson, check their choices, and make a note so
Learning Objectives you can prepare to help them with details if needed.
Can understand a text about a famous sailor Direct them to the questions in the Student Book for
Can write about a famous sportsperson this section of the project, and ask them to make
Additional Language detailed notes.
British, sailor, alone, storms, filmed her journey Write Help students to write to their best of their
ability. They can write three to five sentences in a
short paragraph.
Warm-up Share Ask students to share with a partner, and invite
some students to share with the whole class.
• Ask students to think about famous sportsmen and
sportswomen. Write on the board: What did…do? You may also wish to give students feedback on
Invite students to fill in the name and write what he/ their projects.
she did. Ask students to vote for the most famous Ask students, What new things do you know about
sportsperson. famous sportspeople? Give students a minute or
two to tell their partner some of the things they have
26 What do you know? learned. Tell students, Good job! to reinforce the
• Open books and ask students to look at the activities. progress they are making.
Ask, What are we learning today? Write the lesson Pop Quiz: Review some of the sportsmen and
objective on the board: We’re writing about a famous sportswomen that have been discussed in this
sportsperson. lesson. Then play a guessing game. You can have
• Ask students, Do you know about any famous students guess your “identity” by having them ask you
sportspeople? What sports do they practice? What have yes/no questions, e.g., Do you play soccer? Do you live in
they done that is special? Have they broken any records? Spain? Once the identity is established, students can
ask you questions as if in an interview.
Homework WB
page 45 85

4
30
A:62
Listen and check (✓) two items.
30 Listen and check (✓) two items.
A:62
What happened?
• Have students say the three names and look at the
1 Mandy a b c pictures.
✓ ✓
• Play the audio. Have students listen and check the two
2 Greg a b c boxes for each person being spoken about.
✓ ✓
a b c
3 Joan
1 Mandy was late because she missed the bus.
✓ ✓ Then at school, she failed the math test.
2 Greg passed the test, but he didn’t bring his
She didn’t pass the math test. / lunch or his juice, so he was hungry at lunchtime.
1
2
What happened after Mandy was late?
Why was Greg hungry at lunchtime?
She failed the math test.
He didn’t bring his lunch. 3 Joan packed her bag in the morning, but she
3 What made Joan unhappy? She didn’t bring her juice to the park.
didn’t bring her juice to the park, so she
32 Match. wasn’t happy.
1 This is a kind of fried food. a spaghetti
2 You want something to drink. b miss the bus
3 This is fish that is not cooked. c fish and chips
4
5
Study hard to do this.
Don’t do this before school.
d
e
sushi
bring my juice 31 Answer the questions.
6 This is an Italian food. f pass a test
• Focus on the questions and have students read them

33 Ask and answer.
chorally. Give them a few minutes to write their
1
2
What is your favorite food from another country? Why?
Tell me what you did and didn’t do this week. answers, and then play the audio again for students
3 Tell me about a very good day in your life.
to check the information and complete any details.
• Check answers with the class. Ask, Why did these
I can talk about things that happened in the past.
I can give reasons for things that did and didn’t happen using because.
children each have a bad day? and elicit responses.
I can write about a famous sportsperson.
56 Lesson 9 Can assess what I have learned in Unit 4 32 Match.

• Have students read the words (a–f) chorally.
• Give students time to do the activity.
Learning Objective 33 Ask and answer.
• Pair students and have them take turns asking and
answering the questions.
Warm-up Ask students how they feel about their learning
• Give each student a word strip from Activity Sheets found easy and what they found the most difficult to
7 and 8 (see pages 158 and 159), and tell them to find
learn in the unit.
partners and make sentences (in simple past tense),
using the words they have. • Read the three I can statements at the bottom of
the page with students and invite them to check the
boxes according to how confident they feel about the
language point.
our learning adventure. • Ask students, Where are you on your learning
• Ask students if they can remember the things have on the learning adventure poster. Tell students, Good
been learning about in this unit. Put their ideas on the job! to reinforce the progress they are making.
board, e.g., talking about the past.
• For each idea, ask students to tell their partner where others the answers to the following questions:
Materials
Homework WB
86 Poster, word strips from Activity Sheets 7 and 8 (one for each student) page 46

4
34 Answer the questions about you. Then
34 Answer the questions about you. Then
interview your friend. Use a time expression
4 interview your friend. Use a time
from the box. Write your answers. Which pair of
students in the class can complete the table first?
last month last week expression from the box. Write your
last year yesterday
answers. Which pair of students in the
YOU YOUR FRIEND YOU YOUR FRIEND class can complete the table first?
brush your teeth? something you ate
Yes, I did.
do your homework?
No, he didn’t. I ate a He ate some • Ask students to look at the table and to think about
something you drank
the last time they did the things in the first column,
wash the dishes? and possible answers in the second column.
cook the lunch? something you did
• Explain to students that they are going to interview
and be interviewed by their partner, and they have to
climb a tree?
something you didn’t do

write the answers in the table.
play an instrument? • Have the class repeat some of the questions – not all
watch TV? something you saw
of them – chorally, to check students know how to
make the question forms.
pass a test?
something you didn’t want to

do • Students ask and answer the questions and complete
help a friend? the table.
• Remind students to use good “talk behavior” as pairs
Did you brush your No, I didn’t.
interview each other.
teeth yesterday?
• If time permits, students can change partners and do
the activity again.
I went to school.
What did you/didn’t
you do last week?
know more about?
Lesson 10
English World
57
M04A_POEN_SB_06AME_1365_U04.indd 57 10/12/15 10:04 PM more about famous adventure sports people (Social
Science), ask my family about a good or bad day they
Lesson 10 SB page 57 or Poptropica English World had, and why? (Skills), find more ways to be positive
and relax after bad days (Values).
Learning Objective • You might like to set this activity as homework with
Can use what I have learned in Unit 4 a quick feedback session at the beginning of the
next class.
Warm-up Are you ready for Unit 5?

• Review verbs and objects using Picture Cards 71–76. • Ask students if they are ready to move onto the
Brainstorm additional verbs + objects from this unit or next unit. Tell students that it is fine if they do not
previous units, e.g., Bella ate spaghetti. Dot Martin took remember everything as they will continue to practice
a trash can. Write the sentences on the board. Use the throughout the level.
simple past tense. Give students time to memorize • Encourage students to ask if they have any questions
the sentences then erase them. Pair students and about what they learned in Unit 4.
have them write as many sentences (verbs + objects)
as they can in two minutes. They can write sentences You may wish to give Unit 4 Test (see page 194) at
that they have seen on the board, as well as making this time.
sentences on their own. Give one point for any correct
“memorized” sentence, and two points for any “new”
sentences. The winner is the pair of students who get
the highest scores.
the lesson objective on the board: We’re interviewing a
classmate about things they did and didn’t do.
Materials
Homework WB

4
Unit 4 Story Cards

Learning Objectives
Review Units 3 and 4 Name a
famous
What’s
opposite the What’s near
Name a
Where’s shopping the park?
1 Ask and answer. You are in the music store.
Can talk about where I live the library? Italian food.
centre?
famous
Spanish food.
1 How do I get to the station?
Can talk about good and bad days 2 I want to go to the movie
Name a
famous
What’s
theater. Where is it? Indian food. next to the
library?
3 How do I get to the
supermarket?
Where’s
Warm-up
4 I want to go to the
the
swimming pool. Where is it? cinema?
5 How do I get to the library?
• Review places vocabulary by using Picture Cards 6 I want to go to the children’s

park. Where is it?
What’s near
the castle?
45–59. To review spelling, use the word side of the
Cards. Then play a game such as a spelling bee, a Name a food
made from
What’s
behind the
Where’s
the Name a
What’s
in front of
2 famous the
memory game, or a whisper game. Choose three more
eggs.places on the map. Ask and answer.
swimming shopping
pool? centre? British food. supermarket?
• Invite students to stand and talk about a place 3 Write. Then say. She wants to go to the station.
they have visited, or want to visit, and to say why. 1 she / want / station
Encourage them to use target language. Have the 2
She wants to go to the station.
they / have / swimming pool
class ask questions. 3
They have to go to the swimming pool.
he / want / hospital
He wants to go to the hospital.
book. Ask, What are we learning today? Write the 4 Write about yourself.
lesson objective on the board: We’re reviewing the 1 What do you have to do today?
language of Units 3 and 4. 2 What do you want to do today?
1 Ask and answer. You are in the music store.

• Read the questions chorally. Give students time to
look at the map. 58 Review Units 3 and 4 Can talk about where I live
• Put students into pairs and ask them to talk about M04B_POEN_SB_06AME_1365_REV2.indd 58 7/12/15 11:12 PM
what they see in the picture.

• Demonstrate how to ask for directions, by pairing up 4 Write about yourself.
with a student and modeling the first exchange.
• Give students time to do the activity in pairs. • Read the questions chorally. Review the difference
• Invite pairs of students to model the questions and between want to and have to by asking, What do you
answers in front of the class. want to do today? What do you have to do today? Elicit
responses and clarify concepts if necessary.
2 Choose three more places on the map. Ask • Give students time to write about themselves.
and answer. • Ask volunteers to share their answers with the class.
Encourage other students to ask questions.
• Have students find new partners and give them time
to do the activity.
• Invite students to model the additional questions and
answers in front of the class.
3 Write. Then say.

• Read the statement in the speech bubble chorally then
ask students to do the activity.
• Ask volunteers to write the sentences on the board.
Students correct their own work.
Materials
Picture Cards 45–70, sheet of paper for each student 89

7 Write the opposite.
5 Look and write. • Read the sentences chorally. Explain how to do the
activity using the example given.
• Give students time to complete the rest of the
spaghetti
sentences.
sushi
• To check answers, ask for volunteers or have the class
1 2
say the answers chorally. Students check their own

3 stew 4 omelet
work.
5 fish and chips 6 dumplings 7 curry • Watch the video story The robot on Poptropica English
World. Ask students what happened in the story.
6 Imagine you are at the food fair. Write. Then say.
Watch again, stopping at key points, and ask them
First, I want to eat .
about the language, the images, or the story. Ask the
Second, I want to eat
Third, I want to eat
.
.
students to role-play the story. Assign the roles of
two of the characters to confident speakers and let
7 Write the opposite. other students play the other parts. Encourage them
1 I liked the movie last night. to say as much of the dialog as they can and prompt
I didn’t like the movie last night.
2 He didn’t climb a mountain last year. them where necessary.
He climbed a mountain last year.
3 Yesterday, we didn’t stay at the library all afternoon.
Yesterday, we stayed at the library all afternoon.
Pop Quiz: Have students create a poster about
4 James visited his grandparents last Saturday.
James didn’t visit his grandparents last Saturday.
food in their country, or a specific country. They
5 Sally didn’t walk to school yesterday.
Sally walked to school yesterday.
can draw and write what they know about the food or
6 We played soccer in the park last weekend. dishes. Students then present to the class. Place
We didn’t play soccer in the park last weekend.
posters on the board.
• Put students in small groups and have them write and
Review Units 3 and 4 Can talk about good and bad days 59 role-play a funny restaurant scene. Encourage them
to use target language as much as they can. Explain
that they can try to make the role-play funny in any
5 Look and write. way they can. Have groups take turns role-playing in
front of the class, then have the class vote for the best
• Review international food dishes using Picture Cards performance.
60–70. To review spelling, use the word side of the
cards. Have students say the food item and then tell You may wish to give Review Test 2 (see page 208) at
you what country it comes from. this time.
• Ask questions about students’ favorite foods, and
then have them ask each other similar questions
across the classroom.
• Draw students’ attention to the picture. Read the
banner in the picture chorally.
• Give students time to write the correct name for each
food item.
• Pair students and have them compare their work.
Elicit answers from the class.
6 Imagine you are at the food fair. Write.

Then say.
• Focus on the given parts of the three sentences. Give
students time to complete the sentences.
• Divide students into small groups, and have them
discuss what they want to eat.
• Invite students to read their list of preferences to the
class.
• Take a vote for the top three favorite international
food dishes in the class.
90

5 Trips
Unit Overview
Unit Objective
• I can talk about trips and attractions
Language
Tourist attractions: aquarium, amusement park, palace, water park, theater,
national park, circus, botanical gardens
Target
Amusement park attractions: ride the Ferris wheel, go on the bumper cars,
Vocabulary
play miniature golf, go on the paddle boats, ride the roller coaster, go on the
pirate ship, go on the water slide
What did you do yesterday? I went to the aquarium.
Did you go to the aquarium? Yes, I did. / No, I didn’t.
Target
Did you like the aquarium? Yes, I did. / No, I didn’t.
Structures
First, I’ll ride the Ferris wheel. Then, I’ll go on the bumper cars.
Values: Plan, but be flexible. Planning helps you do more things.
Features
Cross-curricular: Social science: Beach safety
Skills
Reading
• Can understand a letter about a vacation in Hawaii
• Can understand a text about beach safety in Australia
• Can write simple sentences about planned activities
• Can write a letter about a vacation in Hawaii
Writing • Can make a safety poster
• Can write simple sentences about past activities (Workbook)
• Can complete simple sentences about an amusement park (Workbook)
• Can identify tourist attractions
Listening • Can identify amusement park activities
• Can ask and answer about trips in the past
• Can ask and answer about planned activities
Speaking
• Can talk about planning my day
91

5
Learning Objective
Can identify tourist attractions
5 Trips
1 What names of tourist attractions do you know?
2 Listen and read. Did they enjoy the trip today? Yes, they did.
Target Language
B:02
1 Hi! Did you enjoy the trip today? 2 Maria, how about you?
Did you like the palace? I went to the
aquarium, amusement park, palace, water park, What did you do today?
palace, too,
and then the
Yes, I did. It was great.
theater, national park, circus, botanical gardens Yes. I’ll write
museum. It
was really
interesting.
about the palace
for my history
homework.
1 What names of tourist attractions do Good idea, Tom. Here are four tickets
for the amusement park tomorrow.
Great. I’ll go get Felipe and
you can talk about tomorrow.
you know? 3 Hi, Felipe. We’re planning tomorrow now.

I think I’ll go on
• Open books and ask students to look at the story. the water slide first.

objective on the board: We’re talking about tourist
attractions. Yeah, me too!
• Close books. Ask students what English words they 3

B:03
Listen and say.
know for tourist attractions, e.g., amusement park. 1 2 3 4
Write on board.
• Refer to the learning adventure poster and say, Great! aquarium amusement park palace water park
You are already moving along your learning adventure! 5 6 7 8
2
B:02
Listen and read. Did they enjoy the theater national park circus botanical gardens
trip today? 4 Look at Activity 2. Where did Flo, Tom, and Maria go?
They went to a palace. Maria also went to a museum.
• Ask, Who can you see in the pictures? (Hannah, Maria, 60 Lesson 1 Can identify tourist attractions
Felipe, Tom, and Flo) Where are they? (at the camp) What M05A_POEN_SB_06AME_1365_U05.indd 60 10/12/15 10:06 PM
time is it? (It’s late./It’s evening.)

• Play the audio. Ask students to look at the story and 4 Look at Activity 2. Where did Flo, Tom, and
listen. Play the audio again, pausing for students to Maria go?
repeat. • Pair students and give them time to ask and answer
• Divide the class into five groups and assign the roles. the question.
Have each group read their lines. • Give each pair of students a copy of Activity Sheet 9
• Ask comprehension questions: Where did Tom and Flo (see Poptropica English World), and ask them to
go today? (to a palace) How was it? (It was great.) Where cut out the word strips and pictures. Students play
did Maria go? (to the palace and the museum) Where will Concentration, by matching pictures to words. When
they go tomorrow? (to the amusement park) Where does they get a match, they must use the word in
Felipe want to go first? (on the water slide) a sentence.
3 Listen and say. Ask students, How many tourist attractions do you
B:03
know now? Give students a minute or two to tell
• Focus on the pictures of tourist attractions. Play their partner some of the things they have learned.
the audio and have students repeat each word.
• Put Picture Cards 77–84 up on the board for students’ adventure now. Ask students which words they find
reference. Number each Card. Pair students and have easiest or most difficult to remember. Tell students,
them play a game. One student in each pair says a Good job! to reinforce the progress they are making.
number. His/Her partner has to say the item and
use it in a sentence, e.g., Palace. I went to the Pop Quiz: Review tourist attractions using
palace yesterday. Picture Cards 77–84. Assign each student one of
the tourist attractions, and have students sit in a circle.
Stand in the middle and start talking. When you say the
names of a tourist attraction, all the students with that
attraction switch chairs. When you say, tourist,
everyone switches chairs. The teacher also takes a
chair, leaving one student in the middle to take the
teacher’s role.
Materials
Homework WB

5
B:04
Dad: Hi, Maria.
What did you do yesterday? I went to the aquarium. Maria: Hi, Dad.
Did you go to the aquarium? Yes, I did. / No, I didn’t.
Did you like the aquarium?
Dad: What did you do yesterday? Did you go to
London?
5 Listen and circle.
Maria: Yes, I did. I went to a lot of places in
London.
B:05
1 Did Maria go to Buckingham Palace? ( Yes, she did. / No, she didn’t. )
2
3
Did Maria go to the aquarium? ( Yes, she did. / No, she didn’t. )
Did Maria go to the theater? ( Yes, she did. / No, she didn’t. )
Dad: Did you go to the palace?
4 Did Maria go to an Indian restaurant? ( Yes, she did. / No, she didn’t. ) Maria: Yes, I did. Buckingham Palace’s beautiful.
6 Imagine a trip. Write and circle.
Dad: Did you go to the zoo and the aquarium?
1 a I went to the . Did you like it? ✓/✗
Maria: No, I didn’t. There was no time because I
b
c
Did you like it?
Did you like it?
✓/✗
✓/✗
went to the theater. The actors were great.
2 a I didn’t go to the . Dad: Where did you go after that?
b
c Maria: To a pizza restaurant–I was really hungry!
7
Dad: Sounds like you’re having a wonderful time!
Look at Activity 6. Ask and answer about your trip.
Did you go to the museum? Did you like the museum?
Yes, I did. Yes, I did. 6 Imagine a trip. Write and circle.

8 Ask and answer. What did you do last weekend?
• Complete one example with the class on the board.
• Give students some time to complete their own
Did you go to the park?
No, I didn’t.
sentences with a place they went to, something they
like and didn’t like there, and also a place they didn’t
go to.
7 Look at Activity 6. Ask and answer about

Lesson 2 Can ask and answer about trips in the past 61
your trip.
• Pair students and give them time to ask and answer

questions, using the target language.
• Encourage them to find out where their partner went
to, and whether he/she liked the place.
Learning Objective
Can ask and answer about trips in the past 8 Ask and answer. What did you do last
weekend?
Warm-up • Tell the class what you did last weekend (invent some
things to give them more vocabulary), and write
• Divide the class into two. Show students Pictures sentences on the board, e.g., On Saturday morning,
Cards 77–84 one by one and elicit spellings. Correct
I didn’t go out. On Sunday afternoon, I went to a burger
spellings earn points for the teams.
restaurant.
Open books and ask students to look at the • Give students some time to prepare their own ideas
activities and the Look! box. Ask, What are we about what they did at the weekend. Then put them
learning today? Write the lesson objective on the board: into pairs to ask and answer questions.
We’re asking and answering questions about trips in
Pop Quiz: All the students sit in a circle. Play a
the past.
memory game. Say, What did you do yesterday?
First, student chooses an attraction and says, e.g., I
5
B:05
Listen and circle. went to the circus. Then everybody says, What did you
• Focus on the Look! box. Play the audio (track B:04), do yesterday? Second student says, e.g., She went to the
and have students repeat the questions and answers. circus. I went to the palace. Continue with each next
• Have students read the questions chorally. student saying what all the other students have done.
• Play the audio and have students do the activity. • Direct students’ attention to the bench card on page
• Elicit answers from the class. 61. Tell students to go online to the Poptropica English
Island Adventure Game and find the item. Once
students click on it, they are taken to a supplementary
language task.
Materials
Homework WB

5
• Play the audio and have students listen and circle the
9
B:06
Listen and circle ✓ or ✗.
Listen again and say.
correct symbol. If they hear Yes, I did., they should
1 2 3 4
circle the ✓, and if they hear No, I didn’t., they should
circle ✗ next to the vocabulary item.
ride the go on the play go on the
Ferris wheel bumper cars miniature golf paddle boats
✓/✗
5
✓/✗
6
✓/✗
7
✓/✗
1 Did you ride the Ferris wheel? / Yes, I did.
2 Did you go on the bumper cars? / Yes, I did.
ride the go on the go on the 3 Did you play miniature golf? / Yes, I did.
roller coaster
✓/✗
pirate ship
✓/✗
water slide
✓/✗
4 Did you go on the paddle boats? / No, I didn’t.
5 Did you ride the roller coaster? / No, I didn’t.
10 B:07/
B:08
Listen to the song and write. 6 Did you go on the pirate ship? / Yes, I did.
We went to an 1 amusemen
7 Did you go on the water slide? / Yes, I did.
t park yesterday.
A special treat for my brother’s
birthday.
Did you like the 2 Ferris whee
l , going up high?
Yes, I did! Because I can fly!
Did you like the carousel with horses
• Play the audio again, and have students repeat the
No, we didn’t! The horses were
of gold?
small, and we’re too old! sentences and check their answers.
Did you like the 3 bumper cars
then, fun and fast?
No, we didn’t! Our car was slow,
and we were last.
So what rides did you like? Did
Did you like the 4 miniature golf
you enjoy your trip? 10
B:07
and the 5 pirate ship ? B:08
• Draw students’ attention to the lyrics in Activity 10.

Yes, and we loved the 6 roller
coaster , it was so quick.
We went on it ten times, and now
we feel sick.
Pre-teach carousel. Play the song audio and have
11 Look at Activity 10. Ask and answer.
students listen.
Did they like the bumper cars? No, they didn’t.
correct words in the spaces. Have students compare
Why didn’t they like them? Because their car was slow.
their answers with partners.
62 Lesson 3 Can identify amusement park activities
11 Look at Activity 10. Ask and answer.

• Draw students’ attention to the exchanges at the
Learning Objective bottom of the page, and read them chorally.
Can identify amusement park activities • Pair students and explain that they have to ask and
answer questions in the same way for the other
Target Language attractions mentioned in the song. Elicit the other Did
ride the Ferris wheel, go on the bumper cars, play they like…? questions from the whole class.
miniature golf, go on the paddle boats, ride the • Students ask and answer in pairs whilst you circulate
roller coaster, go on the pirate ship, go on the and prompt as necessary.
water slide Ask students, How many rides do you know now?
Give students a minute to tell their partner the
Warm-up new words they know.
• In pairs, students take turns guessing a famous place adventure now. Ask students which words they find
their partner visited last year by asking questions with easiest or most difficult to remember. Tell students,
Did you…? Good job! to reinforce the progress they are making.
Open books and ask students to look at the Pop Quiz: Play a memory game in a circle. The
book. Ask, What are we learning today? Write the first student says something they went on/did at
lesson objectives on the board: We’re learning about the amusement park that they liked, and that they
amusement park activities. didn’t like. The next person repeats the previous
students’ statements in the third person, and adds their
9
B:06
Listen and circle ✓ or ✗. Listen again own, e.g., She went on the bumper cars. She liked them.
and say. She went on the roller coaster. She didn’t like it. I went on
• Introduce the new vocabulary with Picture Cards the paddle boats. I liked them. I went on the pirate ship. I
85–91. Hold the Cards up one by one, then turn didn’t like it. If a student gets an event statement
them to the word side and ask students to repeat the wrong, the student who said that statement raises
phrases after you. their hand.
Materials
Homework WB

5
12 Listen and number. Then ask and
B:09

5 B:10
answer.
First, I’ll ride the Ferris wheel. Then I’ll go on the bumper cars.
(track B:09), and have students listen and repeat.
First, I’ll ride the Ferris wheel.
12
B:10
Listen and number.
Then ask and answer.
What will you do at the
amusement park? Then I’ll go on the pirate ship.
• Say the speech bubble exchange chorally, then draw
1 a b
students’ attention to the six pictures. Point to picture
1a and ask, Where are they? (They’re at the amusement
park.) What are they doing? (They’re going on the
2 1 pirate ship.)
2 a b
• Have students listen to the audio and write 1 or 2 in
the boxes for each item, to indicate the order of the
activities.
1 2
3 a b
1 First, I’ll ride the roller coaster. Then, I’ll go on

the pirate ship.
2 1 2 First, I’ll play miniature golf. Then, I’ll go on the
paddle boats.
3 First, I’ll ride the Ferris wheel. Then, I’ll go on
First, I’ll ride the roller coaster
1
Then I’ll go on the pirate ship
.
. the water slide.
2 First, I’ll play miniature golf .
Then I’ll go on the paddle boats .
3 First, I’ll ride the Ferris wheel.
Then I’ll go on the water slide. • To check answers, ask students, e.g., Which attraction
14
did they/she do first? Which box is number one?
Ask and answer. What will you do next week/summer/winter/year?
Lesson 4 Can ask and answer about planned activities 63

M05A_POEN_SB_06AME_1365_U05.indd 63 10/12/15 10:07 PM • Have students look at the pictures in Activity 12 and
the sentence prompts in Activity 13. Give students
Lesson 4 SB page 63 or Poptropica English World time to do the activity.
• Invite confident students to write their answers on the
Learning Objective board. Correct any mistakes.
Can ask and answer about planned activities
14 Ask and answer. What will you do next
week/summer/winter/year?
Warm-up • Pair students and give them time to do the activity.
• Play a memory game to review vocabulary of this Invite confident students to speak in front of the class.
unit by using Picture Cards 77–91. First, show the Pop Quiz: Pair students and give each pair a
word side of the Cards one by one, and have students copy of Activity Sheet 10 (see Poptropica English
repeat. Then have everyone stand up. Say, e.g., Ferris World). Using the word cards only, students pick two
wheel. The first person in the first row says, e.g., Ferris cards and make sentences about their own
wheel, palace. Repeat down the rows, adding a new experiences, using future tense, e.g., First, I’ll ride the
word each time. If a student cannot remember, he/she Ferris wheel. Then, I’ll go on the bumper cars.
must sit down. To extend the game, add verbs, e.g., I
rode the Ferris wheel! I went to the palace!
We’re asking and answering about planned activities.
Materials
Homework WB
Picture Cards 77–91, Activity Sheet 10, scissors page 51 95

5
15
B:11
15
B:11
AT THE AMUSEMENT PARK
1 2
• Draw students’ attention to the story and give them
Wow. What
time to look at the pictures.
happened here?
Ooh! Rides!
• Ask, Where are they now? Prompt students to guess (at
an amusement park).
I’ll tell you what They wanted to go
• Play the audio. Students listen and follow. Ask, Are the
happened! Those weird
guys… Grrr!
on the ride. They went
into a pod.
Martins at the amusement park now? (No, they aren’t).
3 4 • Play the audio again. Pause for the class to repeat
The door closed, then I
saw a flash, and there
But these pods can’t
fly, can they?
was a BANG. And then the
pod took off.
Well, this one
certainly flew. It flew
right off the ride!
• To check understanding, give students false
statements to correct. Read them out and students
correct them chorally, e.g., Carol Carnival is happy.
(She isn’t happy. She’s angry.) The Martins weren’t at the
amusement park. (The Martins were at the amusement
5 6
Well, it didn’t I don’t understand. park.) They didn’t go on a ride. (They went on a ride.)
Where did it fly? work. Look. What do those weird
guys want? Carol heard a flash and saw a bang. (Carol saw a flash
HOW did it fly?
Hmm,
maybe they used the
and heard a bang.) The pod flew away. It’s not there.
THD for power.
(The pod didn’t fly away. It’s in the lake.)
16 Why do you think Carol and Matt say that Dot and Zeb are “weird”?
16 Why do you think Carol and Matt say that
Dot and Zeb are “weird”?
• Ask the question, give students time to think, then ask
for volunteers to tell their ideas.
Lesson 5 SB page 64 or Poptropica English World • Sample answers could include: Matt thinks they are
weird because they take things all the time, but he
Learning Objectives doesn’t know why. Carol thinks they are weird because
Can understand a simple story they flew off in her space pod.
Can discuss a story Pop Quiz: Teacher says the name of a character
Additional Language from the story, and students put their hands up if
pod, flash, bang, take (took) off, fly (flew) off, they can remember and say a line of their dialog
it didn’t work, power correctly, e.g., Carol “Well, this one certainly flew!’
Warm-up
• To remind students of the story, write the key words
from the last episode on the board (restaurant,
dumplings, rat, meerkat, took, trash can), and ask them
in pairs to retell the story using these words.
discussing a story.
Homework WB
96 page 52

5
18 Imagine you are Carol or Matt. Ask and
17 Write. Then number the story events in order.
5 answer.
amusement park Bella flash pod ride
• Elicit possible questions students could ask Carol and
3 Carol Carnival saw a flash and heard a bang. Matt in an interview, and write them on the board, e.g.,
4 The pod flew off the ride.
Questions for Carol: What’s your job? What happened
5 Bella found the pod in the lake.
1 Matt, Bell, and Al arrived in the amusement park . today? Why are you angry? Where did the weird guys
2 Dot and Zeb Martin went on a ride . go? What will you do now? Questions for Matt: Why did
18 Imagine you are Carol or Matt. Ask and answer.
you go to the amusement park? Did you find the Martins?
Where are you going next? Elicit some sample answers
What happened today? Two weird guys…
from confident students.
Plan, but be flexible.
Planning helps you • Students take turns interviewing each other as Matt
19 Role-play the story. do more things. and Carol, using the questions to help them.
20 Write in the schedule below to plan your day. Then share with a friend.
Saturday
Time To do How long? • See the “How to use stories” section on page 23 of
7:30 get up, shower, and have breakfast 1 hour the Introduction for more ideas on how to build your
• Before students do the role-play, ask, What makes a
good role-play? Elicit ideas from students and write
these on the board and/or add these to a wall display
for future role-play activities, e.g., speak clearly, use
I will get up,
I think I will get up, shower,
and have breakfast at 7:30.
shower, and have actions, make it dramatic.
breakfast at 7:00.
HOME • Elicit from students that Carol is angry and that Matt
SCHOOL Help a family member is curious and surprised. They need to show this in their
LINK to plan his/her day.
voices and actions.
Lesson 6 Can understand details of a story / Can talk about planning my day 65
M05A_POEN_SB_06AME_1365_U05.indd 65 10/12/15 10:07 PM cut out Story Cards (see page 102) and have students
Lesson 6 SB page 65 or Poptropica English World • Play the audio again (track B:11) and have students follow.
Give students five minutes to practice. Then ask different
Learning Objectives groups to role-play the story in front of the class.
Can understand details of a story • Finally, have students predict what happens next in
Can talk about planning my day pairs. Volunteers share their ideas with the class.
Value their role-play.
Plan, but be flexible. Planning helps you do more
things. 20 Write in the schedule below to plan your
day. Then share with a friend.
Warm-up • Read the value, Plan, but be flexible. Planning helps
you do more things. Ask, Why do you think planning is
• Discuss an upcoming school or family activity, and important? Why is it a good idea to be flexible?
brainstorm a plan for it. Put the ideas on the board.
• Draw students’ attention to the schedule, and read
the phrases in the box chorally. Give students time to
activities. Ask, What are we learning today? Write complete the schedule individually.
the lesson objectives on the board: We’re reviewing the
story and we’re talking about planning and being flexible.
• Pair students and give them time to discuss their
answers together.
17 Write. Then number the story events in • Home-School Link: Read the instruction with the
order. class: Help a family member to plan/his her day. Ask
students to do this at home.
• Ask students to look at the missing words in the box. Pop Quiz: Tell the class your instruction for the
• Students complete the missing words and then next Saturday or Sunday. Say a time, and students
number the sentences in order. have to remember what you are doing then and make
• Check answers as a class. question about it, e.g., 7:00 a.m. – What time will you get
up? 1:00 p.m. – What time will you have lunch?
Materials
Homework WB

5
21
B:12
Listen and read. Then match the
21
B:12
Listen and read. Then match the underlined words to
the pictures.
underlined words to the pictures.
Hawaii is the place to be! • Give students time to look at the four pictures, and
a b
August 14
th
have them talk about what they see. Have students
Hi Gemma,
I’m in Hawaii. It ’s great!
On the first day,
was warm,
read the underlined words chorally, and check for
1 we went surfing. The ocean
3 but surfin g was diffic ult. I’ll try it again
paragliding. It
understanding.
tomorrow. We also went
c d was exciting flying in the
rained, but today it was
air! Yesterday it
hot, and it didn’ t • Play the audio and have students listen and follow.
rain. We playe d volley
The aquarium was good,
ball on the beach.
and I really • Play the audio again and have students complete
4 2 loved the sea turtle s and the fish. We
the activity by matching the underlined words to the
It was a great
also visited the water park.
Fantastic sandy beaches (1), great ocean, and lots to do!
vacation, and I want to
come back next
your summer
pictures.
year. Are you enjoying
Go surfing (2), sailing, or paragliding (3)! Visit the Waikiki
Aquarium or the Wet ‘n’ Wild water park! At night, see a
concert or try Hawaiian dancing (4)! There’s something
vacation, too? What did
did you go? I’ll see you
you do? Where
when I get back. • To check answers, point to each picture and ask,
for the whole family! Love,
Sarah
What’s this? or What are they doing? Elicit answers by
asking students to say the number or the words.
22 Is Hawaii a good place for a vacation? What can you do there? Discuss.
22 Is Hawaii a good place for a vacation?
23 Imagine you went on vacation
last summer. Write.
Last summer,… On the first day,… Then… What can you do there? Discuss.
I/We was/were (in/at)… I/We went… I/We saw…
I/We liked/didn’t like… I/We visited/played…
• Read the questions chorally with the class, and then
Hi,
give students some time to think about their answers
,
I’m in . individually and revisit the text for reasons to support
their answers.
• Pair students and ask them to discuss their ideas with
Love,
a partner. Then bring the whole class together to
share their ideas. Build up a list on the board of things
you can do on vacation in Hawaii.
66 Lesson 7 Can understand and write a letter about a vacation in Hawaii
Tip!
Direct students’ attention to the Tip! box. Explain that
Lesson 7 SB page 66 or Poptropica English World students might want to use these expressions in their
postcard.
Learning Objective 23 Imagine you went on vacation last summer.
Can understand and write a letter about a Write.
vacation in Hawaii
Additional Language
• Direct students’ attention to the model postcard in
Activity 21, and to follow that same structure when
surfing, paragliding, Hawaiian dancing they write.
• Students write a postcard to a friend about their
Warm-up imaginary vacation. Help with unknown words.
Encourage students to use the list of things to do on
• Write on the board, Yesterday I went somewhere and vacation on Hawaii as a resource.
I did something. Encourage students to ask questions • Students share their postcards with the class.
in the simple past tense to find out more. Have Pop Quiz: Give each pair of students a sheet of
something interesting in mind to answer students’ paper, and ask them to plan for their next
questions. vacation. Encourage them to use their imaginations
• To extend the activity, photocopy Activity Sheet 9 and be creative. Their aim is to make plans for their
(see Poptropica English World) for each pair of next vacation, by drawing illustrations and writing
students and have them cut out the pictures. One sentences Students present to the class. Have the class
of the students chooses a picture, while the other vote which vacation plan is the most attractive.
student tries to guess the place by asking questions,
e.g., Did you go to the palace?
the lesson objectives on the board: We’re reading and
writing a letter about a vacation.
Materials
Homework WB
98 Activity Sheet 9, scissors, sheet of paper for each pair of students page 54

5
25 Listen and read. What do the different
24 What do you know? 5 B:13
flags mean?
25
B:13
Listen and read. What do the different flags mean?
The red and yellow flags mean the water is safe. The red flags mean the • Draw students’ attention to the pictures, and ask
water is dangerous. The blue flags mean you can never surf. them what kind of sports you can do on the beach
(swimming, surfing, diving, sailing, etc.), and how they
2
BEAC H SAFE TY IN AUSTRA LIA could be dangerous.
1
• Read the question chorally and play the audio while
Sun safety
• Put on some clothes – always
students follow. Elicit what each flag means, e.g.,
wear a T-shirt or other clothes.
• Put on sunblock – always wear Swim safety What does the red and yellow flag mean? (This water
sunblock in the sun.
• Put on a hat – always wear a
• Swim between the red
and yellow flags. This is safe.) What does the red flag mean? (This water is
hat to cover your head in the water is safe.
sun. • Never swim near a red
flag. It means the water is
dangerous.) What does the blue flag mean? (You can’t
Surf safety 3 dangerous.
• Always swim near the beach. surf here.)
Don’t swim far away.
• Always surf
between the surfing
signs.
• Always stay with
your surfboard.
• Read the questions chorally and give students time to

