Life Long

Ago
Objectives
Vocabulary Project
• To identify and talk about the • To make a ‘Speed’ poster
differences between life in the past and
life in the present Culture Connection
• Around the World: To read about
Reading how some people around the world
• To identify important ideas in a story live without technology
(‘Life Was Nicer Then’)
• To use reading strategies to Writing
comprehend and appreciate a story • To learn how to use speech marks

Grammar Phonics
• To ask and answer questions in the • To identify and say the letters and
past simple sounds for dge and ge individually
• To describe past habits (used/use to + and as part of words
verb)
Think Big
Content Connection • To develop 21st century skills and
• Maths: To solve word problems using ‘bigger picture’ thinking
multiplication

Key Vocabulary
Now Long Ago Everyday English Content Words
cook in a microwave cooked on a coal stove But ..., ancestors
have a mobile phone had a phone with an Come on, ... Arctic tundra
have electric lights operator Listen, ... average speed
listen to an mp3 player had oil lamps Oh, ... distance travelled
travel by car listened to the radio Well, no, ... equation
wash clothes in a travelled by horse and Hmong
washing machine carriage
kilometres
washed clothes by
hand Koryak
Maasai
nomadic
number of hours

T6A Unit 6

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 Materials
Pupil’s Book, Unit 6
Main unit, pages 68–79
Checkpoint Units 4–6,
pages 80–83
Cutouts for Checkpoint, Units 4–6,
Activity Book page 123
Class Audio CD, Tracks 2:35–51
Activity Book, Unit 6
Main unit, pages 54–63
Checkpoint Units 4–6,
pages 64–65
Extra grammar practice, page 103
Class Audio CD, Tracks 2:39–50
Assessment Package
Unit 6 Practice test
Unit 6 Unit test
Unit 6 Oral assessment
Units 4–6 Review test
Additional Materials
Flashcards 42–53
Video (e-Text), Unit 6
Interactive Activities, Unit 6
Digital activities (MyEnglishLab),
Unit 6
Checkpoint Activities Units 4–6
Pupil’s Book, pages 80–83, AB123
Guide pupils in discussions (spontaneous
class, group or pair discussions) that enable
them to apply the vocabulary and language
skills they have learnt in the unit. Encourage
pupils to assess themselves on how well
they have learnt the material. As they do,
pay attention to their performance. Target
areas that need more practice before
moving on to the next part of the lesson.
M06_BE_TE_L04GLB_0820_U06.indd 157
Unit Opener Activities
Family Connection
Have pupils tell their families that they
are learning about differences between
past and present times. Have them ask
adult family members: What was your
favourite game as a child? Have pupils
record the answers and share them with
the class. Throughout the unit, have pupils
ask their adult family members similar
questions and share the answers with their
classmates.
Past and Present Bulletin Board
Make a bulletin board that shows ways
people lived long ago and corresponding
ways we live now. Label two columns Long
Ago and Now and have pupils draw or
print out pictures from the internet to post
in each column. Continue to add to the
bulletin board as pupils learn more about the
differences between ways of life then and
ways of life now.
Activity Book, pages 64–65
Pupils use critical thinking and
collaboration skills to plan and write a
paragraph. They explore their writing topic
by choosing a pathway through a maze with
different options. The path begins with
options about Sue, her health, her TV
programme choices and the topics the
programmes present. Pupils use synthesis
skills to write a paragraph in response to
questions at the end of their chosen path.
Pupils can share their work in groups or
pairs.
Unit 6 T6B
3/19/14 5:41 PM
 Unit

2:35

1
6
Life Long
Listen, look and say.
Ago
NOW

1 travel by car 2 wash clothes in a 3 have a mobile phone

washing machine

6 listen to an
4 have electric lights 5 cook in a microwave mp3 player

LONG AGO

7 cooked on 8 had a phone with 9 travelled by horse

a coal stove an operator and carriage

10 washed clothes
by hand 11 had oil lamps 12 listened to the radio

2:36

2 Listen, find and say. 3 Play a game.

68 Unit 6 vocabulary (past and present activities)

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 Warm-Up OBJECTIVES
To talk about life in
• Bring in an old photo from your collection or one you have printed out from the the past
internet. Ask: How old do you think this picture is? Have pupils raise their hands
and say, e.g.: I think it’s 20 years old. Say: No, it’s older. or No, it’s not that old.
depending on the age of the photo. Continue until a pupil guesses the correct
age. Key Vocabulary
Nouns: car, coal stove,
• Point out a detail in the photo that reflects the earlier time period, such as an electric lights, horse and
old car or old style of clothing and compare it with its equivalent today. carriage, microwave,
mobile phone, mp3
player, oil lamp,
operator, TV, washing
Using Page 68 machine
Verbs: travel, use, wash
1 2:35 Listen, look and say.

INVOLVE Explain the lesson objective – pupils will talk about life in the past. Materials
• Read the directions aloud. Play audio track 2:35 and have pupils listen, look at Flashcards 42–53
the photo for each corresponding activity and then repeat the sentences. Old photo
Index cards
MONITOR
Replay the audio and pause after each activity while pupils repeat it several Audio tracks 2:35–36
times. Listen for proper pronunciation and appropriate intonation. Ask pupils Interactive Activities
to repeat each activity aloud after you, if necessary. (eText)
ASSIST Replay the audio as needed. Digital activities:
MyEnglishLab
2 2:36 Listen, find and say.
• Point to the activities in the pictures in Activity 1 and say each one aloud. Page 54
Have pupils repeat after you. Randomly describe an activity and have pupils Answers on page T150
point to the correct image.
• Read the directions aloud. Play audio track 2:36. Have pupils listen, point to
each item in Activity 1 and say the words.
Check to make sure pupils are pointing to the correct image. Pupils can also
MONITOR repeat the activity in pairs, showing or saying the correct number for each
activity to each other.
ASSIST Replay the audio as needed. For additional support, use the flashcards.
Tell pupils you are going to say an item and they have to say now or long ago.
CHALLENGE Model: Cooked on a coal stove. Elicit Long ago. Continue with the rest of the
items.
3 Play a game.
• Put pupils in small groups and give them twelve index cards. Have them write
the activities from Activity 1 on them.
• Have pupils place the now cards in a pile face down. One member pulls a card
from it and another member has to find the corresponding long ago card.
MONITOR
Check that pupils are matching the correct cards. Listen for proper
pronunciation, appropriate intonation and correct language use.
• Assign Activity Book page 54 and direct pupils to digital activities.

Application and Practice Activity

• Put pupils in pairs. Have them write three small dialogues about the past and
present. Write this on the board:
A: Long ago they cooked on a coal stove.
B: Now they cook in a microwave.
• Have pupils role play their dialogues to the front of the class. Encourage them to
mime as they do so.

Unit 6 T68

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OBJECTIVES
To talk about what
people did in the past
and today
To sing a song
Key Vocabulary
Nouns: car, coal stove,
electric lights, horse and
carriage, microwave,
mobile phone, mp3
player, oil lamp,
operator, TV, washing
machine
Verbs: travel, use, wash
Materials
Flashcards 42–53
Old photo
Index cards
Audio tracks 2:37–39
Interactive Activities
(eText)
Digital activities:
MyEnglishLab
Page 55
Audioscript on page
T142
Answers on page T150
T69 Unit 6
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Life Long
Ago
Warm-Up
st
• 21 Critical Thinking Hold up a mobile phone and talk about the different
ways people use it, for example, to make calls, to send text messages, to look up
information. Explain that in the past, phones only had one use: to connect the
voices of people who were in different places so they could have a conversation.
Ask pupils to think about how phones might change in the future and how they
might be able to use them to get information. Ask: If you could add one button to
this phone, what would it be? What would happen when you pressed that button?
Using Page 69
4
2:37
2:38
Listen and sing. How did people get water one hundred years
ago?
INVOLVE Explain the lesson objective – pupils will sing a song and talk about the past.
• Read the directions aloud. Play audio track 2:37 and have pupils read along
silently.
• Replay the audio and have pupils sing along. Do this several times. Then ask
pupils to read the song silently and make a note of how people got water one
hundred years ago.
• Once pupils are familiar with the song, have them practise it using the karaoke
version (audio track 2:38). Or, if you wish, save the karaoke version for use at
another time as a fun way to review the song.
Check pupils’ comprehension. Ask: Were there any computers one hundred years
ago? (No, there weren’t.) Did children use to walk to school in the past? (Yes, they
MONITOR
did.) How did people get water one hundred years ago? (People got their water
from pumps or wells outdoors.)
ASSIST
Replay the audio as needed. Use gestures and simple language to explain
unfamiliar words.
5 Choose. Then match the activities of today with activities from the
past.
• Read the directions aloud. Ask volunteers to read the words in the green box
and check understanding by asking pupils to make sentences with them.
• Do Item 1 as a class. Write the answer in the board and have pupils work
independently. Point out that pupils are to do only the first column for now.
• Then have pupils match the activities. Have volunteers read the completed
sentences aloud.
MONITOR
Review answers as a class. (Answers: 1 travel, d, 2 wash clothes, e, 3 have, b,
4 cook, a, 5 listen,c)
st
21 Critical Thinking
• Discuss as a class how life today is different from the past. Refer to mobile
phones, computers, the internet, entertainment, etc. Write the pupils’
responses on the board. Have pupils discuss the question in pairs.
Listen for proper pronunciation and use of language. (Possible answers: In the
MONITOR old days people went to the theatre, now they watch TV or go to the cinema. People
used to write everything in books or journals, now they use computers etc)
• Assign Activity Book page 55 and direct pupils to digital activities.
Application and Practice Activity
• Have pupils play Charades (see Game Bank, page T135, for details). Have pupils
work in pairs to mime an activity. One pupil should mime how the activity was
done in the past. The other should mime how it is done now. Classmates should
try to guess what the activities are and when they take place.
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 37 2:38
2:

