English British

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Introduction
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Contents
Introduction 2
Part I 5
Unit 1 - Speaking games 7
Unit 2 - Happy Holidays 19
Unit 3 - The wonders of winter 29
Unit 4 - Spring is coming 35
Unit 5 - Summer fun 43
Part II 49
Unit 6 - Head and shoulders 51
Unit 7 - Your body in numbers 61
Unit 8 - How often is often? 71
Unit 9 - Pushing the limits 83
Unit 10 - A rescue story 93
Unit 11 - English for Teens: pre-intermediate review 1 105
Part III 111
Unit 12 - The logical mind 113
Unit 13 - One intelligence? 127
Unit 14 - The creative mind 137
Unit 15 - Playing with sounds 147
Unit 16 - Playing with words 157

Part IV 175
Unit 18 - Space exploration 177
Unit 19 - Looking at the sky 187
Unit 20 - A space story 199
Unit 21 - Living in a space station 207
Part V 221
Unit 23 - Life on earth 223
Unit 24 - The coldest continent 233
Unit 25 - The hottest continent 241
Unit 26 - A dream trip 249
Unit 27 - Amazing nature 259
Part VI 277
Unit 29 - Animals and their bodies 279
Unit 30 - Life cycles 289
Unit 31 - Playing hide and seek 297
Unit 32 - Animals on the move 307
Unit 33 - Animal stories 319
Part VII 337
Unit 35 - Inventions 339
Unit 36 - Life now and then 347

Unit 37 - Ancient stories 357
Unit 38 - The history of toys 367
Unit 39 - Predicting the future 373

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Expemo App
Expemo app - learning without forgetting

Using our expemo app accelerates language acquisition and helps learners remember what
they learn, even after many years.
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Home page Review
Click the button below to start your

review. For best results, try to use
Expemo every day for about 20 Great work, you scored 100%!
minutes. Happy learning!
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START REVIEW 18
vocabulary
or
Complete the sentence:
Please scan the QR code from your

London has many famous
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You can always look at your flashcards again.

Come back soon so that the words stay in
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START SCANNING
FINISH
1. DISPLAY A QUESTION
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PART 1
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SPEAKING
UNIT 1
GAMES
QrrkoD Scan to review worksheet
Expemo code:
QWERTYUIOPASDFGHJKLZXCVBNM1234567890-
1 Warm up
Part A: Work with your partner and circle objects you can see in your classroom.
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Unit 1-Speaking games
Part B: Choose six classroom objects and write their names on your Bingo card. When you hear
descriptions of an object that you think you have on your card, cross it out. When you cross out all
your objects, shout ‘Bingo’.
2 Classrooms in the world

Part A: Look at the three classrooms. Which continents do you think they are on?
South America / Antarctica / Africa / Asia / Australia / Europe / North America
classroom 1
classroom 2
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classroom 3
Part B: Describe the classrooms in the photos using the words from the box.
I can see ...
There is/isn’t ...
There are/aren’t ...
The children are ...
Which of the classrooms is the most unusual in your opinion? Why? What is the most unusual
classroom in your school?
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3 Taboo
Read the instructions and then play the game of Taboo.
The procedure:
You get a guess-word that your classmates cannot see. You give them clues about the guess-word
and they try to guess it. You cannot point to the object, mime it or draw it – you describe it using
words only. You also get taboo words, they are words that you cannot use in your description.
The guess-word is ‘window’ and the taboo words are ‘look out’, and ‘glass’. It means that you
cannot say: ‘You can look out of it, or ‘It’s made of glass.’ You can say: ‘You see the street behind
it, ‘There are 5 in our classroom’, ‘You open it when it is too hot inside.’
You play the game in two teams. You describe the guess-word to your team. If they guess the
word, your team scores a point. If they cannot guess it, the other team scores a point. If you don’t
know the word, or cannot describe it, you also lose a point.
Play the game.
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4 Find the person
Part A: Read the sentences and find the students in the photos.
1. His name is Gatimu. He is standing near the chalkboard.
2. Her name is Busama. She is sitting on the floor, near the window.
3. Her name is Anita. She has fair hair. She is standing next to the table.
a. b. c.
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Part B: Match the words to Anita, Gatimu or Busama.
5 Voices from two continents
Listen to Busama and Gatimu and then mark the right answer.
Who ...
1. lives in a warm country?
a. Busama
b. Gatimu
c. both
2. likes computers?
a. Busama
b. Gatimu
c. both
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3. is the youngest child?
a. Busama
b. Gatimu
c. both
4. is hot sometimes?
a. Busama
b. Gatimu
c. both
5. plays a sport?
a. Busama
b. Gatimu
c. both
6. plays a musical instrument?
a. Busama
b. Gatimu
c. both
Part B: Listen again and complete the missing words in the sentences.
have / good at / like / favourite subject / lives / listening / older / play / reading / the weather
Busama:
1. Music is my .
2. I’m not sports or maths.
3. I prefer and history.
4. I two younger brothers.
5. I don’t rain.
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Gatimu:
1. In Kenya, is very nice.
2. I love to birds.
3. After school, I football with my friends.
4. My sister in Sudan with her husband.
5. She is 13 years than me.
Part C: Write about yourself. Then, tell your partner about yourself.
My name is ...
I am ... years old.
I live in ...
My favourite school subject is ...
I like ...
I don’t like ...
I am good at ...
6 Stand up if ...
Play the game with the teacher.
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7 Reading
Part A: You are going to read two texts written by two students who are taking part in an international
project. They exchange messages with students from other parts of the world.
1. What countries do they write about?
2. Why do tourists visit the two countries?
Text 1
Dear Anita,
I want to tell you about my country. Thailand is often called the land of smiles because the
people are very polite. Families live together. I live with my parents, brothers, grandparents
and one aunt. I have many cousins and they come to my house very often.
Tourists love Thailand for the beautiful nature, warm weather and the food. I think Thai
food is the best in the world! My favourite dish is pad Thai (fried noodles) and tom yun kung
(shrimp soup with lemon). We have fresh vegetables and fruit all year round. I love traditional
music and dances. And elephants!
Please tell me about Norway. Is it really so cold?