• Never surf between
blue flags.
27 Make a safety
poster about do the activity individually or in pairs. Check answers
a dangerous outdoor
26 Answer the questions. activity in your countr y. with the class. Ask for volunteers to give the correct
1 What do you need to wear for sun safety? • Ideas – Choose an outdoor activity that
can
answers.
a clothes be dangerous.
b sunblock • Plan – Make notes. Think of rules that
2
c hat
Where is it dangerous to swim?
make it safe.
Never… Always… Don’t forget to…
can
27 Make a safety poster about a dangerous
3
near a red flag
Where can you never surf?
You can… You can’t… Wear… Take… outdoor activity in your country.
• Write – Make a poster like in Activity
between blue flags 25.
• Share – Show your poster and tell the
about it.
class • Remind students of the four steps to succeed:
Lesson 8 Can understand a text about beach safety in Australia / Can make a safety poster 67 Ideas Ask students to choose a dangerous activity to
create a safety poster for. If they have access to the
Internet, they can find additional facts, or you can
Lesson 8 SB page 67 or Poptropica English World support them with Internet checks.
Plan Encourage students to organize their ideas as
mind maps, and source appropriate images to use.
Learning Objectives Help with vocabulary and spelling.
Can understand a text about beach safety in Write Encourage students to organize the information
Australia on their poster in a logical way so that it is easy to
Can make a safety poster understand and looks attractive.
Additional Language Share Put the posters up on the wall and have
sunblock, cover, flag, sign students vote on which give the most powerful safety
messages.
You may wish to give students feedback on
Warm-up their projects.
• Ask students about their experiences of going to Ask students, What new things do you know about
a beach/pool/water park, e.g., Was it fun? Was it outdoor safety? Give students a minute or two to
dangerous? What did you do to stay safe? Write their tell their partner some of the things they have learned.
answers on the board and discuss. Tell students, Good job! to reinforce the progress they
are making.
24 What do you know? Pop Quiz: In groups, students write and role-
• Open books and ask students to look at the activities. play a skit showing an aspect of safety at the
Ask, what are we learning today? Write the lesson beach/park/schoolyard. They can also do the skit as a
objectives on the board: We're reading about beach silent movie, and the students watching must guess
safety in Australia, and making an outdoor safety poster. what aspect of safety is the subject, and what rules are
• Ask students what dangerous outdoor activities being broken.
they can think of e.g., hiking, mountain biking, riding a
motorbike, and what people can do to keep safe when
doing them.
Materials
Homework WB
Sheet of paper for each student page 55 99

5
29
B:14
Listen and check (✓). Then write.
28 Circle.
1 Last week, I went on the roller coaster at the

• Have students look at the pictures and invite them
2
( water park / castle / amusement park ).
Yesterday, I went mountain hiking in the ( national park / aquarium / palace ).
to tell you what some of them are at random, e.g.,
3 First, I’ll go on the ( Ferris wheel / miniature golf / paddle boats ) because I like What’s 3a? (a stadium) What’s 6b? (bumper cars).
to go up high.
4 Then I’ll ride the ( pirate ship / roller coaster / bumper cars ) because it’s very fast. • Read the days of the week chorally and explain that
29
the odd-numbered pairs of pictures are about what
Listen and check (✓). Then write.
B:14
happened last week, and the even-numbered pictures
Last week Next week
1 a b 2 a b are about what will happen next week.
Monday • Play the audio and have students check the correct
✓ ✓ option for each pair of pictures.
3 a b 4 a b
Wednesday
✓ ✓ My name’s Jenny. It’s my summer vacation now.
5 a b 6 a b Last Monday, I went to the water park. Next
Friday Monday, I’ll go again, and go on the water slide!
✓ ✓ On Wednesday last week, I went to the aquarium
1
2
What did she do last Monday?
What did she do last Wednesday?
She went to the water park.
She went to the aquarium.
with my dad. Next Wednesday, I’ll go to the
3 What will she do next Friday? She’ll go on the roller coaster. theater with my mom. Last Friday, I went to the
30 Look at Activity 29. Imagine. Then ask and answer.
amusement park again! It rained so we didn’t
1 What did you do yesterday?
go on the new roller coaster. We’ll go to the
2 Did you like the ? amusement park again next Friday, and go on the
3 What will you do tomorrow?
new roller coaster then!
I can identify tourist attractions and amusement park activities.
I can ask and answer about planned activities.
I can make a safety poster. • Then play the audio again for students to answer the
questions 1–3. Check answers as a class.
30 Look at Activity 29. Imagine. Then ask and
answer.
• Focus students on the questions and the pictures in
Learning Objective Activity 29 and give them a few moments to imagine
Can assess what I have learned in Unit 5 and decide on their answers.
• Students ask and answer in pairs. Have them change
partners several times.
Warm-up Ask students how they feel about their learning
• Review the vocabulary items from this unit by showing in this unit. Ask students to tell you what they
Picture Cards 77–91. Then play a spelling bee. found easy and what they found the most difficult to
learn in the unit.
activities. Explain to students that they are going • Read the three I can statements at the bottom of the
to review what they have learned in this unit. Write the page with the students and invite them to check the
lesson objective on the board: We’re thinking about our boxes according to how confident they feel about the
learning adventure. language point.
• Ask students if they can remember the things they have • Ask students, Where are you on your learning
been learning about in this unit. Put their ideas on the
on the learning adventure poster. Tell students, Good
board, e.g., learning the names of tourist attractions.
job! to reinforce the progress they are making.
• For each idea, ask students to tell their partner where Pop Quiz: In groups of four, students tell the
Reassure students who are less confident that they others the answers to the following questions:
will have opportunities for more practice. Which is your favorite activity in the unit? Why? Which
28 Circle. word? Which word is the most difficult for you?
• Read the sentences chorally.

• Students complete the activity and compare their
ideas with a partner. Check answers as a class.
Materials
Homework WB

5
31 Draw. Then listen to your friend and draw.
31 Draw. Then listen to your friend and draw. 5 • Direct students’ attention to the two maps of
the amusement park. Elicit the names of different
Design an amusement park!
attractions, and build up a list on the board, e.g., Ferris
Your amusement park
wheel, bumper cars, miniature golf, paddle boats, roller
coaster, pirate ship, water slide. Next to each word,
draw a simplified symbol that students can copy and
use if they want to on their own maps. Elicit some
suggestions about other possible items students might
want to put in their parks, e.g., café, arcade, swimming
pool, etc., and put these on the board as well.
The Ferris wheel is
• Give students time to decide what they want to put in
Your friend’s amusement park
next to the entrance. their own amusement parks, and to complete the map
on the top half of the page.
• Pair students and have them sit back to back.
Demonstrate the activity, using a rough map on
the board and eliciting sentences from the class to
describe where things are in relation to each other.
Review next to, between, in front of, behind, etc.
• Students take turns describing the layout of their
amusement park to their partner, who listens and
draws on the second map. At the end of the activity,
32 What did you enjoy in this unit? What do you want to students look at each other’s maps and compare.
know more about? Now go to Poptropica
English World
Lesson 10 Can use what I have learned in Unit 5 69 32 What did you enjoy in this unit? What
Lesson 10 SB page 69 or Poptropica English World the unit and to go and find out more, e.g., find out
more about outdoor activities and safety (Social
Learning Objective Science), find out more about how plan well (Values),
Can use what I have learned in Unit 5 find out more how to write good postcards and find
some examples (Skills).
Warm-up a quick feedback session at the beginning of the next
• Divide students into teams and have them stand class.
in lines. The first person in each line whispers two
sentences using the target language, e.g., I went to the Are you ready for Unit 6?
theater last week. I will go to the circus next week. to • Ask students if they are ready to move onto the
the person next to them. The messages are passed on next unit. Tell students that it is fine if they do not
down the line. Students are only allowed to whisper remember everything as they will continue to practice
the message once to their neighbor. The student at throughout the level.
the end of the line says the sentences aloud, and the • Encourage students to ask if they have any questions
first person says if they are correct. Correct sentences about what they learned in Unit 5.
get two points, partially correct sentences one point.
This last student then goes to the front, and the You may wish to give Unit 5 test (see page 196) at
game is repeated until everyone has a turn being the this time.
“whisperer”.
the lesson objective on the board: We’re designing an
amusement park to review the Unit 5 language.
Homework WB
page 57 101

5
Unit 5 Story Cards

Wider World 3
Wider World 3
Learning Objectives Our vacations
Can understand texts about vacations
Can talk about my favorite vacation 1 What do you know? This place is in the mountains.
It looks like an old town.
Additional Language a b
tombs, hotel, ancient, hot-air balloon, Turkish bath,
ruins of garden, sundial, celebrations
Warm-up
3
• Divide the class into two teams. Teams take turns 1
saying a verb in its base form, e.g., go, and the 3
B:15
Listen and read. Then number the pictures in Activity 2.
opposite team makes a sentence using the verb in 1
the simple past tense, e.g., We went to Greece last Last year, I went to a city called Agra in India. I visited the
Taj Mahal with my family. A man called Emperor Shah Jahan
married a princess called Mumtaz Mahal. When she died, he
summer. Tell students that they will get one point if was very sad. He built the Taj Mahal for her. Twenty thousand
workers used one thousand elephants and finished it in 1653.
the sentence is correct, and one more point if the The tombs of Emperor Shah Jahan and his wife are inside the
Taj Mahal. I think the Taj Mahal is beautiful!
sentence is about a place for vacations. Samir, 11, India
1 What do you know? This summer, I went by bus to an ancient city in Turkey called Cappadocia.
We stayed in a hotel in front of the Uçhisar Castle. During the day, we
visited a city that was inside a mountain. There are houses, restaurants, and
• Open books and ask students to look at the activities. hotels all inside the mountain. We then went in a hot-air balloon and saw the
beautiful Fairy Chimneys. After that, we visited a famous Turkish bath. I can’t
Ask, What are we learning today? Write the lesson wait to visit Cappadocia again next year.
Zara, 12, Turkey
objective on the board: We’re reading and talking about
vacations, and we’re talking about our favorite vacation. 70 Wider World 3 Can understand texts about vacations
Look at pictures a–c and make sentences.

• Draw students’ attention to pictures a–c. Read the 3

B:15
speech bubble text chorally, and ask the class which pictures in Activity 2.
picture it refers to (a).
• Pre-teach the words tombs, hotel, ancient, hot-air
• Put up the world map on the board. Then have balloon, Turkish bath, ruins of garden, sundial,
students try to guess which countries the pictures are celebrations, then ask students to circle these words
of. Tell them the names of the countries (a Peru, b India, in the texts.
c Turkey). Volunteers point to them on the map.
• Play the audio. Have students listen and follow.
• Pair students and have them brainstorm all the
• Ask students to read through the texts again and
statements they can think of about the three pictures. note any unknown words. Encourage them to work
Remind them that they can use the statement in the out their meanings from the context.
speech bubble as a guide.
• Play the audio again, or ask a volunteer to read each
• Give students time to do the activity. text, then give students time to match the texts to the
• Invite students to say a statement for each picture, pictures by writing the correct numbers in the boxes.
one at a time. Have a student write the statements on
the board. Repeat all the statements chorally, then as
• Elicit answers from the class. Students check their
own work.
a class try to elicit some additional statements about
the pictures.
Materials
World map, sheet of paper for each student 103

YOUR TURN! Ask and answer in your class.
Present the results in a graph.
c
1 The Taj Mahal is in India. T/F • Draw students’ attention to the graph, and read the
2 There aren’t any tombs
inside the Taj Mahal. T/F headings chorally.
3 Zara’s hotel was inside
a castle. T/F • Ask students to look at text 2 on page 70. Ask, How
4 You can visit a Turkish
bath at Cappadocia. T/F
did Zara go to Cappadocia? (by bus) Elicit other means
5 People called Andes lived
in Machu Picchu long ago. T/F
of transport, and check that students understand: by
6 The Intihuatana Stone
was a sundial. T/F
bus, by boat, by plane, etc.
• Have students mingle and ask each other about their
5 Ask and answer. favorite vacation, and how they traveled there. They
2 1
2
What was your favorite vacation?
What’s a nice place to visit where you live?
then create a new bar graph to present the results.
• To finish the lesson, ask students to think about
3
a place they have visited, and to write a short
Ask and answer in your class. paragraph about their favorite vacation like the ones
Present the results in a graph.
on pages 70–71.
Your favorite vacation
• Then ask some volunteers to read their paragraphs to
Last year, I visited a city called Machu How did you get there? the class. Students vote for the best place.
Picchu. It’s in the Andes mountains in 1
Peru. Long ago, people called Incas
lived in this ancient city. The city was
2
3
Pop Quiz: Ask comprehension questions about
lost in the mountains for hundreds of
years. There are ruins of gardens,
4
5
the texts in Activity 3. How old is Samir? (He’s
houses, and even a palace. My favorite
ruin is called the Intihuatana Stone. It
6
7
eleven years old.) Where is Juan from? (He’s from Peru.)
was a big sundial at the top of a big
pyramid. There were often special
8
9
Did Zara see some monster chimneys? (No, she didn’t. She
celebrations around the Intihuatana
Stone. Machu Picchu is a great place
10
by bus by plane by car by boat saw some fairy chimneys.) What is at the top of the big
to visit! pyramid in Peru? (There is a big sundial at the top of the
Juan, 12, Peru
pyramid.)
Wider World 3 Can talk about my favorite vacation 71

• Read the six statements chorally. Then give students
time to read them again to themselves.
• Have students do the activity by circling T or F for
each statement.
• Elicit answers from the class. If a statement is false,
ask a volunteer to provide a true statement.
5 Ask and answer.

• Read the questions chorally. Then have students do
the activity in small groups.
• Invite students to come forward and report back to
the class about a classmate’s favorite vacation, or
their own favorite tourist attraction where they live.
104

6 Arts
Unit Overview
Unit Objective
• I can talk about the arts
Language
Movie genres: thriller, comedy sci-fi, romance, musical, cartoon, action, western
Target
Musical instruments: cello, harmonica, saxophone, triangle, drums, clarinet,
Vocabulary
harp, tambourine, cymbal, maracas, castanets
I saw the movie by myself. Did you hear the cello?
You wrote it by yourself. Yes, I did. / No, I didn’t.
He made it by himself. Have you ever played the saxophone?
Target
She didn’t go to the movie by herself. Yes, I have. / No, I haven’t.
Structures
We didn’t watch it by ourselves. Have you ever been to a concert?
Yes, I have. / No, I’ve never been to a
They didn’t draw it by themselves. concert.
Values: Learn to be self-sufficient. You can always do some things by yourself.
Features
Cross-curricular: Literature: Poetry
Skills
Reading • Can understand details of a story
• Can understand a text about a favorite book
• Can complete simple sentences about my favorite book
• Can write a poem about a good day
Writing • Can complete simple sentences about events in the past (Workbook)
• Can complete simple sentences using by yourself and as a team (Workbook)
• Can write a review of my favorite movie (Workbook)
• Can identify different types of movies
Listening • Can identify musical instruments
• Can talk about things I did or didn’t do by myself

• Can ask and answer using Have you ever...?
Speaking • Can discuss a story
• Can talk about things I do by myself
• Can talk about the poem Bad day
105

6
Learning Objective
Can identify different types of movies
6 Ar ts
1 What different types of movies do you know? Which do you like?
2 Listen and read. What is Shadow in the House? It is a scary thriller.

Target Language
B:16
1
Hi, Maria! 2
thriller, comedy, sci-fi, romance, musical, cartoon, Hi, guys! I just saw Shadow in
the House by myself. It’s a scary
action, western thriller, but I had a great time!
There was something
in the house. It wrote
letters on the window…
1 What different types of movies do you 3

4
Boo!
5
know? Which do you like? Aaah! Flo, we didn’t

see you!
• Open books and ask students to look at the story. Sorry, Maria!

… and it made
objective on the board: We’re learning the names of terrible noises…
different types of movies.

•
4 5
Close books. Ask students what English words they 3
B:17
Listen and say. 6
know for different types of movies, e.g., thriller. Write 1

2
3
on board.
• Refer to the learning adventure poster and say, Great! romance musical cartoon
You are already moving along your learning adventure! thriller comedy sci-fi
7 Action
Man
8
The
Wild
West
2
B:16
Listen and read. What is Shadow in the 4 Ask and answer.
House? A: What movies do you like?

B: I like thrillers and…
action western
• Have students look at the story frames. Ask, Where 72 Lesson 1 Can identify different types of movies
was Maria? (at the movies) Play the audio. Have M06A_POEN_SB_06AME_1365_U06.indd 72 10/12/15 10:11 PM
students listen, read, and answer the question.

• Have the class read the story chorally. 4 Ask and answer.
• Ask, What did Maria see? (a movie) Was it scary? (Yes, it • Pair students and give them time to do the activity.
was.) Did she like it? (Yes, she did.) Elicit or teach thriller. • Invite some pairs to model the exchange for the class.
3 Listen and say. Ask students, How many names of different types
B:17
of movie do you know now? Give students a minute
• Play the audio. Have students look at the pictures, to tell their partner the words they know.
listen, point, and repeat.
• Put Picture Cards 92–99 up on the board for students’ adventure now. Ask students which words they find
reference. Number each card. Pair students and have easiest or most difficult to remember. Tell students,
them play a game. One student in each pair says a Good job! to reinforce the progress they are making.
number. His/Her partner has to say the item, and
mime an action for the movie if they can. Pop Quiz: Have students sit in a circle. Start a
chant rhythm by tapping your lap and say, On
• Divide the class into two groups. Each group
Monday, I saw a (thriller). The next student repeats
brainstorms descriptions of what happens in different
types of movies, without mentioning the name of the your sentence, and follows it with, On Tuesday, I saw a
genre. Then a student from group A describes the (romance). Continue round the circle with the days of
type of movie, and group B students try to guess the the week. If a student forgets or hesitates too long,
type, e.g., A: It’s a love story. B: It’s a romance. Then the they are out and the chant starts again from Monday.
groups switch. Give points for correct descriptions, • Direct students’ attention to the earphones card on
and correct guesses. page 72. Tell students to go online to the Poptropica
English Island Adventure Game and find the item.
Once students click on it, they are taken to a
Materials
Homework WB

6
5 Look at Activity 2. Circle T = True or
5 Look at Activity 2. Circle T = True or
F = False.
B:18
I saw the movie by myself.

F = False.
1
2
Maria saw a scary movie.
Maria didn’t have a good time.
T/F
T/F
You wrote it by yourself.
He made it by himself.
• Focus on the Look! box. Play the audio (track B:18).
3 The shadow didn’t write on She didn’t go to the movie by herself. Have students listen and repeat. Explain the difference
the window. T/F
4 Maria didn’t see the movie We didn’t watch it by ourselves. between yourself and yourselves.
•
by herself. T/F They didn’t draw it by themselves.
5 Felipe walked to the movie Read the five statements chorally. Ask students to
theater by himself. T/F
look at the story on page 72 again. Have them do the
6 Circle. Then listen and check your answers. activity by deciding if the statements are true or false.
•
B:19
1 2 Have students switch their books with a partner for

checking. Elicit answers from the class.
I ( wrote / didn’t write ) the The girl ( played / didn’t play )

6
B:19
Circle. Then listen and check your
letter by myself. by herself. answers.
3 4
• Focus on the four pictures and the sentences.
• Play the audio. Have students listen and circle the
correct answers to complete the sentences.
They ( made / didn’t make ) He ( watched / didn’t watch )
dinner by themselves. the movie by himself.
I wrote my homework last

1 I wrote the letter by myself.
Monday by myself.
7 Write. Then say. 2 The girl didn’t play by herself.
1
2
I
You
wrote
saw
my homework last Monday
a movie last week
by myself
by yourself
. (write/me)
. (see/you)
3 They made dinner by themselves.
3 We had a good time last Saturday by ourselves . (have/we) 4 He didn’t watch the movie by himself.
4 He made dinner for his family yesterday by himself . (make/he)
5 They sang karaoke last year by themselves . (sing/they)
• To check answers, have students switch books. Elicit

Lesson 2 Can talk about things I did or didn’t do by myself 73 answers from the class.
7 Write. Then say.

• Say the speech bubble chorally. Have students
complete the sentences, using the correct form of the
Learning Objective words given.
Can talk about things I did or didn’t do by myself • Check answers by asking volunteers to read out the
complete sentences.
Warm-up
• Have students practice saying the five statements
in pairs.
• Pre-teach reflexive pronouns by writing the list Pop Quiz: Pair students and hand out a copy of
I–myself, you–yourself, he–himself, she–herself, we– Activity Sheet 11 (see Poptropica English World)
ourselves, they–themselves, you (plural)–yourselves. Say to each pair and ask them to cut out the items.
each word, gesture to explain its meaning, and have Students select a word from each category and use
students repeat after you. Say, Last week I watched a them in a sentence, e.g., John and I saw a romance last
thriller by myself. It was scary! Invite students to say week. We went by ourselves.
similar sentences using other reflexive pronouns, and
movie genres.
We’re talking about things we did or didn’t do
by ourselves.
Materials
Homework WB
Activity Sheet 11, scissors page 59 107

6
8
B:20
Listen and say. Then listen to the
8
B:20
Listen and say. Then listen to the
music and number the instrument.
music and number the instrument.
a b
c
d
e
f
• Introduce musical instruments with Picture Cards
harmonica
5
4
100–110. Hold the cards up one by one, then turn
2 6
7 8 triangle
drums
them to the word side and have students say
cello g clarinet
saxophone i
j the words.
•
k
1
h
3 10 9 11
Play the audio and have students listen and repeat.
harp tambourine cymbal maracas castanets • Tell students they will hear only music this time. They
9
have to identify the musical instruments. Play the
Listen and say. Do you know any other types of music?
B:21
audio and have students do the activity.
10 B:22/
B:23
Listen to the song and write. • Play the audio again and have students say the
answers. Students correct their own work.
Chorus:
(Chorus)
Did you hear the music last
Night on the radio? (x2)
I didn’t feel happy, I was so sad.
No, I didn’t. Was it 3
Was it 4 rock
pop
?
?
9
B:21
Listen and say. Do you know any other
But the music was great.
It made me feel glad.
5
What was it like?
Country music with guitars
types of music?
And violins. It was all right.
(Chorus)
Yes, I did. Playing funky
jazz was a 2 saxophone.
(Chorus)
Yes, I did. It was the kind of
• Refer students to the mind map (Warm-up) for types
of music. Explain that students will listen to five pieces
1
Music I choose – guitar and

And I loved dancing to it 6
Harmonica playing the blues.
On my own.
of music, and must identify them.
• Play the audio. Have students listen to the word,
11 Listen to the song again and circle. 12 Ask and answer.
repeat the word, then listen to the music.
B:24
1 Did you hear the guitar? Y/N 1 see / a concert / last week?
2
3
Did you hear the saxophone?
Did you hear the violin?
Y/N
Y/N
2
3
make / a cake / on Sunday?
say sorry / yesterday?
10
B:22
B:23
• Focus on the lyrics. Play the song audio, and have

4 Did you hear the harmonica? Y/N 4 have / a party / last month?
5 Did you hear the piano? Y/N 5 sing / a song / last night?
74 Lesson 3 Can identify musical instruments

students listen and write the correct words.
• Play the audio again. Have students check answers.
• Play the karaoke version and ask students to do some
Lesson 3 SB page 74 or Poptropica English World actions as they sing the song.
11 Listen to the song again and circle.

Learning Objective B:24
Can identify musical instruments • Focus on the Yes/No questions and say them chorally.
• Play the audio. Give students time to circle the correct
Target Language answers. Then elicit answers from the class.
cello, harmonica, saxophone, triangle, drums, clarinet,
harp, tambourine, cymbal, maracas, castanets 12 Ask and answer.
• Focus on the prompts, and have the class say the
Warm-up questions chorally.
• Draw a mind map on the board. Write movie in the • Pair students, and have them practice asking and
answering questions.
middle and draw lines, and ask students to name
different movie genres. Ask students, How many musical instruments do
you know now? Give students a minute to tell
their partner the new words they know.
the lesson objective on the board: We’re learning the • Ask students to say where they are on their
names of musical instruments. adventure now. Ask students which words they find
• Then write music, with lines out to have two groups: Good job! to reinforce the progress they are making.
types of music, and instruments. Elicit relevant words
for the two groups, e.g., guitar. Pop Quiz: Say, I can play the piano. I can’t play the
• Refer to the learning adventure poster and say, Great! violin., and mime the actions as you speak.
You are moving along your learning adventure. Brainstorm the list of musical instruments from the
lesson, and write them on the board. Students play a
miming game in groups. The first group to successfully
mime and guess pairs of sentences containing all the
words is the winner.
Materials
Homework WB

6
6 1 Have you ever gotten 100% in a test? / Yes, I
have. Last week in English I got a perfect score.
B:25
Did you hear the cello? Yes, I did. / No, I didn’t. 2 Have you ever played chess? / Yes, I have. I
Have you ever played the saxophone? Yes, I have. / No, I haven’t.
Have you ever been to a concert? Yes, I have. / No, I’ve never been to a concert.
sometimes play with my grandpa.
3 Have you ever been to another country? / No,
13
B:26
Listen and check (✓). I’ve never been to another country. But next
1 a 2 a play played year I want to go to Australia to practice my
go been
got gotten English.
eat eaten
b
✓
b
✓
See more on 4 Have you ever eaten three burgers in one day? /
page 115.
No, I haven’t. I don’t want to try – one is
enough!
3 a 4 a
• Play the audio again. Elicit answers from the class.

b b Tip!
Draw students’ attention to the Tip! box, and have
✓ ✓ students repeat the verbs after you.
Look at Activity 13 and write the questions

14 Look at Activity 13 and write the questions and your answers.
Then ask and answer. 14
1 Have you ever gotten 100 percent in a test? and your answers. Then ask and answer.
Your answer:
2 Have you ever played chess
Your answer:
?
• Have students write the appropriate questions
3 Have you ever been
Your answer:
to another country?
according to the pictures in Activity 13. Check
4 Have you ever eaten three burgers
Your answer:
in one day?
answers by asking students to call out their questions.
• Ask students to write their own answers in response
Lesson 4 Can ask and answer using Have you ever...? 75
to the questions they have written down. Give
M06A_POEN_SB_06AME_1365_U06.indd 75 10/12/15 10:11 PM students time to do the activity.
• Have students ask and answer in pairs.
Pop Quiz: Give each pair of students a copy of
Activity Sheet 12 (see Poptropica English World)
Learning Objective and have them cut up the items, and then place them
Can ask and answer using Have you ever...? face down. Students must match words to pictures.
Warm-up
• Review musical instruments vocabulary with Picture
Cards 100–110. Then have a spelling bee.
• Play the song on page 74, and have students do some
actions while listening.
We’re writing and talking about things we have and
haven’t ever done.
13
B:26
Listen and check (✓).
(track B:25) and have students listen and repeat.
• Draw students’ attention to the pictures, and have
them guess what some questions might be to go with
the pictures, e.g., 1a Have you ever gotten 100% in
a test?
• Play the audio and have students check the correct
boxes.
Materials
Homework WB

6
15
B:27
15
B:27
ZEB AND DOT MARTIN ARE NOT HERE.
1 2
HELP!!
Wow! I always wanted to Where are they now? Prompt students to guess. (in a
see a recording studio!
recording studio)
• Play the audio. Students listen and follow. Ask, What
did Zeb and Dot take from the studio? (a saxophone)
There’s nobody here.
3 4
Thank you! A man and a
woman came. They were weird.
They locked me in here.
They just recorded
some music. Hey, they took
• To check understanding, ask some comprehension
the saxophone!
questions: Are Zeb and Dot Martin there? (No, they
aren’t.) How do they find Peter? (He shouts for help.)
What’s Peter’s job? (He works at the studio. / He’s a
Did they take sound engineer.) Who locked him in the cupboard? (Zeb
anything?
and Dot Martin) What did they do before they left the
5
So, where are Hmm, they took a
trash can of old food and
6
I wonder what they studio? (They recorded some music.) What does Peter
they now? were recording.
now a saxophone. What’s
going on? wonder? (what music the Martins were recording)
Oh, well.
We have a trace!
16 Why do you think Dot and Zeb went to the

16 Why do you think Dot and Zeb went to the studio?
studio?
76 Lesson 5
• Give students time to think, then ask for volunteers to
Can understand a simple story / Can discuss a story
share their ideas with the class.
• Sample answers could include: They were looking for
something. They needed a saxophone. They needed to
Lesson 5 SB page 76 or Poptropica English World record some music.
Pop Quiz: In pairs students look through
Learning Objectives previous episodes of the story and write down
Can understand a simple story five statements about what the characters said or did.
Can discuss a story Ask students to change some statements to make
Additional Language them false. Then, they challenge other pairs to spot
recording studio, record, locked and correct the false statements.
Functional Language
What’s going on?
Warm-up
• To remind students of the story, ask questions about
the previous episode: Who do Matt, AL, and Bella want
to find? (Zeb and Dot Martin.) Where were Matt, AL, and
Bella in the last episode? (at an amusement park) Did
they find Dot and Zeb Martin? (No, they didn’t.) What did
Dot and Zeb Martin do at the amusement park? (They
went on a ride.) Why was the manager of the amusement
park angry with the Martins? (Because they broke
the pod.)
discussing a story.
Homework WB
110 page 62

6
18 Check (✓).
17 Circle.
6 • Divide the class in half. Read the questions and have
1 The Martins ( locked / hid ) Peter up.
2 They ( bought / took ) a saxophone and ( sang / recorded ) music. Then they half the class read the first possible answer chorally,
( came / left ) again.
3 Matt, AL, and Bella ( pushed / helped ) Peter. He said the Martins were and the other half read the second answer.
4
( smart / weird ).
Bella ( didn’t want / wanted ) to know where they went. Matt ( didn’t know / knew ) • Students complete the activity individually and
5
why they took things.
AL ( found / didn’t find ) a trace of the Martins. compare their answers with a partner.
18 Check (✓).
• Check answers with the class. Read the questions aloud
again and elicit the correct answer from a volunteer.
1 The Martins tried to take a pod…
before they took the trash can. ✓ after they took the trash can.
2 Matt, Bella, and AL went to Africa…
✓ before they went to Atlantis. after they went to Atlantis.
3 Dot met the meerkat…
✓ before she took a second trash can. after she took a second trash can. the Introduction for more ideas on how to build your
4 Dot and Zeb recorded some music…
before they locked Peter in a closet. ✓ after they locked Peter in a closet.
19 Role-play the story. a good role-play? Elicit ideas from the previous
20 Read and write ✓ = by myself or ✓✓✓ = with Learn to be self-
discussions. Write these ideas on the board and/
my friends. Then share with a friend. sufficient. You can
always do some
or add these to a wall display for future role-play
You Your friend
things by yourself. activities, e.g., use the things around you as props.
1 Review for a test.
2 Go to a concert.
I review for a
• Choose one of their ideas e.g., use the things around
3 Make a draft of something you
are writing.
test by myself.
you as props, and tell students to try and use props
4 Find information for a project. I review for a test
with my friends.
when they carry out their role-play.
HOME cut out Story Cards (see page 116) and have students
SCHOOL Tell your family about the things
LINK you can do by yourself.
Lesson 6 Can understand details of a story / Can talk about things I do by myself 77 • Play the audio again (track B:27) and have students
Lesson 6 SB page 77 or Poptropica English World the class.
Learning Objectives pairs. Volunteers share their ideas with the class.
Can understand details of a story You might like to give the students feedback on
Can talk about things I do by myself their role-play.
Value
Learn to be self-sufficient. You can always do some 20 Read and write ✓ = by myself or ✓✓✓ =
things by yourself. with my friends. Then share with a friend.
• Read the value, Learn to be self-sufficient. You can
always do some things by yourself.
Warm-up
• Review the story by saying true/false statements. • Have students read the speech bubble text.
Students correct the false statements. • Focus on the six activities listed in the chart. Have
students indicate how they do the activities in the
Open books and ask students to look at the “You” column. Then they complete the “Your friend”
activities on the page. Ask, What are we learning column by speaking with a partner, and finding out
today? Write the lesson objectives on the board: We’re about his/her way of doing these activities.
reviewing the story, and we’re talking about things we do • Invite a few pairs of students to speak in front of
by ourselves. the class.
17 Circle.
• Home-School Link: Read the instruction with the
class: Tell your family about the things you can do by
• Students work alone to choose and circle the correct yourself. Ask students to do this at home.
options, and compare their answers with a partner. Pop Quiz: Ask students to set themselves two
• Check answers as a class. goals to become more self-sufficient. One should
be for something they usually get help to do at school,
and one for at home, e.g., I will memorize vocabulary
words by myself. I will clean my room by myself. Ask
students to share their ideas with the group.
Materials
Homework WB

6
• Check students’ understanding by inviting students
to stand up and ask questions about the text to the
It is a comedy. student of their choice.
• Ask, Have you ever read this book? Do you think you
would like to read this book? Why?/Why not? Students
discuss the book in small groups, and report back to
the class with their opinions.
22 Check (✓).
• Pre-teach any unknown words, e.g., wimpy, adventure,
and normal.
• Have students read the review again more closely,
and complete the statements by checking the correct
answers. Remind students that they have to think of
the reasons why they choose the answers.
✓
• Check answers by asking volunteers to say their
answers and give a reason why they have chosen
✓ these answers.
✓
23 Write about your favorite book. Then
discuss with a partner.
• Provide a model for students by talking about your
own favorite book, using the prompts on the page
and writing sentences on the board, e.g., My favorite
book is called… It’s great because it’s really exciting/
funny/scary, etc. It’s about a man who… The main event
is when…, etc. Teach the term character, and say who
Lesson 7 SB page 78 or Poptropica English World your favorite character is.
• Give students time to write their own reviews.
Learning Objective • When students have finished, ask them to find out
Can understand a text about a favorite book three things about their partner’s favorite book.
Additional Language Pop Quiz: Ask students to work in pairs to design
wimpy, diary, journal, mean, brave, event, argue a cover for a book called, “Diary of a …”. They
have to think about the storyline of their book,
including characters (who), year (when), events (what),
Warm-up etc. When they have finished, pairs can present their
book idea. The class can vote for the best cover and
• Ask, What is a book review? and pre-teach review. Ask the best storyline.
students what kind of books they like reading and
what their favorite book is.
the lesson objective on the board: We’re reading a text
about a favorite book.
21
B:28
Listen and read. Is the book a thriller,
a romance, or a comedy?
• Draw students’ attention to the text on page 78. Ask,
What type of text is this? (a book review) Students skim
it and find out what kind of book it is. (a comedy)
• Play the audio. Have students listen as they follow.
• Give students time to read the text aloud.
Materials
Homework WB
112 Sheet of paper for each student page 64

6
25 Listen and read the poem. Match the
questions to the pictures.

25
B:29
Listen and read the poem. Match the questions to the pictures.
• Draw students’ attention to the pictures. Point to
each picture and ask, What happened?, and elicit
Bad Day 8 2
By José Luis Morales answers, e.g., She missed the bus.

On a bad day, bad things happen.
1 Have you ever failed a test?
4
• Play the audio and have students follow along in their
2 Have you ever missed a bus?
3 Have you ever been afraid? 1
books. Students draw lines to match the pictures to
7
4 Have you ever fallen down?
5 Have you ever scraped your knee?
11 the questions in the poem.
6 Have you ever hurt your foot?
7 Have you ever lost your keys? 5
8 Have you ever had a headache? 26 Have any of the things in the poem ever
9 Have you ever felt real sad?
10Have you ever missed a friend? 3 happened to you? How did you feel? What
11Have you ever said “That’s bad!”?
On a bad day, bad things happen. were you doing at the time?
Take a deep breath. Count to ten.
Think a good day lies ahead. 6 10
• Brainstorm adjectives of feelings related to the
questions in the poem, and write the words on
26 Have any of the things in the board.
the poem ever happened
to you? How did you feel?
What were you doing at
• Students do the activity in pairs. Remind them to use
the time?
28 Write a poem
about a good day. the simple past or past continuous tense.
• Ideas – Think about good days. What
kinds
of things happen?
27 Choose three questions
from the poem. Ask and • Plan – Make notes. Write as many
27 Choose three questions from the poem.
answer. examples as you can.
• Write – Use “Bad Day” as a model.
Ask and answer.
Write a poem!
Have you ever
been afraid?
Yes, I have. I was
riding a roller
coaster.
Start: “On a good day, good things happen.
” • Draw students’ attention to the target language in
• Share – Read your poem out loud to
the class. the speech bubbles and ask two confident students to
model the example.
Lesson 8 Can talk about the poem Bad Day / Can write a poem about a good day 79 • Students ask and answer in pairs.
28 Write a poem about a good day.
Lesson 8 SB page 79 or Poptropica English World • Remind students of the four steps to succeed:
Learning Objectives Ideas Remind students of the discussion from the
Can talk about the poem Bad Day Warm-up about what happens on good days. Ask
Can write a poem about a good day them to spend some time thinking about their own
good days.
Additional Language Plan Encourage students to write their ideas as a
poem, scraped your knee, what else, take a deep mind map.
breath, lies ahead Write While students write, circulate, prompt and
help students to write and create to their best of their
ability.
Warm-up
Share The teacher might like to model reading their
• Ask students, What happens on good days? What own poem to demonstrate, before asking students to
happens on bad days? Divide the class into two halves, read their poems to the class.
and have one half work on good days, and the other You may also wish to give students feedback on
work on bad days, then share ideas as a class. their projects.
24 What do you know? Ask students, What new things do you know about
writing poems? Give students a minute or two to
• Open books and ask students to look at the activities. tell their partner some of the things they have learned.
Ask, What are we learning today? Write the lesson Tell students, Good job! to reinforce the progress they
objectives on the board: We’re discussing a poem about are making.
a bad day, and we're writing a poem about a good day. Pop Quiz: Students play a miming game in
• Ask students, Do you know any poems in your groups. They choose an action from the poem
language? Do you know any poems in English? Have you and mime it, while others in the group try to guess the
ever written a poem? question, e.g., Have you ever missed the bus?
Homework WB
page 65 113

6
30
B:30
Listen and check (✓) two items.
29 Circle.
1 I was scared when I watched the ( thriller / comedy / western ) by myself.