4 Listen and sing. How did people get water one hundred years ago?

In the Old Days

Life one hundred years ago
Was different, you see.
There were no computers
And there was no TV.
Life was different in the old days.
Life was different in so many ways.
Children used to get water
From pumps or wells outdoors.
Now we just turn on the tap
And out fresh water pours!
Chorus
Life was so much slower!
Few people had a car.
Children used to walk to school
And they walked very far!
Chorus

5 Choose. Then match the activities of today with activities from the past.

cook have listen travel wash clothes

1 ? by car a cooked on a coal stove

2 ? in a washing machine b had oil lamps
3 ? electric lights c listened to the radio
4 ? in a microwave d travelled by horse and carriage
5 ? to an mp3 player e washed clothes by hand

What else is different now? Tell a partner.

song/vocabulary Unit 6 69

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 Story
2:40

6 Listen and read. Did Grandma have a microwave when she was a child?

Then
Life Was Nicer But Grandma...
Oh, dinner’s ready! Did you use to cook
everything in the microwave
Listen, Sam. When I was when you were a child?
Grandma, can you pass me a child, we didn’t have
the TV remote control? remote controls.
Well, no, we didn’t have...

Come on, Sam! You can

get it yourself.

1 Sam is watching TV and doesn’t want 2 Grandma doesn’t want Sam to 5 But now Sam’s grandma sometimes 6 Maybe some things about modern
to get off the sofa. be lazy. uses a microwave to make dinner. life are nicer!

Did you have a lot of channels? 7 Read and choose.

When Sam’s grandma was a kid...
No, we didn’t. 1 people watched/didn’t watch TV.
What did you We only had
use to do? three channels. 2 people had/didn’t have remote controls to change channels.
Oh, life was so 3 people used/didn’t use to get up to change the channels.
simple, so quiet
back then... 4 life was/wasn’t simpler and quieter.
5 people used/didn’t use to cook in a microwave.

We used to get up, Has your family got a lot of remote controls?
walk to the TV and
What are they for?
change the channel.
What other modern technology makes life easier?

3 Most TVs didn’t have remote controls 4 Sam’s grandma thinks life was a
when Sam’s grandma was a child. lot nicer when she was young.

70 Unit 6 reading Unit 6 71

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Warm-Up
• Show pupils a TV remote control. Talk about what they use remote controls to do, such as turn
the TV on and off and change the channels.
• Play a game with the remote control and the flashcards. Give twelve pupils each a flashcard.
Have a volunteer point the remote control at a pupil to ‘turn’ him or her ‘on’. The pupil then has
to say what’s on their card and mime it.
• Have pupils take turns being the one who holds the remote control. Repeat until all pupils have
had a chance to participate.

Using Page 70
6 2:40 Listen and read. Did Grandma have a microwave when she was a child?

INVOLVE Explain the lesson objective – pupils will listen to and answer questions about a story.
• Read the story title aloud. Have pupils repeat it. Ask: Who are the characters in this story? (Sam
and his grandmother)
• Read the directions aloud. Draw attention to the question: Did Grandma have a microwave
when she was a child? Play audio track 2:40 and have pupils listen and read along silently.
Ask comprehension questions about the story. Encourage pupils to answer using complete
sentences. Ask: Why does Sam’s grandmother want him to get the remote control himself? (She
MONITOR
doesn’t want him to be lazy.) How did Sam’s grandmother change the channel when she was a
child? (She had to get up and walk to the TV.) Why does Sam’s grandmother change her mind
about modern life? (Because she likes cooking dinner in the microwave.) Did Grandma have a
microwave when she was a child? (No, she didn’t.)
ASSIST
Replay the audio as necessary. Pause after each frame and explain the meaning of unfamiliar
words.
• Have pupils work in pairs to read the speech bubbles aloud to each other and role play the
dialogue in the story.
CHALLENGE Have pairs role play the story, using their own words.

T70 Unit 6

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 Using Page 71 OBJECTIVES
To read unit language
7 Read and choose. in context
• Read the directions aloud. Do Item 1 as a class. Then ask: How do you know To read for
understanding and
they watched TV? (Sam’s grandmother said she had to get up and change the enjoyment
channel on the TV when she was a child.) Have pupils complete the activity
To read and draw
independently. conclusions

MONITOR
Review answers as a class. (Answers: 1 watched, 2 didn’t have, 3 used, 4 was,
5 didn’t use)
ASSIST Ask pupils to refer back to the story to find the correct answers. Key Vocabulary
Have pupils say the correct way to complete the sentences if they begin with Nouns: microwave, TV
CHALLENGE
Verbs: use, watch
the word Today, ...
st
21 Social Skills 21st Century Skills
Health Literacy
• Read the questions aloud. Point out that good listeners make eye contact with Social Skills
the person that they are listening to and wait for him or her to finish before Creative Thinking
they begin speaking. Encourage pupils to practise these skills with their
partners. Materials
• Have pupils work in pairs to ask and answer the questions. Flashcards 42–53
Remote control
MONITOR
Listen for proper pronunciation, appropriate intonation and correct use of
Audio track 2:40
language.
Digital activities:
ASSIST Provide models for pupils who are having difficulty producing language. MyEnglishLab
• Assign Activity Book page 56 and direct pupils to digital activities.
Page 56
Application and Practice Activity Answers on page T150
st
• 21 Creative Thinking Put pupils in groups of three and have them rewrite the Summary
story using other things that were different in the past and modern things that Sam is watching TV
would make an older person happy about today. with his grandmother.
When Sam doesn’t
• When they have completed their stories, have volunteers read aloud their stories want to get up to
change the channel, his
for the class. grandmother thinks back
to a time when life was
simpler. But then she
hears the microwave
beep and realises
that some things about
modern life aren’t so
bad after all.

TEACHING TIP
st
21 Health Literacy
Point out that Sam’s
grandmother doesn’t
want him to be lazy.
Explain that when
someone is lazy, he or
she doesn’t want to
work or do physical
activities. Ask: Why is it
unhealthy to be lazy?
Why isn’t it good for
you to sit on the sofa
and watch TV all day?
What healthier things
could you do instead?

Unit 6 T71

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 Story
2:40

6 Listen and read. Did Grandma have a microwave when she was a child?

f e Wa s N i c e r Th e n
Li But Grandma...
Listen, Sam. When I was
Grandma, can you pass me a child, we didn’t have
the TV remote control? remote controls.

Come on, Sam! You can

get it yourself.

1 Sam is watching TV and doesn’t want 2 Grandma doesn’t want Sam to

to get off the sofa. be lazy.

Did you have a lot of channels?

No, we didn’t.
What did you We only had
use to do? three channels.
Oh, life was so
simple, so quiet
back then...

We used to get up,

walk to the TV and
change the channel.

3 Most TVs didn’t have remote controls 4 Sam’s grandma thinks life was a
when Sam’s grandma was a child. lot nicer when she was young.