Lots of love,
Busama
Text 2
Dear Busama,
Kenya is a big country. We have mountains, the sea and a lot of national parks. I have never
seen the sea. I live in a small village near the Maasai Mara Park. My family are Maasai, so I
speak Maa, but also Swahili and English. There are many languages in Kenya so everybody
learns Swahili and English to communicate. The Maasai people are tall and handsome and
they wear colourful clothes.
For Maasai people, the most important animal is the cow, but we also have many wild
animals in Kenya. There are lions, giraffes, zebras, buffaloes, hippos, elephants and rhinos.
Tourists often come here on safaris. They don’t kill the animals, of course; they just take
hundreds of photos.
I love birds and my favourite dish is matoke – a banana porridge.
Please write to me about Thailand.

Your African friend,
Gatimu
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Part B: Read the texts again and decide if the statements are true or false.
1. Busama has a small family.
2. She likes Thai food.
3. There are giraffes in Thailand.
4. Gatimu lives near the sea.
5. He speaks three languages.
6. Tourists come to Kenya to look at wild animals.
Which of the countries would you like to visit? Why?
8 Find somebody who
Write the questions like in the example and then ask them to your classmates.
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9 Homework
Write about yourself / your country / classroom to Anita, Gatimu or Busama.
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HAPPY
UNIT 2
HOLIDAYS
Expemo code:
1 Warm up
Look at the pictures below and finish the statements.
throw snowballs ski play board games
skate go on holidays play computer games
1. In the winter I really like to
2. I don’t like
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Unit 2-Happy Holidays
2 Vocabulary
Match the pictures with the words.
1. 2. 3.
4. 5. 6.
7. 8. 9.
10. 11. 12.
3 What is it?
Look at the incomplete image. What can you see?
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4 Ready, set, BINGO!
Add your Christmas words. Listen for your words. Get a line to win.
5 Reading for gist: vocabulary
Look at the photos. Can you guess what any of the traditions involve and which country they are
from?
Japan / Guatemala / Norway / Australia / Ukraine / Venezuela
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1 surfboard 2 broomstick 3 Colonel Sanders
4 bonfire 5 spiderweb 6 roller skates
Now, skim the text and match each photo to a tradition.
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Strange traditions around the world

Christmas
a. In Japan, people eat Kentucky Fried Chicken (KFC) on Christmas Day rather than turkey. Every year during the
festive season, there are statues of Colonel Sanders dressed up as Santa in every KFC restaurant and the meals
are so popular, people need to book in advance. The tradition started with an advertisement campaign.
b. Some people in Norway believe that evil spirits and witches arrive on Christmas Eve, so they hide their brushes
and brooms in their cupboards. This way the spirits and witches can’t steal them and fly around causing trouble.
c. In the capital city of Venezuela, people put on their roller skates and skate to church on Christmas Eve to attend
Mass. The roads are closed to ensure it is safe for families to enjoy the tradition. After Mass, families get together
in the street or at each other’s house to share food and dance.
d. In Ukraine, people like to put fake spiderwebs on the tree as they believe it brings good luck. The tradition comes
from an old tale about a poor old lady who could not afford to decorate her tree, so it was bare. She woke up on
Christmas day to find a spider had covered it in a beautiful sparkling web.
e. In Guatemala, people believe that the devil lives in the dirty corners of a home, so they spend the week before
Christmas cleaning their house from top to bottom. They put all the rubbish in a big pile outside, with a small devil
statue on top, and set it on fire. The tradition symbolises the start of a new year which is free of evil spirits.
f. In Australia, Christmas is far from traditional. People spend the holidays soaking up the sunshine and enjoying
the ocean. On most beaches, you will spot surfers wearing Santa hats, and riding the waves. In 2015, locals from
Sydney’s Bondi Beach broke the Guinness world record for the biggest surf lesson. A total of 320 people, all
wearing Santa outfits, took part in the lesson and raised a lot of money for a mental health charity.
Sources: www.wanderlust.co.uk, travel.earth, www.bbc.com
In pairs, discuss the following questions.
1. Which tradition do you think is the most unusual?

2. Do you have any strange or funny holiday traditions?
3. If you could invent a new tradition, what would it be?
6 Christmas video
Match each image to the correct word.
1. 2. 3.
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4. 5. 6.
Using the images, what do you think happens in the video?
Watch and check your predictions.
Now, watch again and sequence the story.