• Explain that the pictures show some of the things
2
3
The ( musical / romance / sci-fi ) movie was set in the year 2078.
The saxophone and ( the cello / the clarinet / the harp ) are instruments you play with
these people have done.
4
your mouth.
You can play the guitar and the ( clarinet / saxophone / harmonica ) at the same time.
• Play the audio. Students listen and check the two
correct pictures, then check answers together.
30 Listen and check (✓) two items.
B:30
Have you ever…?

a b c
1 Hi, Ann. Have you ever been to a really high place
1 Ann
by yourself? You know, a mountain or a high tower
✓ ✓
or something like that? / Let me think. I’ve climbed
2 Dave a b c
some very high mountains. But the highest place
✓ ✓ I’ve been is in a plane. I flew home by myself last
3 Jay a b c
year after visiting my grandparents.
✓ ✓ 2 Hi, Dave. Have you ever eaten sushi? / Yes, I have.
I ate it in a Japanese restaurant in the city. / How
31 Look at Activity 30. Write questions and answers.
about paella or fish and chips? Have you ever tried
1
2
Has Ann ever flown in a plane by herself?
Has Dave ever eaten sushi?
Yes, she has.
Yes, he has.
these? / I haven’t tried paella, but I’ve eaten fish
3 Did Jay watch a thriller by himself last year? Yes, he did. and chips. I had it when I went to the UK last year.
32
3 Have you ever watched a musical at the movie
Look at Activity 30. Imagine. Then ask and answer.
theater, Jay? / No, I haven’t, but I have watched
Have you ever…? Did you…?
a romance. / How about a thriller? Have you ever
seen one? / Yes, I saw one last year, but I didn’t
enjoy it. I went by myself. It was scary.
I can identify different types of movies and musical instruments.
I can talk about things I did or didn’t do by myself.
I can write a poem about a good day.
31 Look at Activity 30. Write questions and
answers.
• Give students time to read and complete the

sentences and questions.
• Elicit answers from volunteers to check work.
Learning Objective 32 Look at Activity 30. Imagine. Then ask and
Can assess what I have learned in Unit 6 answer.
• Pair students and direct their attention to the pictures
Warm-up in Activity 30. Explain that they have to take turns
asking and answering Have you ever…? and Did you…?
• Review unit vocabulary with Picture Cards 92–110. questions about these situations with their partner.
Hold up one card from each group and have students
make a sentence with the words.
Open books and ask students to look at the found easy and what they found the most difficult to
activities. Ask, What are we learning today? Write learn in the unit.
our learning adventure.
• Read the three I can statements at the bottom of the
have been learning in this unit. Put their ideas on the language point.
board, e.g., talking about different types of movies. • Ask students, Where are you on your learning
• For each idea, ask students to tell their partner where adventure? Students indicate where they think they are
job! to reinforce the progress they are making.
29 Circle. Pop Quiz: In groups of four, students tell the
• Read the sentences chorally and check understanding. others the answers to the following questions:
• Students complete the activity and compare their Which is your favorite activity in the unit? Why? Which
ideas with a partner. Check answers as a class. activity don’t you like? Why? What is your favorite new
Materials
Homework WB

6
33 Answer the questions. Then tell your
33 Answer the questions. Then tell your
partner your answers. Your partner has
6 partner your answers. Your partner has to
to guess the question. guess the question.
Guess the Question? • Read the questions on the board chorally with the
1 Did you come
to school by
2 Have you ever
been late for
3 Have you ever
seen a musical
4 Did you help
your friends
5 Have you ever
eaten popcorn class, and tell students to prepare their answers to
yourself today? school? at the theater? today? at the movie
theater? each one. They don’t have to write full sentences, just
make some notes to help them remember what to say.
6 Have you ever
made a birthday
7 Did you eat
all your lunch
8 Have you ever
played in a
9 Have you ever
played the harp?
10 • Pair students and explain the game. Teach them
cake? yesterday? band? What did you
do yesterday by
these steps: 1 You say answer. 2 Your partner guesses
yourself?
the question. 3 If correct, they get 1 point. 4 Ask one
question each, then change. 5 Play until one person gets
11 12 13 14 15
Which do you like: Did you say Have you ever How was Have you ever five points.
•
a comedy, a “Good morning” watched a sci-fi the weather listened to jazz?
cartoon, or a
thriller?
today? movie? yesterday? Students play the game in pairs.
• When the game is finished, invite individual students
Yes, I have!
to tell you one thing they have learned about what
their partner has or hasn’t done.
Have you ever seen a
You’re right. Yes, musical at the theater?
I have. Good job!
34 Look at other units. Ask more questions
34 Look at other units. Ask more questions with Have you ever…?
with Have you ever…?
Have you ever been to the Have you ever had a really good day?
• Direct students to the question examples in
shopping mall by yourself? Activity 33, e.g., Have you ever been late for school?
Read them chorally.
know more about?
• Ask students to turn to other pages of their books,
English World
and try to ask and answer two or three Have you
Lesson 10 81
ever…? questions for Units 1–5, e.g., Have you ever
M06A_POEN_SB_06AME_1365_U06.indd 81 10/12/15 10:12 PM taken down a tent? (Unit 1) Have you ever been to a
water park? (Unit 5)
Lesson 10 SB page 81 or Poptropica English World • Students ask and answer in pairs.
Learning Objective 35 What did you enjoy in this unit? What

Can use what I have learned in Unit 6 do you want to know more about?
Warm-up the unit and to go and find out more, e.g., find out
more about poems in English (Literature), ask my
• Give out equal numbers of movie genre and musical family about a book or movie they enjoyed, or tell
instrument Picture Cards. Students pair up so that them about one I did (Skills), find more ways to be
if they have a musical instrument Card, they find self-sufficient (Values).
someone with a movie genre Card, and vice versa. • You might like to set this activity as homework with
Pairs then have to write at least two linked sentences a quick feedback session at the beginning of the next
(or question and answer), using the two vocabulary class.
words, e.g., I saw a romance movie yesterday. There
was a lot of saxophone music. Set a time limit. The Are you ready for Unit 7?
winning pair is that who wrote the most correct
sentence pairs. • Ask students if they are ready to move onto the
Open books and ask students to look at the remember everything as they will continue to practice
activities. Ask, What are we learning today? Write throughout the level.
the lesson objective on the board: We’re revising talking • Encourage students to ask if they have any questions
about what we have and haven’t done to review the about what they learned in Unit 6.
Unit 6 language.
You may wish to give Unit 6 Test (see page 198) at
this time.
Materials
Homework WB

6
Unit 6 Story Cards

Learning Objectives
1 Number. Then write.
Can talk about trips and attractions a b c d e f
Can talk about the arts
2 4 1 6 3 5
Warm-up
1 A king or queen lives here. palace
• To review simple past verbs, say a sentence in the 2

3
We can see actors here.
We can see a lot of fish here.
theater
aquarium
museum
simple present and have students turn it into the 4
5
We can see paintings and dinosaurs here.
We can ride a roller coaster here. amusement park
simple past. First drill chorally, and then individually. 6 We can jump into the water here. water park
Open books and ask students to look at the book. 2

B:31
Listen and match. Where will the girl go?
Ask, What are we learning today? Write the lesson 1 First a aquarium
2 Second b museum
objective on the board: We’re reviewing the language of 3 Third c circus
4 Fourth d palace
Units 5 and 6.
3 Listen and write Y = Yes or N = No.
B:32
1 Number. Then write. 1 2 3 4
• Draw students’ attention to the six pictures. Invite N Y Y N

students to say what the pictures are.
• Read the six statements chorally. 4 Unscramble. Then look at Activity 3 and circle T = True or F = False.
• Give students time to number the pictures according 1

2
the / she / roller coaster / liked
playing / they / miniature golf / like / didn’t
T/F
T/F
to the description given in each statement. Then they 3
4
liked / she / Ferris wheel / the
bumper cars / like / the / he / didn’t
T/F
T/F
write the name of the tourist attraction for each item. 1 She liked the roller coaster.
3 She liked the Ferris wheel.
2 They didn’t like playing miniature golf.
4 He didn’t like the bumper cars.
• Elicit answers from the class. Encourage students to 82 Review Units 5 and 6 Can talk about trips and attractions
use complete sentences, e.g., (number 1) A king and M06B_POEN_SB_06AME_1365_REV3.indd 82 7/16/15 10:10 PM
queen live here… in a palace. picture c
2
B:31
Listen and match. Where will the girl A: What did you do yesterday?
go? B: We went to the amusement park.
A: Did you like the roller coaster?
• Read the words in the two columns chorally. Tell B: No, I didn’t. It was scary!
students that they are going to listen to a girl saying
A: Did you like playing miniature golf?
what places she will go to.
B: Yes, we did. It was fun!
• Play the audio. Have students listen first.
A: Did you like the Ferris wheel?
B: Yes, I did. It was exciting!
Oh, today it’s raining – but there are a lot of A: Did you like the bumper cars?
things I can do. First, in the morning I’ll go to B: No, I didn’t. It was boring!
the museum. Then, I’ll visit the aquarium. After
lunch, I’ll go to the palace to see inside, and then
lastly today I will go to the circus. It should be a
good day. 4 Unscramble. Then look at Activity 3 and
circle T = True or F = False.
• Play the audio again. Have students listen and match • Have students read the words for each item and ask
up the two columns. Check answers as a class.
individual students to unscramble the sentence. Then
3 Listen and write Y = Yes or N = No. have students circle T or F for each sentence.
B:32
• Focus on the pictures. Invite students to say what the
pictures are.
• Play the audio. Students listen and do the activity.
117

1 I saw The Ghost Train last night. / Did you like
5
B:33
Listen and number. Then write. it? / Yes, I did. But it was scary.
a b c d e
2 There was a great movie on TV last weekend.
Did you see it? / No, I didn’t. I heard my mom
3 1 4 5 2 watching it though. There was a lot of singing
triangle drums cello saxophone harmonica
and dancing.
6
3 Did you see the movie about the clowns? / Yes, I
Listen and number.
a
B:34
b c
did. I laughed and laughed. It was very funny!
4 Did you see My Beautiful Love on Sunday? /
Yes, I did. The woman in the movie was very
beautiful.
1 4 6 5 I saw Tiny Mouse and the Big Cheese this
d e f
morning. / Did you like it? / Yes, I did and my
little brother loved it, too. It was great!
6 I saw a movie on Thursday about space. / Did
2 5 3 you like it? / No, I didn’t. It was boring.
• Play the audio again. Have students listen and number

7 Ask and answer.
1 What did you do yesterday?

2 Did you… last summer? each picture. Invite volunteers to say answers to
3
4
Did you… by yourself?
Have you ever…? the class.
8 Complete the sentences.
Cartoon 7 Ask and answer.
1 Yesterday, I by myself.
2 I have never .
• Pair students and give them time to ask and answer
Review Units 5 and 6 Can talk about the arts 83 the four questions.
• Invite pairs of students to speak in front of the class.
M06B_POEN_SB_06AME_1365_REV3.indd 83
Cartoon 7/16/15 10:10 PM
5
B:33
Cartoon
Listen and number. Then write. 8 Complete the sentences.
• Focus on the pictures. Play the audio. Have students • Give students time to complete the two sentences.
listen and write the correct number for each picture.
• Watch the video story Trip to the museum on
Cartoon Poptropica English World. Ask students what
Cartoon
1 [drums sounds] happened in the story. Watch again, stopping at key
2 [harmonica sounds] points, and ask them about the language, the images,
3 [triangle sounds] or the story. Ask the students to role-play the story.
4 [cello sounds] Assign the roles of two of the characters to confident
Cartoon
5 [saxophone sounds] speakers and let other students play the other parts.
Pop Quiz: Ask students to recall the games/
• Give students time to write the name of the musical activities they have done in Units 5 and 6. List
instrument for each picture. them out on the board. Have students tell you their
• Invite volunteers to call out the answers to the class. favorite game/activity.
6
B:34
Listen and number. You may wish to give Review Test 3 (see page 212) at
this time.
• Draw students’ attention to the pictures, and read the
names of the movie genres chorally.
• Play the audio. Have students listen first.
118

7 Space
Unit Overview
Unit Objective
• I can talk about space
Language
Space: an astronaut, a planet, a comet, a telescope, an alien, a spaceship,
Target the Moon, a satellite, a star, the Sun
Vocabulary Adjectives: complicated, amazing, frightening, intelligent, brilliant, important,
fascinating, gorgeous
Who are they? They’re astronauts. Which telescope is more complicated?
When did they come? They came The big telescope is more complicated
last night. than the small telescope.
Where did they come from? They Which telescope is the most
came from the Moon. complicated? The big telescope is the
Target How did they get here? They came most complicated.
Structures by spaceship. Which telescope is less complicated?
Why are you looking at the sky? The small telescope is less complicated
I saw a flashing light. than the big telescope.
What’s that flashing light? It’s a Which telescope is the least
spaceship. complicated? The small telescope is
the least complicated.
Values: Use your imagination when you are trying to solve a problem.
Features
Cross-curricular: Science: Space facts
Skills
• Can understand a simple story • Can understand space facts
Reading
• Can complete simple sentences using How, What, When, Where, Who, and Why
• Can write the end of a story • Can create a space facts poster
Writing
• Can write simple sentences using more/less and most/least (Workbook)
• Can write simple sentences comparing three things I want to buy (Workbook)
• Can identify things in space • Can understand a simple story
Listening
• Can identify descriptive words
• Can ask and answer using How, What, When, Where, Who, and Why
• Can use descriptive words
Speaking • Can ask and answer about things using more/less and most/least
• Can use my imagination to solve a problem
119

7
Learning Objective
Can identify things in space
7 Space
1 Do you know the names in English of any things in space?
2 Listen and read. Where are Tom and Flo? They are at a campfire on a hill.
Target Language
B:35
1 Felipe, why did you 2 Wow! What’s that big red light?
bring a telescope?
an astronaut, a planet, a comet, a telescope, an
alien, a spaceship, the Moon, a satellite, a star,
the Sun I like to watch the stars at night. Let me see.
It’s much easier in the country. Where is it?
3 4 It isn’t a spaceship. It’s 5

just a campfire on the hill.
1 Do you know the names in English of

any things in space?
• Open books and ask students to look at the story. Who is it?
It’s Tom and Flo.
Come on, let’s go!
Ask, What are we learning today? Write the lesson Here. It’s amazing.
Maybe it’s a spaceship.
objectives on the board: We’re learning to identify and

talk about things in space. 3
B:36
Listen and say. 3 4 5 6
• Close books. Ask students what English words they 1 2

a comet a spaceship
know for things in space, e.g., the Sun, the stars. Write a planet
a telescope an alien
on board. 7
8 9 10
• Refer to the learning adventure poster and say, Great! an astronaut

a satellite the Moon
a star the Sun
4 Look at Activity 3. Answer the questions.
planets, comets, stars, etc.
2
B:35
Listen and read. Where are Tom 1
3
What can you watch with a telescope?
Who travels in a spaceship? an alien
2
4
Where is the astronaut? next to the planet
What is around the planet? an astronaut, a
comet, a satellite
and Flo? 84 Lesson 1 Can identify things in space
• Have students look at the story frames. Elicit the M07A_POEN_SB_06AME_1365_U07.indd 84 10/12/15 10:51 PM
meaning of telescope. Ask, What can you do with a

telescope? (You can see things far away.) What things 4 Look at Activity 3. Answer the questions.
can you see? (stars, the Moon, and planets) Check • Pair students and have them ask and answer the
understanding of light and spaceship. questions in pairs.
• Play the audio. Have students listen and follow. Then • Take feedback as a class. Elicit answers from
ask students to answer the question. volunteers.
• Have the class read the story chorally.
Ask students, How many different things in space
• To check understanding, ask some comprehension
can you talk about now? Give students a minute to
questions: Where were Tom and Flo? (They were round
tell their partner the words they know.
the campfire.) Who saw a big red light? (Maria) Who
thinks it’s a spaceship? (Maria) Who likes looking at the • Ask students to say where they are on their
stars? (Felipe) adventure now. Ask students which words they find
3 Listen and say. Good job! to reinforce the progress they are making.
B:36
Pop Quiz: Pair students and give each pair

• Focus on the pictures. Play the audio and have a sheet of paper for drawing and labeling
students repeat the words after the audio.
a poster of the solar system.
• Put Picture Cards 111–120 up on the board for
students’ reference. Number each Card. Pair students
and have them play a game. One student in each pair
says a number. His/Her partner has to say the item
and use it in a sentence. To make the activity more
challenging, students can spell the words as well.
Materials
Homework WB
120 Poster, Picture Cards 111–120, sheet of paper for each pair of students page 68

7
B:37
Girl: You look tired, Sam. When did you go to bed
Who are they? They’re astronauts. last night?
When did they come? They came last night.
Where did they come from? They came from the Moon.
Sam: I went to bed early, but I had a weird dream!
How did they get here? They came by spaceship. Girl: Really? What was it about?
Why are you looking at the sky?
What’s that flashing light?
I saw a flashing light.
It’s a spaceship.
Sam: Well, I was at school. I went back to school
late at night.
5 Listen. Then circle.
Girl: Why did you do that?
Sam: Because my books were in the geography
B:38
1 Where was Sam 2 Why was he there? 3 What was there inside
in his dream?
a a
the spaceship?
a
classroom. I went inside, and I saw some
strange people.
Girl: Who were they?
b c b c b c
Sam: Aliens! They took me inside their spaceship!
Girl: Where was the spaceship? Was it in the
classroom?
6 Listen again and write the question words.
Sam: No, it was outside. It was on the baseball
field.
B:39
What When Where Who Why

1 When did you go to bed last night? I went to bed early, but I had a weird dream.
Girl: Cool! What did it look like?
2 I went back to school late at night. Why did you do that? Sam: It was blue and white, and there were a lot
3 I went inside and I saw some strange people. Who were they?
4 Where was the spaceship? It was on the baseball field. of lights and buttons.
5 Cool! What did it look like? It was blue and white, and there were a lot of lights
and buttons inside. Girl: What did you do?
Sam: I don’t know, I woke up!
7 Ask and answer.
1 Who is your favorite teacher? 2 Why are you happy/tired/excited?

3
5
Where is your home?
When is your birthday?
4 What sports do you like?
Lesson 2 Can ask and answer using How, What, When, Where, Who, and Why 85
6
B:39
Listen again and write the question
words.
Lesson 2 SB page 85 or Poptropica English World • Give students some time to look through the gapped
questions, then play the audio again for them to
complete them with the correct question word.
Learning Objective
Can ask and answer using How, What, When, • To check answers. Correct any mistakes.
Where, Who, and Why 7 Ask and answer.
• Have students say the questions chorally.
Warm-up • Pair students and give them time to ask and answer
• Play a memory game by placing Picture Cards the questions, using the target language.
111–120 on the board, word side up. Tell students to Pop Quiz: Give pairs of students a copy of
close their eyes, and then remove a Card. The first Activity Sheet 13 (see Poptropica English World).
student to say the word/phrase must then also use it Ask them to cut out the items. Students take turns
in a sentence matching pictures to words, and using the word/phrase
Open books and ask students to look at the in a sentence.
activities and the Look! box. Ask, What are we • Direct students’ attention to the steel ladder card on
learning today? Write the lesson objective on the board: page 85. Tell students to go online to the Poptropica
We’re asking and answering questions using different English Island Adventure Game and find the item.
kinds of question words. Once students click on it, they are taken to a
5
B:38
Listen. Then circle.
• Draw students’ attention to the Look! box. Play the
audio (track B:37). Students repeat chorally.
• Focus students on the questions. Play the audio,
pausing between each item to give students time to
choose the correct answer.
Materials
Homework WB

7
8
B:40
Listen and say. Then give examples.
8 Listen and say. Then give examples.
1
B:40
2 3 4 • Introduce adjectives with Picture Cards 121–128. Hold

them up one by one, then turn them to the word side
and ask students to repeat the words after you. Then
complicated amazing frightening intelligent
ask students to look in their books, and look at the
5 6 7 8
words and pictures. Invite students to comment on
the pictures.
brilliant important fascinating gorgeous • Play the audio and have students listen and repeat.
Snakes and high Machines and rocket
• Ask students if they can think of any other examples
places are frightening. science are complicated.
of things that the adjectives in this list can describe.
9
Elicit examples and build up a list on the board, e.g.,
complicated – math class, machines, rocket science;
B:41/
B:42
Travel in space is 1 more exciting

amazing – special animals, great sportspeople, ballet
Than travel on Earth below.
It’s more 2complicated, too, and more 3 frighte
dancers, acrobats; frightening – snakes, high places,
ning,
If you really want to know.
The question is – think about it,
big crowds; bright – scientists or inventors; important –
Do 4 aliens live out there? kings, politicians, studying, work, etc.
And if they do, are they more 5 intellig
ent
Than humans everywhere?
I don’t know all the answers,
But one thing I know is true,
9
B:41
B:42
• Draw students’ attention to the lyrics in Activity 9.

That the world is an 6 amazing place,
And it’s just right for me and you, me and
you.
Play the song audio and have students listen.
10 Ask and answer.
1
2
What animal is frightening to you?
Who is the most important person in your country?
3
4
What do you think is the most complicated/most fascinating school subject?
Where is an amazing place in your country? Why is it amazing?
86 Lesson 3
Can identify and use descriptive words
10 Ask and answer.

• Read the questions chorally with the class and check
understanding.
Learning Objective
Can identify and use descriptive words
• Have students ask all the questions to their partner,
then change roles. When they are done practicing, ask
Target Language students to change partners so they can hear more
complicated, amazing, frightening, intelligent, ideas. Finally ask students to share their ideas with
bright, important, fascinating, gorgeous the whole class.
Ask students, How many adjectives to describe
things do you know now? Give students a minute
Warm-up to tell their partner the new words they know.
• Review known adjectives by brainstorming and • Ask students to say where they are on their
inviting students to use one in a sentence and then adventure now. Ask students which words they find
writing it on the board. Ask students if they know easiest or most difficult to remember. Tell students,
other adjectives, and invite volunteers to write them Good job! to reinforce the progress they are making.
on the board. Go through all the adjective words, and Pop Quiz: Use Picture Cards 111–120 with the
prompt students to use the adjectives in sentences. space words and 121–128 with the adjectives from
Open books and ask students to look at the this lesson and have students play What’s missing? in
book. Ask, What are we learning today? Write the groups. Place several Cards face up on the floor or a large
lesson objectives on the board: We’re learning some new table, and allow students a few minutes to study them.
words for describing things. Tell students to close their eyes and remove a Card.
• Refer to the learning adventure poster and say, Great! Students have to correctly identify the missing Card.
Materials
Homework WB

7
11 Listen and check (✓). Then ask and
7 B:44
answer.
• Draw students’ attention to the Look! box. Play the
B:43
Which telescope is more complicated? The big telescope is more complicated than
the small telescope.
Which telescope is the most complicated? The big telescope is the most complicated. audio (track B:43). Have students listen and repeat.
Which telescope is less complicated? The small telescope is less complicated than
the big telescope.
Discuss how these comparative and superlative forms
Which telescope is the least complicated? The small telescope is the least complicated. are different from short adjectives.
• Focus on the pictures in Activity 11. Point to each
11
B:44
Listen and check (✓). Then ask and answer. picture, ask, What is this?, and elicit responses.
1 a b 2 a b
• Play the audio. Have students listen, and check the
correct picture for each item.
✓ ✓
3 a b 4 a b
1 The Earth is more beautiful than the Moon.

✓ ✓ 2 The koala is less frightening than the spider.
3 The roller coaster is more exciting than the
12 Make sentences and say. Do you agree? waterslide.
1
3
English / complicated / math
cats / intelligent / dogs
2
4
a thriller / frightening / a musical
sci-fi movies / interesting / romances
4 The Moon is less important than the Sun.
5 big snake / frightening 6 playing video games / important
13 Read and draw three things. • Play the audio again, and have students say the
1 This one is the most 2 This one is the least 3 This one is the most answers.
frightening. complicated. amazing.
12 Make sentences and say. Do you agree?

• Read the words in items 1–6 chorally.
• In pairs, students take turns making sentences.
Lesson 4 Can ask and answer about things using more/less and most/least 87 • Check answers as a class. Ask volunteers to say if
they agree with the sentences, and why or why not.
Lesson 4 SB page 87 or Poptropica English World 13 Read and draw three things.
• Give students time to read the three statements.
Learning Objective • Have students draw pictures in their books in
Can ask and answer about things using more/less response to each statement.
and most/least • Have students compare their work in small groups.
Pop Quiz: Give each student a sheet of paper on
Warm-up which to design a crossword puzzle using at least
six space words. Students then switch with a partner,
• Review adjectives using Picture Cards 121–128. Have and complete each other’s puzzle.
the class guess as you show the pictures one by one.
Then flash the word side and repeat. Have a spelling
bee.
We’re describing things using more, most, less and least.
Materials
Homework WB
Picture Cards 121–128, sheet of paper for each student page 71 123

7
14
B:45
14
B:45
ZEB AND DOT
BUILT A MACHINE.
1 2
Where are they now? Prompt the students to guess. (on
We’re ready.
Finally! I This will work!
the side of a mountain in the countryside)
can’t wait! Don’t worry!
• Play the audio. Students listen and follow. Ask, Who
thinks that the light in the sky is a comet? (Bella)
3 4
What is that?
A comet? • To check understanding, give students some false
Wow! Come on,
where are you? I don’t think so. statements to correct, e.g., Zeb and Dot Martin have
Come on!
built a house. (false – They have built a machine.) The
Martins are sad and angry. (false – They are happy and
excited.) Matt, AL, and Bella make contact with a flying
saucer. (false – Zeb and Dot Martin make contact with
5 6
a flying saucer.) When Matt, Bella, and AL arrive on the
mountain the Martins are still there. (false – The Martins
Are they astronauts?
Quick! have left.) Matt thinks the Martins are astronauts.
Hmm, I wonder.
(false – AL thinks the Martins are astronauts.)
They’re going up! This is the
most amazing
adventure
EVER! assign each group a role. Ask groups to read along
15 Where do you think the Martins are going? What can you see/hear
from other parts of the story? 15 Where do you think the Martins are going?
What can you see/hear from other parts of
the story?
• Give students time to think about the questions and
Lesson 5 SB page 88 or Poptropica English World discuss their answers with their partner. Ask for
volunteers to share their ideas with the whole class.
Learning Objectives • Sample answers for the first question could include:
Can understand a simple story I think they are going to space / going home / going to
Can discuss a story Mars / going to fly away / going to meet their people.
Functional Language • Sample answers for the second question could be:
meerkats (Unit 2), the trash can (Unit 4), the saxophone
Finally! I can’t wait! Don’t worry! Quick!
(Unit 6), the space pod (Unit 5), the music that the
Martins recorded in the studio (Unit 6).
Warm-up Pop Quiz: Students review this episode of the
story in pairs: one student looks in the book,
• To remind students of the story so far, ask some while the other student has the book closed. The first
questions: Where were Matt, AL and Bella in the last
student makes true or false statements and/or reads
episode of the story? (in a recording studio) Did they see
out characters’ lines, and asks the other student, Who
Dot and Zeb Martin there? (no) What did the Martins
said that? Then they switch roles.
do to Peter the sound engineer? (They locked him in
the cupboard.) What did they do while they were at
the studio? (They recorded some music.) Did they take
anything when they left? (Yes, they took a saxophone.)
discussing a story.
Homework WB
124 page 72

7
17 Unscramble and write questions.
16 Match and make a summary.
7 • Read the answers chorally and check understanding,
1 Zeb and Dot are busy. a He knows their machine will work.
2
3
Dot is excited.
Zeb isn’t worried.
b
c
But the spaceship and the Martins have left.
They are building a machine.
then give students a few minutes to complete the
4 A spaceship arrives. d AL doesn’t agree with her. activity and write the question forms.
5 Bella thinks the spaceship is a comet. e She can’t wait for the spaceship to arrive.
6 They get to the top of the mountain. f Dot and Zeb are very happy to see it! • Check answers by asking volunteers to model the
17 Unscramble and write questions.
questions and answers in front of the class.
Where did they build the machine
1 did / build / they / where / the / machine
They built the machine on top of a mountain.
?
2 things / why / take / the / all / did / they Why did they take all the things ?
3
Because they wanted to make a complicated machine.
the / who / Martins / are Who are the Martins ? • See the “How to use stories” section on page 23 of
They are aliens from another planet.
18 Role-play the story. students’ confidence with role-plays.
19 Look at each picture and try to guess
Use your imagination
when you are trying • Before students do the role-play, ask, What makes
what it is. Use your imagination. Then
to solve a problem.
a good role-play? Elicit ideas from the previous
share with a friend.
discussions. Write these ideas on the board and/
1 2 3 4 5 or add these to a wall display for future role-play
Picture
activities, e.g., use movement.
Your guess
• Choose one of their ideas e.g., use movement, and tell
students to try and use movement when they carry
Your friend’s
guess out their role-play.
I think maybe
What about Picture 1?
Maybe it’s a… it’s a… or a… cut out Story Cards (see page 130) and have students
HOME
SCHOOL Tell your family how you used your • Play the audio again (track B:45) and have students
LINK imagination to solve a problem.
Lesson 6 89
Can understand details of a story / Can use my imagination to solve a problem
M07A_POEN_SB_06AME_1365_U07.indd 89 10/12/15 10:52 PM the class.
Lesson 6 SB page 89 or Poptropica English World pairs. Volunteers share their ideas with the class.
Learning Objectives their role-play.
Can understand details of a story
Can use my imagination to solve a problem 19 Look at each picture and try to guess what
Value it is. Use your imagination. Then share with
Use your imagination when you are trying to solve a friend.
a problem.
• Read the value, Use your imagination when you are
trying to solve a problem.
Warm-up • Draw students’ attention to the pictures in the chart.
Have them read the exchange in the speech bubbles
• Review the whole story so far by asking yes/no chorally.
questions or making true/false statements. • Pair students and give them time to do the activity,
Open books and ask students to look at the using target language.
activities on the page. Ask, What are we learning • Invite pairs of students to speak in front of the class,
today? Write the lesson objectives on the board: We’re using target language.
reviewing the story, and we’re also learning about using • Home-School link: Read the instruction with the
our imagination. class: Tell your family how you used your imagination to
solve a problem. Ask students to do this at home.
16 Match and make a summary. Pop Quiz: Ask students to think of an example of
• Students complete the exercise individually and a time when they used their imagination to solve
compare their ideas with a partner. Check answers a problem, or to entertain or make someone happy,
with the class. and share it with the class, e.g., I broke my pencil case,
but I used tape to repair it. I created a model in science
class. I wrote a poem about the life of a father, to make
my father laugh.
Materials
Homework WB

7
20
B:46
Listen and read Connor’s story. Then
20
B:46
Listen and read Connor’s story. Then number
the pictures.
number the pictures.
The lost spaceship • Ask for a volunteer to read the title of the story aloud
and ask students what they think it is going to be
Connor
1 One day in April last year, a spaceship landed
in a field. It was only four o’clock in the
2 There was a strange object,
like a round spaceship, in the field
about. Focus students’ attention on the pictures and
morning, but the noise and the lights woke
Jake up. He looked out of his bedroom window.
behind his house. A door opened
at the bottom of the spaceship,
elicit descriptions of what is happening in each one.
and some strange people started • Play the audio. Have students listen as they follow.
•
3 They had large heads and small walking out into the field.
bodies, and they were green. Jake watched Play the audio again and give students time to match
with his mouth open. “Am I dreaming?” he 4 He put on his jeans and a T-shirt,
said. “Who are those people? Where are they went downstairs, opened the front the paragraphs of the story with the pictures. To
from? What language do they speak?” he
wondered. This was more exciting than
door, and ran to the spaceship. His
mom and dad were in bed…
check understanding, ask, What time was it? (four
any dream. o’clock in the morning) Who saw the spaceship? (Jake)
a b c d Who came out of the spaceship? (some aliens) What did
Jake do? (He went downstairs.)
• Elicit answers from the class. Students check their
3 4 1 2 own work.
21 Write questions that Jake could ask the aliens. 21 Write questions that Jake could ask the
1
2
Who
Where
are you
are you from
?
?
aliens.
language do you speak
• Focus on the four question words given. Give students
3 What ?
4 Why are you here ?
time to complete the activity by working in pairs.

22 Write the end of Connor’s story.
• Brainstorm the questions as a class. Then ask
students to close their books. Invite some confident
students to be “aliens”, and have other students ask
“the aliens” questions from memory.
90 Lesson 7 Can understand and write the end of a story
M07A_POEN_SB_06AME_1365_U07.indd 90 10/12/15 10:52 PM 22 Write the end of Connor’s story.

Lesson 7 SB page 90 or Poptropica English World • Give students time to complete the activity.
• Invite students to read out their version of the end of
the story in front of the class.
Learning Objective
Can understand and write the end of a story Pop Quiz: Pair students and give each pair copies
of Activity Sheets 13 and 14 (see Poptropica
Additional Language English World). Students must choose eight words by
field, woke up, landed, bottom, put on, noise, picking the word strips randomly. Then they must write
dreaming, went downstairs a story using the eight words. Pairs read their stories
to the class, and have students vote on the best story.
Warm-up
• To review comparative adjectives, ask, What did
the alien say when he came to Earth? Get students
in pairs to make comparative sentences about the
alien’s planet, and Earth, using both long and short
adjectives, e.g., My planet is smaller than your planet.
Ask some students to read out their sentences to
the class.
• Pair students and have them talk to each other about
their last school trips. Invite pairs to come forward to
talk about their partners’ trips.
the lesson objective on the board: We’re reading a story,
and we’re writing the end of a story.
Materials
Homework WB
126 Activity Sheets 13 and 14, scissors page 74

7
25 Listen and check your answers. How
many did you know?