70 Unit 6

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 Oh, dinner’s ready! Did you use to cook
everything in the microwave
when you were a child?

Well, no, we didn’t have...

5 But now Sam’s grandma sometimes 6 Maybe some things about modern
uses a microwave to make dinner. life are nicer!

7 Read and choose.

When Sam’s grandma was a kid...
1 people watched/didn’t watch TV.
2 people had/didn’t have remote controls to change channels.
3 people used/didn’t use to get up to change the channels.
4 life was/wasn’t simpler and quieter.
5 people used/didn’t use to cook in a microwave.

Has your family got a lot of remote controls?

What are they for?
What other modern technology makes life easier?

reading Unit 6 71

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 Language in Action
2:41

8 Listen and look at the sentences. Help Sam and Christina make more.

have computers watch TV

travel by car have electric lights

in 1900 100 years ago a long time ago

Did people have telephones in 1950 ?

Yes, they did .

Did your dad go to school by car when he was a child ?

No, he didn’t. He went to school by bus .

9 Complete the questions and answers.

1 ? your mum ? a car when she was at school?
? . She had a bike.
2 ? people ? video games 20 years ago?
? . There were some very popular video games back then.
3 ? your grandad ? a computer when he was a child?
? . There were no computers then.
4 ? people ? taps in their homes 200 years ago?
? . They got water from a pump outdoors.
10 Write the questions in the right order in your notebook. Then answer.
a mobile phones Did have people in 1900?

b your friends mp3 players listen to last year? Did

c your mum go to school Did by horse and carriage?

d wash Did people clothes by hand a long time ago?

72 Unit 6 language practice (Did people have cars in 1950? Yes, they did.)

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 Warm-Up OBJECTIVES
To ask and answer
• Have pupils draw a picture of a person from the past or the present doing one questions in the Past
of the activities taught in the unit, for example, a person talking on an old- Simple
fashioned phone, using a modern washing machine or riding in a horse and To make statements
carriage. Invite pupils to present their pictures to the class and practise the and ask yes/no
questions with use to
language by telling classmates what their picture shows. + verb

Using Page 72
8 Key Vocabulary
2:41Listen and look at the sentences. Help Sam and Christina make
Verbs: go to school by
more. car, have computers,
Explain the lesson objective – pupils will make questions and answers using have electric lights, have
INVOLVE telephones, travel by car,
did. watch TV, went to school
• Point to the board in the Pupil’s Book and read the phrases. Ask pupils to by bus
Time references: in
repeat after you. 1900, 100 years ago, a
• Read the directions aloud. Play audio track 2:41. Have pupils listen and follow long time ago, in 1950,
last year, when he was a
along in their books. Pause after each completed sentence so that pupils can child
repeat what they hear.
• Read the sentences aloud again. Point out how questions and answers are Materials
formed in the past simple using did. Flashcards 42–53
Index cards
• Have pupils practise the target language in pairs using the alternative language Audio tracks 2:41–42
on blocks at the top of the board. Digital activities:
Check for understanding. Review possible sentences as a class. Ask pairs to MyEnglishLab
MONITOR
say a sentence that they have made aloud.
9 Page 57
Complete the questions and answers.
Audioscript on page
• Read the directions aloud. Do Item 1 as a class. Write the answer on the board. T142
• Have pupils complete the activity independently in their notebooks. Answers on page T150

MONITOR
Review answers as a class. (Answers: 1 Did, have, No, she didn’t., 2 Did, have,
Yes, they did., 3 Did, have, No, he didn’t., 4 Did, have, No, they didn’t.)
Place the flashcards on display or have pupils look at Activity 1 on page 68.
CHALLENGE Ask them to write three questions using did about the items. Put pupils in
pairs and have them ask and answer using the questions they have written.
10 Write the questions in the right order in your notebook. Then answer.
• Read the directions aloud. Do Item 1 as a class. Write the answer on the board.
• Have pupils complete the activity independently.
Review answers as a class. (Answers: 1 Did people have mobile phones in 1900?
MONITOR
No, they didn’t., 2 Did your friends listen to mp3 players last year? Yes, they did.,
3 Did your mum go to school by horse and carriage? No, she didn’t., 4 Did people
wash clothes by hand a long time ago? Yes, they did.)
Put pupils in four groups. Have them make five questions using did. Then
CHALLENGE have a group member stand up in front of the class and ask another group
member a question. Continue until all groups have said their questions.
• Assign Activity Book page 57 and direct pupils to digital activities.

Application and Practice Activity

• Collect pupils’ drawings from the Warm-Up and distribute them randomly.
Invite pupils to present the picture they received to the class. Extend the activity
by having pupils say how the activity shown in the picture is done in the present
and how it was done in the past for example: He’s talking on a mobile phone. Long
ago, people used a phone with an operator.

Unit 6 T72

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 OBJECTIVES
To make questions and
answers using used to
or use to
Key Vocabulary
Nouns: coal stoves,
microwaves,
transportation
Verbs: keep in touch
21st Century Skills
Information Literacy
Materials
Flashcards 42–53
Photo of a person as a
child and baby
Photos of the pupils as
younger children or
babies
A4 paper
Interactive activities
(eText)
Digital activities:
MyEnglishLab
Page 58
Answers on page T150
TEACHING TIP
st
21 Information Literacy
Direct pupils’ attention
to the blue blocks on
the board in Activity 8
on page 72. Ask: Why
are these words in
blue? Help pupils
understand that blue is
used on this page to
highlight the language
structure being taught.
T73 Unit 6
M06_BE_TE_L04GLB_0820_U06.indd 168
Warm-Up
• Write the words used to and use to on the board. Say: When we add these words
to a verb, we mean that it happens in the past. Explain that pupils can tell when to
use used to or use to by looking for the verb did. Say: If did is part of the sentence,
you take away the d at the end of used.
• Take out a photo of a child and a photo of the same child as a baby. Say: He/She
used to cry a lot. He/She didn’t use to go to school. He/She used to eat baby food. He/
She didn’t use to ride a bike. Elicit more sentences about the child when he/she
was a baby from the pupils and write them on the board.
Using Page 73
11 Read. Then choose use to or used to.
Explain the lesson objective – pupils will make sentences using used to and
INVOLVE
use to.
• Read directions aloud. Have volunteers read the grammar box aloud. Tell
them they will be using used to and use to to complete the sentences.
• Have pupils complete the activity independently.
Review answers as a class. (Answers: 1 used to, 2 use to, 3 use to, 4 used to, 5 use
MONITOR
to, 6 used to)
CHALLENGE
Have pupils make their own sentences using used to and use to. If necessary,
have them refer to the flashcards or Activity 1 on page 68.
12 Make sentences with used to (✔) and didn’t use to (✗).
• Read directions aloud. Do Item 1 as a class. Then have pupils complete the
activity independently.
Review answers as a class. (Answers:1 My dad used to travel by car., 2 My
MONITOR
grandma didn’t use to have a mobile phone., 3 People didn’t use to wash clothes in
a washing machine., 4 My sister used to watch films., 5 My brother used to play
video games., 6 People didn’t use to listen to mp3 players.)
13 Read the questions and answer them with your own ideas.
• Read the directions aloud. Have pupils complete the activity in pairs.
MONITOR
Review answers as a class. (Possible Answers: 1 They used to get water from wells
outdoors., 2 They used to have oil lamps., 3 They used to listen to the radio.)
14 Ask and answer.
• On the board, write A Hundred Years Ago/Today. Ask pupils to tell you what
people used to do a hundred years ago and what they do now. Write their
answers on the board.
• Read the directions aloud and ask two volunteers to read the speech bubbles
aloud. Have pupils continue the activity in pairs using the speech bubbles as a
guide.
MONITOR
Listen for proper pronunciation, appropriate intonation, correct use of target
language and vocabulary.
• Assign Activity Book page 58 and direct pupils to digital activities.
Application and Practice Activity
• Give each pupil a sheet of A4 paper and ask them to draw or stick a photo of
themselves as babies or younger children.
• Have them write a few sentences about what they used to and didn’t use to do.
Then have them present their work to the class.
Put pupils in small groups and have them present their work to each other
ASSIST first, before presenting to the class. Have them try to help each other correct
any mistakes.
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 Language in Action

11 Read. Then choose use to or used to.

My grandad used to walk to He didn’t use to ride a bike.

school.