She plays with the snowman every year and they share a lot of happy times together.
One late evening at work, she sees a shadow of her snow globe on her desk, and it reminds her
of the snowman.
1 One winter day, a young girl makes a snowman in her garden and surprisingly he comes alive.
The puppets create a magical world for the girl to see
She takes him out and he makes shadow puppets once again for her and her daughter.
The snowman makes shadow puppets for the young girl with his twig hands.
Many years pass and the young girl is now grown up.
But when she becomes a teenager, she loses interest in the snowman, and he is left in the
freezer.
Suddenly the snowman starts to melt so the young girl puts him in the freezer with a teddy bear
for him to hug.
She goes home and opens the freezer. The snowman is still there.
1. How did the young girl feel when she saw the shadow puppets?
2. How did the snowman feel when he was left in the freezer and forgotten about?
3. How did he feel when she finally took him out years later?
4. How did they all feel at the end of the film?
5. What would be a good title for this film?
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7 Christmas card design
Work in pairs and answer these questions.
1. Why do people send Christmas cards?

2. Do you enjoy sending/receiving cards?
Now, create your own Christmas card.
8 Optional extension: run and race
Read, run, say, and write.
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Christmas is a holiday that is enjoyed all around the world and is generally celebrated on
the 25th of December. For centuries people have adopted and created traditions that
vary from country to region.
More popular traditions include tree decorating, Christmas dinners, exchanging cards and
gifts, hanging stockings, and of course, waiting for Santa to visit.
However, there are many other unusual traditions.
Do you know about any strange customs around the world?
9 Optional activity
Follow the instructions and make your own shadow puppet.
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THE
UNIT 3
WONDERS OF
WINTER
Expemo code:
1 Warm up
Finish the sentences with your ideas about winter.
1. I can hear...
2. I can see...
3. I can feel...
4. I can smell...
5. I can taste...
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Unit 3-The wonders of winter
2 Vocabulary
Cut out a winter image and attach it to the correct definition.
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3 Speaking: őnd someone who
Talk to your classmates. Find someone who matches the winter-related information.
4 Adventure podcast: vocabulary
Part A: Match each word with the correct definition.
1. helmet (n) a. a hard hat that protects the head
2. sledge (n) b. a surface that is higher at one end than the other
3. creative (adj.) c. interesting and different from others.
4. slope (n) d. good at thinking of new, imaginative ideas
5. unusual (adj.) e. move easily over a smooth or wet surface.
6. slide (v) f. a vehicle for travelling over snow and ice
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Part B: Complete each sentence with a word from above.
1. You should wear a when you ride a motorbike.
2. The travelled over the snow at high speed.
3. He is a very teacher, so all his lessons are engaging.
4. She skied down the and didn’t fall over.
5. When the paths and roads are icy, it is easy to .
6. He has an hobby. I have never tried it.
5 Unusual winter activities

You are going to listen to a podcast about unusual winter activities. Look at the photos and discuss
what you think each one involves.
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6 Listening for gist
Now, listen to the podcast about winter activities. Put the activities from the previous task in the
order you hear them.
snow tubing / ice karting / snow tagging / polar bear swimming / dog sledging
1.
2.
3.
4.
5.
7 Listening for detail
Match each activity (1-5) with what is involved (a-e).
1. polar bear swimming a. swimming in very cold water
2. ice karting b. racing around on the ice
3. dog sledging c. creating artwork
4. snow tubing d. being pulled by huskies
5. snow tagging e. going down a snowy hill on a round plastic object
8 Discussion
1. Which activity would you like to try?

2. Are there any you would never try? Why?
3. If you could invent an unusual, new, winter activity, what would it be?
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9 Make a snowflake
Follow the instructions and make your own special snowflake.
10 Review Game: What is it?
Act out the word. Your teacher will give you instructions.
11 Optional activity
Game: Snowball fight. Your teacher will give you instructions.
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SPRING IS UNIT 4
COMING
Expemo code:
1 Warm up
Finish the sentences with your ideas about spring.
1. I know it is spring when ...

2. In spring, I like to ...
3. The best thing about spring is...
2 Spring collocations
Match the words and phrases and then play a game!
1. frogs a. buzzing
2. birds b. gardening
3. kites c. falling
4. rabbits d. croaking
5. flowers e. singing
6. rain f. blooming
7. people g. flying
8. bees h. hopping
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Unit 4-Spring is coming
3 Speaking
Describe what you see and draw.
Student A
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Student B
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4 Spring scavenger hunt
Read the clues and find the image. When you find it, tick the box, and write the word.
1. They grow from the ground.
2. It falls from the sky.
3. They sing and hop.
4. They make honey.
5. They are called bunnies.
6. This is a great toy.
7. It is a hobby.
5 Rabbits
Do you know any famous rabbits? Do you recognise any of the rabbits below?
1. 2. 3.
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6 Spring őlm
Part A: Vocabulary. Match a word with a definition. There are two extra words that should be matched
with not used.
1. kind (adj.) a. thoughtful, friendly, and helpful
2. siblings (n) b. taking something that does not belong to you without
intending to return it
3. chase (v) c. a sister or brother
4. steal (v) d. make somebody angry
5. annoying (adj.) e. not used
6. mow (v) f. not used
Part B: Reading. Read the text about one of the rabbits and fill in the gaps with a word from above.
You might need to change the form of the word.
The tales of Peter Rabbit is a famous children’s story written by Beatrix Potter. The story is set in the
1
countryside in England and follows the adventures of Peter Rabbit, his , cousins, and
2
friends. They are also friends with a , local lady called Bea. They spend most of their
3 4
time Mr McGregor and his vegetables. Peter’s mother warned them
not to go near the garden because Mr McGregor had previously killed Peter’s father when he caught
him stealing some carrots. However, Peter Rabbit likes vegetables too much, so he visits the garden
regularly, and gets into trouble.
Part C: Answer the following questions.
1. Who is the main character?
2. Where do they live?
3. Who is Bea?
4. Why doesn’t Peter’s mother want him to go into Mr McGregor’s garden?
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7 Listening: Peter Rabbit scene
Part A: Watch the short clip from the film adaptation of Peter Rabbit and sequence the events.
Peter Rabbit makes a sound and Mr McGregor starts chasing them.
1 The rabbits are stealing vegetables from Mr McGregor’s garden.
Mr McGregor is mowing the lawn so he can’t hear the rabbits.
Peter Rabbit tries to put a carrot down Mr McGregor’s trousers.
Bea saves Peter Rabbit from Mr McGregor
Mr McGregor’s lawnmower stops working.
Part B: How would you describe the following characters? Choose two adjectives for each character.
1. Peter Rabbit
2. Mr McGregor
3. Bea
8 Extension task: a spring haiku
Read the following poem about spring and count the number of syllables in each line.
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Now, complete your own haiku!
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SUMMER
UNIT 5
FUN
Expemo code:
1 Warm up
Look at the categories below and write three examples of them.
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Unit 5-Summer fun
2 Focus on vocabulary: summertime collocations