24 Read the facts. Number to match the questions to the answers.
• Play the audio. Have students correct their own work.
Six Space Facts!
2 Who was the first man
1 What color are stars? They can be different
1 What color are stars? in space?
colors. Hot stars are blue, cool stars are red, and
3 When did the first men land on the Moon? 4 Where do astronauts sleep in space?
How do we know that

the Sun is yellow.
5 life was once
possible on Mars? 6 Is Saturn closer to the Sun than Jupiter?
2 Who was the first man in space? Yuri Gagarin was
a
In 1969, the
b
In 2011,
the first man in space. He went into space in 1961.
astronauts
Neil
Armstrong
scientists
sent a special
robot called
He made a brave, brilliant leap into the dark. He
and Buzz
Aldrin were the first men on
the Moon. Armstrong said
the Curiosity Rover to Mars.
In July 2014, the robot made
an amazing discovery.
went where no one else had ever gone before.
that it was “a small step for
man but a giant leap for
Scientists now believe it is
possible that there was life 3 When did the first men land on the Moon?
mankind.”
3 on Mars in the past.
5 SPACE FACTS POSTER
In 1969, the astronauts Neil Armstrong and
c d 26 Create a poster
with
fascinating information Buzz Aldrin were the first men on the Moon.
about space.
In sleeping bags. The
sleeping bags are tied to
the wall! Sleeping in space • Ideas – Look at the space words in
Armstrong said that it was “a small step for man
They can be different
colors. Hot stars are blue,
cool stars are red, and the
is complicated because
of gravity. It makes things Activity 3 on page 84. Choose six that but a giant leap for mankind.”
float up if they aren’t tied you are interested in.
Sun is yellow.
1 down.
4 • Plan – Find out some more 4 Where do astronauts sleep in space? In sleeping
e f
Yuri Gagarin
was the first
information about the six space words
you chose. Write notes about them.
bags. The sleeping bags are tied to the wall!
man in space.
He went into
• Write – Look at the model text. Sleeping in space is complicated because of gravity.
space in 1961. Write six questions and one or two
He made a brave,
brilliant leap into No, it isn’t. It’s 1,426 million
kilometers from the Sun,
facts for each. Draw/Stick some pictures
.
It makes things float up if they aren’t tied down.
the dark. He went where
no one else had ever and Jupiter is 778 million • Share – Tell your classmate about your
5 How do we know that life was once possible on
2 6
gone before. kilometers from the Sun. space facts poster.
Mars? In 2011, scientists sent a special robot
25
B:47
Listen and check your answers.
How many did you know?
called the Curiosity Rover to Mars. In July 2014,
the robot made an amazing discovery. Scientists
Lesson 8 91
Can understand space facts / Can create a space facts poster
now believe it is possible that there was life on
M07A_POEN_SB_06AME_1365_U07.indd 91 10/12/15 10:52 PM Mars in the past.
6 Is Saturn closer to the Sun than Jupiter? No, it
Lesson 8 SB page 91 or Poptropica English World isn’t. It’s 1,426 million kilometers from the Sun
and Jupiter is 778 million kilometers from the Sun.
Learning Objectives
Can understand space facts
Can create a space facts poster 26 Create a poster with fascinating
Additional Language information about space.
the Moon, centimeters, million kilometers • Remind students of the four steps to succeed: Ideas,
Plan, Write, Share.
Ideas Give students some time to look at the space
Warm-up words on page 84.
• Review the names of the planets, by dividing the Plan Encourage students to organize their ideas as
class into pairs and handing out sets of cards with mind maps and source appropriate images to use.
anagrams of the names of the planets. Write Encourage students to organize the information
on their posters in a logical way so that it is easy to
23 What do you know? understand and looks attractive.
Share Put the posters up on the wall and students
• Ask students to look at the activities. Ask, What are vote on which show the most interesting information.
we learning today? Write the lesson objectives on the
board: We’re learning some facts about space, and we’re You may also wish to give students feedback on
creating a space facts poster. their projects.
Ask students, What new facts have you learned about
24 Read the facts. Number to match the space? Give students a minute or two to tell their
questions to the answers. partner some of the things they have learned. Tell students,
Good job! to reinforce the progress they are making.
• Give students some time to match the questions and
answers in pairs, then check answers as a class. Pop Quiz: Ask students to close their books then
ask them questions regarding space facts from the
book, e.g., What year did Yuri Gagarin go into space? (1961)
Materials
Homework WB
Cards with anagrams of the names of the planets, sheet of paper for each student, colored pens and pencils page 75 127

7
27 Look at the pictures and write the words.
27 Look at the pictures and write the words.
1 2 3 4
• Students label the space pictures with the correct
words. Encourage them to compare their ideas with
5 6 7 8 a partner and check spelling.
• Check answers with the class.
1 telescope 2 spaceship 3 planet 4 comet
5 alien 6 astronaut 7 the Sun 8 satellite
28
B:48
Write. Then listen and check.
• Give students time to complete the writing part of
28 Write. Then listen and check.
B:48
amazing brilliant comets complicated frightening

important intelligent planet spaceships telescope
the activity.
Last night, I was looking at the night sky with my 1 telescope . My dad is
2
intelligent . He helped me set it up because it was a little
3
complicated . We looked at the Moon, many stars, and a Last night I was looking at the night sky with my
planet amazing
called Venus. It’s 5 to see things
telescope. My dad is intelligent. He helped me
4
which are so far away. My dad said that it’s very 6 important not to look
directly at the Sun with a telescope. So, today I’m looking at a book about the Sun and space.
The book has some interesting pictures of the Sun and 7 comets . The set it up because it was a little complicated. We
picture of Saturn’s rings is 8
9
frightening
brilliant . Some people think space is
. They think about going in 10 spaceships and
looked at the Moon, many stars, and a planet
that it may be dangerous, but I think it’s very exciting. called Venus. It’s amazing to see things which are
29 Unscramble and write questions. Then ask and answer.
so far away. My dad said that it’s very important
1 brilliant / is / a scientist / more / – a writer / who / or
not to look directly at the Sun with a telescope.
2
Who is more brilliant – a writer or a scientist
history / is / fascinating / more / what / – science / or
? So, today I’m looking at a book about the Sun and
3
What is more fascinating – science or history
– in the morning / least / when / tired / at night / are / you / or
? space. The book has some interesting pictures of
When are you least tired – in the morning or at night ? the Sun and comets. The picture of Saturn’s rings
is brilliant. Some people think space is frightening.
I can identify things in space. They think about going in spaceships and that it
I can ask and answer using How, What, When, Where, Who, and Why.
I can create a space facts poster. may be dangerous, but I think it’s very exciting.
M07A_POEN_SB_06AME_1365_U07.indd 92 10/12/15 10:52 PM • Have students switch books with a partner. Play the
audio again for students to check their answers.
Lesson 9 SB page 92 or Poptropica English World • Have a class discussion about the text.
Learning Objective
29 Unscramble and write questions. Then ask
Can assess what I have learned in Unit 7 and answer.
• Have students unscramble the words and write
questions. Check answers with the class.
Warm-up • Pair students and have them ask and answer
• Place Picture Cards 111–128 around the room. Invite questions. Encourage them to give reasons for their
students to take one adjective word and one space answers.
word, then come to the front, and make a sentence Ask students how they feel about their learning
which uses both. in this unit. Ask students to tell you what they
Open books and ask students to look at the found easy and what they found the most difficult to
activities. Ask, What are we learning today? Write learn in the unit.
the lesson objective on the board: We’re thinking about • Read the three I can statements at the bottom of the
our learning adventure. page with the students and invite them to check the
have been learning about in this unit. Put their ideas language point.
on the board, e.g., talking about things in space. • Ask students, Where are you on your learning
• For each idea, ask students to tell their partner where adventure? Students indicate where they think they are
Reassure students who are less confident that they job! to reinforce the progress they are making.
will have opportunities for more practice. Pop Quiz: In groups of four, students tell the
others the answers to the following questions:
Materials
Homework WB

7
30 Play. Use space words.
30 Play. Use space words.
7 • Direct students’ attention to the game board.
T1 Read the two words on the board chorally.
E3
L3
• Explain to students how to play the game using
the instructions given at the bottom of page. Give
S1 P3 A1 C6 E1
students time to play the game.
S2
C3
• Remind students that they should be writing their
O 1 words down on the list below the puzzle. Invite some
P3 students to read their list of words. Find out which
E2 student has the highest score.

Your words
A B C D E F G H I J K L M 1
Your points
Points 1
N O
3 3
P
4
Q
1
R
5
S
3
T
4
U
1 8
V W X
7 3
Y
5
Z
2
3
more about space and the stars (Science), find out
Points 2 1 3 10 2 1 1 1 5 5 10 5 10 4
5
more ways to use my imagination for problem-solving
6 (Values), learn more about story telling (Skills).
•
7
8 You might like to set this activity as homework with
1 Make a word. 9
a quick feedback session at the beginning of the next
2 Write it on the board.
3 Check your points. 4 Write your score.
10
= 2 x points for the letter
= 3 x points for the letter
TOTAL
class.

know more about? English World
Lesson 10 Can use what I have learned in Unit 7 93 • Ask students if they are ready to move onto the
remember everything as they will continue to practice
Lesson 10 SB page 93 or Poptropica English World throughout the level.

• Encourage students to ask if they have any questions
about what they learned in Unit 7.
Learning Objective
Can use what I have learned in Unit 7 You may wish to give Unit 7 Test (see page 200) at
this time.
Warm-up
• Review space words with Picture Cards 111–120.
Then have a spelling bee or a word scramble game.
To make the game more exciting, divide the class into
two teams and play for points.
• Play the whisper game by having students whisper a
sentence using an adjective and a space word to the
person ahead of them in their row. That person then
whispers the message forward, and so on, till the first
person in the row receives it. The first person says the
sentence, and it is compared to the original sentence.
the lesson objective on the board: We’re solving a puzzle
with space words to review the Unit 7 language.
Materials
Homework WB

7
Unit 7 Story Cards

Wider World 4
Wider World 4
Learning Objectives World instruments
Can understand texts about world instruments
Can talk about instruments people play in my 1 What do you know?
There’s a man playing music.
country 2 Look at pictures a–c and make sentences.

a b
Additional Language
celebration, djembe drums, bandoneón, shamisen
Warm-up
3 2
• Have a class discussion about musical instruments
that students already know. Put Picture Cards 100– 3 Listen and read. Then number the pictures in Activity 2.
110 on the board and ask students to name them.
B:49
Ask if they know any traditional instruments of their 1 2
country. Elicit responses. I live in Mali, Africa. I live in Buenos Aires,
•
Djembe drums are Argentina. People in
Do a spelling bee or a word scramble game with the very famous in my my country play an
country. People made instrument called the
words for musical instrument. djembe drums more than 1,500 years bandoneón. A bandoneón player pushes
ago. These drums are made of hard and pulls on the instrument to make
wood and goat’s skin. Sometimes there beautiful music. It has square boxes at
1 What do you know? are beautiful pictures of animals or
people on them, too. We like listening
each end. The boxes are made of wood
and have 71 buttons on them. Each
to the djembe drums and dancing. button can play two different notes.
• Open books and ask students to look at the book. Today, people in Africa play these
drums for special celebrations. Famous
The bandoneón is very difficult to play.
It can take 10 years to learn. We play
Ask, What are we learning today? Write the lesson musicians around the world like playing
the djembe drums, too.
the bandoneón when people dance the
tango. It’s great music for dancing!
objective on the board: We’re reading about musical Moussa, 11, Mali Marta, 11, Argentina
instruments in other countries, and talking about
instruments people play in my country. 94 Wider World 4 Can understand texts about world instruments

• Pointing to the pictures, ask, What country is he/she in? 3
B:49
Encourage students to guess. pictures in Activity 2.
• Ask the class about the pictures, e.g., Picture a. What’s • Play the audio. Students listen and match the texts
the woman doing? (She’s playing an instrument.) What with the pictures (a–c). Encourage them to look for
does it look like? (It looks like a guitar.) Picture b. What is different kinds of clues. Remind them that they don't
he doing? (He’s playing an instrument.) Picture c. What is need to understand all the words to do the task.
he doing? (He’s playing drums.) • Play the audio again, pausing after each text to elicit
• Pair students and give them time to say sentences and check answers.
about each of the three pictures. Remind them that • Have students read the texts again chorally. Go over
they can use the statement in the speech bubble as pronunciation if necessary.
a guide. • Have volunteers point out Mali, Argentina, and Japan
on the map. Ask students if they have ever been to
those countries, and if there is anything they know
about them.
Materials
Picture Cards 100–110, world map, sheets of paper (three per student), colored pens and pencils 131

5 Ask and answer.
c
• Read the questions chorally.
1 Djembe drums are famous in
( Argentina / Mali / Japan ). • Pair students and give them time to do the activity.
2 The boxes on a bandoneón are made of
( metal / glass / wood ).
• Invite students to talk about their partner’s responses.
3 Street singers use the
( shamisen / djembe drum / bandoneón ) YOUR TURN! Make a list of some instruments
4
to tell stories.
A shamisen has ( six / four / three ) strings.
and where they’re from.
• In pairs, students make a list of instruments they
5 People made the first djembe drum
( 40,000 / 1,500 / 2,000 ) years ago.
6 A ( djembe drum / bandoneón / shamisen )
has 71 buttons on it. know, and where they are from. Encourage them to
research answers if they don’t already know. Students
5 Ask and answer.
then present to the class.
1 1 What instruments do people play in your
country? • To finish the lesson, have a class survey about
2
3
Can you play an instrument?
Which instrument do you want to learn? students playing musical instruments, and the most
popular instruments in the class. Ask students to
3
make a bar chart.
I’m from Make a list of some instruments Pop Quiz: Divide the class into two teams and
Okinawa in
Japan. A famous
and where they’re from.
have students write down the words djembe
instrument in my country is the
shamisen. It’s like a guitar. It drums, bandoneón, and shamisen on three separate
has a long, thin neck, but it only
has three strings. People play
Djembe drums
– Africa
sheets of paper. Ask questions, e.g., It has three strings.
it with a short piece of wood.
Sometimes people sing while
Shamisen
–…
(shamisen) You push and pull on this instrument.
they play the shamisen. Street
singers use the shamisen to tell
(bandoneón) It is from Africa. (djembe drums.) This is
stories. People use it in theater,
too. Today, some Japanese rock Find out about other instruments
Marta’s instrument. (bandoneón) It’s like a guitar.
bands also play the shamisen. from around the world. (shamisen) Students hold up their words each time after
Takahiro, 12, Japan
your question. The team with the most correct answers
Wider World 4 Can talk about instruments people play in my country 95
is the winner.

• Read the statements and the choices of answers
chorally.
• Give students time to read the texts again. Tell them
to underline the relevant information in the texts.
• Have students do the activity.
• Ask students to switch books for checking. Elicit
answers from the class.
• Invite students to find the sentence in the text that
gives the answer, and then read it aloud to the class.
132

8 The environment
Unit Overview
Unit Objective
• I can talk about the ways to help the environment
Language
Ways to help the environment: recycle paper, recycle bottles, pick up trash,
Target reuse plastic bags, turn off the lights, use public transportation
Vocabulary Environmentally friendly outcomes: save trees, save resources, keep the
planet clean, reduce waste, conserve energy, reduce pollution
Are you going to recycle paper? Yes, I am. / No, I’m not. I’m going to recycle
Target bottles.
Structures What can you do to help? I can use public transportation.
Values: Save our planet. Learn to save energy and keep the planet clean.
Features
Cross-curricular: Geography: Our amazing world
Skills
Reading
• Can understand a text about environmental problems
• Can understand texts about our amazing world
• Can complete simple sentences about what people are going to do
• Can write about ways to help the environment using If you… , you’ll…
Writing • Can assess how good I am at protecting the planet
• Can create a fact poster about my country
• Can complete a green diary (Workbook)
• Can identify ways to help the environment
Listening • Can identify activities that help save the Earth
• Can talk about things people are going to do
Speaking • Can talk about activities that help save the Earth
133

8
Learning Objective
Can identify ways to help the environment
8 The environment
1 Do you know any ways to help the environment? What are the
most important?
Target Language 2
B:50
Listen and read. Why is Flo sad? Because it’s the last day of camp.
What are you going to do?
recycle paper, recycle bottles, pick up trash, 1
It’s the last day
of camp. I’m sad.
2
I’m going to pick

reuse plastic bags, turn off the lights, use public up the trash.
transportation
Come on!
Let’s clean up! And I’m going to help Maria.
Do you know any ways to help the

3 4
I’m going to turn off the lights in the
1 kitchen. Then I’m going to help Tom. Are you going
environment? What are the most Yes, I’m going

to help, Hannah?
important? to recycle the

bottles.
• Open books and ask students to look at the story. Well, you’re all busy…
Ask, What are we learning today? Write the lesson I’m going to watch!
objective on the board: We’re talking about things we 3

B:51
Listen and say.
can do to help the environment. 1 2 3
• Close books. Ask students what English words they

know for ways to help the environment, e.g., switch off recycle paper recycle bottles pick up trash
4 5 6
lights, recycle things. Write on board.
reuse plastic bags turn off the lights use public transportation
4 Look at Activity 3. What does your family do?
2
B:50
Listen and read. Why is Flo sad? 96 Lesson 1 Can identify ways to help the environment
• Elicit or pre-teach the words recycle, collect, trash, and M08A_POEN_SB_06AME_1365_U08.indd 96 10/13/15 12:03 AM
turn off. Play the audio. Have students listen, read, and
answer the question. 4 Look at Activity 3. What does your family
• Have the class read the story chorally. do?
• To check understanding, ask, Who’s going to help? (the • Review simple present forms and put them on the
children) What are the girls going to do? (pick up trash) board. Divide students into pairs, and have them ask
What’s Tom going to do? (recycle the bottles) What’s and answer about what their families do to help the
Felipe going to do? (turn off the lights in the kitchen) environment. Ask some students to report back to
Don’t insist on full answers, as they haven’t been the class.
taught be going to yet. Explain that going to is used to
Ask students, What different ways to help the
say what the children and Hannah want/plan to do in
environment can you talk about now? Give students
the future, not what they are doing now.
a minute to tell their partner the words they know.
3 Listen and say. • Ask students to say where they are on their
B:51
• Play the audio. Have students look at the pictures, easiest or most difficult to remember. Tell students,
listen, point, and repeat. Practice pronunciation, first Good job! to reinforce the progress they are making.
chorally and then individually. Pop Quiz: In pairs, students brainstorm other
• Put Picture Cards 129–134 up on the board. Number ideas for protecting the environment, and then
each Card. Pair students and have them play a game. report back to the class. Collect all the ideas and vote
One student in each pair says a number. His/Her for the top best three ways of protecting the
partner has to say the item, and use it in a sentence. environment.
Materials
Homework WB

8
6
B:53
• Explain that students are going to listen to Hannah,
B:52
Are you going to recycle paper? Yes, I am.

No, I’m not. I’m going to recycle bottles.
Maria, and Flo talking about their plans.
5 Look at Activity 2. What are they going to do?
• Play the audio. Have students listen and match.
1 Maria and Flo are going to pick up trash .
2 Felipe is going to turn off the lights in the kitchen .
3 Tom is going to recycle the bottles . Boy: We’re going home today. What are you
Hannah is going to watch
4 .
going to do, Hannah?
Flo is going to have a big
dinner with her family.
Hannah: I’m going to study. What about you,
Maria?
B:53
1 2 3 Maria: I’m going to meet my friends. We’re

going to have a barbecue on the beach.
a b c Flo: Well, I’m going to play in the park with
my dog. Then, I’m going to have a big
dinner with my family.
7 Look and find. Then say. I’m going to turn off the TV.
1 five things to turn off • Elicit answers from the class.

2
3
four things to recycle
five things to clean • Have pairs of students take turns saying sentences
about Hannah, Maria, and Flo, using be going to +
infinitive. Use the speech bubble as a reference.
7 Look and find. Then say.

• Focus on the picture of a messy room. Have students
find the things listed in items 1–3 in pairs. Set a time
Lesson 2 Can talk about things people are going to do 97 limit to make it fun. Ask a few pairs of students to
M08A_POEN_SB_06AME_1365_U08.indd 97 10/13/15 12:03 AM
report to the class and write the words on the board.
• Read the speech bubble text chorally. Have pairs
Lesson 2 SB page 97 or Poptropica English World of students say the things to be done for the messy
room, using target language, e.g., I’m going to (recycle
Learning Objective the bottles).
Can talk about things people are going to do • To extend the lesson, pair students and give each pair
a copy of Activity Sheet 15 (see Poptropica English
World), which they have to cut out. Students then mix
Warm-up the pieces and place them upside down. Students take
turns trying to match word and picture. If they get a
• Divide the class into two and have students line up. match, they must use the item in a sentence, e.g., I’m
Show a Picture Card (129–134) to the first student in
going to (recycle paper).
each row. If the student is able to make a sentence
using the word, he/she gets a point for the team. Pop Quiz: Play a rounders game in groups or with
the whole class. The first student says, I’m going
to make a cake tomorrow. What about you? Then the
second student says, I’m going to study tomorrow.
You’re going to make a cake. The next student has to
We’re talking about things people are going to do.
remember what both the two previous students said,
as well as add their own plan, I’m going to play football
5 Look at Activity 2. What are they going tomorrow, you’re going to study, and (name of first
to do? student) is going to make a cake., and so on.
• Draw students’ attention to the Look! box and play • Direct students’ attention to the bottle and jar
the audio (track B:52). Prompt students to look at the card on page 97. Tell students to go online to the
dialog from the story and find examples of am/are/is + Poptropica English Island Adventure Game and find
going to + infinitive. the item. Once students click on it, they are taken to a
• Give students time to complete the activity. Remind supplementary language task.
them to use the appropriate form of be going to with
different subject nouns.
Materials
Homework WB

8
8
B:54
Read and match the actions to the
8
B:54
Read and match the actions to the
pictures. Then listen and say.
pictures. Then listen and say.
1 2 3
• Introduce vocabulary of environmentally friendly
d c f outcomes with Picture Cards 135–140.
save trees save resources keep the planet clean
• Hold the Cards up one by one, then turn them to the
a turn off the lights b reuse plastic bags c recycle bottles
d recycle paper e use public transportation f pick up trash word side and ask students to repeat the words after
4 5 6 you. Then ask students to look in their books, and
a e
look at the words and pictures again.
b
reduce waste conserve energy reduce pollution • Now read the environmentally friendly actions from
the box in the middle, and ask students to match
9 B:55/
B:56
them with the positive environmental outcomes in the
What can you do to help save the Earth?
pictures.
You can use public transportation and not
There’ll be less pollution; you can do your
always take a car. • Next, play the audio. Have students listen and check
part to help save the Earth,
By cleaning up the air, cleaning up the air. their answers as they follow in their books.
What other things can you do to help save
the Earth?
1
Recycle all waste paper, and 2 save some trees.
At home 3 turn off the lights, and in stores 4 reuse
5
Pick up trash on the sidewalk.
your bags.
1 save trees – d recycle paper
Keep the planet 6 clean
So, what’s the most beautiful place in the
.
world?
2 save resources – c recycle bottles
I’m not sure I can say, I really don’t know.
The mountains, the oceans, the fields of green.
3 keep the planet clean – f pick up trash
Let’s take care of this planet and keep it clean! 4 reduce waste – b reuse plastic bags
Keep it clean, keep it clean.
Let’s take care of this planet and keep it clean! 5 conserve energy – a turn off the lights
6 reduce pollution – e use public transportation
10 Share your ideas. What can you do to help?
1
3
conserve energy
reduce waste
2
4
keep your town clean
reduce pollution
98 Lesson 3
Can identify and talk about activities that help save the Earth
9
B:55
M08A_POEN_SB_06AME_1365_U08.indd 98 10/13/15 12:04 AM B:56

Lesson 3 SB page 98 or Poptropica English World • Play the audio again and ask students to write the
correct word in the spaces. Have students check their
Learning Objective answers with partners.
Can identify and talk about activities that help save • Play the karaoke version of the song and have
the Earth students sing along if they feel confident enough.
Target Language 10 Share your ideas. What can you do to help?

save trees, save resources, keep the planet clean,
reduce waste, conserve energy, reduce pollution • Have students ask the four questions chorally, using
the four outcomes.
• Pair students and have them ask and answer the
Warm-up questions, e.g., What can you do to help (conserve
energy)?
• Place Picture Cards 129–134 around the room. Invite • To conclude, ask confident students to share their
a student to come forward to mime an activity. Have ideas in front of the class.
individual students take turns guessing the activity by
asking, Are you going to (recycle paper)? Ask students, How many words to describe the
environment do you know now? Give students a
• Review ways to help the environment with a quick minute to tell their partner the new words they know.
discussion about what students are going to do
about it. • Ask students to say where they are on their
Open books and ask students to look at the adventure now. Ask students which words they find
book. Ask, What are we learning today? Write the easiest or most difficult to remember. Tell students,
lesson objective on the board: We’re learning about Good job! to reinforce the progress they are making.
things that can help to save the Earth. Pop Quiz: Play Guess the Card with Picture Cards
129–140. Cut a small hole in a sheet of paper and
hold it in front of a Picture Card, allowing students to
see only a small part of the picture through the hole.
Put students into two teams and have them take turns
guessing the words or phrases on the Card.
Materials
Homework WB
136 Picture Cards 129–140, a sheet of paper with a small hole in it page 80

8
11 Match. Then listen and check.
B:57
What can you I can use public

8 B:58
• Focus on the Look! box. Play the audio (track B:57),

do to help? transportation.
and have students listen and repeat after the audio.
• Focus students’ attention on the Tip! box. Have
I will = I’ll / You will = You’ll
He will = He’ll / She will = She’ll
11 Match. Then listen and check.

They will = They’ll / We will = We’ll students repeat the forms chorally.
• Draw students’ attention to the two columns of
B:58
Way to help the environment How it saves the planet

1 a pictures. Explain that the pictures on the left show
actions you can do, and the pictures on the right show
2 b their results – how they help the environment.
• Point to each of the pictures in the left-hand column
3 c in turn and elicit from the class what action it shows,
e.g., switch off the light, recycle bottles. Then point
4 d to the pictures on the right and elicit the results for
the environment they illustrate e.g., save trees, save
5 e resources. (Refer students to these same labelled
pictures on page 98 for help.)
6 f • Give students a few minutes to match the action
pictures on the left with the result for the environment
pictures on the right. Play the audio.
1
2
If you turn off the lights , you’ll conserve energy
If you recycle bottles, you’ll save resources.
. 1 If you turn off the lights, you’ll conserve energy.
3
4
If you pick up trash, you’ll keep the planet clean.
If you use public transportation, you’ll reduce pollution.
2 If you recycle bottles, you’ll save resources.
5 If you reuse plastic bags, you’ll reduce waste. 3 If you pick up trash, you’ll keep the planet clean.
6 If you recycle paper, you’ll save trees.
4 If you use public transportation, you’ll reduce
Lesson 4 99
Can write about ways to help the environment using If you... , you’ll...
pollution.
M08A_POEN_SB_06AME_1365_U08.indd 99 10/13/15 12:04 AM 5 If you reuse plastic bags, you’ll reduce waste.
6 If you recycle paper, you’ll save trees.
• Elicit answers from the class. Have students make

Learning Objective statements using the target structure, If you… , you’ll…
Can write about ways to help the environment
using If you…, you’ll… 12 Look at Activity 11 and write.
• Do the first item together as a class to check students
Warm-up understand the activity, and also how to make the
structure.
• Review vocabulary of environmentally friendly • Students complete the activity in pairs. Check answers
outcomes by using Picture Cards 135–140, and having
with the class.
the class guess as you show the picture. Then flash
the word side and repeat. Have a spelling bee. Pop Quiz: Write some actions on the board, and
ask students to work in pairs, and decide how
they help the environment. 1 Ride a bicycle to work. 2
Use recycle bins. 3 Turn off your computer when not using
it., etc.
We’re talking about ways to help the environment, using If
you… , you’ll…
Materials
Homework WB

8
13
B:59
13
B:59
ON BOARD THE SPACESHIP 1 2
What, like a
Yes, we just
Our ship broke down.
We needed some
saxophone? And
a trash can of
Where are they now? Prompt the students to guess.
want to go home, important things.
You aren’t astronauts,
you’re aliens!
to Mars. old food?
(in a spaceship)
• Play the audio. Students listen and follow. Ask, Who
are Zeb and Dot Martin? (They’re aliens.)
3 4
each line in chorus and correct pronunciation
We took the THD to
Yes. We used the
saxophone to send a message time-travel here. But we need if necessary.
to our people, and we recycle a space-time chip to
old food as biofuel. get home. I can help you…
if you give us back our
• To check understanding, ask some questions: Why did
new THD.
they take all the things? (They needed them to build their
machine.) What did they recycle to make biofuel? (old
food from the food bins) What problem did the Martins
have? (They needed a space-time chip.) Who said they
5 6
Thank you! We’ll get home
safely now.
Well, we have to
go home now, too.
could help them? (AL) What did he do? (He gave them
You’re welcome!
You’re welcome! Yes, sir. Back to Bella’s the chip.)
adventure camp, then.
Oh. I’m going to

miss you guys!
14 Why is the space-time chip important

14 Why is the space-time chip important to the Martins? What does
to the Martins? What does AL want?
AL want? Why? Why?
• Give students time to think, and then ask for
M08A_POEN_SB_06AME_1365_U08.indd 100 10/13/15 12:04 AM volunteers to share their ideas with the class.
• Sample answers could include: The Martins need the
Lesson 5 SB page 100 or Poptropica English World space-time chip for their spaceship so they can go home.
AL wants the Martins to give the THD back.
Learning Objectives Pop Quiz: Make true or false statements about
Can understand a simple story the story and asks students to call out true or
Can discuss a story false, e.g., Dot and Zeb are aliens. (true) They come from
Additional Language Saturn. (false)
break (broke) down, message, biofuel, miss
Warm-up
• To review the last episode, write the following
summary on the board. Leave out the key words
in parentheses, and elicit them from the class, e.g.,
Dot and Zeb Martin are on a (mountain). They build a
complicated (machine) to send a message to a (flying
saucer/spaceship) in the sky. Matt, AL, and Bella arrive
and Bella thinks she sees a (comet) in the sky. Then they
see the Martins go up to the (flying saucer/spaceship).
AL thinks the Martins are (astronauts).
discussing a story.
Homework WB
138 page 82

8
16 Ask and answer.
8 • Divide students into small groups to ask and answer
1 Where are the Martins from?
Mars the questions. One person in the group has to write
2 What do the Martins do that helps the environment?
They recycle old food as biofuel. down the answers.
3 Where will Matt, Bella, and AL go next?
They’ll go home/back to Bella’s adventure camp. • Check answers with the class. Read the questions
aloud and elicit possible answers from each group.
16 Ask and answer.
Agree on the best answer. All the groups with that
Story quiz – Can you remember? answer get a point. The group or groups with the
1 What a is Matt’s job? b is Bella good at?
2 Where a did Bella meet the meerkat? b did the meerkat stay? most points at the end is the winner.
3 Who a looked in a trash can?
4 When a did Matt climb a tree?
b did the Martins shut in a closet?
b did the Martins fall into a lake? • Suggested answers could include: 1a a time engineer, 1b
5 Why a was Carol Carnival angry? b did the Martins take a saxophone? computers, 2a in Africa, 2b at the restaurant, 3a Dot Zeb,
Save our planet.
Learn to save energy 3b the sound engineer, 4a in Africa, 4b at the amusement
17 Role-play the story. and keep the
planet clean. park, 5a the Martins broke a pod, 5b to send a message.
18 How good are you at protecting our planet? Take the test.
Never Sometimes Always

Score
Check (✓) the right box. (0) (2) (5)
1 I put my trash in recycling bins. • See the “How to use stories” section on page 23 of
2 I turn off the lights to save electricity. the Introduction for more ideas on how to build your
3 I take very quick showers to save water.
4 I often write on both sides of a sheet of paper. students’ confidence with role-plays.
5 I reuse my own plastic bags at stores.
6 I reduce pollution by riding a bike or walking.
a good role-play? Elicit ideas from the previous
Your total score
0–12 points: 13–26 points:
discussions. Write these ideas on the board and/or
27–40 points:
You’re not
helping to save
You’re helping to
save the planet,
Congratulations!
You’re very
add any new ones to the role-plays wall display.
HOME
SCHOOL Tell your family about ways
the planet. You
have to change
now!
but you can do
more! Make an
good at helping
the planet. Keep • Ask students to try to incorporate as many of these
LINK to save energy at home. effort! it up!
ideas as possible as they are carrying out their role-play.
Lesson 6 Can understand details of a story / Can assess how good I am at protecting the planet 101 • Divide the class into groups. Give each group a set of
Lesson 6 SB page 101 or Poptropica English World • Play the audio again (track B:59) and have students
Learning Objectives ask different groups to role-play the story in front of
Can understand details of a story the class.
Can assess how good I am at protecting the planet • Finally, have students predict what happens next in
pairs. Volunteers share their ideas with the class. Take
Value a vote to find the most popular version of the story.
Save our planet. Learn to save energy and keep the
planet clean.
their role-play.
Warm-up 18 How good are you at protecting our

planet? Take the test.
• To review the whole story up to now, invite students
to say a sentence describing something that happened • Read the value, Save our planet. Learn to save energy
in the story. and keep the planet clean. Discuss.
Open books and ask students to look at the • Draw students’ attention to the chart and read the six
statements chorally. Explain any statements/words
activities on the page. Ask, What are we learning
that the students don’t understand.
today? Write the lesson objectives on the board: We’re
reviewing the story, and we’re also talking about saving • Give students time to do the activity. Remind them
to write down the score for each statement and add
energy and keeping the planet clean.
them up to get the total score.
• Elicit results from the class and discuss.
• Home-School Link: Read the instruction with the
• Read the questions chorally with the whole class, then class: Tell your family about ways to save energy at
have students write their answers individually before home. Ask students to do this at home.
comparing their ideas with a partner.
Pop Quiz: Give each student a sheet of paper
• Feedback as a class. Elicit responses from volunteers
and ask them to brainstorm additional ways they
and write the agreed best answers on the board.
can save the planet. Have students present to the class.
Materials
Homework WB
Unit 8 cut out Story Cards, sheet of paper for each student page 83 139

8
19
B:60
19
B:60
Listen and read. Then number the pictures. pictures.
What are we doing to our planet? • Focus students on the three cartoons of the planet
Air Pollution
and ask students, What can you see in the pictures of
1 2 Global Warming
Air pollution has many causes. Have you ever been inside
a car, parked in
the planet? Elicit descriptions of each one.
•
Factories, cars, trucks, and planes the sun? When the windo
burn fuel and send poisonous gases
into the air. These make us sick. Then,
hotter and hotter inside
gases around the Earth
ws are closed, it gets
the car. The poisonous
Give students time to read the texts first on their
in some parts of the planet, large
areas of forest are burned every
closed windows in a car.
and hotter. This is called
are similar to the
The Earth gets hotter own. Then, play the audio for students to listen as
year for farming. The smoke goes into
the air, too. We need to use cleaner
scientists think this is
some parts of the Earth
global warming. Some
changing the climate.
In
they follow along in their books.
•
it rains a lot; in other
sources of energy, for example, solar
energy, wind energy, and the natural
parts it doesn’t rain for
for all living things on
years. This is really bad
Earth. We have to stop
Ask questions to check comprehension: What causes
force of the water in big rivers. poisoning the air!
air pollution? (factories, cars, forest fires) What is global
3 Tons of Trash warming? (poisonous gases around the Earth keeping the
cans, plastic
Billions of tons of trash are produced by humans every year. Soda
bottles, and bags are a big problem. They accumulate on land and
in rivers, streams,
amount of plastic and
heat in) What is killing sea animals? (trash in the rivers
and oceans, and kill many ocean animals. We have to reduce the
metal we use, reuse what we can, and recycle the rest. and seas)
• Give students time to match the pictures to the texts
a b c
in pairs. Elicit answers from the class. Students check
their own work.
2 3 1 20 Read the text again. Write a cause of each
problem.
20 Read the text again. Write a cause of each problem.
1
poisonous gases from factories/cars/trucks/planes and smoke
Air pollution from burning for farming . • Pre-teach cause and effect, using students’ first
2
3
Global warming poisonous gases around the Earth like closed windows in a car .
Too much trash we use too many cans, plastic bottles, and bags .
language if necessary. Also check students understand
the key words: pollution, fuel, poisonous gases, smoke,
21 Look at Activity 19 again and underline the solutions to each problem in
the text.
trash, accumulate. Give them some time to complete
the activity in pairs.
102 Lesson 7 Can understand a text about environmental problems
• Elicit answers from the class and practice
M08A_POEN_SB_06AME_1365_U08.indd 102 10/13/15 12:04 AM pronunciation of the key vocabulary.
Lesson 7 SB page 102 or Poptropica English World 21 Look at Activity 19 again and underline the
solutions to each problem in the text.
Learning Objective
Can understand a text about environmental
• Pre-teach solution. Encourage students to underline
the key words in each of the problems, and then to try
problems to locate these in the text in order to help them find
Additional Language the solutions.
factories, fuel, poisonous gases, smoke, solar • Students complete the activity in pairs. Elicit answers
energy, natural force, global warming, accumulate, from the class. Discuss.
metal • To extend the lesson, give each pair of students a
copy of Activity Sheet 16 (see Poptropica English
World), which they have to cut up. Have them practice
Warm-up spelling and their sentence building skills using the
pieces in target language.
• Stick the pictures of pollution on the board. Ask the
class, What do you know about air pollution / global Pop Quiz: Make true and false statements about
warming / trash? Write these headings across the the text. Students agree or disagree, and say
board. Brainstorm and write any new words students why. They correct the false statements, e.g., Soda cans
tell you on the board. Go over them together. cause air pollution. (No, they don’t. They cause a trash
Open books and ask students to look at the problem.) The weather is colder than in the past. (No, it
activities. Ask, What are we learning today? Write isn’t. Global warming is making the climate get hotter.)
the lesson objective on the board: We’re reading about
some different environmental problems.
Materials
Homework WB
140 Pictures of global pollution hotspots (cut from magazines), Activity Sheet 16, scissors page 84

8
• Ask students, What amazing places in the world do you
22 What do you know? 8 know about? Elicit class discussion about the biggest
23
B:61
Listen and read. Then number the pictures. deserts, the tallest mountains, famous forests,
a
jungles, etc.
b
23
B:61
1 The highest waterfall in the world is Angel
Falls in Venezuela. It’s 979 meters high. 3 pictures.
Australia is the biggest island and the c
• Pair students and have them look at the pictures and

2
smallest continent in the world.
3 The Sahara desert in North Africa is the

biggest desert in the world. The Atacama describe them.
• Play the audio and have students read along in their
desert in Chile, South America, is probably
the driest place in the world. 5 1
4 The Nile in Africa is the longest river in the
world, but the Amazon River is a very close d
e
books. Remind them to use the context to work out
second. You can see the Nile in nine countries.
meaning.
•
5 Mount Fuji is a very famous volcano in
Japan. It’s the highest mountain in Japan,
too — it’s 3,776 meters high.
Play the audio again, giving students time to write the
2 4 correct numbers in the boxes. Pause to check answers.
Students check their own work.
24 Circle. • Have students read each text chorally, and invite a
1 The highest waterfall in the student to find the place on the world map.
world is in ( Japan / Venezuela ).
25 Write about
2 ( The Nile / Mount Fuji ) is your amazing
3
in Japan.
The Atacama desert is the
countr y. Create a fact poster.
24 Circle.
( driest / wettest ) place in • Ideas – Think about some amazing places.
4
the world.
The biggest island in the world
• Plan – Choose five places to write about.
out some more information about them.
Find • Have students read the statements and choice of
5
is ( Japan / Australia ).
Mount Fuji is ( 3,776 / 979 )
• Write – Write one or two facts for each
place.
answers chorally.
6
meters high.
You can see ( the Nile /
Draw/Stick some pictures.
• Share – Tell your classmate about your
• Give students time to do the activity. Elicit answers
the Amazon river ) in nine
places.
from the class.
countries.
Lesson 8 Can understand texts about our amazing world / Can create a fact poster about my country 103 25 Write about your amazing country. Create
M08A_POEN_SB_06AME_1365_U08.indd 103 10/13/15 12:04 AM a fact poster.
Lesson 8 SB page 103 or Poptropica English World • Remind students of the four steps to succeed: Ideas,
Plan, Write, Share.
Ideas Ask students to spend some time thinking
Learning Objectives about all the amazing places they know.
Can understand texts about our amazing world Plan Ask students to select five places. Encourage
Can create a fact poster about my country students to organize their ideas as mind maps, and
Additional Language source appropriate images to use.
waterfall, island, desert, river, volcano, continent, Write Encourage students to organize the information
probably on their poster in a logical way so that it is easy to
understand, and looks attractive.
Share Put the posters on the wall, and have students
Warm-up vote on which are the most interesting and attractive.
• Display the world map and any pictures you have. You may also wish to give students feedback on
Pre-teach continent and review waterfall, volcano, their projects.
desert, river, etc. Ask, What do you know about our Ask students, What new things do you know about
planet? How many continents are there? (seven – amazing places? Give students a minute or two to
Antarctica, Europe, Asia, Africa, North America, South tell their partner some of the things they have learned.
America, Australia.) Tell students, Good job! to reinforce the progress they
are making.
22 What do you know? Pop Quiz: Ask pairs of students to make up their
• Open books and ask students to look at the activities. own question about world geography using
Ask, What are we learning today? Write the lesson superlatives if possible, e.g., Where is the highest lake in
objectives on the board: We’re reading about some the world? (Lake Titicaca, Peru/Bolivia) Give them time to
amazing places, and we’re making a poster about research and then collect the questions. Divide the
amazing places in our country. class into two and play a quiz game for points.
Materials Homework WB
World map, pictures of countries and geographical features such as rivers and
volcanoes (cut from magazines), sheet of paper for each student page 85 141

8
26 Circle.
26 Circle.
1 If you recycle ( bottles / lights ), you’ll save ( transportation / resources ).