People 1
? cook on coal stoves. They didn’t 2 ? cook in microwaves.

Did people use to listen to mp3 No, they didn’t. They used to listen
players? to the radio.

Before cars, what did people 3

? They 4 ? travel by horse and
do for transportation? carriage.

Before computers, how did They 6

? write letters.
people 5 ? keep in touch?

12 Make sentences with used to (4) and didn’t use to (8).

1 my dad/travel by car/4
2 my grandma/have a mobile phone/8
3 people/wash clothes in a washing machine/8
4 my sister/watch films/4√
5 my brother/play video games/4
6 people/listen to mp3 players/8

13 Read the questions and answer them with your own ideas.
1 Before taps, how did people use to get water?
2 Before electric lights, what did people use to have?
3 Before TVs, what did people use to do at night?

14 Ask and answer.

Did people use to No, they didn't. They

have computers a used to write letters
hundred years ago? to keep in touch.

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 Content Connection Maths
2:43

15 Look, listen and repeat. 17 Read. Write the equations and the answers in your notebook.

average speed distance travelled equation kilometres per hour (km/h)

number of hours times (x)
1 If a horse and carriage travels for 2 hours, how far does it travel?
2:44

16 Listen and read. What’s the average speed of a modern car? 2 If a modern car travels for 12 hours, how far does it travel?

How Fast Does it Travel?

3 If a Model T travels for 5 hours, how far
does it travel?
1 Horse and Carriage Until the early 1900s, 4 If the average speed of a person on a bike is
many people travelled by horse and carriage.
A horse and carriage had an average speed of 15 km/h, how far does he/she travel in 3 hours?
8 kilometres per hour (km/h). If a horse and
carriage travels for 4 hours, how far does
it travel? Look at the equation:
8 km/h 4 32 km
× = 18 Make your own equations. Then ask and answer.
average speed number of hours distance travelled

2 Model T In 1908, the Model T Ford became one

of the first popular cars in the world. The average average speed x number of hours = distance travelled 
speed of a Model T was about 40 kilometres per
hour. If a Model T travels for 4 hours, how far 15 km/h x 2 = 30 km
does it travel? Let's do the equation:
40 km/h 4 160 km
× = If the average speed of a bike Um... 15 times 2
average speed number of hours distance travelled
is 15 kilometres per hour, how equals 30. It travels 30
far does it travel in 2 hours? kilometres in 2 hours.
3 Modern Car Cars today are
much faster than they were
in the past. The average
speed of a modern car is TRAINS
about 90 kilometres per
hour. If a person travels in a PROJECT
modern car for 4 hours, how
far does he or she travel? 19 Make a Speed poster. Present it
Let’s do the equation: to the class.
90 km/h 4 360 km
× = In 1825, the
average speed number of hours distance travelled
Locomotion 1
travelled at about In 1825, the Locomotion
first passenger steam 1 was one of the
25 kilometres at about 25 kilometres trains. It travelled
per hour... Now, one of the fastesper hour.
Can you think of ways of travelling that are faster than the world is the French t trains in the
TGV. In 2007, the TGV
travelled at 574 kilome
modern car? What are the good things and the bad things tres per hour.
about travelling fast?
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Warm-Up
• Divide the class into nine groups. Give each group an index card with a number written on
it, an egg box and counters. Explain that pupils will be using the counters and the egg box to
review multiplication and create multiplication tables.
• Each group should look at the number on their card and place that many counters into each
cup of the egg box.
• When pupils have filled the egg box, they should work together to create a multiplication table
for their number. For example: 1 ✕ 4 = 4; 2 ✕ 4 = 8 and so on, up to 12 ✕ 4 = 48.
• Have pupils present their multiplication tables to the class.

Using Page 74
15 2:43 Look, listen and repeat.
INVOLVE Explain the lesson objective – pupils will read and solve word problems. They also make a
‘Speed’ poster and present it to the class.
• Read the directions aloud and play audio track 2:43 and have pupils follow the words in their
books. Play the audio again while pupils listen and repeat.
• Tell pupils that they will learn the meaning of these words in the context of the article. Or, if
you wish, have pairs of pupils look up the words in a dictionary before reading the text.
Write words on the board, point to them and say them aloud. Have pupils listen and repeat.
MONITOR (Pupils can also do this in pairs, pointing randomly at words in their books and practising
saying them.)
ASSIST Replay the audio as needed.
16 2:44 Listen and read. What’s the average speed of a modern car?

• Read the directions aloud and have pupils look at the pictures and name the form of
transport they see. Write the labels average speed, number of hours and distance travelled on
the board. Explain that speed is measured in kilometres per hour and that kilometres per
hour times the hours will always give you the number of kilometres travelled.
• Play audio track 2:44 and have pupils listen and read along silently.
Ask questions to check for understanding. For example, ask: What was the average speed of
MONITOR a horse and carriage? (8km/h) How fast did the Model T travel per hour? (about 40) What’s the
average speed of a modern car? (It’s about 90 kilometres.)

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 OBJECTIVES
ASSIST
Replay the audio as necessary. Have pupils note down any words they do not To read word
problems and
understand and help them work out their meanings from context. solve them using
st multiplication
21 Think Creatively
To make a poster
• Read aloud the questions as pupils follow in their books. Ask pupils to note
down their answers. Elicit their answers and discuss them as a class. (Possible
answers: Planes travel faster than the modern car. One good thing about travelling
Content Words
fast is that you save time. One bad thing about travelling fast is that more accidents
average speed, distance
can happen.) travelled, equation,
kilometres per hour
(km/h), number of hours
Using Page 75 times (x)

17 Read. Write the equations and the answers in your notebook. 21st Century Skills
• Read the directions aloud. Do Item 1 as a class. Write the answer on the board. Think Creatively
Critical Thinking
• Have pupils complete the activity and write the answers in their notebooks.
Collaboration
MONITOR
Review answers as a class. (Answers: 1 8 km/hr ✕ 2 = 16 km, 2 90 km/hr ✕ 12 =
1080 km, 3 40 km/hr ✕ 5 = 200 km, 4 15 km/hr ✕ 3 = 45 km) Materials
Refer pupils back to the text in Activity 16 to help them make their equations. Index cards
ASSIST
9 egg boxes, counters
When eliciting the answers, write the sums for each item on the board. (or small countable
objects, such as paper
18 Make your own equations. Then ask and answer. clips)
• Read the directions aloud. Have pupils read the equation and ask volunteers to A3 paper, marker pens
read the speech bubbles aloud. Audio tracks 2:43–44
Digital activities:
• Elicit or give one or two other possible sentences that you could make by MyEnglishLab
looking at the text. Have pupils complete the activity in pairs.
MONITOR
While pupils are working, listen for proper pronunciation, appropriate Page 59
intonation and correct use of language and vocabulary. Answers on page T150
19 Make a Speed poster. Present it to the class.
• Read the directions aloud. Have pupils look at the example of a ‘Speed’ poster
in their book and read the caption aloud while they follow. Ask pupils what
other forms of transport that travel very fast are (planes, trains, high speed
ferries, rockets). Write them on the board.
• Have pupils work alone, in pairs or in small groups to make their posters.
They may draw pictures or cut out pictures from old magazines, newspapers
or the internet. They should write captions for their posters as well, following
the example.
MONITOR
Have pupils present their posters to the rest of the class. Listen for correct
pronunciation, appropriate intonation and correct use of language.
• Assign Activity Book page 59 and direct pupils to digital activities.
TEACHING TIP
st
Application and Practice Activity 21 Critical Thinking
st Point out that
• 21 Collaboration Invite pupils to compare how far each vehicle in Activity 16 multiplying is really just
travelled in four hours. Talk about why people thought they needed something adding numbers
that would allow them to travel longer distances in less time and how that ability multiple times. On the
changed people’s lives. board, write: 5 ✕ 25 =
25 + 25 + 25 + 25 +
• Distribute A3 paper and marker pens and have small groups of pupils work 25. Have pupils
together to design a vehicle for the future. Have them think about how fast the compare the two sides
vehicle will travel and how it will change people’s lives. Then have pupils write of the equation. Ask:
equations about the distances their vehicle can travel. Why might someone
choose to multiply
numbers rather than
add them? Help pupils
understand that
multiplying is quicker
and more efficient than
adding.