Match words from the first column with a word or phrase from the second column to complete the
summer activities.
Group 1:
1. visit a. games
2. pick b. abroad
3. have c. swimming
4. play d. an amusement park
5. go e. strawberries
6. travel f. a picnic
Group 2:
1. go a. with friends
2. fly b. a kite
3. eat c. ice cream
4. go d. camping
5. visit e. family
6. hang out f. to the beach
3 Language point: past tense

Part A: Game Past Tense Run and Race. You are going to play a verb game. Follow your teacher’s
instructions.
visit family → visited family
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Unit 5-Summer fun
Part B: Guess the collocation and fill in the gaps in the correct form.
Group 1:
picture A picture B picture C picture D
1 2
My name is Jack. Last summer I mostly . We ,
and the rides were awesome. We also played games and I won a coconut. We
3
in the lake as it was the best way to stay cool on hot days.
4
One night, we . We stayed up all night listening to music and
talking. The stars were incredible, there were thousands of them.
Group 2:
1
Hi, I’m Amy. Last summer I in the countryside. My grandparents
2
and aunt and uncle live in a small town. We went for long walks and
3
along the way. We every day. My grandmother makes delicious
4
sandwiches. On windy days we walked up the hill and . It
was a very relaxing summer.
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Unit 5-Summer fun
Group 3:
1
Hello, I’m Jim. Last summer I with my family. We went
2
to Spain. We most days. I swam in the clear blue sea and
3 4
in the sand. I and tried every
flavour the shop had. We met new people from different countries and learnt some Spanish
words. I had an amazing time.
4 Listening comprehension
Part A: Watch the short film and choose the best title.
1. The end of the summer.
2. A busy summer
3. The soundtrack to our summer
Part B: In pairs, look at some of the activities from the film and discuss what they are. Now, use the
images and any other language to describe what the group of friends did last summer.
picture E picture F picture G
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Unit 5-Summer fun
5 Language point: őnd someone who ...
Fill in the gaps with the correct collocation and add two activities of your own. Then, ask your
classmates about their summer holidays.
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Unit 5-Summer fun
6 Additional task/homework
Write about what you did last summer.
Last summer I ...
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PART 2

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HEAD AND
UNIT 6
SHOULDERS
Expemo code:
1 Warm up
Read the descriptions and write the names of the body parts.
1. You use them to stand, walk and run. _ _ _ _

2. You use them to eat. _ _ _ _ _
3. You have ten at the end of your feet. _ _ _ _
4. You have two at the end of your arms. _ _ _ _ _
5. There are ten at the end of your hands. _ _ _ _ _ _ _
6. Your hair grows on it. _ _ _ _
7. You need them to see. _ _ _ _
8. You need them to hear. _ _ _ _
Now, look at the pictures and decide which body parts from above do you see. Can you name more?
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Unit 6-Head and shoulders
2 Listening
Show how much you know about the human body. Match the halves to make correct sentences. Then
watch the video and check.
1. The bones a. protect the soft organs inside your body.
2. All the bones together are called b. is also called the tummy.
3. The ribs in your chest c. covers your whole body.
4. The skull in your head d. the skeleton.
5. The skin e. protect your heart.
6. The stomach f. protects the brain inside.
Now watch the video to check your answers.
What do the words in bold mean?
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3 Use your brain
How are the things related to each other? Match the phrases.
1. your skull and your brain a. a steering wheel and a car
2. your eyes and your brain b. a helmet and a head
3. your skin and your body c. a glove and a hand
4. your brain and your body d. a camera and a laptop
Can you find similar pairs? Explain your choices like in the example.
1. Blood is to your body like petrol is to a car: Your body needs blood to live, and a car
needs petrol to work.
2. Your skull
3.
4.
5.
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4 Listening: What’s going on?
Listen to the sounds and guess what body part they are using and what they are doing. One example
has been done for you.
1.
2.
3.
4.
5. legs/feet
6.
Listen again and match the sentences to the sounds.
They are kicking a ball. They are walking/stomping

their feet.
They are clapping their hands. They are brushing their teeth.
They are whistling. They are snapping their

fingers.
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5 Language focus
Look at the table below.
Present Simple Present Continuous
We use the tense to talk about repeated We use the tense to talk about actions
actions, habits or routines. They happen which are happening now or at the
always, never, usually, every day or normally. moment.
Examples: Examples:
........................................... ...........................................
........................................... ...........................................
........................................... ...........................................
........................................... ...........................................
Which of the underlined sentences is in Present Simple and which in Present Continuous?
1. They’re clapping their hands because they are happy.