• Focus students on the sentences and tell them
2
3
If you ( reuse / pick up ) trash, you’ll keep the ( energy / planet ) clean.
If you turn ( on / off ) the lights, you’ll ( conserve / reuse ) energy.
that they can work out the correct answers if they
4 If you reuse ( plastic / pollution ), you’ll reduce ( water / waste ). understand all the words in the sentence.
27 Unscramble and write. Then match.
• Read the sentences chorally and check understanding.
1 bottles / if / recycle / you / the a we’ll conserve energy.
• Students complete the activity and compare their
If you recycle the bottles, ideas with a partner. Check answers as a class
2 going / paper / I’m / to / recycle b This will reduce waste.
I’m going to recycle paper.
3 I’m / plastic / going / bags / to / reuse
I’m going to reuse plastic bags.
c I’ll pick up the trash. 27 Unscramble and write. Then match.
4 the / turn / lights / off / if / we
5
If we turn off the lights,
transportation / if / we / public / use
d This will save trees.
• Draw students’ attention to the scrambled sentence
If we use public transportation, e we’ll reduce pollution.
halves given in items 1–5. Make sure they understand
28 Look at the pictures in Activity 3. Then ask and answer.
that they have to put the words in the correct order,
then match with one of the sentence endings, a–e.
What can you do to help the environment? Are you going to recycle paper?
• Give students some time to complete the activity
I can reuse plastic bags. Yes, I am. What about you? working individually, and to check their answers with
a partner.
• To check answers with the class, ask students to read
the sentences chorally.
28 Look at the pictures in Activity 3. Then ask

and answer.
I can talk about things people are going to do. • Pair students and focus their attention on the pictures
I can identify and talk about activities that help save the Earth.
I can create a fact poster about my country. in Activity 3 on page 96, and on the speech bubbles.
• Explain that they have to take it in turns asking and
answering questions about the things shown in each
picture, but in relation to themselves.
Lesson 9 SB page 104 or Poptropica English World • Point to each picture in turn and elicit what it shows.
Read the examples chorally.
Learning Objective
• Students work in pairs taking it in turns asking and
answering questions.
Warm-up found easy and what they found the most difficult to
learn in the unit.
• Place Picture Cards 129–140 around the room. Invite
students to take one Card, then come to the front • Read the three I can statements at the bottom of the
of the class, and say something in any way they like, page with the students and invite them to check the
using the target structures. Invite other students boxes according to how confident they feel about the
to ask questions. Students must replace their Cards language point.
when they are done. Repeat until all students have • Ask students, Where are you on your learning
had a go. adventure? Students indicate where they think they are
on the learning adventure poster. Tell students, Good
Open books and ask students to look at the job! to reinforce the progress they are making.
the lesson objective on the board: We’re thinking about Pop Quiz: In groups of four, students tell the
our learning adventure. others the answers to the following questions:
• Ask students if they can remember the things they activity don’t you like? Why? What is your favorite new
have been learning about in this unit. Put their word? Which word is the most difficult for you?
ideas on the board, e.g., talking about environmental
problems.
• For each idea, ask students to tell their partner where
Materials
Homework WB

8
29 Play Os and Xs.
29 Play Os and Xs. I’m going to reuse
plastic bags. 8 • Direct students’ attention to the speech bubble, and
1 2 3
read it chorally. Give students time to look at the
pictures, and explain how the game is played.
4 5 6
• Pair students and give them time to play the game.
Fast finishers can play again with another partner.
30 Play Bingo.
7 8 9
• Direct students’ attention to the phrases in the word

box, and read them chorally. Give students time to
write the nine phrases anywhere in the bingo grid, and
30 Play Bingo. explain how the game is played.
pick up trash
• Play the bingo game as a class. Say the phrases
collect glass bottles randomly and have students check the corresponding
make compost
recycle paper phrases in their own grid.
reuse plastic bags
recycle plastic bottles
turn off the lights
walk to school
31 Look at other units. Ask more questions
use buses and trains with Are you going to… ?
31 Look at other units. Ask more questions with Are you going to…? • Review the structure Are you going to… ? with
Are you going to see a Are you going to pass
students. Have them turn back to Lessons 1 and 2
movie this weekend? your test next week?
on pages 96 and 97, and elicit examples. Have the
class repeat them chorally, e.g., What are you going to
32 What did you enjoy in this unit? What do you want
to know more about?
English World
do? I’m going to pick up trash. Are you going to recycle
Lesson 10 Can use what I have learned in Unit 8 105 paper? No, I’m not. I’m going to recycle bottles.
• Pair students and ask them to look through the
other units of the book, and ask and answer going to
Lesson 10 SB page 105 or Poptropica English World questions with the target language, e.g., Are you going
to pitch the tent? (Unit 1) Are you going to see a movie
this weekend? (Unit 7). Ask them to try to make two or
Learning Objective three questions for each unit.
• Ask confident pairs to demonstrate for the whole
class.
Warm-up 32 What did you enjoy in this unit? What
• Review environment vocabulary from this unit with do you want to know more about?
Picture Cards 129–140. Then have a word scramble
game or a miming game. • Ask students to choose anything they enjoyed from
• Play a whisper game by having students whisper a more ways to help protect the environment (Values),
sentence using unit vocabulary to the person ahead
find out more about amazing places around the world
of them in their row. That person then whispers the
(Geography), find out more about environmental
message forward, and so on, till the first person in the
problems and solutions (Skills).
row receives it. The first person says the sentence,
and it is compared to the original sentence. • You might like to set this activity as homework with
a quick feedback session at the beginning of the
Open books and ask students to look at the next class.
Ask students if they are ready to move on to the
the lesson objective on the board: We’re playing word
Goodbye unit.
games about saving the environment to review the
Unit 8 language. • Encourage students to ask if they have any questions
about what they learned in Unit 8.
You may wish to give Unit 8 Test (see page 202) at
this time.
Materials
Homework WB

8
Unit 8 Story Cards

Learning Objectives
1 Write.
Can talk about space
1 2
Can talk about ways to help the enviroment
What is he? Where did he go?

Warm-up He’s an astronaut . He went to the Moon .
• Hand out a picture about space-related themes to

3 4
each small group of students, and invite them to

brainstorm and write a paragraph about it. Students How did he go there? What is it?
He went by space shuttle . It’s a telescope .
present to the class. Invite other students to ask
questions. Students vote for the best presentation. 2 Write. Then ask a friend.
• Review adjectives and space-related vocabulary using 1 When

is your birthday?
2 Why
do you study English?
Picture Cards 111–128. To review spelling, use the It’s on…
I study English
because…
word side of the cards. Hold a word scramble game
or a spelling bee. If the word is an adjective, have 3 Look and check (✓).
students use the adjective in its superlative form in a 1 Which is more complicated? 2 Which is less frightening?
a b a b
correct sentence.
Open books and ask students to look at the ✓ ✓
book. Ask, What are we learning today? Write the 3 Which is the least intelligent? 4 Which is the most important?
lesson objective on the board: We’re reviewing the a b a b
language of Units 7 and 8.

✓ ✓
1 Write. 106 Review Units 7 and 8 Can talk about space
• Draw students’ attention to the four pictures and

have them describe what they see. 3 Look and check (✓).
• Give students time to complete the questions and
answers. Remind them to use appropriate question • Give students time to look at the pictures. Then read
words. the four questions chorally.
• Elicit answers from the class. Students check their own • Have students check the correct picture for each item.
work. • Have students call out the answers.
2 Write. Then ask a friend.
• Give students time to complete the questions in the
speech bubbles. Remind them that these are open-
ended questions.
• Pair students. Invite them to ask and answer
questions about themselves.
• Have pairs of students report back to the class. They
“introduce” their partner as if for the first time, using
the two questions they have just practiced.
Materials
Picture Cards 111–128, pictures of space-related themes (cut from magazines) 145

6 Label the picture using the words in the
4 Listen and number the sentences in order.
box.
C:02
a 3 Are you going to help? • Have students read the words in the word box
b 5 OK, you can pick up trash at 3 p.m. Then I’ll relax and save my energy.
chorally, then study the picture.
c 4 I need a break. If you give me 15 minutes, I’ll help later.
d 2 Great. I’m going to sit here and watch! • Give students time to label each item by using the
e 1 I’m going to collect these old newspapers and recycle them. words in the word box.
5 Circle.
1 If you recycle ( bottles / lights ), you’ll save ( transportation / resources ).
2
3
If you ( reuse / pick up ) trash, you’ll keep the ( energy / planet ) clean.
If you use ( plastic / public ) transportation, you’ll reduce ( pollution / resources ).
7 What can you do to help the environment
4 If you turn ( on / off ) the lights, you’ll ( conserve / reuse ) energy. where you live?
5 If you reuse ( plastic / pollution ) bags, you’ll reduce ( water / waste ).
6 If you ( recycle / turn off ) paper, you’ll ( reduce / save ) trees.
• Give students time to complete the sentences.
6 Label the picture using the words in the box. • Pair students and give them time to discuss the
reuse recycle turn off use
question. Encourage students to make notes.
• Invite pairs to present their thoughts to the class.
Discuss as a class.
1 turn off
2 use • Watch the video story Future plants on Poptropica

3 reuse English World. Ask students what happened in the
4 recycle
story. Watch again, stopping at key points, and ask
them about the language, the images, or the story.
Ask the students to role-play the story. Assign the
7 What can you do to help the environment where you live? roles of two of the characters to confident speakers
1 I can . and let other students play the other parts. Encourage
2 I’m going to .
them to say as much of the dialog as they can and
Review Units 7 and 8 Can talk about ways to help the environment 107 prompt them where necessary.
M08B_POEN_SB_06AME_1365_REV4.indd 107 7/12/15 11:25 PM Pop Quiz: Brainstorm additional comparisons
about movie/book genres, animals, daily
4
C:02
Listen and number the sentences in activities, etc., such as those in Activity 3, and write
order. them on the board. Pair students and have them
• Read the sentences given chorally. discuss their preferences and opinions. Students report
• Play the audio. Have students listen and put the back to the class. Have a discussion with the whole
sentences in the correct order by writing numbers class about students’ opinions and preferences about
1–5. Play the audio again if necessary. things, and encourage them to give reasons for
their ideas.
Boy: I’m going to collect these old newspapers You may wish to give Review Test 4 (see page 216) at
and recycle them. this time.
Girl: Great. I’m going to sit here and watch!
Boy: Are you going to help?
Girl: I need a break. If you give me fifteen
minutes, I’ll help later.
Boy: OK, you can pick up trash at 3 p.m. Then,
I’ll relax and save my energy.
• Elicit answers from students. Have students read the

sentences in order chorally.
5 Circle.
• Focus on the sentences and the answer choices. Have
students read them chorally.
• Give students time to complete the activity.
• Invite volunteers to say the completed sentences.
146

Goodbye
Unit Overview
Unit Objective
• I can review what I have learned
Skills
Reading • Can identify things I have learned
• Can use what I have learned

• Can write simple sentences about the story (Workbook)
• Can complete simple sentences about my past, present and future
Writing
(Workbook)
• Can complete simple sentences about how to help the environment
(Workbook)
• Can ask and answer about the story
Speaking
• Can talk about things I have learned
147

Learning Objective
Can ask and answer about the story
1 Listen to the summary and number.
C:03
a At Adventure Camp b On Future Island

Warm-up
• Review the story using cut-up Story Cards (Units 1–8).
Randomly hold up some of them and ask simple wh-
questions, e.g., Who is it? What is he/she doing? Then,
ask students to say things that have happened so far
in the story in this level. 3 1
• Hand out cut-up Story Cards (Units 1–8) randomly to c Home on Mars
all students and ask them to think of some questions

about their Card. Students get into pairs or small
groups to ask and answer questions about the
Story Cards.
book. Ask, What are we learning today? Write the 2
lesson objectives on the board: We’re saying goodbye 2 Ask and answer.
and reviewing the story. 1 What was your favorite scene in the story? Why?
2 Who was your favorite character in the story? Why?
3 When did you start to think that Dot and Zeb were aliens?
1
C:03
Listen to the summary and number. 4
5
How did Bella and AL help Matt during the adventure?
Do you want to live on Future Island? Why?/Why not?
• Ask the class questions about each of the three 108 Lesson 1 Can ask and answer about the story
pictures, e.g., What is Bella doing? Where are Zeb and Z01_POEN_SB_06AME_1365_GOOD.indd 108 7/13/15 11:11 PM
Dot now? Have students guess the answers.

• Play the audio. Have students listen and write the 2 Ask and answer.
correct number for each picture.
• Have students read the five questions chorally.
1 They’re now back at the office at Science • Invite students to tell the class about their partner’s
Park. They are very happy to have the new favorite scenes and characters from the story.
THD again. Matt’s boss wants to know what Pop Quiz: Divide students into small groups to
happened, and why the THD wasn’t there. Matt agree on their favorite “Have Fun!” activity, and
writes her an email to explain. Then, they’ll go play it. Ask students to tell you what part of the story
home to rest. It was the longest day ever! was the most exciting part. Divide students into new
2 They traveled home to Mars. It was a very groups and have them role-play their favorite scene.
long trip, but their spaceship flew quickly. Their Vote for the best role-play and the best actress/actor.
time on Earth was frightening, so they were
happy to be home. They’ll tell their family their
adventures. Their family and friends will be
amazed to hear about their adventures.
3 She went back to the adventure camp. She didn’t
want to, but she had to do her chores! She lit
a fire. Her friends came over to sit around the
fire. They’ll sing songs and eat together. They’ll
cook stew in a big pot. She’ll tell them about her
adventures.
• To check answers, play the audio again and then elicit

answers.
Materials
Homework WB
148 Cut out Story Cards (Units 1–8) page 88

3 Which unit are these pictures from?
3 Which unit are these pictures from?
1 2 3 4 • Give students time to do the activity. Allow them to
flip through their books to get the answers.
• To check answers, invite students to give details about
the parts of the story that relate to the pictures.
Unit 3 Unit 5 Unit 7 Unit 2
4 Who said this? Write.

4 Who said this? Write.
1
2
“It’s there – near the movie theater.”
“Good, I’m really hungry!”
Felipe
Tom
Unit
Unit
3
4
• Give students time to do the activity. Allow them to
3 “… and it made terrible noises…” Maria Unit 6 flip through their books to get the answers.
Hannah 8
• To check answers, have student pair up to discuss.
4 “What are you going to do?” Unit
5 Match the values to the things that they did. Then elicit answers. Students check their own work.
1 Felipe planned to go on the water slide
a Be positive about
2
first at the amusement park.
They picked up trash and recycled bottles.
b
your day.
Planning helps you
5 Match the values to the things that
3 Felipe said, “Don’t worry. I cooked a big
stew for dinner.”
c
do more things.
Save our planet.
they did.
4 They took compasses and a first-aid kit
• Divide students into small groups and give them time

d Safety first.
to their camp.
6 Ask and answer.

to discuss the questions.
1 What new things did you learn about nature in this book? • Go over each question together and invite a student
2
3
Which project was the most complicated?
Who was the most brilliant character or person in the book?
from each group to give a response.
4
5
Which “Have Fun” page was the most fun to do?
What was your favorite song in this book? Can you sing it?
• During feedback, invite the groups to give other
examples of actions from their own day or week
7 What was the most important thing your talk partners did that helped
you learn well together?
which reflect these values.
6 Ask and answer.

Lesson 2 Can identify and talk about things I have learned 109 • Pair students and give them some time to discuss the
Z01_POEN_SB_06AME_1365_GOOD.indd 109 7/13/15 11:11 PM questions with their partner.
• During feedback, invite students to tell the class
Lesson 2 SB page 109 or Poptropica English World two things their partner told them about what they
learned about and what they enjoyed from the book.
Learning Objective
Can identify and talk about things I have learned 7 What was the most important thing your
talk partners did that helped you learn well
together?
Warm-up
• Have students read the question and write their
• Review the story by having students flip through their replies.
books and choose a scene. They write down a few • Invite some students to share their replies with
statements about the scene on strips of paper. Then the class.
have students arrange themselves in order and tell the • As a class, decide which things were most helpful.
story based on what is on their papers. Discuss any Pop Quiz: Ask students to think of a person/
major gaps in the story. animal from the story, and to think of some
Open books and ask students to look at the statements that person might make, e.g., I like
book. Ask, What are we learning today? Write the dumplings. I’m not good at making pods fly. I can play the
lesson objectives on the board: We’re reviewing the saxophone. I miss my home. (Zeb Martin) Ask students
book and talking about things we have learned. to write down the statements on strips of paper.
Collect all the statements and do a quiz with two
teams of students. Give points to the first team that
responds correctly.
Materials
Homework WB
Strips of paper page 89 149

8 Write about your future. Ask a friend to
8 Write about your future. Ask a friend to read and comment. read and comment.
In the future, I will • Give students time to do the writing activity.
• Pair students and give them time to read and
comment on their partner’s work. Invite students to
“I’ve read this.” Friend signs here:
Friend’s comment:
report back to the class.
9 Choose three friends or family members.

Draw and write about them.
9 Choose three friends or family members. Draw and write about them.
• Give students time to do the activity.
My
• Pair students and have them check each other’s work.
Then invite students to report back to the class.
Pop Quiz: Divide the class into two teams and
collect all the Student Books. Have a “Friends and
family” quiz by asking questions about the statements
stick picture / draw here
written for Activity 9. You can either read out some
1 My mom is younger than my dad, but my sister is the youngest. statements randomly, and ask the teams which student
2
3
wrote it, or you can have a student fill in the blank of a
4
5
statement about another student’s friends/family. To
6 make the game more exciting, play for points.
110 Lesson 3 Can use what I have learned
Z01_POEN_SB_06AME_1365_GOOD.indd 110 7/13/15 11:12 PM
Learning Objective
Can use what I have learned
Warm-up
• Show pictures of your family to the class and talk
about them, using comparative/superlative adjectives,
e.g., My brother is younger than my sister, but he is
taller than my sister. To test the students’ listening and
memory, have a quiz asking questions about your
family.
• Ask students to talk about their own family to a
partner using comparative/superlative adjectives.
Then invite students to report back about their
partner’s family.
lesson objective on the board: We’re using what we
have learned.
Materials
Homework WB
150 Pictures of family members page 90

• Alternatively, have students get into small groups to
10 What is a famous food in your country? How do you make it?
Draw a comic strip and write.
discuss and draw. Invite groups to present their food
dish and cooking instructions to the class. Encourage
1 2
1 First, other students to ask questions.
•
.
Vote on the best or tastiest-sounding food dish
2
presented to the class.
3 4 3
11 Write four questions. Then ask three
4
friends and ✓ or ✗.
• Have students write four more questions in the
11 Write four questions. Then ask three friends and ✓ or ✗.
present perfect tense. Then ask students to walk
Have you ever…? Friend 1
Name:
Friend 2
Name:
Friend 3
Name: around the classroom and collect information from
1 been to another country three different classmates.
2
3
• Once students have completed their charts, elicit
4
their findings by asking for a list of questions. Write
5 them on the board, then ask for a show of hands (you
can name the three specific items). Invite students to
12 Write words across that fit.
Can you find 11 more words
F
U report the findings on their chart that are not included
in this book? T
U
in what you have written on the board. Ask students
R
E
for any additional, unusual examples.
I
S
L
12 Write words across that fit. Can you find
S T A R
N
11 more words in this book?
D
• Focus on the words Future Island, printed vertically
111
Lesson 4 Can use what I have learned
in the grid. Then draw students’ attention to the
Z01_POEN_SB_06AME_1365_GOOD.indd 111 7/13/15 11:12 PM example given, and explain how to do this activity.
If necessary, demonstrate by eliciting an answer from
Lesson 4 SB page 111 or Poptropica English World the class for the first letter F, e.g., FIRE.
• Give students time to do the activity individually or
Learning Objective in pairs.
Can use what I have learned • Have students compare their work with a partner.
Then elicit words from the class for each of the letters.
Ask students if they can remember the things
Warm-up they learned in this level. Put their ideas on
• Review international food dishes using Picture Cards the board.
60–70. Write some scrambled words on the board • Ask students to choose 2–3 ideas and write the words
and have students guess. Tell students to say a or sentences to show they understand the topic or
sentence about what foods they like or don’t like. language.
Open books and ask students to look at the • Ask students to say where they are on their
activities. Ask, What are we learning today? Write adventure and say, Good job! Good luck with your new
the lesson objectives on the board: We’re using what we learning adventure!
have learned. Pop Quiz: Give each student a sheet of paper
and have them turn Activity 12 into a crossword
10 What is a famous food in your country? puzzle. They can then switch their puzzle with a
How do you make it? Draw a comic strip partner, who will complete it.
and write. • Have students sit in a circle. Invite students to start
• Give students time to do the activity. Remind them off their favorite memory chants, or sing their favorite
to pay attention to the order of the steps needed to songs. You can also ask students what their favorite
make the food. games are, and play them.
You may wish to give the End of Level Test (see
page 220) at this time.
Materials
Homework WB
Picture Cards 60–70, sheet of paper for each student page 91 151

Activity Sheet 1
pitch the tent
take down the tent
put in the pegs
set up the bed
cover our heads
light a fire
keep out the rain
read a compass
152 Poptropica English, Level 6, Activity Sheet 1 Photocopiable © Pearson Education Limited 2015
Z01_POEN_TB_06AME_1402_ACTI.indd 152 14/12/2015 09:56

Activity Sheet 2
sleeping bag tent
poles pegs
compass flashlight
Photocopiable © Pearson Education Limited 2015 Poptropica English, Level 6, Activity Sheet 2 153

Activity Sheet 3
cheetah
rhino
panther
lemur
koala
seal
whale
otter
sea turtle
tiger

Activity Sheet 4
tallest taller than
longest longer than
shortest shorter than
biggest bigger than
smallest smaller than
heaviest heavier than
lightest lighter than
fastest faster than
slowest slower than

Activity Sheet 5
supermarket library
park movie theater
shopping mall museum

Activity Sheet 6
ISLAND BOOKS
hospital airport
bookstore arcade
station coffee shop

Activity Sheet 7
an omelet
curry
spaghetti
and
chips
dumplings fish
paella
sushi
stew
rice and
noodles
beans

Activity Sheet 8
5
Test
100
pack my bag miss the bus
pass a test eat my lunch
bring my juice drop the ball

Workbook Script
Welcome 9
07
Listen and circle.
1 I can read a book, but I can’t read a map.
7
02
Listen and circle. 2 They can’t swim, but they can pitch a tent.
1 one thousand 3 They can put in the pegs, and they can light a fire.
2 forty-five 4 She likes reading comic books, but she can’t read
3 thirty-six a compass.
4 one hundred seventy-eight 5 We can pitch a tent, and we can take down a
5 seven hundred fifty-three tent, too.
11
03
Listen and check. Then write. 10
08
Listen and write what Sandy can and
can’t do.
1 How does it look? How does it feel? It looks wet. It
feels cold. How does it smell? It smells, err… like the Hi, I’m Sandy, I can swim, but I can’t do cartwheels. I
ocean. can’t make pizza, but I can light a fire. I can ride a horse
2 How does it feel? It feels soft. It’s hairy. Oh! It sounds and I can ride a bike. I can’t read a map and I can’t read
scary, but it’s not dangerous. a compass.
3 What does it look like? It looks, err, brown. It’s
smooth and very soft in my mouth! And it smells great. 17
09
Listen and write.
And what does it taste like? Well, it tastes sweet. Hello, Grandpa, How are you and Grandma? Adventure
4 How does it look? It looks beautiful. It feels smooth, camp is great. It’s my third day here. I have some new
but some parts feel spiky. It smells sweet… We have friends from the United States and Mexico. They’re
these in our garden. really nice. I’m teaching Spanish to my new friend, Flo.
She’s funny. I like her, but she’s not good at learning
Spanish! Our first day was good. There was a big dinner,
Unit 1, Adventure camp and then there were songs by the campfire. I don’t like
singing, but it was fun. Bed was late. Tonight I want
3
04
Look at Flo’s list. Listen and check or to go to bed early! Yesterday, we went for a walk in
cross. the forest. It’s very beautiful here. There aren’t any
Hi, Flo. Do you have everything? Yes, I think so… OK, computers, and there isn’t any Internet, but I like the
well, do you have your backpack? Yes, I do. It’s here. camp. Felipe
Do you have your flashlight? Yes, I do. It’s here. Do you
have the pegs? No, I don’t. Maria has them. Oh, OK. 22
10
Listen, circle, and number.
Do you have a compass? Yes, I have four. And I have a I’m Brad. I can pitch a tent, but I can’t read a
books, but I don’t have an mp3 player. Mmm… OK. compass.
What about your sleeping bag, Flo? Let me see… err… b Hi, I’m Ron. Camping is lot of fun. I like lighting fires,
No, I don’t. Oh, no! but I don’t like cooking.
c I’m Jo. I like hiking and climbing mountains. I love
5
05
Listen and circle. hiking with a flashlight at night, and I love camping
1 My name’s Tom. I’m 14, and I’m American. I love under the stars.
playing basketball and soccer. I can cook and swim, d Hello. My name is Jackie. Most people don’t like the
but I can’t surf. I have one sister, Flo. She’s 12, and rain, but I like the rain. I like walking in the rain, but I
she’s very funny. usually cover my head, so my hair stays beautiful!
2 My name’s Maria, and I’m 13. I’m from Mexico. I like
dancing, but I’m not very good at singing! I have two 24
11
Listen and write.
sisters. They’re eight and 10, and I love playing with Two people I love are my mother and my brother. My
them! brother is good at baseball. He plays every day. My
3 I’m Flo, and I’m 12. I’m from the United States. I’m mother isn’t good at baseball. She can’t throw and can’t
good at swimming. I love talking to my friends. I have hit. She isn’t sporty. She loves reading romantic books
one brother. He’s 14, and he’s very good at sports. and likes watching dramas on TV. My brother doesn’t
4 I’m Felipe. I’m from Spain. I’m 13. I love playing video like romantic movies or books, but he loves action
games, and I like science and math. I have three movies. He isn’t good at math, and my mom can’t help
brothers, and they love video games, too. We always because she isn’t good at math, either!
have competitions!
160
Z02_POEN_TB_06AME_1402_KEYS.indd 160 14/12/2015 09:56

Unit 2, Wildlife park 2 Excuse me, where’s the shopping mall? It’s opposite
the castle, next to the park. Thank you!
3 Listen and write. Then match. 3 Excuse me, how do I get to the school? Oh, the
12
school, yes, go straight down this road. You can see
1 two thousand ten the shopping mall and the park. Then turn right. The
2 three hundred seventy school is next to the museum, opposite the library.
3 four thousand seventeen Thank you!
4 one thousand eighteen 4 Hi, Jed, where’s the supermarket? I can’t find it.
5 six hundred forty-two Where are you now? I’m standing between the
shopping mall and the park. Oh, OK. The supermarket
4
13
Listen and write. is next to the museum. So, turn left, then go straight.
Hey, look at this! What is it? It’s the Wildlife Park guide. You should see the supermarket on your right.
It’s cool, look! Hmm… there’s a lion… Cool! How heavy
is it? It’s 250 kilograms! That’s heavy… and dangerous! 10
21
Look at Activity 9 and write the
What about the cheetah? Well, the cheetah’s 1.8 meters questions. Then write the answers.
long, but it’s not very tall. How tall is it? It’s 0.8 meters 1 Hi, Tom. Do you want to go to the park? No, sorry, I
tall, but it’s very fast! And there’s a snake. It’s long have to go shopping to buy a new computer.
and it’s heavy! It’s 6 meters long, and it’s 70 kilograms! 2 Hi, Flo. Do you want to meet in town for lunch on
Scary! There’s an elephant. How long is it? It’s 7 meters Sunday? Yes, nice idea.
long and 3.5 meters tall… and 5,000 kilograms! And 3 Hi, Felipe. Do you want to see a movie on Saturday?
what about the hippo? Well, it’s very big, too! It’s No, sorry, I have to stay home on Saturday.
1,500 kilograms and 1.5 meters tall. How long is it? It’s 4 Hi, Maria. Do you want to play basketball this
4 meters long! The same as my bedroom! afternoon? No, sorry, I have to go to the hospital.
17
15
Listen and circle. 15
22
Listen and number the sentences in
Hello, Jen! My name’s Mike. Hello there. Do you like the order.
koala reserve? Yes, I do. It’s fantastic! Can I ask you Hi, Alex, it’s Sun-kwan! Oh, hi! Thanks for your email.
some questions? Of course! Happy to help! Great! First It was really interesting! I want to know more about
question… How tall is Vernie? She’s short. She’s only Seoul! Well, it’s a big city, but I like it because all my
70 centimeters tall. Can she run? How fast is she? She friends live here, too. I don’t like quiet places! Are there
can run a little, but she’s not very fast! She likes sleeping, some nice parks there? Yes, I live near a big park with
but not running! How heavy is she? Well, she loves a lot of trees and flowers. There’s also a river opposite
eating – she’s 8 kilograms! So, why all the questions? I my house. I like going on the river in a boat! Do you like
want to sponsor Vernie! your school? Yes, my school’s nice, and I’m very happy
there. I want to be good at everything! Well, I have a
18
16
Listen again and number the questions French lesson now, Sun-kwan. OK, Alex. Do you want to
in order. Then write the answers. come to Seoul in the summer? Cool! And you can come
[Repeat of the previous track] to Sark! Fantastic! Bye for now! Bye, Sun-kwan!
26 Listen and write. 16

23
Circle. Then listen again and check
your answers.
18
My favorite animal is the hippo. At the zoo, I can watch

the hippos for an hour! They are really interesting [Repeat of the previous track]
animals. When they walk, they are very slow. How
heavy is a hippo? One hippo weighs between 1,500 and 22
24
Listen and write the places. Then write
3,000 kilograms. Hippos are the third heaviest animals the answers.
in the world (elephants and rhinos are heavier than Today is a busy day. First, I have to go to the
hippos). Hippos can swim. They are fast swimmers, and supermarket to get some food for the weekend. The
they look beautiful in the water. Hippos enjoy water and supermarket is opposite the swimming pool. So I can
having baths. They have small ears, but very big mouths leave the food in the car and go swimming. I want to
and big teeth. A hippo’s mouth is scary. go swimming today because I usually go on Saturday,
but I can’t go this week because friends are coming to
visit. Also today I have to go to the shopping mall, and I
Unit 3, Where we live want to go to the bookstore to get books for class next
week. You see, I’m a teacher. The bookstore is not near
3
19
Listen and write. the swimming pool. The shopping mall is next to the
1 Excuse me, where’s the bank? It’s behind the library
and next to the swimming pool. Thank you!
Workbook Script 161

swimming pool so it is easy to get to. But the bookstore? 17 Listen again and circle.
29
Are you looking at the map? Yes? Well, you can see on
the map the school is between the shopping mall and the [Repeat of the previous track]
bookstore and the bookstore is opposite the hospital. So
after getting the books I can put them in school. I often
23
30
Listen and number. Then write.
go to the bookstore after school. Also my town has a 1 She played the piano yesterday.
park and movie theater. The park is opposite the school 2 We ate stew for lunch today.
and the movie theater is next to the supermarket. 3 They climbed a big mountain last year.
23
25
Listen and write. 25
31
Listen and write.
I live in a small town, but I like it. There aren’t any Last weekend was sunny. We played soccer. We didn’t
shopping malls or movie theaters, but there are some win because our goalkeeper dropped the ball many
restaurants and a lot of small stores. One good Chinese times, and we missed many chances to score. After the
restaurant is behind my house. There is a supermarket, game, I went home with my friends to have dinner. My
too. It is next to the swimming pool. I want to go to mom cooked stew and spaghetti. We ate a lot of food.
the swimming pool tomorrow with my friends. There is We talked about the game and studied our plan for the
a library, too. Sometimes I go there to get books. The next game.
library is near my school – go straight from my house
and turn left. There is a small food store in front of my
house, too. It is open late, so I can always get things Unit 5, Trips
when I want them.
7
32
Listen and check or cross. Then write
questions and answers.
Unit 4, Good days, bad days 1 Did you go to the palace last week, Maria? Yes, I did.
9 Listen and number. 2 Did you go to the museum last month, Flo? No,
27
I didn’t.
1 What happened? We didn’t bring the poles. Last night, 3 Did you go to the water park last Saturday, Tom? Yes,
my dad packed for our camping trip. But when we got I did.
to the campsite this morning, we didn’t have the poles! 4 Did you go to the amusement park last month? No,
2 What happened? Yesterday we had a test. Today my I didn’t.
teacher said I passed the test – I’m so happy!
3 What happened? Oh, we missed the bus. We were 15
34
Listen and number.
eating breakfast in the morning when the bus went
Can I see the map, Marta? Sure, here you are. Hmm…
past. We were late for school!
here’s the harbor, and here’s your parents’ nature
4 What happened? I dropped my lunchbox. It opened,
reserve… but what’s this? You mean next to the harbor?
and my lunch went all over the road!
That’s the aquarium! Cool! And what’s that, opposite
16 Listen and match. the zoo? That’s the water park. It’s a lot of fun! And
28
here are some mountains. They’re between the water
1 Hi, I’m Amy! My birthday last April was a fantastic park and the palace. And what’s that, next to the nature
day. I didn’t want a big party, but my family planned reserve? That’s the amusement park. I went there with
a surprise party for me. My friends were there, Chris and Champ… That’s where all this started…
and there was a lot of food, too. My mom cooked
spaghetti for everyone. It was delicious! Next year, I 19
35
Listen and circle.
want a really big party, too!
Hi there. Today we have Oliver in the studio. He’s here
2 Hello, I’m Mark. Last Wednesday, there was a math
to talk about his trip to Adventure World. Hi, Oliver.
test at school. I was very nervous because math is
How are you? I’m tired. My trip was really busy! Really?
very difficult. But I remembered my math classes,
What did you do? Did you go to the famous amusement
and I passed the test! My friends passed, too. I was
park? Yes, I did. It was great. The rides were scary
very happy.
but really exciting. And did you go to the beach? No, I
3 Hi, I’m David. Last summer was great. I went on
didn’t. The weather was rainy. What did you do in the
vacation with my family to the beach. We went
evening? In the evening, I went in-line skating. I went
swimming and kayaking. I went diving with my dad,
with my brother. There were a lot of people, and it was
too. It was my first time. It was amazing – I loved
fun! Do you want to go again next year, Oliver? Yes, I
the fish!
do. I loved it!
162 Workbook Script