Unit 6 T75

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 Content Connection Maths
2:43

15 Look, listen and repeat.

average speed distance travelled equation kilometres per hour (km/h)

number of hours times (x)
2:44

16 Listen and read. What’s the average speed of a modern car?

How Fast Does it Travel?

1 Horse and Carriage Until the early 1900s,
many people travelled by horse and carriage.
A horse and carriage had an average speed of
8 kilometres per hour (km/h). If a horse and
carriage travels for 4 hours, how far does
it travel? Look at the equation:
8 km/h 4 32 km
× =
average speed number of hours distance travelled

2 Model T In 1908, the Model T Ford became one

of the first popular cars in the world. The average
speed of a Model T was about 40 kilometres per
hour. If a Model T travels for 4 hours, how far
does it travel? Let's do the equation:
40 km/h 4 160 km
× =
average speed number of hours distance travelled

3 Modern Car Cars today are

much faster than they were
in the past. The average
speed of a modern car is
about 90 kilometres per
hour. If a person travels in a
modern car for 4 hours, how
far does he or she travel?
Let’s do the equation:
90 km/h 4 360 km
× =
average speed number of hours distance travelled

Can you think of ways of travelling that are faster than the
modern car? What are the good things and the bad things
about travelling fast?
74 Unit 6

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 17 Read. Write the equations and the answers in your notebook.

1 If a horse and carriage travels for 2 hours, how far does it travel?
2 If a modern car travels for 12 hours, how far does it travel?
3 If a Model T travels for 5 hours, how far
does it travel?
4 If the average speed of a person on a bike is
15 km/h, how far does he/she travel in 3 hours?

18 Make your own equations. Then ask and answer.

average speed x number of hours = distance travelled 

15 km/h x 2 = 30 km

If the average speed of a bike Um... 15 times 2

is 15 kilometres per hour, how equals 30. It travels 30
far does it travel in 2 hours? kilometres in 2 hours.

TRAINS
PROJECT

19 Make a Speed poster. Present it

to the class.

In 1825, the
Locomotion 1
travelled at about In 1825, the Locomo
first passenger stea tion 1 was one of the
25 kilometres at about 25 kilomet m trains. It travelled
res
per hour... Now, one of the fast per hour.
world is the French est trains in the
TG V
travelled at 574 kilom . In 2007, the TGV
etres per hour.

content connection (multiplication) Unit 6 75

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 Culture Connection Around the World
2:45

20 Listen and read. Where do the Koryak people live?

Traditional Cultures
There are many different groups of people around the world. All these groups have
got their own interesting traditions and cultures.

The Hmong
The Hmong people of
Southeast Asia live in
parts of Thailand, Laos and
Vietnam. They have got their
own language and their own
way of life. Many Hmong
live the same way now that
their ancestors lived 2,000
The Maasai years ago. You won’t find
much modern technology in a The Koryak
The Maasai people of
traditional Hmong village. The Koryak people live
Kenya, in Africa, are one of
in Russia, on the northern
the most famous tribes on
part of the Pacific Coast.
the planet. The Maasai are
The land is Arctic tundra,
nomadic. This means they
which is very cold. For
do not live in one place all
food, these people catch
the time. They move from
fish and herd reindeer.
place to place and make new
This picture shows
homes each time they move.
Koryak children cooking
They often build their homes
food for their family. They
in the forests from things
are wearing warm hats
they can find in nature
made of reindeer skins.
– mud, sticks, grass and
rocks. Some of their villages
haven't got running water
or electricity.

21 Find these words in the text. What do they mean?

ancestors cultures nomadic traditional tundra

Find out about another traditional culture. How is

their life different to yours? How is it the same?

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 Warm-Up OBJECTIVES
To read about people
• Have pupils think about what life would be like without technology. Say: around the world
Imagine life without computers, phones, TV, cars or electricity. How would you who live without
contact people? How would you get to school? How would you cook your food and technology
wash your clothes? How would you warm and light your home? To read and
comprehend a social
• Say: There are many things we can’t do without technology. Distribute index cards. Science text
Ask pupils to write down an activity that people can do without technology.
Model: I can wash my clothes in the bath and dry them outside in the sun. I can use
candles to light my home. Invite volunteers to read their cards aloud. Content Words
ancestors, Arctic tundra,
Hmong, Koryak, Maasai,
Using Page 76 nomadic
20 2:45 Listen and read. Where do the Koryak people live? 21st Century Skills
INVOLVE
Explain the lesson objective – pupils will read and talk about different groups Global Awareness
of people from around the world.
• Write these vocabulary items on the board: ancestors, cultures, nomadic, Materials
traditional, tundra. Have pupils listen for and locate these words in the article. Index cards
Audio track 2:45
• Read the directions aloud. Play audio track 2:45 and have pupils listen, read Video (eText)
and follow in their books. Digital activities:
Check for comprehension. Ask: Where do the Maasai people live? (They live in MyEnglishLab
Kenya, Africa.) What does it mean to be nomadic? (It means you move from
MONITOR place to place.) Why won’t you find much technology in a Hmong village? (The Page 60
Hmong people live the same way now that their ancestors lived 2,000 years Answers on page T150
ago.) Where do the Koryak people live? (They live in Russia.)
ASSIST Replay the audio as needed.
21 Find these words in the text. What do they mean?
• Read the directions aloud. Have pupils read the words in the box aloud. Have
pupils complete the activity independently.
Review answers as a class. (Answers: ancestors: members of your family who
lived a long time ago, cultures: the beliefs, way of life, art and customs that are
shared and accepted by people in a particular society, nomadic: if someone leads a
MONITOR nomadic life, they travel from place to place and don’t live in any one place for very
long, traditional: following ideas and methods that have existed for a long time,
rather than doing anything new or different, tundra: the large flat areas of land in
the north of Russia, Canada, etc, where it is very cold and there are no trees)
ASSIST Model how to find the meaning of these words in the text.
st
21 Global Awareness
• Ask pupils if they know of any other traditional cultures. Read the questions
aloud and explain to pupils that they should use the internet or resource
books to gather information about other traditional cultures. This can be done
individually, in pairs or in small groups.
• Invite pupils to present their findings to the class. TEACHING TIP
• Assign Activity Book page 60 and direct pupils to digital activities. Oral Practice
After pupils have
Application and Practice Activity listened to audio track
2:45, encourage them
• Have pupils make a chart about the advantages and disadvantages of living to take turns reading
without technology. Then have them use the chart to make a statement about one of the paragraphs
whether they think technology has had a positive or negative effect on the aloud to the class.
world. Reading aloud after
listening can help
• Have pupils view the Unit 6 video segment. Use the Video Guide. pupils develop correct
intonation and
pronunciation. Help
pupils pronounce any
difficult or unfamiliar
words.

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 OBJECTIVES
To use speech marks
correctly
To write sentences that
include speech marks
Key Vocabulary
Noun: Speech marks
Materials
Teacher-made speech
bubbles on coloured
card
Digital activities:
MyEnglishLab
Page 61
Answers on page T150
TEACHING TIP
Using Speech Marks
Don’t use speech
marks to emphasise a
word. Instead,
underline the word or
write it in italics.
Wrong: You should
‘never’ skip breakfast.
Right: You should never
skip breakfast. or You
should never skip
breakfast.
T77 Unit 6
M06_BE_TE_L04GLB_0820_U06.indd 176
Warm-Up
• Before class, cut large speech-bubble shapes out of coloured card, one for each
pupil. Pupils will write in the speech bubbles and use them to help themselves
identify spoken language.
• Give pairs of pupils two speech bubbles. Explain that one pupil will ask a
question about life in the past and his or her partner will write the question
in the speech bubble. Then the partner will answer the question and the first
partner will write his or her answer in the other speech bubble.
• Have pairs of pupils come up to the front of the class and hold the bubbles over
their heads. Invite the class to read the words in the bubbles aloud.
Using Page 77
22 Read. Then choose the sentences where speech marks are used
correctly.
INVOLVE Explain the lesson objective – pupils will learn how to use speech marks.
• Read the directions aloud and then read the text in the box aloud as pupils
follow along silently.
• Do Item 1 as a class. Have pupils complete the activity independently.
MONITOR Review answers as a class. (Answers: 2 and 3)
ASSIST Check for understanding by asking why item numbers 1 and 4 are incorrect.
23 Read and match. Make sentences.
• Read the directions aloud. Have pupils look at the first column and then the
second column. Do Item 1 as a class.
• Have pupils complete the activity independently or in pairs.
MONITOR Review answers as a class. (Answers: 1b, 2c, 3d, 4a)
CHALLENGE
Have pupils write 3 sentences with incorrect use of speech marks for their
partners to correct.
24 Rewrite the sentences using speech marks in your notebook.
• Read the directions aloud. Do the first item as a class. Ask: What did he say? (I
just saw a movie about Henry Ford and the Model T.)
• Have pupils complete the activity independently.
Review answers as a class. (Answers: 1 “I just saw a movie about Henry Ford and
the Model T”, he said., 2 “What should we do this weekend?” she asked.,3 “Do
MONITOR your homework before watching TV!” his mother told him., 4 Taylor said, “I got a
new computer”., 5 “You need to finish your book report by Friday”, said Mr Clark.,
6 “Happy birthday, Grandma Rose!” everyone yelled.)
25 Write sentences using speech marks in your notebook.
• On the board, write two sentences without speech marks. Ask pupils to tell
you where the speech marks go.
• Read directions aloud and have pupils complete the activity.
• Have volunteers read aloud their sentences for the class.
Check for proper use of speech marks. Listen for proper pronunciation,
MONITOR
appropriate intonation and correct use of language.
• Assign Activity Book page 61 and direct pupils to digital activities.
Application and Practice Activity
• Have partners use the speech bubbles they created in the Warm-Up as the basis
for a short narrative dialogue. Ask each pupil in each pair to add a sentence to
the conversation. Write this model on the board: “Did people drive cars long ago?”
asked Lawrence. “No, they travelled by horse and carriage”, said Maya. “That sounds
like fun!” said Lawrence. “I know but it wasn’t very fast”, Maya replied.
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 Speech Marks Writing