2. Children often clap their hands when they are happy.
Now, underline the verbs and complete the table with more examples of each tense from below.
1. Your heart never stops.

2. Your heart is beating now and you are breathing.
3. Why are they clapping their hands?
4. She brushes her teeth every day.
5. What is she doing?
6. She is brushing her teeth.
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6 What are they doing?
Complete the captions under the pictures. Use the words from the boxes in the right form. There is
an example ready for you.
catch, lick, pick, stick out, throw, touch, wave, hand, nail, finger, nose, toe, scratch
1) He’s touching his toes. 2) She’s ......................... her tongue.
3) They’re ...................their............. . 4) She’s ............................................... .
5) ................................................ a ball. 6) She’s ................................................ .
7) She’s ...................................... a ball. 8) ........................................................... .
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7 What are the facts?
Read the sentences and write the correct form of the verbs below. Make sure that each sentence
makes sense by using positive/negative forms in Present Simple. The first one has been done for
you.
protect / move / stop / use / send / grow
1. You use your hands to wave.
2. The skull your eyes.
3. Your heart never .
4. Hair on your lips.
5. The heart blood to all body parts.
6. Your lungs when you breathe.
Now write more sentences about body parts and their functions. The beginning of each sentence has
been given.
1. The head . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2. The nose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3. The ribs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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8 What’s unusual?
Explain what is unusual about the photos and explain why as in the example. Think about which tense
to use.
Example:
picture 1 picture 2 picture 3 picture 4
1. The boy
2. The dog
3. The person
4. The children
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9 Homework/reading
Scan the text and write the missing words.
The different parts of your body and the organs inside it have important jobs to do. For example, you
1
cannot eat or speak without the tongue and teeth. You cannot smell without the .
2
You cannot taste without your tongue. The hard , also called the skeleton, support
your body. They also protect the soft organs inside. The ribs protect the heart and the lungs, and the
3
protects the brain in your head. You need the heart to pump and push blood around
your body. The red liquid takes oxygen from the air we breathe. The air enters your body through the
4
nose and mouth and goes to the lungs. The move all the time, even when you sleep,
5
so that you can breathe. The most important organ of all is the . It tells all the other
organs what to do. It also collects information about the world around us using signals from the eyes
6
for seeing and from the ears for hearing. Your body moves thanks to the muscles. The
move your legs and make you walk. Some of your muscles, for example your heart, never stop working.
7
Your body is covered by your and most of your skin is covered with hair that you
8
cannot see. The on your head keeps it warm.
Now, answer these questions:
1. What happens when you breathe?
2. Why is the brain so important?
3. Which organ tells you if the fruit you eat is sweet?
4. Is the skull hard or soft?
5. What is inside your skull?
10 Speaking/optional pair work
Work in pairs (A/B). Read the examples below then look at the questions and work in pairs.
Example:
Student A: What do you breathe with? .... (demonstrates breathing)
Student B: You breathe with your nose.
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Student A
1. What do you see with? (eyes)

2. What do you bite with? (teeth)
3. What do you kick with? (legs)
4. What do you catch and throw with? (hands)
Student B
1. What do you hear with? (ears)

2. What do you scratch with? (nails)
3. What do you eat with? (mouth, teeth, tongue)
4. What do you wave with? (hands)
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YOUR BODY
UNIT 7
IN NUMBERS
Expemo code:
1 Warm up
Solve the riddles using the pictures as clues.
1. What has a foot but no legs? _ _ _ _ _ _ _ _

2. What has one eye but cannot see? _ _ _ _ _ _
3. What has a bottom at the top? _ _ _ _
4. What has legs but never walks? _ _ _ _ _
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Unit 7-Your body in numbers
2 Listening: numbers and measurements
Match the numbers and symbols on the left with the ways we read them on the right.
1. 3 kg a. three millimetres
2. 33 % b. thirteen centimetres
3. 3 mm c. three metres
4. 13 cm d. three kilograms
5. 3m e. thirty-three per cent
Now, listen and write down the numbers and measurements that you hear.
• .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
• .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
• .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
• .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
• .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
• .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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3 Listening
Read the questions and choose the correct answer. Then listen to the recording and check.
1. How many bones are there in one foot?
a. 8 b. 12 c. 26
2. How much of the human body is water?
a. 60% b. 70% c. 80%
3. What is the biggest and heaviest organ in the body?
a. the skin b. the heart c. the lungs
4. How many times do you blink in a minute?
a. 5 times b. 15 times c. 30 times
5. Where is the smallest bone that you have?
a. in the little finger b. in the nose c. in the ear
6. How big is the smallest bone?
a. 1 mm b. 5 mm c. 10 mm
7. How tall was the tallest man ever?
a. 272 cm b. 265 cm c. 254 cm
8. Where is blood made?
a. in your heart b. in your lungs c. in your bones
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4 Making guesses
Listen to the recording again and write down eight different phrases that Nadia uses to give her
answers.
1) I’m sure
2)
3)
4)
5)
6)
7)
8)
Divide the phrases into three categories.
a. I know the answer:
b. I don’t know the answer:
c. I’m guessing:
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5 Speaking/optional pair work: Quiz 2