26 Listen and write. She’s 12, and she loves books. Her dad loves books, too,
36
and he can make people come out of the books! Wow,
Next week is our school trip. We have to get on the bus sounds interesting… Yes, and there are monsters, too!
at 7:30 a.m. The bus trip will take about two hours. First, Cool! And why is Inkheart your favorite book? Well, I
we will go to a museum. In the museum, we will study like Meggie a lot. I like her because she’s 12, and I am
history. It will be interesting, I think. Then, we will have 12, too! And I love books, too, like her! The book is long,
lunch in the national park that is next to the museum. but the story is really good. Have you seen the movie
In the afternoon, we will go to an amusement park. It of the book? Yes, I have. It was really good. I loved the
will be a lot of fun. First, I will go on the roller coaster. actors. Thanks a lot, Alicia.
Then I’ll go on the bumper cars and pirate ship with my
friends. We will get home at about 8:00 p.m. My mom is 18 Listen again and check.
coming to school to meet the bus.
42
[Repeat the previous track]
Unit 6, Arts 26
43
Listen and write.
My favorite book is The Goblet of Fire. This is the fourth
2
37
Listen and circle. book in the Harry Potter series. I read this book a few
What types of movies do you like, Maria? I like thrillers. years ago, but I still like it. I like this book the best
I like thrillers because they are exciting and sometimes because there is a lot of action in it, and there are a lot
scary. Do you like cartoons, too? No, I don’t. I’m too old of battles. In this book, Harry fights a dragon by himself
for cartoons now. Really? I love cartoons… but I hate – this part is really good. I like Harry Potter, and I like
musicals! I love watching musicals! I love listening to the character Cedric Diggory, too. Cedric Diggory was
music and I love dancing, too. Mmm… I like listening to handsome and hard-working. He was a good character,
music, but I hate dancing! but he dies in this book because Lord Voldemort
kills him.
10
39
Listen and check. Then complete
Flo’s diary.
Unit 7, Space
My birthday last year was great. My mom made a cake
for me. Tom wrote a nice birthday card, and everyone 10 Listen and write the price and weight.
said “Happy Birthday!” I was very happy. Mom got
45
Then answer.
tickets for the theater, and we all went the next day. We
saw dancers and heard some great music. I loved it! 1 The circus tent is 15,000 dollars. It’s very heavy, too –
3,000 kilograms.
11 Write. Then listen and complete 2 The family tent is 200 dollars. It weighs 21 kilograms.
40
for Cho. 3 The party tent is 7,000 dollars. It weighs

850 kilograms.
1 Have you ever written a letter in English? Yes, I have. 4 The two-person tent is 98 dollars and it weighs
I write emails in English to my friend in the United eight kilograms.
States.
2 Have you ever bought a foreign band’s CD? Um… let 16 Listen, check, and number.
me think. No, I haven’t.
46
3 Have you ever made dinner for your family? Yes, I Jake saw the aliens in the field. There were some small
have. I always make dinner on my mom’s birthday! green aliens. They smiled at Jake. Jake was scared but
4 Have you ever been late for school? Yes, I have. One wanted to meet the aliens. Jake talked to the aliens.
day I was 15 minutes late. They were friendly. One alien said, “We’re lost! Where
5 Have you ever lost your keys? No, I haven’t. My dad are we?” “You’re on Earth. It’s the third planet from
has, but I haven’t. the Sun,” Jake answered. The alien said, “Oh, no! We
6 Have you ever missed a train or bus? No, I haven’t. I wanted to go to the fourth planet from the Sun. It’s our
don’t usually go on buses or trains. vacation planet.” The aliens thanked Jake and went into
the spaceship. Two seconds later, the spaceship was
17 Listen and circle. gone. Jake went to his house and into his bedroom. He
41
had dreams about aliens. Three days later, there was
Hello! Today on Book Review, we have Alicia in the a postcard for him. It was from the four aliens! It said,
studio. Hello, Alicia. Hello. Now, Alicia, tell us about “We’re having a great vacation on Mars – thank you,
your favorite book. Well… it’s Inkheart by Cornelia from Kloopy, Klumpy, Klimp, and Klazoo!”
Funke, and it’s really great. It’s about a girl, Meggie.
Workbook Script 163

24
47
Listen and write. 25
52
Listen and write.
Which sneakers are the best for me? I want to buy some Tomorrow, I’m going to be home late from school
new sneakers. There are three pairs that I like. The first because I have band practice. This week we are
pair is green with orange stripes. They look great, but practicing at lunchtime and after school. We are going
they’re the most expensive at $105! The second pair is to play in a concert next week downtown. I’m going
less expensive. This pair costs $75. They look OK, but to play the clarinet, and my two best friends are going
the first pair is more beautiful. The third pair is the least to play the saxophone. If we play well, our teacher
expensive at $20, but they aren’t a good fit – my mom and parents will be very happy. My grandparents are
says price is the most important. But I think how they coming, and after the concert we are going to go out for
look is the most important! dinner. It should be a good evening. I have to practice
now!
Unit 8, The environment

Goodbye
4
48
Look at Tom’s plans for next week.
Listen and write. 1
53
Listen and circle T for True or F for
Huh… It’s the last day of camp. Are you going to go
False.
back to school on Monday? Yes, I’m going to see my 1 They’re now back at the office at Science Park. The
friends again. It’s going to be great. What are you boss engineer asked for an email because she wanted
going to do on Tuesday? I’m going to play soccer in the to know what happened. They will send a message
park. Our team is going to win this year! What about that says the mysterious couple were aliens from
Wednesday? Well, I’m going to go to the movie theater Mars. Then, they’ll go home to rest. It was the longest
with mom, dad, and Flo. And on Thursday I’m going to day ever!
eat pizza with my friends Joe and Pete. Are you going to 2 They traveled home to Mars. It was a very long trip,
be busy on Friday, too? Mmm… No, I’m not. I’m going but their spaceship flew quickly. Their time on Earth
to call you, Felipe! Yes, sure! was frightening so they were relieved to be home.
They’ll tell their family their adventures. Their family
10
50
Listen and number. and friends will be very proud because they built the
1 If you recycle paper, you’ll save trees. complicated machine. They’ll be very happy, too!
2 If you use public transportation, you’ll reduce 3 She went back to the adventure camp. She has to
pollution. do her chores. She’s lighting a fire. Her friends came
3 If you recycle bottles, you’ll save resources. over to sit around the fire. They’ll sing songs and eat
4 If you pick up trash, you’ll keep the planet clean. together. They’ll cook stew in a big pot. She’ll tell them
5 If you turn off the lights, you’ll conserve energy. about her adventures helping find the mysterious
6 If you reuse plastic bags, you’ll reduce waste. couple.
13
51
Listen and number to match the
people to what they said.
Hello, Carol. Hello, Peter, this is Matt. I’m here with
AL. Hello, Matt. Hello AL. Good evening. How are you?
We’re good, thanks. We came home. I have some news
for you both. Is it about that mysterious couple? Yes. It
is really amazing news. Tell them, AL. They were aliens
from Mars. What! That’s frightening. Well, not really.
They just wanted to go home. Yes, that’s why they took
your things. They needed the saxophone to call their
people. What did they need my space pod for? I think
they wanted to use it to go home. That’s fascinating. Did
they go home in the end? Yes. We gave them a space-
time chip and they used it to go home. Well, thanks for
the call. Goodbye! Goodbye for now.
164 Workbook Script

Workbook Answer Key
Welcome page 9, Activity 4
1 playing, don’t 2 watching, likes 3 British, from
page 4, Activity 1 4 at dancing, always 5 skiing, fun
1c 2a 6 at singing, musician
page 4, Activity 2 page 9, Activity 5

1F 2T 3F 4F 5F 6T 1 sister 2 singing 3 United States, swimming
4 math
page 5, Activity 3
page 10, Activity 7
1 Matt 2 AL 3 Bella 4 The mysterious couple
a3 b7 c1 d8 e6 f2 g4 h5
page 5, Activity 4
page 10, Activity 8
a2 b4 c1 d3
2 are pitching the tent 3 is reading a compass
page 6, Activity 6 4 is cooking 5 are putting in the pegs
1g 2d 3b 4f 5h 6a 7e 8c page 11, Activity 9

page 6, Activity 7 1 can, can’t 2 can’t, can 3 can, and 4 but, can’t
5 and, can
1 1,000 2 45 3 36 4 178 5 753
page 11, Activity 10
page 6, Activity 8
Can: 1 swim 2 She can light a fire.
1 fourth 2 seventeenth 3 thirtieth 4 forty-first 3 She can ride a horse. 4 She can ride a bicycle.
5 sixty-eighth 6 ninety-ninth Can’t: 1 do cartwheels 2 She can’t make pizza.
3 She can’t read a map.
page 7, Activity 9 4 She can’t read a compass.
1 cold 2 sweet 3 loud 4 spiky 5 furry
6 hard page 12, Activity 12
1b 2c
page 7, Activity 11
1 wet, cold, like the ocean, a fish page 12, Activity 13
2 soft, scary, a stuffed lion 1 Bella loves/likes camping.
3 brown, smooth, great, sweet, chocolate 2 Matt says Bella can come with them.
4 beautiful, spiky, sweet, a rose 3 They’re going to Africa.

Unit 1, Adventure camp
1 Matt and AL time-travel to an adventure camp.
page 8, Activity 1 2 They meet a girl named Bella.
3 Bella makes the THD work again.
1 Tom 2 Flo 3 Maria 4 Felipe 5 Hannah 4 Bella wants to time-travel with Matt and AL.
5 Matt says that Bella can come with them.
page 8, Activity 2 6 They follow the mysterious couple to Africa.
1 tent, c 2 air pump, i 3 pegs, d 4 flashlight, e
5 first-aid kit, g 6 sleeping bag, a 7 air mattress, h page 13, Activity 15
8 compass, f 9 poles, b 1a 2d 3e 4b 5f 6c
✓ a backpack, a flashlight, a compass, books 1 Grandma 2 the United States 3 Spanish
✗ pegs, an mp3 player, a sleeping bag 4 singing 5 went 6 aren’t 7 isn’t 8 like
165

page 14, Activity 18 4 How long is the elephant?
5 How tall is the cheetah?
1 It’s for Felipe’s Grandpa. 2 No, it’s his third day.
3 He went for a walk in the forest. page 19, Activity 6
page 15, Activity 19 2 The lion is 1.2 meters tall.
3 The snake is 70 kilograms.
1 yoga 2 tree 3 snakes 4 mountaineer 4 The elephant is 7 meters long.
5 mountains 6 jungle 7 guitar 8 island 5 The cheetah is 0.8 meters tall.
1 mountains 2 guitar 3 snakes 4 tree 2 taller, tallest 3 heavier, heaviest
5 island 6 yoga 7 jungle 8 mountaineer 4 slower, slowest 5 shorter, shortest
6 small, smaller 7 faster, fastest
page 16, Activity 21 8 lighter, lightest 9 longer, longest
1i 2f 3d 4h 5c 6b 7j 8e 9a
10 g page 20, Activity 8
2 The panther is bigger than the lemur.
page 16, Activity 22 3 The whale is longer than the seal / sea turtle.
a but, can’t, 3 b but, don’t like, 1 c and, love, 2 4 The whale is heavier than the seal / sea turtle.
d like, but, 4 5 The seal is smaller than the whale.
6 The turtle is slower than the otter.
1 My mom is good at playing tennis.
page 20, Activity 9
2 I don’t like running, but I like swimming. / I like 2 Is the turtle faster than the otter? No, it isn’t.
swimming, but I don’t like running. 3 Is the whale heavier than the sea turtle? Yes, it is.
3 My father loves fishing.
page 17, Activity 24 1 The cheetah is the fastest.
1 brother 2 mother 3 can’t 4 isn’t 5 reading 2 The turtle is the slowest.
6 watching 7 doesn’t 8 but 9 good at 3 The turtle is the smallest.
10 help 4 The rhino is the heaviest.
5 The giraffe is the tallest.
Unit 2, Wildlife park page 21, Activity 11

page 18, Activity 1 2 Whales are the biggest. Lions are bigger than lemurs.
3 Hippos are the heaviest. Seals are heavier than otters.
1 otter, h 2 meerkat, k 3 seal, g 4 sea turtle, i 4 Cheetahs are the fastest. Tigers are faster than koalas.
5 scorpion, m 6 cheetah, b 7 lemur, d 8 panther, c 5 Otters are the shortest. Rhinos are shorter
9 koala, e 10 emu, l 11 rhino, a 12 tiger, j than whales.
13 whale, f 6 Koalas are the lightest. Gorillas are lighter
than elephants.
page 18, Activity 3
1 2010, a 2 370, b 3 4,017, e 4 1,018, d page 22, Activity 12
6 642, c 1b 2c

1 250 2 0.8, 1.8 3 70, 6 4 3.5, 5,000, 7 1 The cheetah is the fastest animal they see.
5 1.5, 1,500, 4 2 Bella calls the meerkat “little guy.”
3 They don’t talk to the mysterious couple.
page 19, Activity 5
1 How long is the hippo? page 22, Activity 14
2 How tall is the lion? 1 Matt, Bella, and AL arrive in Africa.
3 How heavy is the snake? 2 The mysterious couple are running away from a rhino.
3 Matt and Bella climb a tree.
166 Workbook Answer Key

4 Bella ties a knot in her rope, and they get down
from the tree.
Unit 3, Where we live
5 Bella says “hi” to a meerkat. page 28, Activity 1
6 Matt sees a cheetah.
7 They all leave Africa quickly. 1 library 2 shopping mall 3 park 4 movie
theater 5 museum 6 supermarket
page 28, Activity 2
Situation A: 3 is easier than 1. 2 is the easiest.
Situation B: 2 is smarter than 1. 3 is the smartest. 1 supermarket 2 library 3 park 4 museum
Situation C: 1 is better than 2. 3 is the best. 5 movie theater 6 shopping mall

1 likes 2 70 centimeters 3 sleeping 48 a supermarket b school c bank d shopping mall
5 Vernie
page 29, Activity 4
page 24, Activity 18 2 The bank is behind the library.
a 3, She’s only 70 centimeters tall. 3 The museum is between the supermarket and the school.
b 2, Of course! 4 The shopping mall is opposite the castle.
c 4, She can run a little. 5 The supermarket is next to the museum, opposite the
d 6, She’s 8 kilograms. swimming pool.
e 5, She’s not very fast.
f 1, Yes, I do. page 30, Activity 6
g 7, I want to sponsor Vernie! 1 station 2 airport 3 arcade 4 hospital
5 coffee shop 6 bookstore
1 T 2 heavier, T 3 shorter, T 4 bigger, F page 30, Activity 7
5 longer, S 6 slower, T 7 smaller, F 8 lighter, T 1 bookstore 2 hospital 3 airport 4 station
9 faster, F 5 arcade 6 coffee shop
1 the winter 2 the summer 2 Flo wants to meet in town for lunch on Sunday.
3 Felipe doesn’t want to see a movie on Saturday.
page 25, Activity 21 4 Maria wants to play basketball this afternoon.
1c 2f 3f 4c
page 26, Activity 23 2 Do you want to meet in town for lunch on Sunday?
1h 2c 3j 4a 5g 6f 7e 8d 9i nice idea
10 b 3 Do you want to see a movie on Saturday? to stay ‘nice’ s
home on Saturday cap le
page 26, Activity 24 4 Do you want to play basketball this afternoon? I have
to go to the hospital.
1 heavy, kilograms 2 long, long 3 bigger
4 shortest 5 taller, Yes, they are. page 32, Activity 11
6 heavier, Yes, they are. 7 faster, No, they aren’t.
8 smaller, Yes, they are. 1a 2c

a3 b4 c2 d1 1 knows 2 buy 3 eat something

1 zoo 2 interesting 3 slow 4 How 1 Atlantis 2 control center 3 chip 4 time-travel
5 kilograms 6 heaviest 7 heavier 8 fast 5 security guard 6 hungry
9 teeth 10 scary

2 movie theater, I have to, the swimming pool 2 cooked 3 dropped 4 wanted 5 paddled
3 I want to, video games, but I have to, the library 6 fell 7 sailed 8 ate
4 I want to, the beach, but I have to go to the dentist
5 I want to go camping, but I have to, a test page 39, Activity 4
1 climbed 2 cooked 3 dropped
a5 b2 c3 d4 e1 page 39, Activity 5
1 went 2 was 3 loved 4 wanted 5 paddled
page 34, Activity 16 6 omelets 7 ate
1 wants 2 doesn’t like 3 opposite 4 wants Felipe

1 because 2 because 3 but 4 but 5 and 1 the bus, c 2 my lunch, b 3 the ball, f
4 a test, d 5 my bag, a 6 my juice, e
a chimney b roof c hill d bridge e river
page 40, Activity 7
1 ate 2 didn’t miss 3 didn’t drop 4 didn’t bring
page 35, Activity 20 5 packed 6 passed
a2 b3 c1
1 village 2 houses 3 bridge 4 summer
page 40, Activity 8
5 Australia 6 park 7 near 8 next 9 want 1 didn’t like, loved 2 didn’t play, wanted
10 because 3 put, didn’t drop

1b 2h 3g 4d 5j 6a 7c 8f 9i a3 b1 c4 d2
10 e
page 36, Activity 22 a They missed the bus. b They didn’t bring the poles.
a supermarket b movie theater c park c He dropped his lunchbox. d She passed the test.
d hospital e shopping mall f school g bookstore
1 go to the supermarket page 42, Activity 12
2 She has to go to the shopping mall. 1b 2a
3 She wants to go to the swimming pool.
4 She wants to go to the bookstore. page 42, Activity 13
page 37, Activity 23 1 Zeb liked the dumplings.
2 Dot didn’t know what the meerkat was.
1 are 2 small 3 restaurant 4 behind 3 Dot and Zeb took the trash can of old food.
5 next to 6 want 7 library 8 turn
9 in front of 10 always page 42, Activity 14
1 Dee made dumplings for Zeb.
Unit 4, Good days, bad days 2 Dot looked in a trash can.
3 Dot thought the meerkat was a rat.
page 38, Activity 1 4 Matt, Bella, and the meerkat ate some food.
5 Zeb asked Dot what happened.
1 fish and chips 2 paella 3 stew
6 Dot and Zeb left the restaurant with the trash can.
4 omelet 5 noodles 6 sushi 7 curry
8 dumplings 9 rice and beans 10 soup
hidden word: spaghetti
1b 2c 3a
page 38, Activity 2
1 Spaghetti 2 Paella 3 Curry 4 Fish and chips
5 Sushi 6 Noodles 1b 2c 3c 4a 5c

1 didn’t want 2 cook 3 enjoyed 4 pass 1 Did you go to the supermarket yesterday?
5 missed 2 She went to the sports stadium two days ago.
3 We didn’t go to the bookstore on Saturday.
1 filmed, laughed 2 dangerous, funny
page 49, Activity 7
3 presents, storms 2 Did Flo go to the museum? No, she didn’t
3 Did Tom go to the water park? Yes, he did.
page 45, Activity 20 4 Did Felipe go to the amusement park? No, he didn’t.
1 waves 2 happy 3 called 4 opened 5 loved
6 chocolate
page 50, Activity 8
1 Ferris wheel 2 paddle boats 3 bumper cars
page 46, Activity 22 4 water slide 5 pirate ship
1b 2f 3g 4i 5h 6c 7j 8d 9e
10 a
page 50, Activity 9
roller coaster, miniature golf
a 1, didn’t play the piano
b 3, climbed, mountain 1 like, d 2 play, c 3 go, b 4 watch, a
c 2, ate, lunch
page 46, Activity 24 1b 2a 3f 4c 5d 6e
1 He didn’t miss the bus, b
2 I didn’t bring my sunglasses, a page 51, Activity 12
3 She didn’t catch the baseball, c 1 surfing
2 I’ll go in-line skating, I’ll go skateboarding
page 47, Activity 25 3 First, I’ll go rock climbing. Then, I’ll go
1 played 2 dropped 3 missed 4 went horseback riding.
5 cooked 6 ate 7 talked 8 studied
1b 2a
Unit 5, Trips
page 48, Activity 1
1 No, they didn’t. 2 Yes, she did. 3 Yes, she did.
1 aquarium 2 theater 3 palace 4 water park
5 circus 6 amusement park 7 national park
8 botanical gardens
a2 b3 c1 d4
page 48, Activity 2
1 aquarium 2 national park 3 water park
4 circus 5 theater 6 amusement park 7 palace 1 I’ll meet 2 in front of 3 I’ll 4 water park
8 botanical gardens 5 go swimming 6 go on the water slide
7 have lunch 8 go to the amusement park
page 49, Activity 4 9 First 10 ride the roller coaster 11 Then
12 play miniature golf
1 played 2 went 3 didn’t 4 go
page 49, Activity 5
1 will 2 have to 3 amusement park
1 What did 2 do on Saturday 3 Did she go
4 jump on the trampoline 5 go
4 Did he go, park yesterday
1 amusement park 2 exciting 3 rainy
4 in-line skating

1d 2g 3a 4j 5h 6i 7b 8c 9f make a write a say go to see
10 e cake birthday “Happy the dancers
card Birthday!” theater
Flo ✓ ✓
1 Did you go to a supermarket yesterday?
2 Did your mom go to a theater last week? Tom ✓ ✓ ✓ ✓
3 Did your friend go to a circus last year?
Mom ✓ ✓ ✓ ✓
page 57, Activity 26 1 made 2 wrote 3 said 4 got 5 went
1 have to get 2 will take 3 museum 4 history 6 saw 7 heard
5 will have 6 national park 7 amusement park
8 will go 9 roller coaster 10 cars 11 ship page 61, Activity 11
12 meet 2 No, she hasn’t. 3 Yes, she has. 4 Yes, she has.
5 No, she hasn’t. 6 No, she hasn’t.
Unit 6, Arts page 62, Activity 12
page 58, Activity 1 1b 2c
1 musical 2 romance 3 comedy 4 sci-fi page 62, Activity 13
5 thriller 6 western 7 action 8 cartoon
1 Bella, Matt, and AL arrived at the studio, but the
page 58, Activity 2 Martins weren’t there.
2 They heard Peter call “help.”
1 thrillers 2 cartoons 3 cartoons 4 musicals 3 They found Peter in a closet.
4 Peter told Matt that the Martins took a saxophone.
page 59, Activity 4 5 AL found a trace and AL, Matt, and Bella left
1 Tom didn’t make a cake. the studio.
2 Maria saw a movie. 6 Peter listened to the music that the Martins recorded.
3 Felipe didn’t have a party.
4 Flo wrote in her diary. page 62, Activity 14
1T 2F 3T 4F 5T 6F
page 59, Activity 5
1 went 2 saw 3 did 4 was 5 had 6 jumped page 63, Activity 15
7 didn’t 1 ✓✓✓, are studying math 2 ✓, is playing video
games 3 ✓, is doing yoga by herself 4 ✓, is
page 59, Activity 6 cooking by himself 5 ✓✓✓, are pitching a tent as a
2 themselves 3 yourself 4 ourselves 5 himself team 6 ✓, is watching a movie by herself
6 myself
page 60, Activity 7 1b 2a 3b 4b
cello, harmonica, saxophone, triangle, drums, clarinet,
harp, tambourine, country, rock, blues, jazz, pop page 64, Activity 18
1 True 2 True 3 Don’t know 4 True 5 False
page 60, Activity 8 6 False
1 did 2 band 3 saxophone 4 jazz 5 sing
6 sang 7 tambourine page 64, Activity 19
1 go 2 saw 3 long 4 loved 5 like 6 seen
page 60, Activity 9 7 monsters
1 Yes, she did. 2 She played the clarinet.
3 No, she didn’t. page 65, Activity 20
bed, feet, here, dark, neat, red, sad, ear, bad, park

2 feet, neat 3 here, ear 4 dark, park 5 sad, bad 1 Movie stars are more gorgeous than
2 The Earth is more fascinating than
page 66, Activity 23 3 Snakes are more frightening than
1g 2a 3e 4h 5b 6j 7c 8d 9f
10 i
1 $15,000, 3,000 kg 2 $200, 21 kg
page 66, Activity 24 3 $7,000, 850 kg 4 $98, 8 kg
a4 b6 c3 d1 e2 f5 1 the two-person tent 2 the circus tent
3 the circus tent 4 the two-person tent
1 Have you ever played in a music concert?
2 Did you bring your lunch to school today? 1c 2b
3 Have you ever been to a pop concert?
4 Have you ever met someone famous?
5 Did you swim in the ocean last summer? 1b 2b 3a 4c

1 favorite 2 fourth 3 read 4 ago 5 because 1 complicated 2 excited 3 brilliant 4 amazing
6 himself 7 like 8 and 9 good 10 dies
a3 b4 c2 d1
Unit 7, Space
page 68, Activity 1
1 aliens in the field. He felt scared.
1 telescope 2 astronaut 3 spaceship 4 Moon
2 are we?” Jake said, “You’re on Earth.” The aliens
5 planet 6 star 7 alien 8 comet 9 satellite
wanted to go to the fourth planet from the Sun.
10 Sun
3 had dreams about aliens. Three days later, there was
a postcard for him from the aliens. It wasn’t a dream.
page 68, Activity 2
1b 2e 3d 4c 5a page 75, Activity 18
1 sleeping bags 2 blue 3 telescope 4 important
page 69, Activity 3
5 Neil 6 Buzz 7 Yuri 8 Saturn
1 spaceship 2 aliens 3 how 4 telescope
5 drawing page 76, Activity 21
1h 2j 3e 4a 5d 6i 7b 8c 9f
page 69, Activity 4
10 g
14
2 Where is the astronaut? 1 page 76, Activity 22
3 Why is the astronaut angry? 2
1 What are 2 Where did 3 How did 4 Why
4 What is Alien B doing? 5
5 What is 6 When did
5 How did the aliens get in? 3
page 70, Activity 6
2 Which is the most interesting planet?
One or two syllables: kind, pretty, scary, small,
3 Which is more difficult, English or science?
smart, tall
Three syllables or more: complicated, difficult, exciting,
frightening, important, intelligent
1 that 2 first 3 great 4 most 5 second
6 less 7 more 8 third 9 least 10 important

Unit 8, The environment page 85, Activity 20
2 smallest biggest 3 wettest driest 4 five nine
page 78, Activity 1 5 lake volcano
1 paper 2 trash 3 recycle 4 reuse 5 use
6 turn off page 85, Activity 21
1d 2d 3c 4b
page 78, Activity 2
1 Five 2 Eight 3 Seven 4 Three 5 Twenty-three page 86, Activity 22
1b 2f 3h 4j 5a 6d 7i 8c 9g
page 79, Activity 4 10 e
1 school 2 soccer 3 movie theater 4 Eat pizza
5 Felipe page 86, Activity 23
1 going to 2 pick up 3 bottles 4 save
page 79, Activity 5 5 turn off 6 use 7 will
1 Is Tom going to play soccer in the park on Tuesday?
Yes, he is. page 86, Activity 24
2 Is Tom going to go to the movie theater on Thursday? 1 If you use public transportation, c
No, he isn’t. 2 If you pick up trash, e 3 If you recycle paper, d
3 Is Tom going to call Joe on Friday? No, he isn’t. 4 If you turn off the lights, b 5 If you recycle bottles, a
4 Is Tom going to eat pizza on Thursday? Yes, he is.
page 80, Activity 7
1 because 2 practicing 3 going to 4 next
1c 2d 3b 4a 5 I’m 6 If 7 will 8 are 9 dinner 10 have to
page 80, Activity 9
Reuse: plastic bags Goodbye
Reduce: waste, pollution
Recycle: bottles, paper page 88, Activity 1
1F 2F 3T 4F 5F 6T
a3 b1 c4 d2 e6 f5 page 88, Activity 2
1 It’s Bella’s.
page 81, Activity 11 2 They used it to hide from the rhino.
2 recycle paper, save trees 3 Dot and Zeb Martin made the music.
3 pick up trash, keep the planet clean 4 Because they needed it to call their people.
4 use public transportation, reduce pollution 5 It’s Zeb Martin’s.
5 reuse plastic bags, reduce waste 6 They were on top of the mountain.
6 turn off the lights, conserve energy
page 88, Activity 3
page 82, Activity 12 1 Yes, it did. 2 Yes, she was. 3 No, he wasn’t.
1c 2b 4 Yes, it was. 5 No, they didn’t. 6 Yes, they did.

a2 b1 c3 d4 1 sports 2 Felipe 3 slide 4 ice cream
5 campfire 6 States 7 doesn’t help clean up
page 84, Activity 17 8 Spain 9 palace 10 singing
11 Flo 12 cheetahs 13 bottles 14 450
1 tomorrow 2 trash 3 bottles 4 plastic
5 cleanest 6 going 7 buses page 91, Activity 7
page 84, Activity 18 1 Why 2 What 3 Which 4 Who 5 Where
6 When 7 How
1 Niki’s class is going to have a Green Day.
2 She’s going to make Green Day posters.
3 She wants to borrow a bike.
4 Yes, she is.

Assessment
Two types of assessment Placement Test A
10 points or below: Place in a Level 1 class.
1 Assessment for learning 11–40 points: Place in a Level 2 class.
2 Assessment of learning 41–80 points: Place in a Level 3 class.
There are many activities and techniques throughout the 81 points or above: Give Placement Test B.
Poptropica English Teacher’s Edition which will help you Placement Test B
assess where your students are in their learning. 10 points or below: Give Placement Test A.
There is a wide range of tests to be used after each unit, to 11–40 points: Place in a Level 4 class.
review multiple units, and at the end of the level. However, 41–80 points: Place in a Level 5 class.
any test can be used either as an assessment for learning 81 points or above: Assign to a Level 6 class.
or assessment of learning. Using tests as an assessment
of learning usually takes place after the learning, and this
provides information about what the student is achieving Unit Tests
by giving a grade. You can also use tests as an assessment
There are eight Unit Tests in each level of Poptropica
for learning, providing specific feedback on students’
English. These test the learning objectives from each
strengths and weaknesses as part of the continuing
unit. Have students take the Unit Test after studying
learning process. It is a combination of both types of
each of the eight core units.
assessment which can provide powerful tools for helping
students on their learning adventure.
Review Tests
Placement Tests There are four Review Tests in each level of Poptropica
English, covering Units 1–2, 3–4, 5–6, and 7–8. These
There are two Poptropica English Placement Tests. These
can be given after completion of every two units in the
will help you grade students and place them into the
Student Book.
appropriate level of Poptropica English.
Placement Test A can be found in Teacher’s Editions
1–3. It covers the language from Levels 1–3.
Placement Test B can be found in Teacher’s Editions 4–6.
End of Level Test
It covers the language from Levels 4–6. Both Placement Each level of Poptropica English contains an End of
Tests are available on Poptropica English World. Level Test, covering Units 1–8. This should be used in
combination with ongoing assessment in class.
Choosing the appropriate test
When choosing a test, try to find out if the student
has studied English before, and to what level. Use this
Exam preparation
information to decide whether the student would fit For students taking the Cambridge Young Learner Exams,
better into a lower-level class or upper-level class. Give there are some exam-style activities in the Review Tests.
Placement Test A to students better suited to a lower-
level class, and Placement Test B to students better Procedure
suited to an upper-level class. If in doubt, have the • Copy the test for students, and have them write
student start with Placement Test A, and if necessary their name.
continue the assessment with Placement Test B. • Play the audio, and have students complete the
listening activities. Then set students a time limit
Procedure within which to complete the remainder of the test.
• Make a copy of the test pages, and complete the • Check the answers against the Answer Key on pages
student’s name and the date at the top of the page. 179–182. Write the total score in the space provided.
• Begin with the speaking part. Prepare the relevant • When handing tests back to students, go through the
Picture Cards. answers and explain any errors.
• Give the rest of the Placement Test to the student. Play
the audio for the student to complete the listening part.
• Allow student 20 minutes to complete the test.
• Check the answers against the Answer Key.
173