22 Read. Then choose the sentences where speech marks are used correctly.

Speech marks (“ ”) come in pairs. You put them around the words that
people say.
“I had a great time at my grandpa’s house,” said Jaime.
Commas, full stops, question marks and exclamation marks usually go
inside speech marks at the end of what a person says. Commas go
outside speech marks if they come before what somebody says.
1 “I used to ride my bike to school, said Maria.”
2 “Did they watch TV in the 1930s?” he asked.
3 Miguel yelled, “I got a new mobile phone!”
4 Karen said“, I listened to the radio last night”.

23 Read and match. Make sentences.

1 Tim asked, a “I used to get water from a pump
2 “My dad used to travel by bus when I was young.”
to school,” b “How did people use to cook food?”
3 Claire yelled, c Bahar said.
4 Grandpa said, d “I got a new mp3 player yesterday!”

24 Rewrite the sentences using speech marks in your notebook.

1 I just saw a movie about Henry Ford and the Model T, he said.
2 What should we do this weekend? she asked.
3 Do your homework before watching TV! his mother told him.
4 Taylor said, I got a new computer.
5 You need to finish your book report by Friday, said Mr Clark.
6 Happy birthday, Grandma Rose! everyone yelled.

25 Write sentences using speech marks in your notebook.

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 Phonics ge, dge
2:46

26 Listen, read and repeat.

1 ge 2 dge
2:47

27 Listen and find. Then say.

page fridge
2:48

28 Listen and blend the sounds.

1 b-a-dge badge 2 e-dge edge
3 a-ge age 4 s-p-o-n-ge sponge
5 b-r-i-dge bridge 6 h-e-dge hedge
7 c-a-ge cage 8 l-ar-ge large
2:49

29 Read aloud. Then listen and chant.

There’s a large fridge

On the bridge.
There’s a large page
In the cage.

78 Unit 6 phonics (ge, dge)

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 Warm-Up OBJECTIVES
To identify and say the
• Make flashcards (words only) using index cards for the words in this lesson letters and sounds ge
(page, fridge, badge, age, bridge, cage, edge, etc). and dge individually
and as part of words
• Write the letters ge and dge on the board. Show the cards one by one and read
the words aloud. Invite volunteers to the board to point to the sounds on the
board that are in the word on the card.
Materials
Index cards
Using Page 78 Audio tracks 2:46–50
26 Game (eText)
2:46 Listen, read and repeat.
Digital activities:
INVOLVE
Explain the lesson objective – pupils will identify and name the letters and MyEnglishLab
sounds ge and dge individually and as part of words.
• Read the directions aloud. Play audio track 2:46 and have pupils listen and Page 62
read each sound as it is said. Have pupils repeat. Audioscript on page
As pupils repeat, check they are pointing to the correct sound and listen for T143
MONITOR
correct pronunciation. Answers on page T150

27 2:47 Listen and find. Then say.

• Read the directions aloud. Play audio track 2:47 and have pupils listen, find
and point to each word and its corresponding picture as it is said. Have pupils
repeat each word.
ASSIST
Replay the audio as needed. Pupils can also check that they are pointing to the
correct word and saying it properly with a partner.
28 2:48 Listen and blend the sounds.

• Read the directions aloud. Play audio track 2:48 and have pupils listen and
point to each item as it is sounded out and blended on the audio. Have them
repeat after each item.
• Replay the audio and have pupils repeat the activity.
MONITOR
As pupils repeat, check they are pointing to the correct word and listen for
correct pronunciation and appropriate intonation.
29 2:49 Read aloud. Then listen and chant.

• Read the directions aloud. Read the chant while pupils follow in their books.
Have them choral read the chant as a class.
• Play audio track 2:49 and have pupils listen. Replay several times and
encourage them to join in.
MONITOR
As pupils repeat the chant, listen for proper pronunciation, appropriate
intonation and correct use of language.
• Assign Activity Book page 30 and direct pupils to digital activities.

Application and Practice Activity

• On the board write dge and ge. Put pupils in small groups. Explain that when
you say Go, they have to write down as many word as they can for these two
sounds in the correct column. The group with the most words and in the
correct column wins.
• Have pupils play Unit 3, Game 1 on the eText.

Unit 6 T78

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 OUTCOMES
Pupils can use the unit
vocabulary.
Pupils can talk about
differences between
past and present times.
21st Century Skills
Self-Direction
Innovation
Materials
Flashcards 42–53
Game (eText)
Digital activities:
MyEnglishLab
Page 63
Answers on page T151
T79 Unit 6
M06_BE_TE_L04GLB_0820_U06.indd 180
Warm-Up
• Arrange pupils in groups. Distribute flashcards for different activities shown in
the pictures. Give one card to each team. Tell the pupils on each group that they
will work to give clues about the picture on the card and the other groups will
try to guess what their picture shows. Model: People used this a long time ago. It
lights up a room.
• Have groups take turns giving clues and guessing the answers. The team that
guesses the most flashcards correctly wins.
Using Page 79
30 Complete the dialogue.
INVOLVE
Explain the lesson objective – pupils will review the language they learnt in
this unit and assess their progress so far.
• Read the directions aloud and have pupils read the words in the box aloud.
Have pupils complete the dialogue independently.
MONITOR
Review answers as a class. (Answers: 1 use, 2 did, 3 used, 4 carriage, 5 have,
6 didn’t, 7 stoves, 8 to)
Remind pupils about the difference between the verbs use and used to. Write
ASSIST
examples on the board: They used candles in their homes. They used to use
candles in their homes. Both sentences are in the past simple but the verb used
to implies the activity is no longer done.
31 Work with a partner. Say the differences between the two pictures.
• Read the directions aloud. Tell pupils that the top picture shows activity in a
house from long ago and the bottom picture shows activity in a house from
the present day.
• Have two volunteers read the speech bubbles aloud. Ask the class which
picture shows the information in the speech bubbles.
• Then have pairs of pupils ask and answer questions to compare the pictures.
Ask them to find and list the differences they talk about.
MONITOR
Listen for proper pronunciation, appropriate intonation and correct use of
language.
Have pupils play a guessing game to talk about the two pictures. Model: There’s
CHALLENGE a TV. Which picture am I looking at? (Now) I can see a girl writing a letter. Which
picture am I looking at? (Long Ago)
I Can
st
• 21 Self-Direction This section asks pupils to assess their own learning and
think about their progress. Read the statements aloud. Explain that pupils
should write the skills they feel they can do in their notebooks. Help pupils
appreciate their progress. Say: The I Can statements point out what you have
learnt in this unit.
• Assign Activity Book page 63 and direct pupils to digital activities.
Application and Practice Activity
st
• 21 Innovation Have pupils work in small groups to create a mural that shows
the same scene a hundred years in the future. Encourage them to think about
which of the tasks we do now might be made easier in the future and to include
ideas for machines or devices that would help us do those tasks.
• Have volunteers present their mural to the class, describing the differences
between their new picture and the ones on page 79.
• Have pupils play Unit 6, Game 2 on the eText.
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 Review

30 Complete the dialogue.

carriage did didn’t have stoves to use used

A: Life in the old days was hard. They didn’t 1 ? to have cars.
B: Really? No cars? How 2 ? they use to travel around?
A: People 3 ? to travel by horse and 4 ? .
B: Wow! Did they 5 ? microwaves back then?
A: No, they 6 ? . People used to cook on coal 7 ? . And they didn’t have TVs.
B: No TVs?
A: That’s right. People used 8 ? listen to the radio for entertainment.