Do the quiz. Use the phrases from Task 4 when you give your answers. The example shows you how
to do it.
Student 1: Question number 1 - you have muscles in your ears. True or false?
Student 2: I’m not sure. I guess some people can move their ears.
Student 1: Yeah! My cousin can do that! I‘ll go for "true" then.
Student 2: Me, too. My answer is "true".
Use phrases from Task 4 when you give your answers.
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6 Language focus: comparatives

Complete the examples for each rule with the right adjectives from the list.
better, longer, more active, most important, smallest, the best, thickest, worse
The comparative → comparing two things
Add the ending -er to short adjectives and the word more to longer adjectives. We also add
than.
• The right lung is larger than the left lung.
1
• Your fingers are than your thumbs.
2
• The brain is at night than during the day.
The superlative → comparing more than two things
Add the ending -est to short adjectives and the word most to longer adjectives. The
superlative form is always used with the.
1
• The bone in your body is in the ear.
2
• Your skin is the on the soles of your feet.
3
• The organ of all is the brain.
Irregular forms
Several common adjectives have irregular forms, for example:
good – better – the best
bad – worse – the worst
In the quiz Helen scored 14 points, Mark scored 21, and Sheima 22.
1
• Helen’s score was than Mark’s score.
2 3
• Sheima’s score was than Mark’s. Her score was of all.
Now, find examples of comparative and superlative forms in the two quizzes.
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7 Smaller or larger?
Make true sentences using the adjectives in the right form. Remember to use ‘the’ with the superlative.
1. Women have hearts than men.
2. Most men are than women.
3. The skin is the organ in the human body.
4. Your teeth are than your bones.
5. The muscle of all is in the eyelid (the skin that covers your eye when it is closed).
6. The skin is on the palm of your hand than on the back of your hand.
7. bone is in your leg.
8. The hair on your neck is than the hair on your head.
8 Use your brain
Look at the examples and find out when we double the final letter in adjectives. Use the helping hints
below to help you.
• Hint 1: What is the last letter? And the letter before?

• Hint 2: Words consist of vowels (a, e, i, o, u) and consonants (b, c, d, f, g, h, etc.)
Now look at the rules below
Some adjectives double the final consonant.
big - bigger - the biggest fat - fatter - the fattest
Some adjectives change the ending –y to –i.
heavy - heavier - the heaviest noisy - noisier - the noisiest
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Write the following adjectives in the comparative and superlative forms.
busy easy
fit funny
hard hot
old wide
Read Oli’s homework. Find and correct four spelling errors. Which of the sentences are false?
9 Measuring your body
Answer the questions. First, try to guess and then use a ruler to measure yourself.
1. How long are your ears? They are ........ cm long.

2. How long is your thumb? It is ........ cm long.
3. How wide is the fingernail on your little finger? It is ........ mm wide.
4. How wide is your mouth when you smile? It is ........ cm wide.
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Compare your measurements with a classmate. Write four sentences about the differences between
you as in the example below.
• Tina has longer ears.

• Her ears are 4 cm and my ears are 4.5 cm.
1)
2)
3)
4)
Find the person with the highest and lowest numbers of all in the class.
• ................ has the longest ears. They are 9 cm long.

• ................ has the shortest ears. They are 5 cm long.
Discuss in pairs:
1. Which was the most interesting fact you learnt in the lesson?
2. Which facts did you already know before the lesson?
3. What surprised you most?
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10 Additional task/homework
Write five true/false statements about the human body to test your classmates. Use information
from this and the previous lesson. Include at least one comparative and one superlative form.
Example:
1. Your toes are longer than your fingers. (False)
2. Hair grows on the skin. (True)
3. The longest hair grows on your legs. (False)
1)
2)
3)
4)
5)
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HOW OFTEN
UNIT 8
IS OFTEN?
Expemo code:
1 Warm up
Which of the things in the box do you do in the morning, which in the evening and which in both?
morning activities evening activities both
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Unit 8-How often is often?
2 In the bathroom
Find the following objects in the photos. There may be more than one object in a photo.
1. 2. 3. 4.
5. 6. 7. 8.
Look at the photos again and complete the sentences with one word from the list above. Then listen
to the recording and check.
1. There is a black over the washbasin.

2. The girl is washing her dog with .
3. The boy is drying his hair with a .
4. The is on the towel.
5. The and the are in the glass.
6. The is orange.
7. The on the toilet is open.
8. There are two pairs of under the hairbrush and comb.
9. The girl is drying her hair with a .
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3 Personal hygiene: vocabulary
Look at the images and put the missing words in the correct sentences.
1. You brush your hair and your .
2. You comb your .
3. You cut your fingernails, and your hair.
4. You wash your , your hands and your hair.
5. You dry your face, your and your hair.
6. You flush the .
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4 Listening: How often do you do it?