Tests Script
Placement Test B a big competition coming up soon. Our school is one
of the best in the country at playing chess! I think you
are pretty good at chess, then.
B
C:05
Listen and draw a line from the name 3 Yesterday, I had a practice chess match at school, but
to the correct picture. I had to go shopping. Yes. I had to go shopping, too.
1 Can you see that girl? Which girl? That one. That’s It’s summer vacation soon, and my parents wanted
Kim. Kim likes skateboarding. me to buy some new clothes. My parents did the
2 Can you see her sister, Jenny? Which one is Jenny? same. They said they needed some new shorts and
She’s skipping. Oh, yes, I can see her. summer sandals.
3 There’s a boy cooking. Yes, I can see him. What’s his 4 So where are you going on vacation? Mom and dad
name? That’s Dan. Dan likes cooking. decided they wanted to go somewhere warm. So
4 There’s Sam. Does Sam like walking the dog? Yes, he we’re going to the south of Spain. Where are you
does. going? We’re going to Spain, too. Somewhere near
5 And that’s Bill. Bill likes skiing. Oh, yes, I can see him. Malaga, I think.
5 I’ll look out for you. I think we’re going to Malaga,
C Listen and write. too! My dad wants to go walking in the mountains,
C:06
and also to see some caves near there. We have to
Hi. I’m Janet. I’m ten. I have short brown hair and go, too. I like walking in the mountains, but I don’t
green eyes. I love tennis. I am very sporty. What’s like going inside caves. I think they’re dark and scary!
your name? I know the caves you mean. We’re going there, too.
I’m Pete. I’m ten. I have short dark hair and brown Maybe we’ll see you there!
eyes. I am friendly and helpful. And this is Frank. 6 Well I’m happy we’re going somewhere warm this
Yes, that’s me! I’m Frank. I’m eleven. I have spiky year. Last year my parents wanted to go to India but
brown hair and blue eyes. I love school, and I am that was too expensive. So… we went to England! Can
hard-working. And, who are you? you imagine! It rained every day! We went to England,
Me… well, I’m Sophie. I’m eleven and, as you can too. We stayed on a farm in the south west. It was
see, I have long brown hair and blue eyes. I don’t like very relaxing. But it rained every day as well! So, this
sports. I am a little lazy. And this is my good friend, year, it has to be warmer!
Emma.
Hi, everyone. I’m Emma. I’m ten. I have short dark F
C:09
Listen. Then choose the correct
hair and brown eyes. I love drawing and painting. I am answer.
very creative.
1 How do you get to the movie theater, please? You go
D Listen and write. straight, then turn left after the bank, down Maple
C:07
Street. The movie theater is at the end of Maple
This is Carl. He’s my best friend. He’s really helpful, Street. Thank you!
but very lazy! He never makes his bed in the morning. 2 Should we get something to eat after the movie,
And he lives right next to school, but always arrives Rose? Yes, please, Dad! Do you want to get pizza or
late! He doesn’t leave home until 9 o’clock! In class, he a burger and fries? Can we get noodles, Dad? I love
sometimes makes notes, but not always. Then he asks them! Yes, of course.
me for my notes! After school, we often meet up with 3 Here you are, Mr. Smith. This is the name of the
our other friends. We talk or kick a ball around for ten medicine I want you to take. Thank you, doctor. Can
minutes before our parents pick us up. I go home with I get it at the supermarket? No, you have to go to the
Carl, and we do our homework together. We usually do pharmacy. There’s a pharmacy next to the hospital.
our homework in the living room. Then Carl’s mom takes 4 I’m sorry I’m late for class, Miss Trent. I missed my
me home. bus. What happened? Did you wake up late? No,
Miss. My bus arrived, but then I dropped my bag, and
E
C:08
Listen and check the box. everything went on the ground. I picked everything up,
1 I didn’t know you could play percussion, Anna. I but the bus didn’t wait for me.
started playing the drums when I was four! My dad’s 5 Where do you live, Oliver? Do you know where the
a professional musician, and he wanted me to learn to bookstore is? Yes, on Westport Drive? That’s right.
play an instrument before I could write! Wow! Let’s Well, go to the end of Westport Drive and turn left,
hear you play. OK. It gets very loud… and you’ll see an Italian restaurant. Our house is on
2 So what are you good at Harry? Me? Nothing in the opposite side of the road.
particular. I like playing video games, but I’m not that 6 Hi, Tom. You don’t look happy. What’s the matter?
good. I play chess for the school. I like chess. We have Was the math test difficult? No, it was fine. How was
174

soccer practice? OK, but they didn’t choose me for Fourth, which animal is the tallest? Fifth, which animal
the school soccer team. I really wanted to be on the is the shortest? Sixth, which animal is the biggest?
team this year. Oh, maybe next year. How about your Seventh, which animal is the smallest? And the eighth
favorite paella for dinner? question is… which animal is the heaviest?
G
C:10
Read then listen. Correct ten differences. 2
C:14
Listen. Then write the answers.
Hi, Jenny. It’s Ben here. I am on an amazing trip. I am in 1 How heavy is it? It’s six hundred and fifty kilograms.
Mexico. I am visiting some interesting places, and doing 2 How heavy is it? It’s eight hundred and four kilograms.
some exciting activities. Yesterday, I was diving in the 3 How heavy are they? They’re three hundred and
sea. It was blue, blue, blue! I saw a lot of fish. They were thirteen kilograms.
all different colors, shapes, and sizes. Yesterday evening, 4 How long is it? It’s five meters long.
I went to a concert. The band was amazing! They were 5 How long are they? They’re two and a half meters long.
playing the drums and dancing. The dancing was so fast. 6 How long is it? It’s eleven meters long.
It was so exciting. We were all dancing at the end!
Today, I am visiting some pyramids. They are in the
rain forest. Then, I am climbing a volcano. I‘m not good Unit 3
at climbing but I am good at taking pictures! In the
evening, we are swimming in the ocean. 1
C:17
Listen and circle.
1 Excuse me. How do I get to the supermarket? Go
Unit Tests straight on this road. Then take the second left and
the supermarket is on the right, next to the swimming
pool. Thank you.
Unit 1 2 Excuse me. How do I get to the coffee shop? If you
want to go to the coffee shop, turn right at the corner,
1
C:11
Listen. Then circle T for True or then go straight, and it’s on the left between the
F for False. bookstore and the pharmacy. Thank you.
3 Excuse me. How do I get to the station? Go straight
1 Hi, I’m Joanna. I’m at an adventure camp with my
ahead… towards the river. Go over the bridge and the
family. This is Will. He’s my little brother. He loves
station is in front of you. Thank you.
adventure camps because he’s really good at sports.
4 Where do you want to go? I want to go to the arcade.
2 Mom and dad love camping. They camp every
How do I get there? Take bus number 33 from this bus
weekend when the weather is sunny, and they camp in
stop and get off at Green Street. The arcade is in front
the rain and snow, too!
of the bus stop. Thanks.
3 My two older sisters, Sarah and Kim, are pitching their
5 I want to go to the bank. How do I get there? If you
tent. At the moment, they’re putting in the pegs.
want a bank, you’ll have to go into town. There isn’t a
4 I can’t see dad. He’s doing everything! Oh… there he
bank near here.
is. He’s putting up my brother’s tent.
5 And Sonia… that’s my sisters’ friend… she’s setting up 2 Listen. Then write the order.
the beds in the tents. We all have warm sleeping bags. C:18
6 Mark is over there. He’s the boy with the dark hair. 1 Jill wants to go to the park. First, you have to walk
He’s carrying a big blue backpack. Can you see him? straight on from the bus stop. At the end of the
road, you need to turn left. Then, go across the road.
2
C:12
Listen and circle. Continue along this road and go past the hospital.
The park is on the right. It’s opposite the museum.
1 Will can’t play football but he can pitch a tent.
2 Gareth wants to go to the airport. First, you have to
Camping is his favorite activity.
catch a bus from the bus stop next to the bank. Then,
2 Joanna’s mom can read a map and read a compass.
you have to get off the bus at the library. Go across
She loves map reading.
the road to the station. Inside the station, take the
3 Sarah and Kim can pitch and take down a tent, but
airport express train. It leaves every ten minutes.
they can’t make and light a campfire.
Then, get off the train and cross the bridge. The airport
4 Oh, no! Sonia is putting the sleeping bags in the tents,
is right there, in front of the castle. It’s very small.
and her sleeping bag isn’t in her backpack!
Unit 2 Unit 4
1 Listen. Then write the order.
1
C:19
Listen. What did they eat? Check.
C:13
1 What did you have for lunch yesterday, Sarah? I had a

First, which animal is the fastest? Second, which animal
big bowl of noodles. What about you, Tom? What
is the longest? Third, which animal is the lightest?
did you have? I had some sushi – my favorite!
Tests Script 175

2 What did you have for dinner last night? I had some 5 My sister was watching a comedy show on TV. I didn’t
rice and beans. What about you? Mom cooked a pizza. want to watch it. She watched it by herself.
3 Did you have lunch at home today? Yes. I had
dumplings. Mmm… I had an omelet. Mmm… 2
C:27
Listen and write. Then match.
I’m hungry! 1 Have you ever played the harp, Christine? No, I
haven’t. I want to learn but it’s very difficult.
2
C:20
Listen. Then circle T for True or F for 2 Have your mom and dad listened to your brother
False. playing the clarinet in a concert? Yes, they have. They
Yesterday wasn’t a good day. Everything went wrong. always enjoy themselves.
First, I got up late and missed the bus. When I got to 3 Has your sister found the triangle? Yes, she has. Here
school, I was late for my first class. Then, when I looked it is.
in my bag for my math book… Oh, no! It wasn’t there. 4 Have you seen my harmonica? No, I haven’t. Is it in
Then I had history. My history teacher gave us a test. I your school bag?
didn’t study for the test and I got five out of ten! Ugh! 5 Has Bob bought a saxophone? Yes, he has. He bought
At lunchtime, I went to the lunch room with my friends one last week.
and opened my bag. No lunch. Oh, no! I didn’t pack my 6 Have you ever played the drums, Ron? Yes, I have.
lunch box. But… I had some juice in my bag. I did bring I played them at my fifth birthday party.
something!
Unit 7
Unit 5
1
C:30
Listen and check.
1
C:24
Listen and match. Listen to this! A new planet has been found. They are
1 What will you do today, Sue? First, I’ll go to the sending two astronauts up in a rocket. They need to get
palace, and then I’ll play miniature golf. closer to the planet and take pictures. They will take the
2 What will you do today, Julie? I’ll go to the botanical newest telescopes and computers with them. Maybe
gardens, and then go on the pirate ship. they will find aliens there, or see other spaceships! We
3 What will you do today, Mike? I’ll go to the water ought to find out where this planet is, and go outside
park, and go on the paddle boats. I love the with my mom’s telescope!
water park.
4 What will you do today, Sam? I’ll go to the circus first. 2
C:31
Listen and write.
Then, I’ll ride the roller coaster. I’m reading a cool book at the moment. It’s about an
5 What will you do today, Charlotte? I’ll go to the alien. He’s really intelligent. The story tells you about
aquarium, and then I’ll ride the Ferris wheel. his amazing journey through space. He visits a lot of
6 What will you do today, Brett? I’ll go to the different planets and meets some very scary monsters.
amusement park, and go on the bumper cars. It’s like a frightening sci-fi movie! Then one day a boy
wants to look at the night sky. He asks his dad if he
2
C:25
Listen and write. can use his dad’s new telescope. His dad says yes, but
Hi, Claire. What will you do tomorrow at the it’s a very complicated telescope. Dad says he’ll help
amusement park? Hi, Rob. First, I’ll play miniature his son to use it. They look at the sky every night. Then
golf. Then, I’ll go on the pirate ship. Next, I’ll go on the one night, they see a gorgeous star. “What’s that?”, the
bumper cars. Then, I’ll ride the roller coaster. I think I’ll boy asks his dad. “I haven’t seen that star before.” A
ride the Ferris wheel after the roller coaster. And last, little later, the star moves really quickly and… it lands in
I’ll go on the paddle boats. their yard. “We’d better get ready for aliens,” dad says
to the boy. “No way!” The boy and his dad go out into
the yard and… I’m not going to tell you the rest… It’s a
Unit 6 really fascinating story and an important lesson. It’s all
about helping each other and trying to understand each
1
C:26
Listen and match. other. You ought to read it!
1 I love musicals. Last week, my sister and I went to a
children’s musical by ourselves.
2 Johnny wrote a sci-fi story in school by himself. It was Unit 8
very good.
3 Do you like these cartoons? I drew them myself.
1
C:32
Listen and write the order.
4 I didn’t want to watch a romance so my mom and dad This week I’m going to help protect the environment.
went by themselves. On Monday, I’m going to go to school on my bike, or
take the bus. On Tuesday, I’m going to recycle the green
and brown bottles. On Wednesday, I’m going to pick up
176 Tests Script

all the trash at school, and at home. On Thursday, I’m 2 Listen to Josh and check.
C:16
going to put paper I don’t want in a recycling bin. On
Friday, I’m going to turn off all the lights when I’m the Hi, I’m Josh. I love being outside on the weekend. I really
last person to go out of a room. On Saturday, I’m going like camping, and I often go with my friend, Sam, and
to take old plastic bags to use when I go shopping with his dad. I’m good at pitching a tent, and Sam’s good
mom and dad. at lighting a fire. Sam’s dad always sleeps on an air
mattress, but Sam and I don’t. We sleep in our sleeping
2 Listen and match. bags with no mattress! Sometimes we go hiking, and
we use a compass. It’s cool, but I’m not very good at
C:33
1 I’m Liz. At school, we’re going to do a project on reading a compass. Sometimes we hike all day. Sam is
helping to protect our environment. Each person in the much faster than me, and he always tells us to hurry up!
class can do one job every day. I can go to school by I also spend a lot of my free time reading about animals.
bus. My mom usually takes me by car, but I’m going to My favorite animals are wild cats. I like panthers and
try and catch the bus every day next week to reduce cheetahs, but my favorite is the tiger. It’s the largest wild
pollution. cat. It’s usually more than three meters long and nearly
2 I’m Jenny. I go shopping with my mom and dad four hundred kilograms – that’s heavier than me and my
every weekend. I can take old plastic bags to put two brothers! They are also really fast. They can run
the groceries in. That will help the environment by between 50 and 65 kilometers per hour, but that’s still
reducing waste. slower than the cheetah!
3 I’m John. I can help the environment by using two
sides of a piece of paper. Then, I can put the paper in
a paper recycling bin, and help to save trees. Review Test 2
4 I’m Harry. I can collect empty bottles. First, I can
wash them, and then I can recycle them to help save 1
C:21
Listen. Then choose the correct answer.
resources. 1 How do you get to the movie theater, please? You
5 I’m Barnie. I can help the environment by conserving go straight, then turn left after the bank down Maple
energy. At home, I can turn off all the lights when we Street. The movie theater is at the end of the street.
go out. At school, I can turn off the lights when we go Thank you!
into the playground. 2 Shall we get something to eat after the movie, Rose?
6 I’m Vivien. I can pick up trash in the playground. Some Yes please, Dad! Do you want to have curry or fish and
children drop empty food bags and drink cartons chips? Can we get noodles, Dad? I love them! Yes, of
everywhere. I can try and help keep the planet clean… course.
starting with school! 3 Here you are, Mr. Smith. This is the name of the
medicine I want you to take. Thank you doctor. Can I
get it at the supermarket? No, you have to go to the
Review Tests pharmacy. There’s a pharmacy next to the hospital.
4 I’m sorry I’m late for class, Miss Trent. I missed my
bus. What happened? Did you wake up late? No, I
Review Test 1 didn’t. My bus arrived but then I dropped my bag, and
everything went on the floor. I picked everything up but
1
C:15
Listen and draw lines. There is one the bus didn’t wait for me.
example. 5 Where do you live, Oliver? Do you know where the
What’s this photo of, Emily? It’s from our camping trip bookstore is? Yes, on Station Road? That’s right. Well,
in Australia. Look, there’s my brother Robert. He’s go to the end of Station Road and turn left, and you’ll
helping my dad pitch the tent. Who’s the other boy? see a small park. Our house is on the opposite side of
Which one? The boy with the blonde hair? No, the boy the road.
with dark curly hair. Oh, he’s my cousin, Harry. He’s 6 Hi, Tom. You don’t look happy. What’s the matter?
looking at the koala in the tree. It was so cute! Can you Was the math test hard? No, it was fine. How was
see my Aunt Rose? Is she wearing a hat? No, that’s my soccer practice? OK, but they didn’t choose me for
mom. Aunt Rose is the woman with long hair who looks the school soccer team. I really wanted to be on the
really scared! Why? There’s a scorpion on her backpack! team this year. Oh, maybe next year. How about your
Oh, no! I hate scorpions. Yes, me too! That’s her son favorite paella for dinner?
Jack who’s jumping on the air mattress. Aunt Rose
wasn’t very happy with him! Who’s the man lighting 2
C:22
Listen and check the things you hear.
the fire? The one with the glasses? That’s my dad’s What do you want for dinner, Emilia? Can we have fish
friend, John. He’s an explorer! Wow! Who’s the girl and chips, Mom? I cooked that yesterday! How about
holding the compass? She looks confused! It’s my little something different? Some soup? Noodles? Umm… can
sister Hannah. My cousin’s teaching her how to read a we have curry? That’s my favorite food! Yes, OK. Now,
compass. It looks like you had a great time! are you ready for school? Is your school bag ready?
Tests Script 177

Yes, Mom – I packed it last night. I want to go to the 3 Listen and color. Then write and draw.
C:36
shopping mall so I can drive you to school today. Great!
I don’t like the bus. Thanks, Mom! Come on then. Put Can you see the boy putting paper in a recycling box?
your shoes on. Can you color his T-shirt blue? There is the word ‘PAPER’
on the box. Can you color the box green? Now, can you
3 Listen again. Write the missing words. see the girl next to him? She’s holding a plastic bag. I’d
like you to color in the bag red. She’s putting bottles into
C:23
[Repeat of the previous track] a recycling box. Can you write the word ‘GLASS’ on her
recycling box? Next to the girl, there’s a bag of trash. Can
you color the bag blue, please? Can you see the spaceship?
Review Test 3 There are four circles on the spaceship. Can you draw a
fifth circle on the side of the spaceship? Now color the
1
C:28
Listen and put the pictures in the circle in brown. There are two aliens in the spaceship. Can
correct order. you color the smaller alien purple, please? Can you see the
What will you do tomorrow, Ben? I think first I’ll get Moon? Can you color it in yellow, please? Can you also
up and watch my favorite cartoons on TV. Then I’ll draw a star in the sky, on the left of the Moon?
go to my friend Jacob’s house and we’ll play some
End of Level Test

music together. I play the cello and Jacob plays the
saxophone. Great! And in the afternoon? I think we’ll go
to the botanical gardens with my mom. It’s her birthday,
and she loves plants and flowers. Oh, that sounds 1
C:37
Listen and circle.
boring! It’s OK, actually. Have you ever been? There’s a
I’m going to the mountains next weekend. I can’t wait!
lake next to the gardens with paddle boats. And there’s
I’m going camping with my aunt and uncle. They go every
a small aquarium. Oh, right. That sounds alright. And
weekend. I’m taking my green and purple backpack, and a
my dad said he’ll take us to the movie theater in the
compass. I learned to read a compass last summer. I’ll put
evening. Will you see that new action movie? It looks
my new sleeping bag in the backpack. My uncle is taking
really good. No, my sister doesn’t like action movies so
the tent, and my aunt is taking the sleeping bags. We’re
we’ll watch a comedy.
going to make a fire and cook on the fire. My favorite camp
2 Listen again. Complete the sentences. food is rice and beans.
C:29
[Repeat of the previous track] 2

C:38
Listen. Then check.
1 Hi, Hilary. What wild animals have you seen? I’ve seen
Review Test 4 lots of wild animals. Have you seen a rhino? No, I
haven’t. Have you seen a scorpion? Yes, I have. I saw a
1 Listen and write the question words. scorpion in Egypt last year. Have you seen a cheetah?
C:34
No, I haven’t. Have you seen a whale? Yes, I have. I saw
1 Why is it a good idea to use public transportation? a whale in Argentina. Have you seen a turtle? Yes, I
2 Which planet is the biggest? have. I saw some wild turtles in Greece last summer.
3 Who does the most recycling in your family? 2 Hi, Pete. What animals have you seen? Have you seen a
4 When are they going to send someone to the rhino? Yes, I have. I saw one in the wildlife park. Have
Moon again? you seen a scorpion? No, I haven’t. Have you seen a
5 Where are you taking that trash, Oliver? cheetah? No, I haven’t. Have you seen a whale? Yes, I
have. I saw a whale last year. It was really big. Have
2
C:35
Listen and complete the sentences. you seen a turtle? No, I haven’t.
1 Why is it a good idea to use public transportation?
Because it reduces pollution. 3
C:39
Listen and match.
2 Which planet is the biggest? Jupiter is the largest and 1 I’m Donna. I missed the plane because there was a lot of
heaviest planet. traffic on the road. We arrived twenty minutes late!
3 Who does the most recycling in your family, Jenny? 2 I’m Linda. I packed my bag last night and forgot
My mom. My dad sometimes forgets to recycle, and my diary.
puts glass bottles in the trash.
4 When are they going to send someone to the Moon 4
C:40
Listen. Then number in order.
again? I don’t know but I think NASA plans to send
astronauts to Mars one day. I’m in a band. There are five people in the band. We’re
5 Where are you taking that trash, Oliver? It’s not going to have a concert for our families. I’m going to play
trash; they’re old plastic bags. I’m going to reuse the drums. Then Stuart, he’s going to play the saxophone.
them. He’s really good. Then, Barry is going to play the triangle,
and the tambourine. And Michelle is playing the clarinet.
We’re going to play instruments, and Alice is going to sing.
178 Tests Script

Tests Answer Key
Placement Test B Unit Tests
B
Unit 1
Kim-skateboarding, Jenny-skipping, Dan-cooking,
Sam-walking the dog, Bill-skiing Reading and writing
1 1 flashlight, b 2 first-aid kit, e 3 tent, a
C
4 compass, d 5 poles, c
1 Janet: 10; short brown; green; very sporty/loves tennis 21b 2e 3c 4a 5d
2 Pete: 10; short dark; brown; friendly/helpful 3 1 tents 2 pegs 3 sleeping bags 4 fire 5 fire
3 Frank: 11; spiky brown; blue; hard-working/loves school 6 compass
4 Sophie: 11; long brown; blue; doesn’t like sports/is lazy 4 Student’s own answers
5 Emma: 10; short dark; brown; drawing and
painting/creative Listening and speaking
11F 2T 3F 4F 5T 6T
D
2 1 can 2 read a compass 3 light a fire
1 never 2 always 3 sometimes 4 often 5 usually 4 sleeping bag
3 Student’s own answers
E
1B 2C 3A 4A 5B 6A Unit 2
F
Reading and writing
1b 2a 3b 4c 5c 6a 1 1 rhino, c 2 cheetah, a 3 panther, f 4 lemur, e
5 meerkat, b 6 whale, d
G
2 1 Yes, they are. 2 Yes, they are. 3 No, it isn’t.
2 trip 3 Mexico 4 diving 5 playing the drums 4 Yes, they are. 5 No, they aren’t. 6 Yes, they are.
6 dancing 7 pyramids 8 rain forest 9 volcano 3 1 smallest 2 slowest 3 fastest 4 biggest
10 swimming 11 in the ocean 4 Student’s own answers
H Listening and speaking

1 yes 2 no 3 yes 4 no 5 no 6 yes 7 yes 1a5 b2 c8 d1 e4 f6 g3 h7
2 1 650 2 804 3 313 45 5 2.5 6 11
I 3 Student’s own answers
1 No, it wasn’t. 2 Yes, it was. 3 No, it wasn’t, it
was boring. 4 Yes, it was. 5 Yes, it was. Unit 3
J
Reading and writing
1 do 2 went 3 been 4 rode 5 Did 1 1 movie theater 2 shopping mall 3 pharmacy
6 wasn’t 7 lost 8 drove 4 castle 5 hospital 6 airport
2 1 past 2 next to 3 left 4 at the end of
5 right 6 at the corner
Listening and speaking

11b 2b 3a 4a 5a
21 a1 b4 c3 d2 e5 f6
2 a4 b6 c5 d2 e3 f1
179

Unit 4 Listening and speaking
11d 2e 3a 4b 5c
Reading and writing 2 1 played, b 2 listened, a 3 found, c 4 seen, f
11d 2b 3e 4c 5a 5 bought, d 6 played, e
21F 2T 3F 4F 5T 6T 3 Student’s own answers
3 1 She played with a ball. 2 She missed the bus. 3
She wanted to drink some juice. 4 She passed an
exam. 5 She packed the bag. Unit 7
Listening and speaking Reading and writing
1 Tom: sushi, rice and beans, omelet 1 1 telescope 2 planet 3 astronaut 4 Moon
Sarah: noodles, pizza, dumplings 5 spaceship 6 satellites
21F 2F 3T 4F 5F 6T 21F 2T 3T 4T 5F
3 Student’s own answers 3 Student’s own answers

Unit 5 112356
2 1 book 2 alien 3 journey 4 sci-fi movie
Reading and writing 5 telescope 6 star 7 story 8 lesson
11c 2e 3a 4d 5b 3 Student’s own answers
2 1 Did Polly go on the paddle boats? Yes, she did.
2 Did Jack and Adam ride the Ferris wheel? No,
they didn’t. Unit 8
3 Did Marcus go to the circus? Yes, he did.
4 Did your mom and dad ride the roller coaster? Yes, Reading and writing
they did. 1 2 pick up trash 3 turn off the lights 4 reuse
3 1 She’ll go to an amusement park. plastic bags 5 use public transportation
2 She’ll go on the pirate ship first. 6 recycle paper
3 She’ll go on the paddle boats. 22a 3d 4f 5b 6e
4 She’ll ride the roller coaster. 3 1 He’s helping them protect the environment.
4 Student’s own answers 2 Jake’s first job is to collect the trash.
3 She’s going to recycle paper.
Listening and speaking 4 He’s going to get the train to work.
11f 2c 3a 4b 5e 6d 5 He’s going to turn off the lights.
2 1 miniature golf 2 pirate ship 6 She’s going to put them in her mom’s car.
3 bumper cars 4 roller coaster
5 Ferris wheel 6 paddle boats Listening and speaking
3 Student’s own answers 1a4 b5 c3 d6 e1 f2
21c 2d 3a 4e 5b 6f
Unit 6
Reading and writing
11d 2c 3a 4e 5b
2 1 Have you ever played the cello?
2 Have you ever been to a musical?
3 Have you ever played the harmonica?
4 Have you ever listened to the harp? (open answers)
31T 2F 3F
180 Tests Answer Key

Review Tests Listening and speaking
11b 2a 3b 4c 5c 6a
2abcdh
Review Test 1 3 1 cooked 2 curry 3 packed 4 shopping mall
Reading and writing 5 Student’s own answers
11e 2b 3d 4f 5a 6c
21a 2e 3d 4c 5f 6b
3 1 going 2 putting 3 doing 4 fastest 5 at Review Test 3
6 tallest
4 Water animals: whale Reading and writing
Land and water animals: otter, sea turtle 1 Instruments: saxophone, castanets, harmonica,
Land animals: tiger, meerkat, scorpion, rhino drums, maracas
5 1 panther 2 flashlight 3 rhino 4 compass Movies: thriller, cartoon, romance, musical, comedy
5 meerkat b comedy c harmonica d cartoon e drums
6 1 larger 2 easier 3 lighting 4 smallest f saxophone g castanets h musical i romance
5 watching j thriller k maracas
7 Student’s own answers 21h 2d 3f 4g 5a 6c 7e 8b
31f 2e 3a 4d 5b 6c
Listening and speaking 4 1 do 2 went 3 been 4 rode 5 Did
1 Harry – boy with short, dark, curly hair, looking at 6 wasn’t 7 lost 8 drove
koala in the tree; 5 Student’s own answers
Rose – woman with long hair, looking frightened at
seeing a scorpion; Listening and speaking
Jack – boy jumping on the air mattress; 1a3 b6 c4 d5 e2 f1
John – man with glasses, lighting the fire; 2 1 cartoons 2 cello 3 saxophone
Hannah – the girl holding the compass, looking 4 botanical gardens 5 paddle boats 6 aquarium
confused 7 movie theater 8 action 9 comedy
21b 2c 3b 4a 5a 6c 7b 8c 3 Suggested answers:
3 1 How fast can you swim? 1 The boy watched a movie/a musical at the movie
2 How far is your house from school? theater. In the movie a boy played the drums.
3 How heavy is your backpack? 2 The boy showed his dad some drums in a shop. The
4 How long is the school day? boy wanted to learn to play the drums.
5 How tall are you? 3 It was the boy’s birthday. His parents bought him
Student’s own answers some drums. He looked surprised and happy.
4 Student’s own answers 4 The boy had music lessons. He looks happy in the
picture. I think he enjoyed his lessons.
5 The boy played the drums in a theater./The boy
Review Test 2 became very good and played drums in a concert./
The boy played by himself in a theater.
Reading and writing 4 Student’s own answers
1 1 tower 2 station 3 pharmacy 4 sushi
5 hospital 6 omelet
21d 2f 3a 4b 5e Review Test 4
3 1 dropped 2 didn’t pack 3 missed 4 didn’t
pass 5 wanted Reading and writing
4 1 We played games at the arcade yesterday. 1 1 Which 2 Why 3 most 4 you 5 What
2 Simon watched a great movie last night. 6 going 7 if
3 We didn’t bring any drinks. 21d 2e 3a 4b 5f 6c
4 My mom cooked paella.
5 The schoolchildren didn’t visit the museum.
Tests Answer Key 181

3 1 The purple alien is the least intelligent.
2 You will see the satellite if you use the telescope.
3 They are going to look at the stars.
End of Level Test
4 The white spaceship is the most amazing. Reading
5 She says the astronomer is very interesting. 11b 2c 3b 4a 5c
4 1 A comet is less interesting than a planet. c
2 A big telescope is more complicated than a small Writing
telescope. f
3 I am going to recycle bottles. d 1 1 museum 2 astronaut 3 aquarium 4 sailor
4 She is going to recycle paper. a 2 1 Have 2 played 3 played 4 was 5 gave
5 They are going to use public transportation. e 6 liked 7 playing 8 didn’t practice 9 was
6 The green alien is more frightening than the yellow 10 weren’t 11 ask 12 play
alien. b 3 1 more interesting than 2 heavier than
5 Student’s own answers 3 less important than 4 the biggest
Listening
1 1 Why 2 Which 3 Who 4 When 5 Where
2 1 reduces 2 heaviest 3 glass bottles 1 1 mountains 2 camping 3 backpack 4 compass
4 astronauts 5 reuse 5 sleeping bag 6 tent 7 fire 8 rice
3 1 color the boy’s T-shirt blue 2 Hilary: scorpion, whale, turtle
2 color the paper recycling box green Peter: rhino, whale
3 color the plastic bag red 3 1 b, A 2 d, B
4 write ‘GLASS’ on the recycling box 4 1e 2c 3a 4d 5b
5 color the bag of trash blue
6 draw a circle on the spaceship Speaking
7 color the circle in brown 1 Suggested answers:
8 color the smaller alien purple 1 In picture 1, there are three stars in the sky. In
9 color the Moon in yellow picture 2, there are four stars in the sky.
10 draw a star in the sky, on the left of the Moon 2 In picture 1, there are four unhappy aliens. In
4 Suggested answers: picture 2, there are three unhappy aliens. The alien at
1 In picture 1, there are two astronauts in the the back is smiling.
spaceship. In picture 2, there is only one astronaut 3 In picture 1, the smallest alien is between the boy
in the spaceship. and a larger alien. In picture 2, the smallest alien is
2 In picture 1, the astronaut is going to put a flag in between two larger aliens.
the planet. In picture 2, the flag is in the planet. 4 In picture 1, the boy is running off to the left. In
3 In picture 1, the flag is gray with white stars on it. picture 2, the boy is running off to the right.
The flag in picture 2 is white with gray stars on it. 5 In picture 1, the boy’s feet are white. In picture 2,
4 In picture 2, there is an alien behind the astronaut. the boy has one white foot and one black foot.
5 In picture 1, there are five stars in space. In picture 2,
there are only three stars.
6 In picture 1, the planets are bigger than the planets
in picture 2.
7 In picture 1, there is a comet. In picture 2, there is a
satellite.
5 1 Which 2 Where 3 Why 4 When 5 What
Student’s own answers
182 Tests Answer Key

x Placement Test B
Name:
Score: / 120
A Ask students. (50 points)
Questions Marks Material

1 Do you…? 5 questions – Picture Cards of activities
What time do you…? score out of 5 from Level 4, or draw on the board
Vocabulary: have music/dance lessons, do karate/gymnastics, practice the piano/violin, learn to draw/cook, study English,
study math; 2:15, quarter after 2, 2:30, two-thirty, 2:45, quarter to 3
2 What is it? 5 questions – Picture Cards of natural features
Where is…? score out of 5 from Level 4, or draw on the board
Vocabulary: valley, bridge, river, path, cave, waterfall, mountain, vines, lake, sea, coast, hills, around, through, toward, past
3 What time do you…? 5 questions – Picture Cards of natural features
How often do you…? score out of 5 from Level 4, or draw on the board
Vocabulary: brush my teeth, make my bed, wash my face, clean my room, do my homework, meet my friends, study before
a test
4 What does he/she look like? 5 questions – Picture Cards for adjectives from Level 5, or draw on the
What is he/she like? score out of 5 board
Vocabulary: dark/light hair, light hair, handsome, beautiful, good-looking, bossy, kind, sporty, lazy, smart, shy, talkative,
helpful, friendly, hard-working, creative, patient
5 Is there…? 5 questions – score out Picture Cards of countries/places from Level 5, or
Are there…? of 5 use a map
Vocabulary China, Korea, Japan, Australia, the United States, Mexico, Colombia, Brazil, Argentina, Spain, Italy, Egypt,
India; statue, cave, volcano, city, town, farm, factory, castle
6 What’s he/she wearing? 5 questions – score out Picture Cards of clothes from Level 5, or draw on
How much…? of 5 the board
It’s/They’re…dollars/euros.
Vocabulary: jacket, swimsuit, watch, bracelet, wallet, handbag, umbrella, gloves, sunglasses, belt, hoodie; tight, baggy,
cheap, expensive, old-fashioned, modern
7 When do you have…? 5 questions – score out Picture Cards of adjectives / school subjects from
Do you like…? of 5 Level 5, or draw on the board
Vocabulary: interesting, boring, exciting, scary, funny, difficult, easy, romantic, relaxing; computer science, math,
geography, science, history, art, music, P.E.
8 Which animal is…? 5 questions – score out Picture Cards of animals from Level 6, or draw on
of 5 the board
Vocabulary: rhino, cheetah, panther, lemur, koala, whale, otter, sea turtle, tiger, meerkat, emu, scorpion; tallest, longest,
shortest, biggest, smallest, heaviest, lightest, fastest, slowest
9 Where’s the…? 5 questions – score out Picture Cards of places in town from Level 6, or
Is there a…? of 5 draw on the board
Vocabulary: library, park, movie theater, shopping mall, museum, bank, pharmacy, castle/tower, hospital, airport,
bookstore, station, arcade, video store; turn left at the supermarket, then go straight
10 Are you going to…? 5 questions – score out Picture Cards of activities from Level 6, or draw on
What are you going to…? of 5 the board
Vocabulary: recycle paper, recycle bottles, pick up trash, reuse plastic bags, turn off the lights, use public transportation;
save trees, save resources, keep the planet clean, reduce waste, conserve energy, reduce pollution
Photocopiable © Pearson Education Limited 2015 Poptropica English, Placement Test B 183
Z03_POEN_TB_06AME_1402_TEST.indd 183 14/12/2015 09:56

Placement Test B
B C:05
Listen and draw a line from the name to the correct picture. (5 marks)
Kim
Jenny
Dan
Sam
Bill
C C:06
Listen and write. (10 marks)
Janet Emma Pete Frank
Sophie
Janet Pete Frank Sophie Emma

Age 10
Hair spiky
brown
Eyes brown
Other love drawing
information
and painting
D C:07
1 Carl makes his bed in the morning.

2 He gets to school late.
3 He takes notes during class.
4 We meet our friends after school.
5 We do our homework in the living room.
184 Poptropica English, Placement Test B Photocopiable © Pearson Education Limited 2015

Placement Test B
E C:08
Listen and check (✓) the box. (6 marks)
1 What is Anna good at?

A singing B playing the drums C acting
2 What is Harry good at?
A playing video games B telling jokes C playing chess
3 What were Anna and Harry doing yesterday?
A shopping B doing their homework C watching a movie
4 Where are Anna and Harry going on vacation?
A Spain B Argentina C Italy
5 What are they going to do on vacation?
A visit a volcano B visit some caves C visit a castle
6 Where did they go on vacation last year?
A England B India C China
F C:09
Listen. Then choose the correct answer. (6 marks)
1 The movie theater is 2 Rose wants to eat

a at the corner of Maple Street. a some noodles.
b at the end of Maple Street. b pizza.
c next to the bank. c a burger and fries.
3 Mr. Smith has to go to 4 Kate missed her bus because
a the hospital. a she fell over.
b the pharmacy. b she was late.
c the supermarket. c she dropped her bag.
5 Oliver lives 6 Tom was unhappy because
a next to the bookstore. a he wanted to be on the soccer team.
b at the end of Westport Drive. b he failed his math test.
c opposite a restaurant. c he had paella for dinner.

Placement Test B
G C:10
Read then listen. Correct ten differences. (10 marks)
Hi Jenny. It’s 1 Tom Ben here. I am on an amazing 2 boat. I am in 3 Colombia. I am visiting

some interesting places, and doing some exciting activities. Yesterday, I was 4 fishing in the sea.
It was so blue! I saw a lot of fish. They were all different colors, shapes, and sizes. Yesterday
evening, I went to a concert. The band was amazing! They were 5 singing and dancing. The
dancing was so fast. It was so exciting. We were all 6 singing at the end! Today, I am visiting
some 7 statues. They are in the 8 town. Then, I am climbing a 9 castle. I‘m not good at climbing
but I am good at taking pictures! In the evening, we are 10 fishing 11 on the beach.
H Look and read. Write yes or no. (7 marks)
1 There are two pyramids.

2 There are two volcanoes.
3 There is a statue in front of the pyramid.
4 There are some factories.
5 There are two girls running races.
6 Three children are kicking a soccer ball.
7 A child is jumping on the trampoline.
186 Poptropica English, Placement Test B Photocopiable © Pearson Education Limited 2015

Placement Test B
I Read the timetable and complete the questions and answers. (5 marks)
Gemma’s homework schedule

Monday Tuesday Wednesday Thursday Friday
history science geography English music
boring exciting difficult easy interesting
1 Was Gemma’s homework on Tuesday history?
2 Was Gemma’s homework on Wednesday difficult?
3 Was Gemma’s homework on Monday exciting?
4 Was Gemma’s homework on Friday music?
5 Was Gemma’s homework on Thursday easy?
J Complete the conversation with the correct form of the verbs in the box. (16 marks)
be drive do ride be lose go do
Hannah: Hi Rachel. What did you 1 on the weekend?

Rachel: I2 to Greenfield Amusement Park with my family – it was
great! Have you ever 3 there?
Hannah: Yes, I love it! Did you ride the rollercoaster?
Rachel: No, I was too scared! I 4 the Ferris wheel, and I went on the
bumper cars.
Hannah: 5
you go on the water slide?
Rachel: Yes, I went on the water slide with my dad. He 6 very happy
because he 7 his keys!
Hannah: Oh, no! What happened?
Rachel: My mom came in her car and 8 us home!