31 Work with a partner. Say the differences between the two pictures.
LONG AGO

A long time ago, people

used to wash their
clothes by hand.

NOW

Now, many people use washing

machines to wash their clothes.

I Can
• talk about the • talk about what • calculate • use speech
past and the people used average speed. marks correctly.
present. to do.

review/self-assessment Unit 6 79

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 Checkpoint Units 4–6
How Well Do I Know It? Can I Use It?

1 Think about it. Read and draw. Practise.

I know this. I need more practice. I don’t know this.

1 Health problems: allergies, cough, cut... PAGES

44
2 Remedies: drink some juice, get some rest, 45,
take some medicine, see a dentist... 48–49

3 Endangered animals: angler fish,

56–61
chimpanzee, Komodo dragon, tarsier...
4 Activities (present): travel by car, have
electric lights, cook in a microwave, listen
to an mp3 player...
68–69
Activities (past): travelled by horse and
carriage, had oil lamps, cooked on a coal
stove, listened to the radio...
5 You should stay in bed.
We shouldn’t stay up late.
48–49
I should take care better care of myself.
They take good care of themselves.
6 How many chimpanzees were there
100 years ago?
60
There were more than a million. But now
there are only about 200,000.
7 Why are Andean flamingos endangered?
They’re endangered because people are 61
destroying their habitat.
8 Did people have telephones in 1950? Yes,
they did.
Did your dad listen to an mp3 player when
he was a child? No, he didn’t. He listened 72–73
to the radio.
Before computers, how did people use to
keep in touch? They used to write letters.

80 Checkpoint Units 4–6

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 Warm-Up
• Have pupils create their own flashcards for key vocabulary from Units 4–6. OBJECTIVES
Have them write words or phrases on one side of each card and add definitions To self-assess comfort
with target skills and
or pictures on the other side. Allow pupils to use dictionaries to help them write key language for
definitions. Have partners use their cards to review vocabulary. Units 4–6

Using Page 80
21st Century Skills
1 Think about it. Read and draw. Practise. Self-Direction
INVOLVE
Explain the lesson objective – pupils will say how well they can use what they
have learnt in Units 4–6. Materials
Index cards
• Read the directions aloud. Have pupils point to the face icons at the top of the
Marker pens or coloured
page as you read the descriptions aloud. Then have pupils repeat after you, pencils
using intonation and facial expressions to mime the meanings. Flashcards 42–53
• Have pupils use a marker pen or coloured pencil to complete the exercise in Audio track 2:01
their notebooks. (They will then choose a different colour when they review For more information
about using
this list at the end of the Checkpoint.) Checkpoints, see
Introduction, page x.
Follow the suggestions below to review the key language in the unit. Check to
see how well pupils are able to use the language. Remind pupils that they will
MONITOR be asked to assess their own abilities. You may wish to review all the language
in the checklist first and then have pupils complete the checklist or have pupils
complete the checklist as each language point is reviewed.
ASSIST
Encourage pupils to turn to the page references when they need additional
support or to refresh their memories.
Health problems (page 44)
Have pupils take turns miming one of the health problems in Activity 1 on
page 44. Classmates can guess which problem is being mimed.
Remedies (pages 45, 48–49)
Replay audio track 2:01. Ask pupils to list the remedies they hear. Then
encourage pupils to add other remedies to the list.
Endangered animals (pages 56–61)
Have pupils write the names of endangered animals on index cards. Assign
one animal to each pupil and have pupils work together to arrange themselves
in order, from smallest to largest animals.
Activities: present and past (page 68–69)
Have pupils take turns naming an activity from page 68. Ask classmates to say
now or long ago to tell the time of the activity.
should/shouldn’t, myself/themselves (page 48–49)
Have volunteers mime the health problems on page 44 again. This time, have
pupils give advice about what the person should or shouldn’t do.
How many …? There were/are … (page 60)
Write statistics from page 60 on the board and have pupils ask and answer
questions to summarise the information. Model: Komodo dragons: more than
20,000 fifty years ago; fewer than 5,000 now. (There were more than 20,000 TEACHING TIP
komodo dragons fifty years ago. How many are there today? There are fewer st
than 5,000 now.) 21 Self-Direction
Remind pupils that
Why ...? … because ... (page 61) there are no right or
Write the names of the birds covered in the unit on the board and have pupils wrong answers on this
tell you why they are endangered. page. Emphasise the
fact that they should
Did people have …? What did people use to do? They used to … (pages 72–73) draw in their
Have partners ask and answer questions about the activities on page 68. notebooks the face
that shows how they
Model: Did people watch TV 100 years ago? No, they didn’t. Divide the class feel about each skill.
into two groups. Give one group the flashcards for now and the other group Say: This page will help
the flashcards for long ago. Have pupils make statements, e.g., – ‘We cook in a us find out what you
microwave oven now’. – ‘We didn’t use to cook in a microwave oven. We used to know well and what
cook on a coal stove long ago’. you should study more.

Checkpoint Units 4–6 T80

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 OBJECTIVES Warm-Up
To complete a dialogue
• Ask: How much TV is too much? Have pupils share their opinions about how
To talk about advice much TV pupils should watch each day or each week. Take a class survey and
record the results in a chart.
• Ask: What should pupils do instead of watching TV? (Possible answers include:
21st Century Skills play sports, do exercise, read, play games with friends)
Technology Literacy

Materials Using Page 81

Sticky notes 2 2:51 Get ready.
Audio track 2:51
Audioscript, page T143 INVOLVE
Explain the lesson objective – pupils will put together what they learnt in
Units 4–6. They will complete a dialogue and then ask and answer questions
about it.
• Part A: Read the directions and names aloud. Say: Advice is an opinion about
what someone should or shouldn’t do.
• Have volunteers read the phrases in the box aloud. Point out that they will use
clues in the dialogue to fill in the missing phrases. Point to the first blank and
have pupils try each of the five phrases in the blank. Ask: Which phrase makes
sense? (should go out)
• Have pupils complete the dialogue independently. Remind them that reading
aloud as they work can help them find the correct answer.
• Play audio track 2:51 twice. First, have pupils focus on listening
comprehension. Then have them check to see if they put the phrases in the
correct place.
MONITOR
Check answers as a class. (Answers: 1 should go out, 2 shouldn’t watch,3 should
watch, 4 didn’t use to watch, 5 used to go outside)
Suggest that pupils write the five phrases in the box on separate sticky notes.
ASSIST They can then test each phrase in the dialogue to find where it makes the
most sense.
• Part B: Read the directions aloud and invite pupils to practise the dialogue.
Encourage pupils to switch roles.
MONITOR Listen for correct pronunciation and intonation as pupils practise.
Invite pupils to write a new dialogue for Mum and Kevin after Kevin returns
CHALLENGE from playing outside. Allow partners time to practise their dialogue and then
share it with the class.
• Part C: Read the directions and questions aloud. Have pupils talk about their
answers in pairs.
MONITOR Check to make sure pupils use correct vocabulary and grammar.
st

TEACHING TIP • 21 Technology Literacy Have pupils compare their own habits with
Idioms Kevin’s. Ask: How many hours a day do you look at screens? Do you think you
Draw pupils’ attention
should change your habits? Explain that advantages are good things about a
to the question What’s topic and disadvantages are bad things. Ask pupils to name advantages and
wrong, Kevin? at the disadvantages of technology, such as TV, computers and mobile phones.
beginning of the
dialogue. Say: We ask
‘What’s wrong?’ when
someone seems
TEACHING
unhappy TIP
or unwell.
Have pupils say when
they might ask
someone this question.
(Possible answers:
When someone looks
tired or ill, when
someone looks or
sounds angry or when
someone is being
unusually quiet.)