Jose and Marsha are doing a questionnaire about personal hygiene routines. Listen to them answering
the questions below. Write their answers in the table.
Jose Marsha
1. How often do you brush three times a day twice a day

your teeth?
Once/twice/three times a
day?
1 2
2. When do you brush your
teeth in the morning?
Before or after breakfast?
3 4
3. How long do you brush
your teeth? For how many
seconds or minutes?
5 6
4. How long do you wash
your hands? For how many
seconds or minutes?
7
5. How often do you wash once a week
your hair?
week? Every day?
8 9
6. Do you flush the toilet
with the lid closed or open?
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Now work in pairs and answer the same questions. Write your and your partner’s answers.
you your classmate
1. How often do you brush

your teeth?
day?
2. When do you brush your

Before or after breakfast?
3. How long do you brush

your teeth? For how many
seconds or minutes?
4. How long do you wash

your hands? For how many
seconds or minutes?
5. How often do you wash

your hair?
week? Every day?
6. Do you flush the toilet

with the lid closed or open?
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5 Language focus - How often?
Study the images and the examples and then answer the questions.
When we talk about routines (activities which we do regularly), we use the Present Simple
tense. We also use words and phrases saying how often we do the activities.
Examples:
• I usually brush my teeth after breakfast.
• She always dries her hair with a towel.
Where in a sentence do we put words like ‘never’ and ‘always’?
Now, look at the graphics and examples that include phrases with ’every’ and ’time’ and answer the
questions.
• Phrases with every:
Examples:
• We clean the bathroom every day.
• My friend watches Netflix every evening.
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Where in a sentence do we put phrases with ‘every’?
• Phrases with ’times’.
Examples:
• My brother washes his hair twice a week.
• We go on holiday four times a year.
Where in a sentence do we put phrases with ‘times’?
Now, work in pairs and find six pairs of phrases which mean the same.
Example: every morning = once a day
1. every day a. once a week
2. every morning b. twice a year
3. every ten days c. twice a week
4. every six months d. seven times a week
5. on Wednesdays and Saturdays e. once a day
6. on Fridays f. three times a month
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6 Do we do it the right way?
Read the text and follow the instructions below.
1. Find one thing we do at the wrong time.
2. Find two things we do too quickly.
3. Find two objects that are often wet and make bacteria grow.
ARE YOU SURE YOU DO IT RIGHT?
Read about some mistakes we often make in the bathroom.
Take your time
• It’s not true that you need hot water to wash your hands well. Scrub your hands for at
least 20 seconds and dry them well. This is more important than the water temperature.
• Don’t brush your teeth right after the meal. The acid from food makes the tooth surface
soft, and you can damage it. Wait at least 30 minutes. Brushing your teeth too hard and
not long enough is another common mistake.
Fight bacteria
• Make sure the shower curtain dries completely and keep towels in a dry place or near a
heater.
• Don’t store medicine in the bathroom – it’s too warm and humid.
• Flush the toilet with the lid down to avoid splashing bacteria around the bathroom. They
can even get to the toothbrushes!
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7 The right thing to do

Read the sentences below. Which of the sentences below need "Don’t"? Use the text in Task 6 and
your own knowledge to explain your answers
Example: (0) Don’t brush Brush your teeth too hard.

Reason: You can damage them because some toothbrushes are very hard.
• (1) Wash your hands longer than 10 seconds.
Reason: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
• (2) Dry the shower curtain well.
Reason: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
• (3) Flush the toilet with the lid open.
Reason: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
• (4) Wash your hands before eating.
Reason: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
• (5) Brush your teeth right after eating.
Reason: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
• (6) Clean the bathroom without gloves.
Reason: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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8 Homework
Write about your routine.
1. I often ...........................................................................................................................................
2. I ............................................................................................................................... twice a day.
3. I rarely watch .............................................................................................................................
4. I usually wash my hands ........................................................................................................
5. I sometimes buy new ..............................................................................................................
6. I ............................................................................................................................. every week.
7. I brush my ....................................................................................................................................
8. I never ...........................................................................................................................................
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9 Reading extension
Part 1: Read the introduction to four articles about the history of hygiene products. Choose the right
title for each.
THE TOOTHBRUSH - SHAMPOO - SOAP - TOOTHPASTE
It is generally a mix of animal fat and other ingredients. It first appeared in Persia. Before that
prehistoric people used natural oils or water with ashes from fire to wash.
It was invented in India. The people there mixed some berries and oils and used the mixture
to massage the head and hair. It became popular in the form we know it today (as liquid) less
than 100 years ago.
The Chinese invented it in the 7th century. They used pig hairs in a bamboo stick or in a bone.
It came to Europe a thousand years later.
It appeared in the form we know it only 100 years ago. Long before in many places people
mixed different ingredients to produce a cleaning powder. Chewing twigs was also popular
and still is today.
Part 2: Read the sentences below. Which article do they come from? Ignore the words you don’t
know and pay attention to the words in bold. Don’t use a dictionary!
1. The procedure was called champoo.
2. People in Europe put salt on a piece of rag. Richer people chewed mint and clove to kill the bad
smell.
3. The Romans and Greeks used toothpicks.
4. The Romans used olive oil instead. They put it on their bodies and scrubbed the dirt off.
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PUSHING
UNIT 9
THE LIMITS
Expemo code:
1 Warm up
Answer the following questions.
1. Who is the tallest/shortest adult person you know? How tall are they?
2. Who is the oldest/youngest person you know? How old are they?
3. How long can you run without stopping?
4. How long can you hold your breath?
5. How long can a person live without food/without water/without sleep?
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Unit 9-Pushing the limits
2 Human records
Match descriptions to the numbers on the right to discover eight human records.
1. the heaviest weight lifted a. 2,840 kg
2. the longest run b. 264 hours
3. the tallest person c. 122 years
4. the shortest person d. 80 hours, 44 minutes
5. the oldest person e. 272 cm
6. the longest time without food f. 54 cm
7. the longest time without sleep g. 24 minutes, 37 seconds
8. the longest time without air h. 74 days
Read about the records and check your answers to the previous task.
1. Chandra Dangi, the shortest man ever, was 54 cm tall. He was born in Nepal in 1939. He
died in 2015.
2. Randy Gardner, a 17-year-old student, stayed awake for 264 hours.
3. Robert Wadlow, born in 1918, was 169 cm tall at the age of 5. He never stopped growing.
He was 272 cm tall when he died in 1940.
4. Jeanne Calment lived for 122 years. She lived longer than both her daughter and her
grandson. She died in 1997 in France.
5. An Irish political prisoner, Terence MacSwiney, stopped eating in protest. He didn’t eat
for 74 days. He died on 25 October 1920.
6. On 12 June, 1957, Paul Anderson lifted 2,840 kg on his back.
7. In 2005, Dean Karnazes ran for 80 hours, 44 minutes without stopping. He ran 560 km.
8. On 27 March 2021, Budimir Sobat from Croatia held his breath for 24 min 37.36 sec.
Check the information and complete the gaps with numbers or dates.
1. Randy Gardner didn’t sleep for days.
2. Jeanne Calment was born in .
3. Terence MacSwiney stopped eating in 1920.
4. Dean Karnazes ran for more than days.
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3 Use your brain