1 Adventure camp Reading and writing
1 Unscramble the words. Then match. (10 marks) b

1 glafslihth a
2 rfits-dia ikt c
3 ntet
4 posscam
d e
5 olpse
2 Read and match. (5 marks)
1 cover a a compass
2 set up b my head
3 light c a fire
4 read d the pegs
5 put in e the bed
3 Read. Then complete. (6 marks)
compass fire (x2) pegs sleeping bags tents
I’m on an adventure camp with my class. It’s great. We’re camping. There are sixteen children.
We’re pitching four 1 . We’re putting in the 2 . I’m putting
the 3
inside. I have a new one. It’s very warm. It has feathers inside. This
evening, we’re lighting a 4 . We like singing songs around the 5 .
Tomorrow we’re hiking in the hills. I have a map and a 6
, and I have to find
the route.
4 Think of a favorite place by the ocean or river. Then write. (6 marks)
Where is it?
Are there any mountains/valleys/caves?
What are you doing?
Score: / 27
188 Poptropica English, Level 6, Unit 1, Test Photocopiable © Pearson Education Limited 2015

1 Adventure camp Listening and speaking
1 C:11
Listen. Then circle T = True or F = False. (6 marks)
1 Will isn’t good at sports. T/F

2 Joanna’s mom likes camping. T/F
3 Sarah and Kim are not putting in the pegs. T/F
4 Dad is lighting a fire. T/F
5 Sonia is setting up the beds. T/F
6 Mark is carrying a backpack. T/F
2 C:12
Listen and circle. (4 marks)
1 Will ( can / can’t ) pitch a tent.

2 Joanna’s mom can ( pitch a tent / read a compass ).
3 Sarah and Kim can’t ( light a fire / take down a tent ).
4 Sonia doesn’t have her ( sleeping bag / backpack ).
3 Look at the adventure camp. Then talk. (8 marks)
What are the people doing?
I’m/He’s/She’s… He/She He/She loves…

putting/pitching/ can/can’t... I love…
lighting/setting up…
Score: / 18
Whole test score: / 45
Photocopiable © Pearson Education Limited 2015 Poptropica English, Level 6, Unit 1, Test 189

2 Wildlife park Reading and writing
1 Read and look. Then match. (6 marks) a b c
1 rh kat
2 ch ther
3 pan ino
4 le ale
d e f
5 meer eetah
6 wh mur
2 Read and circle. (6 marks)
1 Are tigers more dangerous than meerkats? ( Yes, they are. / No, they aren’t. )
2 Are cheetahs faster than turtles? ( Yes, they are. / No, they aren’t. )
3 Is a scorpion heavier than an otter? ( Yes, it is. / No, it isn’t. )
4 Are emus taller than panthers? ( Yes, they are. / No, they aren’t. )
5 Are seals longer than whales? ( Yes, they are. / No, they aren’t. )
6 Are cheetahs the fastest animals? ( Yes, they are. / No, they aren’t. )
3 Look at the animals. Then read and choose. (4 marks)
1 The scorpion is the ( longest / smallest / tallest ).

2 The sea turtle is the ( fastest / slowest / biggest ).
3 The panther is the ( fastest / shortest / smallest ).
4 The whale is the ( slowest / biggest / shortest ).
4 Write about your favorite animal. (10 marks)
What is it? Is it taller/shorter/heavier…than…?

Where does it live? Is it the tallest/shortest/fastest…animal?
How big/heavy/tall…is it?
Score: / 26

2 Wildlife park Listening and speaking
1 C:13
Listen. Then write the order 1–8. (8 marks)
a shortest b longest
c heaviest d fastest
e tallest f biggest
g lightest h smallest
2 C:14
Listen. Then write the answers. (6 marks)
1 How heavy is it ? It’s kilograms.

2 How heavy is it? It’s kilograms.
3 How heavy are they? They’re kilograms.
4 How long is it? It’s meters.
5 How long are they? They’re meters.
6 How long is it? It’s meters.
3 Look at the animals. Then talk. (6 marks)
What animals are…?

Which animal is…?
Are/Is…the biggest/smallest/lightest/heaviest/longest/shortest…?
How tall/heavy/big…is it/are they?
Score: / 20

3 Where we live Reading and writing
1 Unscramble and write the places in a town. (6 marks)
1 voime eatthre
2 pnsopigh lmla
3 aprmahcy
4 asltce
5 opthsial
6 arotipr
2 Look at the map. Read. Then write. (6 marks)
supermarket shopping mall

park
movie station
arcade
theater
pharmacy
bookstore
my home restaurant park
coffee museum
shop
bank
police
library station
castle fire factory
station
at the corner at the end of left next to past right
A Start at the house. Turn right out of the house and go straight. Turn left into Station Road.
Go straight. Go 1 the movie theater. The shopping mall is 2 it.
B Start at the factory. Come out of factory and turn right. Continue straight. Turn 3
into Green Road. Go straight, then turn left into Park Road.
The library is 4 Park Road. It’s on the right.
C Start at the castle. Walk ahead. You should see the museum and the bookstore on your
5
. Go straight. The arcade is 6 .
3 Write directions for another place in town. Start at the library. (8 marks)
Start at the library...
Score: / 20

3 Where we live Listening and speaking
1 C:17
1 The supermarket is 2 The coffee shop is

a behind the library. a at the corner.
b next to the swimming pool. b between the bookstore and the
c next to the bank. pharmacy.
3 The station is c opposite the theater.
a over the bridge. 4 Al wants to go to

b at the end of the high street. a the arcade.
c in front of the movie theater. b the airport.
5 There isn’t a c the pharmacy.
a bank.
b shopping mall.
c park.
2 C:18
Listen. Then write the order. (12 marks)
1 Jill wants to go to the park. 2 Gareth wants to go to the airport.

a Walk straight on from the bus stop. a Take the airport express train.
b Continue past the hospital. b It’s in front of the castle.
c Go across the road. c Get off the train and cross the bridge.
d Turn left at the end of the road. d Get off at the library.
e The park is on the right. e Go across the road to the station.
f It’s opposite the museum. f Catch a bus from the bus stop
next to the bank.
3 Look at the map. Then talk. Give directions to three places. (9 marks)
arcade
It’s on the corner/at
the end/in front of…
movie theater
restaurant
How do you
get to the…?
school
park Score: / 26
swimming pool supermarket


4 Good days, bad days Reading and writing
1 I dropped a tennis.
2 She paddled b very slowly.
3 I cooked c in the river.
4 They fell d a plate.
5 He played e an omelet.
2 Read. Then circle T = True or F = False. (6 marks)
I’m Caroline. Last night, I went to my friend Tina’s house. We watched two DVDs, and played
video games. It was great. Tina’s mom cooked stew. I had a very big plate because I love it, but
I was taking my dinner to the living room and… Oh, no! I dropped the plate. There was food
everywhere! It made me very sad because Tina’s mom was cooking for hours. I helped clean
the food up. Tina’s mom was great. She gave me some more stew. Later in the evening, Tina’s
dad came home from work. He wanted to have dinner. His wife looked in the pan. There was no
more stew because I ate it. I ate it because I dropped mine. Now I feel really, really sad.
1 Caroline went to the movie theater. T / F 2 Caroline likes stew very much. T / F
3 They ate the stew in the kitchen. T/F 4 Tina’s mom was angry. T/F
5 Caroline helped clean up. T/F 6 Tina’s dad didn’t have any stew. T / F
3 What did Jenny do yesterday? Write. (10 marks)
miss the bus pack the bag pass an exam play with a ball want to drink some juice
Score: / 21

4 Good days, bad days Listening
and speaking
1 C:19
Listen. What did they eat? Check (✓). (6 marks)
Tom Sarah
soup paella
dumplings dumplings
omelet curry
rice and beans noodles
sushi spaghetti
noodles sushi
stew pizza
2 C:20
Listen. Then circle T = True or F = False. (6 marks)
1 Debbie didn’t have a good day last week. T/F

2 The bus was late. T/F
3 Her first lesson was math. T/F
4 Her math book was in her bag. T/F
5 The geography teacher gave the class a test. T/F
6 She had juice for lunch. T/F
3 A happy day. Make notes. Then talk. (8 marks)
What happened?
I went/saw/played/ It made me…

missed/ate…
I was watching/
I didn’t… playing/writing/
chatting…
Score: / 20

5 Trips Reading and writing
1 What will you do at the palace? a I’ll go hiking.

2 What will you do at the amusement park? b I’ll see the clowns.
3 What will you do at the national park? c I’ll look at the beautiful rooms.
4 What will you do at the water park? d I’ll go water-skiing.
5 What will you do at the circus? e I’ll go on the bumper cars.
2 Reorder to make questions. Then write the short answers. (4 marks)
1 go / on / Polly / the paddle boats / Did

? Yes, .
2 Jack / the Ferris wheel / and Adam / Did / ride
? No, .
3 the circus / Did / go / Marcus / to
? Yes, .
4 ride / your mom / Did / dad / the roller coaster / and
? Yes, .
3 Read and answer. (4 marks)
Sally’s day out

I’m going to an amusement park tomorrow with my friends. I’m really excited! I want to go on
all the rides. In the morning, I’ll go on the pirate ship first. Then, I’ll play miniature golf. Next,
I’ll go on the bumper cars. I love the bumper cars. After that, I’ll have lunch. After lunch, I’ll go
on the paddle boats, and then the water slide. And last, I’ll ride the roller coaster.
1 Where will Sally go tomorrow?
2 What will she do first?
3 What will she do after lunch?
4 What is the last thing Sally will do?
4 Make plans for a trip to the city tomorrow. Write what you will do there. (8 marks)
1 First, .
2 Then, .
3 After that, .
4 And last, . Score: / 21

5 Trips Listening and speaking
1 C:24
Listen and match. (6 marks)
1 palace a paddle boats

2 botanical gardens b roller coaster
3 water park c pirate ship
4 circus d bumper cars
5 aquarium e Ferris wheel
6 amusement park f miniature golf
2 C:25
Tomorrow…
1 Claire will play .
2 Then, she’ll go on the .
3 Next, she’ll go on the .
4 Then, she’ll ride on the .
5 After that, she’ll ride the .
6 And last, she’ll go on the .
3 Your vacation destination. Make notes. Then talk. (8 marks)
How I get there?
Where I will stay?
Destination
What I will take?
What I will do?
Score: / 20

6 Arts Reading and writing
1 Jenny watched the thriller a by themselves.

2 Dad went to the museum b by yourself.
3 Sue and David drew the cartoons c by himself.
4 I couldn’t go to the movie theater d by herself.
5 You will sing in the musical e by myself.
2 Reorder to make questions. Then answer for you. (8 marks)
1 you / Have / the / ever / cello / played

? .
2 you / to / been / Have / musical / a / ever
? .
3 ever / the / played / you / harmonica / Have
? .
4 ever / Have / to / listened / you / harp / the
? .
Jane: Have you ever played the saxophone, Linda?

Linda: No, I haven’t but my brother has. Have you?
Jane: Yes, I have.
Linda: When did you start playing the saxophone?
Jane: Two years ago. I love it.
Linda: Have you ever played in front of your family?
Jane: No, I’m too embarrassed, but I’ve played in front of my school!
1 Jane’s brother has played the saxophone. T/F

2 Jane has played the saxophone in front of her family. T/F
3 Jane has never played her saxophone in front of people. T / F
Score: / 16

6 Arts Listening and speaking
1 C:26
1 went to a musical 2 wrote a sci-fi story 3 drew some cartoons
4 watched a romance 5 watched a comedy
a by myself b by themselves c by herself d by ourselves e by himself
2 C:27
Listen and write. Then match. (12 marks)
1 Have you ever a Yes, they have. They always

the harp, Christine? enjoy themselves.
2 Have your mom and dad b No, I haven’t. I want to learn but it’s very
to your difficult.
brother playing the clarinet in a concert? c Yes, she has. Here it is!
3 Has your sister d Yes, he has. He bought one last week.
the triangle?
e Yes, I have. I played them at my fifth
4 Have you birthday party.
my harmonica?
f No, I haven’t. Is it in your school bag?
5 Has Bob
a saxophone?
6 Have you ever
the drums, Ron?
3 Look. Then describe the band. Use the prompts. (8 marks)
How many people are there?

What kind of music do they play?
Which instruments do they play?
Do you like their music?
Score: / 25

7 Space Reading and writing
1 Read and match. Then complete. (12 marks)
mo on scope ship
astro sat
space pla tele

ellites naut net
1 He says it’s better to get our to look at the stars.

2 We should see the Jupiter.
3 An travels in space.
4 One day, I would like to walk on the .
5 Aliens travel in a .
6 There are a lot of going round the Earth.
I’m Jackie. My dad says that he has one of the most complicated telescopes. It’s really big. He
keeps it in our attic. There’s a window in the attic and you can see the stars through it. Some
nights, when there aren’t any clouds, you can see stars, planets, and comets. It’s amazing! I’m
always asking my dad “Which star is the closest?” or “Which planet is the most interesting?”.
I love asking questions. My dad is awesome! He knows the answer to every question!
Tonight, Dad wants to take the telescope outside because we can see more. He says it isn’t very
cold but I should put a jacket on. He says we might see more planets and stars if we go in the
yard. Right! I’d better get my jacket and boots on. Looking at the stars is the best way to learn
about space.
1 Jackie’s dad has a very simple telescope. T/F
2 Jackie can look at the stars from her attic. T/F
3 Jackie thinks her dad is intelligent. T/F
4 Jackie’s dad wants to take the telescope in the yard. T/F
5 Jackie thinks reading books is the best way to learn about space. T/F
3 Imagine a planet. Describe your planet. (8 marks)
Score: / 25

7 Space Listening and speaking
1 C:30
Listen and check (✓). (5 marks)
1 planet 2 aliens
3 astronaut 4 comet
5 spaceship 6 telescope
7 the Moon 8 the Sun
2 C:31
alien book journey lesson sci-fi movie star story telescope
1 a cool
2 an intelligent
3 an amazing
4 a frightening
5 a complicated
6 a gorgeous
7 a fascinating
8 an important
3 Look at the spaceship. Describe it. (8 marks)
What does it look like? (color? how big?)

What is there inside? (buttons? lights?)
What's it like? (interesting? complicated? frightening?)
What/Who lives on the spaceship?
Score: / 21

8 The environment Reading and writing
1 Look at the pictures. Then write. There is one example. (5 marks)
pick up recycle recycle reuse turn off use
bottles paper plastic bags public transportation the lights trash
1 2 3
recycle bottles c
4 5 6
2 Match the expressions to the pictures in Activity 1. There is one example. (5 marks)
a I want to keep the planet clean. b I want to reduce pollution.

c I want to save resources. d I want to conserve energy.
e I want to save trees. f I want to reduce waste.
3 Read. Then answer. (12 marks)
Hi. I’m Jake. I’m helping my family to protect the environment. I’ve made a schedule with jobs
for everyone in my family. Every week, we’re going to do different jobs, and help each other. The
first job I’m going to do is to collect the trash. I’m going to collect trash in my bedroom, and in
the house, and I’m going to help pick up trash in the park. Mom’s first job is to help save trees.
She’s going to recycle paper. Every day she uses a lot of paper, and now she’s going to stop.
Dad’s going to reduce pollution. He always goes to work by car because it’s quicker and easier,
but now he’s going to get the train. My brother, Freddie is going to go round the house and
turn off all the lights. He’s going to conserve energy, and my little sister, Patsy is going to reuse
plastic bags. She’s going to put the plastic bags in the car when Mom goes shopping. What are
you going to do to help?
1 What is Jake helping his family do?
2 What is Jake’s first job?
3 How is Jake’s mom going to help save trees?
4 How is Jake’s dad going to reduce pollution?
5 What is Freddie going to do round the house?
6 Where is Patsy going to put the plastic bags?
Score: / 22

8 The environment Listening and speaking
1 C:32
Listen and write the order. (6 marks)
a recycle paper b turn off the lights

c pick up trash d reuse plastic bags
e use public transportation f recycle bottles
2 C:33
1 reduce pollution a recycle paper

2 reduce waste b turn off the lights
3 save trees c use public transportation
4 save resources d reuse plastic bags
5 conserve energy e recycle bottles
6 keep the planet clean f pick up trash
3 How do you help to protect the environment? Make notes. Then talk. (8 marks)
I always/sometimes/often… If I don’t…
because…
I can/can’t…
If I…
Score: / 20

Review Test 1 (Units 1 and 2)
Reading and writing
1 Read. Then match. (6 marks)
1 Do you like camping? a It’s one metre fifty.

2 What is she doing? b She’s putting in the pegs.
3 What is that animal in the tree? c No, they aren’t. They’re faster.
4 How heavy is it? d It’s a koala.
5 How tall is it? e No, I don’t, but I like hiking.
6 Are cheetahs slower than panthers? f It’s twenty kilograms.
2 Look and read. Then match. (6 marks)
1 What are you doing, Alex and Irene? We’re pitching the tent.
2 What is Christopher doing? He’s lighting a campfire.
3 Are giraffes taller than camels? Yes, they are.
4 Where’s Paul? He’s keeping out of the rain.
5 Can you read a compass? Yes, I can.
6 Which is the smallest – the otter or the whale? The otter.
a b c
d e f
3 Read. Then circle. (6 marks)
1 I like ( go / going ) hiking.

2 He is ( put / putting ) in the pegs.
3 What is she ( do / doing )? She is pitching the tent.
4 The cheetah is the ( fast / fastest ) animal.
5 She is good ( at / in ) reading a compass.
6 The giraffe is the ( taller / tallest ).
204 Poptropica English, Level 6, Units 1 and 2, Review Test 1 Photocopiable © Pearson Education Limited 2015

Reading and writing
4 Sort the words. (7 marks)
meerkat otter rhino sea turtle scorpion tiger whale
water animals land animals

water
and land animals
5 Read. Then write the correct words. (5 marks)
1 A large black wild cat p

2 Something that helps you see in the dark f
3 A large animal with one or two horns on its nose r
4 Something that helps you find the right direction c
5 A small gray animal that sits up on its back legs m
6 Complete these sentences. (5 marks)
1 An emu is (large) than a koala.

2 Reading a compass is (easy) than pitching a tent.
3 My brother is good at (light) fires.
4 My family has the (small) tent.
5 My cousins love (watch) movies about tigers.
7 Read the questions. Write answers about you. Write in sentences. (6 marks)
1 What do you like doing on the weekend?
2 What are you good at?
3 What are you not good at?
Score: / 41
Photocopiable © Pearson Education Limited 2015 Poptropica English, Level 6, Units 1 and 2, Review Test 1 205

1 C:15
Listen and draw lines. There is one example. (6 marks)
Hannah Jack Rose Harry John Robert Samantha
2 C:16
Listen to Josh and check (✓). (8 marks)
1 Josh often goes camping

a with his family. b with his friend Sam and his dad. c with his dad.
2 Josh is good at
a laying out sleeping bags. b lighting a fire. c pitching the tent.
3 Josh likes
a sleeping on an air mattress. b sleeping with no mattress.
c sleeping with no tent.
4 Josh isn’t good at
a reading a compass. b hiking. c pitching a tent.
5 When they go hiking, Josh is
a slower than Sam. b faster than Sam. c better than Sam.
6 Josh spends a lot of time
a with animals. b watching TV programs about animals.
c reading about animals.
7 Josh’s favorite animals are
a panthers and cheetahs. b tigers. c panthers and cheetahs.
8 Tigers can run
a between 15 and 25 km per hour. b between 50 and 55 km per hour.
c between 50 and 65 km per hour.

3 Make questions. Then answer them. (10 marks)
big / your school

1 fast / swim
2 far / your house from school
3 heavy / your backpack
4 long / the school day
5 tall / you
How big is It’s not very big.

your school? There are about
100 students.
4 Look at the pictures. Talk about yourself. (14 marks)
I love/like/don’t like… I am (not) good at…

I can/can’t…
Score: / 38

Reading and writing
1 Read. Then match. You do not need to use all the words. (6 marks)
hospital omelet pharmacy spaghetti station stew sushi tower
1 This is a tall part of a castle.

2 This is the place where you catch a bus or train.
3 You can buy medicine from this store.
4 This is a fish dish and comes from Japan.
5 Doctors and nurses work in this place.
6 This food is made from eggs.
2 Tom is talking to his friend, Emma. What does Tom say?

Read the conversation and choose the best answer. a Do you know where
Write a letter (a–g) for each answer. the supermarket is?
You do not need to use all the letters. (5 marks)
Emma: Hi Tom. How are you? c My favorite

b Sure! I love playing at food is curry.
Tom: 1
the arcade!
Emma: Are you going to the park?
Tom: 2 e Great – thanks for
d Oh, hi, Emma. your help, Emma.
Emma: I love rice and beans!
Fine, thanks.
Tom: 3
Emma: Yes, it’s not far from here. Do you know where the arcade is? f No, my mom wants
Tom: 4 me to buy some rice
and beans.
Emma: Well, the supermarket is behind the arcade.
Tom: 5
g I usually go to the
Emma: No problem. Maybe see you at the park later!
park on the weekend.
3 Read and circle. (5 marks)
1 I ( dropped / didn’t drop ) some juice in the shopping mall. It went all over the floor!
2 I ( packed / didn’t pack ) my bag last night. I’m packing it now.
3 Jack ( missed / didn’t miss ) the plane. He arrived at the airport late.
4 Helena ( passed / didn’t pass ) the math test. She didn’t study.
5 We ( wanted / didn’t want ) to go to the museum yesterday, but it was closed.

Reading and writing
4 Write positive (✓) and negative (✗) sentences. (10 marks)
1 We / play games / at the arcade yesterday ✓

2 Simon / watch / a great movie / last night ✓
3 We / bring / any drinks ✗
4 My mom / cook / paella ✓
5 The schoolchildren / visit / the museum ✗
5 Read. Then write answers about you. (6 marks)
1 Last night, I (watch)

2 Last weekend, I (visit)
3 Yesterday, I (play)
6 How do you get to these places from the bank? Write directions. (9 marks)
at the end of behind between in front of near next to straight ahead
Main Street
Cross Street
Pine Street
1 pharmacy
2 castle
3 shopping mall
Score: / 41

1 C:21
Listen. Then choose the correct answer. (6 marks)
1 The movie theater is a) at the corner of Maple Street.

b) at the end of Maple Street.
c) next to the bank.
2 Rose wants to eat a) some noodles.
b) curry.
c) fish and chips.
3 Mr. Smith has to go to a) the hospital.
b) the pharmacy.
c) the supermarket.
4 Kate missed her bus because a) she fell over.
b) she was late.
c) she dropped her bag.
5 Oliver lives a) next to the bookstore.
b) at the end of Station Road.
c) opposite a park.
6 Tom was unhappy because a) he wanted to be on the soccer team.
b) he failed his math test.
c) he had paella for dinner.
2 C:22
Listen and check (✓) the things you hear. (5 marks)
a b c d e
f g h i

3 C:23
Listen again. Write the missing words. (4 marks)
1 Emilia’s mom doesn’t want fish and chips for dinner because she it yesterday.
2 Emilia’s favorite food is .
3 Emilia her bag last night.
4 Emilia’s mom wants to go to the .
4 Look at the map. Then answer. You are at the supermarket. (10 marks)
bookstore
pharmacy
park
movie bank
theater
Hill Street
Parker Road
Green Road
school library castle
supermarket
hospital
shopping
mall
How do you get to the school? Leave the supermarket and turn right. At Hill Street, turn left.
The school is the second building on the left.
1 How do you get to the movie theater?
2 I want to go to the shopping mall. Where is it?
3 How do I get to the pharmacy?
4 I want to go to the bookstore. Where is it?
5 I want to go to the castle. Where is it?
5 Read the questions. Then answer for you. (10 marks)
1 What do you have to do today? 2 What do you want to do today?

3 What did your family cook last night? 4 What was the last movie you watched?
5 Who did you talk to this morning?
It was a horror/
adventure/romantic movie.
I have to…
I want to… I don’t want to…
It was…
Score: / 35
Last night, we…
I don’t have to… I liked/didn’t like…

Reading and writing
1 Sort the words. Put them in the correct place in the table. Then match with the pictures.
(10 marks)
thriller saxophone castanets musical harmonica
cartoon drums romance sci-fi maracas comedy
Instruments Movies
sci-fi
a b c d e f
sci-fi
g h i j k

a No, she sang by herself.
1 What happened?
b No, he had lessons.
2 You didn’t watch the movie by yourself, did you?
c I’ll visit the museum.
3 Will they go to the circus on the weekend?
d Yes, I did.
4 Has your mom ever played the saxophone?
e No, I haven’t. I’ve played the
5 Did Margaret sing the song with you?
triangle and the tambourine.
f No, they’ll go to the national park.
7 Have you ever played the cymbals?
g Yes, she has.
8 Did he learn the cello by himself?
h We missed the bus.

Reading and writing

a b c
1 I played the saxophone at school yesterday.
2 Have you been camping?
3 Have you heard a harp?
d e f
4 We went on the pirate ship.
5 We couldn’t ride the Ferris wheel.
6 We saw an elephant at the circus.
4 Complete the conversation with the correct form of the verbs in the box. (8 marks)
be (x2) do (x2) drive go lose ride
Hannah: Hi, Rachel. What did you 1 on the weekend?

Rachel: I 2 to Greenfield Amusement Park with my family – it was great! Have
you ever 3 there?
Hannah: Yes, I love it! Did you ride the roller coaster?
Rachel: No, I was too scared! I 4 the Ferris wheel and I went on the
bumper cars.
Hannah: 5
you go on the water slide?
Rachel: Yes, I went on the water slide with my dad. He 6 very happy because he
7
his keys!
Hannah: Oh no! What happened?
Rachel: My mom came in her car and 8 us home!
5 Read. Then answer for you. (8 marks)
1 Have you ever played a musical instrument?
2 What did you do by yourself yesterday?
3 What will you do on the weekend?
4 Have you ever watched a horror movie?
Score: / 40

1 C:28
Listen and put the pictures in the correct order. (6 marks)
a b c
d e f
Action
Man
2 C:29
Listen again. Complete the sentences. (9 marks)
1 Ben likes watching on TV.

2 Ben plays the .
3 Ben’s friend Jacob plays the .
4 They will go to the for Ben’s mom’s birthday.
5 There are some on the lake.
6 There is a small next to the lake.
7 In the evening, Ben’s dad will take him to the .
8 Ben’s sister doesn’t like movies.
9 Ben will watch a at the movie theater.

3 Look at the pictures. Tell the story. Use the past tense. (10 marks)
1 2 3
4 5
4 Read the questions. Make notes. Then talk. (10 marks)
1 Have you ever been to an amusement park? What did you do there?
3 Which instruments do you like playing?
4 What did you watch on TV on the weekend?
5 Have you ever visited a museum? Was it interesting?
Score: / 35

Reading and writing
1 Read and complete. (7 marks)
going if most what which why you
1 planet is that? It’s the red planet.

2 are you looking at the sky? I think I saw a spaceship!
3 Which telescope is the complicated? The newest one is.
4 Are going to help? Yes, I am.
5 can you do to help? I can pick up trash.
6 I’m to recycle paper.
7 You’ll see the full Moon you come outside.

a you’ll conserve energy.
1 If you recycle paper,
b if you reuse plastic bags.
2 If you use public transportation,
c if you pick up trash.
3 If you turn off the lights,
d you’ll save trees.
4 You’ll reduce waste
e you’ll reduce pollution.
5 You’ll save resources
f if you recycle bottles.
6 You’ll keep the planet clean
3 Order to make sentences. (5 marks)
1 is / least / The purple alien / intelligent / the
2 use / you / the telescope / the satellite / see / will / if / You
3 look at / going / the stars / are / to / They
4 spaceship / amazing / white / The / the / most / is
5 very / She / astronomer / interesting / the / says / is

Reading and writing
4 Write sentences. Then match the sentences with the pictures. (12 marks)
1 comet / less / interesting / planet
2 big telescope / more / complicated / small telescope
3 I / going / recycle bottles
4 he / going / recycle / paper
5 they / going / use / public transportation
6 green alien / more / frightening / yellow alien
a b c
d e f
5 Write about our planet. (6 marks)
1 What are you going to recycle this week?
2 Have you ever used a telescope?
3 Would you like to be an astronaut?
Score: / 36

1 C:34
Listen and write the question words. (5 marks)
1 is it a good idea to use public transportation?

2 planet is the biggest?
3 does the most recycling in your family?
4 are they going to send someone to the Moon again?
5 are you taking that trash, Oliver?
2 C:35
Listen and complete the sentences. (5 marks)
1 Using public transportation pollution.

2 Jupiter is the largest and planet.
3 Jenny’s dad sometimes puts in the trash.
4 NASA plans to send to Mars one day
5 Oliver is going to some plastic bags.
3 C:36
Listen and color. Then write and draw. (10 marks)

4 Look at the pictures. Find seven differences. (14 marks)

1
5 Complete the questions with the words in the box. Then ask and answer. (10 marks)
What When Where Which Why
1 planet 2 did your

do you like the most? family travel to last summer?
3 is it a good 4 did you last

idea to turn off lights? look at the stars at night?
5 are you going

to recycle at home this week? Score: / 44

End of Level Test Reading
1 Read. Then choose. (5 marks)
This month, I am going to talk to some people about

their jobs. I want to find out where they live, what they
Beth – the tour guide like about their job, and a little more information about
their lives. This is Beth. Beth is a tour guide. She lives in
the North of the United States, but she works all over
the world.
Bob: What do you like about I prefer mountains and oceans like the pollution from planes,
your job, Beth? to cities but they are all but I love my job. What can I
interesting. do?
Beth: I love visiting different
countries and I love talking to Bob: How much do you see your Bob: Good question! When you
people. husband? are at home, what do you do?
Bob: What tours do you do? Beth: I work in different Beth: When I’m at home, I
countries a lot, but I work in always walk to the village store
Beth: Last week, I was in different countries for one or and the post office. My husband
Argentina on a hiking holiday two months and then I have one has a car, but I never use it.
and next week I’m going month at home. My husband sometimes takes
camping with a group of Italian
Bob: Ok. Now I’d like to ask it to the market. And I have a
people.
some different questions. big recycling box in the garden.
Bob: What’s your favorite What can we do to help the I recycle paper, bottles….
country? environment? Every day I do something.
Beth: That’s a difficult question. Beth: Ha! … A lot! But in my job Bob: Thank you, Beth. That’s
I like all the countries I visit. I have to travel by plane. I don’t very interesting.
1 Beth is a a pilot. 2 Beth is going a to visit Argentina.

b a tour guide. b hiking.
c an artist. c camping.
3 Beth likes a cities. 4 Beth doesn’t like a pollution.
b mountains. b flying.
c a few of the countries c her job.
she visits.
5 Beth has a a car.
b a bicycle.
c a recycling box.
Score: /5
220 Poptropica English, Level 6, End of Level Test Photocopiable © Pearson Education Limited 2015

End of Level Test Writing
1 Read. Then complete. You do not need to use all the words. (4 marks)
airport alien aquarium astronaut museum planet sailor
1 I want to go to a . I love learning about history.

2 I want to be an . I love traveling and learning about stars and planets.
3 I want to work in an . I love all animals but I love fish most of all.
4 I want to be a . I love ships. I love reading about adventure.
2 Read and complete. (12 marks)
Ann: 1 you ever 2 (play) an instrument?

Ben: Yes, I have. I 3
(play) the drums when I 4 (be)
seven. My grandparents 5
(give) me some drums for my seventh
birthday. I really 6
(like) 7
(play) the drums but
I 8
(not practice) very often. It 9
(be) too noisy
and my parents 10
(not be) happy. They 11
(ask)
me to learn a quieter instrument. Now, I 12
(play) the flute!
3 Complete the sentences. (4 marks)
1 I think botanical gardens are boring. I think water parks

are (interesting) botanical gardens.
2 An emu is about 30 kg and a meerkat is about 1 kg. An emu
is (heavy) a meerkat.
3 We need the tent poles, but we don’t need the air mattress. The air mattress
is (important) the tent poles.
4 All the other roller coasters are smaller. This
is (big) roller coaster in the world.
4 Describe the best movie you’ve seen. (8 marks)
What was the name of the movie? Where did you see it?
Where and when did you see it? What was the movie about?
What kind of movie was it? What was the best part of the movie?
Score: /28
Photocopiable © Pearson Education Limited 2015 Poptropica English, Level 6, End of Level Test 221

End of Level Test Listening
1 C:37
I’m going to the 1 ( mountains / hills ) next weekend. I can’t wait! I’m going 2 ( camping / hiking )
with my aunt and uncle. They go every weekend. I’m taking my green and purple
3
( backpack / flashlight ) and a 4 ( compass / radio ). I learned to read a compass last summer.
I’ll put my new 5 ( sleeping bag / boots ) in the backpack. My uncle is taking the 6 ( pegs / tent )
and my aunt is taking the sleeping bags. We’re going to make a 7 ( mess / fire ) and cook on the
fire. My favorite camp food is 8 ( chips / rice ) and beans.
2 C:38
Listen. Then check (✓). (5 marks)
rhino scorpion cheetah whale turtle

Hilary
Pete
3 C:39
a bag
b traffic A missed the plane
1 Donna c letter B packed the bag
2 Linda d diary C was a first class passenger
e guidebook D had a very long journey
f flight
4 C:40
Listen. Then number in order. (5 marks)
a b c
d e
Score: / 22
222 Poptropica English, Level 6, End of Level Test Photocopiable © Pearson Education Limited 2015

End of Level Test Speaking
1 Look at the pictures. Find five differences. (10 marks)
1
In picture 1,
there is/are…
Score: / 10
Photocopiable © Pearson Education Limited 2015 Poptropica English, Level 6, End of Level Test 223

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english.pearson.com/poptropicaenglish
CVR_POEN_TB_L1GLB_1260_IBC.indd 1 24/05/2016 10:34

Poptropica English AmE TB Level 6

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Poptropica English AmE TB Level 6

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Poptropica English

Wiltshier • Jolly • Nunan

John Wiltshier • Aaron Jolly

CVR_POEN_TB_06GLB_1314_CVR.indd 1 24/05/2016 11:08

COV_POEN_TB_06AME_1402_IFC.indd 1 24/05/2016 11:06

Aaron Jolly • John Wiltshier

A01_POEN_TB_06AME_1402_PREL.indd 1 9/10/18 2:18 PM

A01_POEN_TB_06AME_1402_PREL.indd 3 9/10/18 2:18 PM

4 Good days, bad days

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A01_POEN_TB_06AME_1402_PREL.indd 5 9/10/18 2:18 PM

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represents how confident the student feels about a

reflecting on how well they can remember vocabulary,

POPENG_AME_POS_M06.indd 1 13/07/2015 11:46

A01_POEN_TB_06AME_1402_PREL.indd 9 9/10/18 2:18 PM

10 Assessment for Learning

A01_POEN_TB_06AME_1402_PREL.indd 10 9/10/18 2:18 PM

Poptropica English World is an online area where

Poptropica English makes learning English

their learning: an unforgettable adventure.

• the Poptropica English Island Adventure Game,

Morales • Wiltshire • Jolly • Nunan

learn supplementary language along the way. The

Poptropica English Island Adventure Game is a

For the parent

A01_POEN_TB_06AME_1402_PREL.indd 11 9/10/18 2:18 PM

• A tool for tracking the performance of both

individual students and the whole class;

The posters accompanying the course are of two

A01_POEN_TB_06AME_1402_PREL.indd 12 9/10/18 2:18 PM

A01_POEN_TB_06AME_1402_PREL.indd 13 9/10/18 2:18 PM

What are the benefits of using both the print

14 Poptropica English World

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Poptropica English World 15

A01_POEN_TB_06AME_1402_PREL.indd 15 9/10/18 2:18 PM

1 Adventure camp 5 Listen and read. Then circle A:09

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1 Adventure camp 4 Circle.

1 I like ( play / playing ) soccer, but I ( don’t / doesn’t ) like camping.

1 2 3 4 5 4 We’re good ( at dancing / dancing ). We ( never / always ) practice.

5 srift-dia itk 6 Draw yourself. Then write.

but I don’t like .

M01_POEN_WB_06AME_2497.indd 8 13/07/2015 10:40 µ.µ. M01_POEN_WB_06AME_2497.indd 9 13/07/2015 10:40 µ.µ.

A01_POEN_TB_06AME_1402_PREL.indd 16 9/10/18 2:18 PM

Presentation and practice of

vocabulary with audio support

Students learn a new set of vocabulary which is linked 9 A:12/

then practiced in a song. Karaoke versions of the songs

are included in the class audio and on Poptropica

Extra individual practice of both vocabulary sets

is provided via the Poptropica English World

reading a compass 2 wearing sunglasses

14 Lesson 3 Can identify camping activities

M01A_POEN_SB_06AME_1365_U01.indd 14 7/13/15 10:43 PM

a Today is the last day, so

I’m pitching the tent.

of grammar with audio support

d I’m putting in the pegs.

e I want to cook dinner, so I’m

f It’s raining, so we’re

Story MATT IS TELLING BELLA