T81 Checkpoint Units 4–6

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 I Can Do It!
2:51

2 Get ready.
didn’t use to watch
should go out
1
should watch
A Complete the dialogue. Use the phrases in shouldn’t watch
the box. Then listen and check. used to go out
2

Mum: What’s wrong, Kevin? 4

Kevin: My eyes are sore.
Mum: I know why. You watch too much TV! You 1 ? and get
some exercise.
Kevin: Oh, Mum! 5
Mum: Listen, I think you 2 ? so much TV. You spend too much time
using technology – TV, computer and mobile phone.
Kevin: So... ?
Mum: That’s why your eyes are sore. You 3 ? TV for only one hour
a day.
6
Kevin: Only one hour?
Mum: Yes. A long time ago, people 4 ? TV all the time.
Kevin: What did they do? 7
Mum: Well, they ? and play. So go!
5

Kevin: Oh, OK, Mum. Maybe you’re right.

B Practise the dialogue in A with a partner.

8
C Ask and answer the questions with a partner.
1 What do you think of Kevin’s mum’s advice?
2 Do you think you should watch less TV? Why/Why not?
3 What should people do to stay healthy?
9
Checkpoint Units 4–6 81

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 Checkpoint Units 4–6
3 Get set.

STEP 1 Cut out the cards on page 123 of your Activity Book.

STEP 2 Put the cards face down in two piles: green cards and
orange cards. Now you’re ready to Go!

4 Go!
A Read the dialogues.

Dialogue A Dialogue B

A: What’s wrong? A: What’s wrong?

B: I’ve got stomachache. B: I’ve got stomachache.
A: Why? A: Why?
B: I watched too much TV. B: I ate too many sweets.
A: That doesn’t make sense. A: You should go to the school nurse.

B Now play the game. Pick one

green card and one orange card.
Use them to make a dialogue
with a partner. Does the dialogue
make sense? If not, pick another
orange card. Keep picking
orange cards until your dialogue
makes sense. Use the card to
give advice to your partner. Then
change roles and play again.

You should go to the

school nurse.

C Act out one of the dialogues for

your class.

82 Checkpoint Units 4–6

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 Warm-Up OBJECTIVES
To create dialogues
• Have pupils preview the cutouts on Activity Book page 123. Say: The large about health
green cards are the health problems. The smaller orange cards are causes. Invite problems and their
volunteers to read the cards aloud. Explain any unfamiliar vocabulary. causes

• Help pupils recognise that the health problem cards name things in the present
and many of the cause cards name things in the past. Ask pupils to identify past
tense verbs in the cause cards (ate, used, played, drank, watched). 21st Century Skills
Critical Thinking

Using Page 82 Materials

Cutouts on Activity Book
3 Get set. page 123
Explain the lesson objective – pupils will create dialogues between a person
INVOLVE who doesn’t feel well and another who finds out the cause of the problem and
gives advice.
• Read the directions and steps aloud.
• Have pupils cut out and stack the cards face down in two piles: green cards
and orange cards.
MONITOR
Ask questions to make sure that pupils understand the phrases on each card.
Model: Where’s your throat? What’s sneezing?
4 Go!
• Part A: Read the directions aloud. Invite volunteers to read the two dialogues
aloud. Ask: Why doesn’t Dialogue A make sense? (Watching too much TV won’t
give you a stomachache.) Why does Dialogue B make sense? (Eating too many
sweets might give you a stomachache.)
• Part B: Read the directions aloud and have partners play the dialogue game.
Explain that the first person to speak in each dialogue begins by asking the
same questions: What’s wrong? Why? If the answer makes sense, the person
then gives advice using You should … .
MONITOR
Check for proper pronunciation, appropriate intonation and correct use of
language.
st
• 21 Critical Thinking When card combinations create dialogues that don’t
make sense, encourage pupils to explain the problem. Model: If someone’s eyes
are sore, it isn’t because she drank too much cola. Drinking too much cola won’t
make your eyes sore but it might give you a stomachache.
• Part C: Read the directions aloud. Invite partners to share their favourite
dialogue with the class.
Pupils can create longer dialogues by choosing two health problem cards.
CHALLENGE Model: I’ve got a sore throat and sore eyes. They can then choose cause cards to
find the cause of each problem.
TEACHING TIP
Role Playing
Encourage pupils to
role play as they
complete the
dialogues. Remind
them that we get a lot
of information from the
way people act. When
you role play a
dialogue, using
gestures and tone of
voice can help you
show how a character
is feeling. Discuss how
people’s gestures and
tone of voice might
change when they
aren’t feeling well.

Checkpoint Units 4–6 T82

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 OBJECTIVES
To write a journal entry
To reassess comfort with
target skills and key
language for Units 4–6
21st Century Skills
Technology Literacy
Self-Direction
Materials
Marker pens or coloured
pencils
Video cameras or audio
recording devices
Game (eText)
Digital activities:
MyEnglishLab
Pages 64–65
Answers on page T151
CHALLENGE
TEACHING TIP
Using Checkpoint
Evaluations
Pupil evaluations of the
Checkpoint (easy/hard,
fun/not fun) can give
you insight into pupils’
reactions to classroom
activities. Review their
answers to help you
engage and motivate
them as they continue
to review Units 4–6 and
move on to the next
units. Consider whether
pupils require
additional assistance,
deeper challenges or
more inspiring
activities.
T83 Checkpoint Units 4–6
M06_BE_TE_L04GLB_0820_U06.indd 188
Warm-Up
• Write lifestyle on the board. Say: Your lifestyle includes the things you do most of
the time.
• Ask pupils to describe their lifestyles. Model: I get enough sleep and exercise most
of the time. I like to find out about animals and help them. I spend time with my
family and friends at weekends. We always eat dinner together on Sunday night.
Have pupils compare and contrast their lifestyles.
Using Page 83
5 Write about yourself in your notebook.
Explain the lesson objective – pupils will write a journal entry. Then they will
INVOLVE look back at Units 4–6 and think about how well they can use what they’ve
learnt.
• Read the directions and journal title aloud. Invite volunteers to read the
questions aloud.
• Have pupils begin by writing today’s date in their notebooks. Then have them
write answers to the questions.
MONITOR Check pupils’ writing for correct use of language.
Provide pupils with additional sentence starters to complete: I’ve got a healthy
ASSIST lifestyle because I ... , People today are healthier/less healthy than 100 years ago
because ... , ... are endangered because ... .
Invite pupils to read their All About Me entries aloud and compare their
answers.
st
• 21 Technology Literacy Have pupils use video cameras or an audio
recording device to create multimedia journals based on their All About Me
entries. Pupils can read their journals aloud, show pictures, play music and
use other techniques to make their journal recordings interesting. Encourage
pupils to rehearse before they record. Have them share their finished
recordings with classmates and, if possible, share them with parents.
6 How Well Do I know It Now?
• Part A: Read the directions aloud.
st
• 21 Self-Direction Have pupils turn to Activity 1 on page 80 and think about
each of the categories again. Remind pupils to take their time to think about
each category carefully. Suggest that they look back to the pages listed as they
review their skills.
• Part B: Make sure that pupils use a different marker pen or coloured pencil as
they reassess their understanding and use of each checklist item.
• Part C: Read the directions aloud. Say: Choose the statement that says how you
feel about Units 4–6.
7 Rate this Checkpoint.
• Read the directions aloud. Tell pupils that they will choose two stars. Say: First,
you will say if the Checkpoint was very easy, easy, hard or very hard. Then you will
say if it was fun, OK or not fun.
• Have pupils complete the rating individually.
• Have pupils play the Checkpoint Game on the eText.
• Assign Activity Book pages 64-65 and direct pupils to digital activities.
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 5 Write about yourself in your notebook.
• Do you take care of yourself?
Explain.
• What endangered animals do
you know about?
1
• What kinds of technology have • Why are these animals
you got? Did people have this endangered?
technology 100 years ago? If
not, what did they use instead?
• What can people do to
help them?
2

All About Me Date:

3

How Well Do I Know It Now?

6
6 A Look at page 80 and your notebook. Draw again.

B Use a different colour.

C Read and think. 7

I can start the next unit.

I can ask my teacher for help and then start the next unit.

I can practise and then start the next unit. 8

7 Rate this Checkpoint.

9
very easy easy hard very hard fun OK not fun

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