Complete the questions with the correct verb and then answer them. The first sentence has been
done for you. You can use the calculator on your phone or computer to help.
breathe / drink / sleep / eat
1. How long are you asleep if you sleep for 480 minutes? For 8 hours.
2. How long are you awake if you don’t for 1320 minutes? For hours.
3. How long are you hungry if you don’t for 120 hours? For days.
4. How long do you hold your breath if you don’t for 180 seconds? For
minutes.
5. How long are you thirsty if you very little for 47 days? For about weeks.
4 Vocabulary: guessing word meaning

First, guess the meaning of the words written in bold. Work in pairs and check each other’s ideas.
Your teacher will help you.
1. Overweight people weigh much more than normal because they have a lot of body fat.
If you are of normal height and you weigh more than 100 kg, you are obese.
2. When you pass out, you don’t control your body; you don’t see or hear anything, but
you’re breathing and your heart’s beating.
3. When it is very hot, your body sweats a lot. Your skin becomes wet because of the sweat
on it.
4. You stand when you take a shower. You lie down when you take a bath.
5. When you lose something, you don’t have it anymore.
6. Milk and water are liquid – you drink them. Bread and rice are solid food – you eat them.
Now answer the questions about the words in bold from the sentences above.
1. What is the soft thing under the skin on your belly?

2. What can you see on your skin when you are very hot?
3. Do you become thinner or fatter when you lose body fat?
4. Do overweight people weigh a lot or little?
5. What happens to you when you fall down and don’t know what’s going on?
6. Do you lie down or stand up when you are asleep?
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5 What is the limit?

Listen to the podcast about humans who survive incredible things and answer the questions.
Look at these phrases to help you with the answers:
body fat / too little / face down / brain / pass out / sweating
1. What happens if you don’t breathe for three minutes?
2. What happens if you don’t breathe for five minutes?
3. What helps some people to hold their breath longer?
4. Why do you need to drink more in hot weather?
5. Why do you need to drink water when you study?
6. Why do overweight people survive longer without food?
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6 Language focus: talking about conditions

Read the explanation, study the examples and do the task.
Zero Conditional
These sentences talk about two events which are related to each other. One event
causes another event to happen. We use the Present Simple tense and the word ‘if’.
Decide which part of the sentence is the condition and which is the result. Write the
right word in the brackets.
Example: If we stop breathing (condition), we die (result).
1 2
Your brain stops working ( ) if it doesn’t get oxygen ( ).
3 4
You can hold your breath longer ( ) if you lie face down in water ( ).
5 6
If you breathe pure oxygen ( ), you can double the result ( ).
7 What happens if?

For each conditional sentence (1 - 4), choose a sentence (a or b) which has the same meaning.
1. If you don’t drink, you become thirsty.
a. When you don’t drink, you become thirsty.

b. When you become thirsty, you don’t drink.
2. If you don’t drink, your blood becomes thick.
a. You don’t drink, so your blood becomes thick.

b. Your blood becomes thick, so you don’t drink.
3. If your blood becomes thick, it moves more slowly.
a. When blood becomes thick, it moves more slowly.

b. Blood moves slowly, so it becomes thick.
4. The brain doesn’t get enough oxygen if the blood moves very slowly.
a. Blood moves very slowly when the brain doesn’t get enough oxygen.
b. Blood moves slowly, so the brain doesn’t get enough oxygen.
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8 Practice
Match ideas from column A and B and decide which one is the condition and which one is the result.
Write the sentences using ’if’.
1. you are hungry a. your lungs don’t move
2. you eat too much b. your stomach makes noises
3. you have a lot of body fat c. you become overweight
4. you can’t breathe d. you survive longer without food
5. you are hot e. you are asleep
6. your eyes are closed f. you sweat
1.
2.
3.
4.
5.
6.
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9 Extension task/Homework: talking about dates

Read the examples in the table and complete the sentences below with the right prepositions.
Pay attention to prepositions when you talk about time and dates.
on + day I was born on 21 July, 2002.
in + month I was born in July.
in + year I was born in 2002.
for + period of time My grandmother lived for 82 years.
1. Robert Wadlow was born 1918.

2. Randy stopped sleeping December 1963.
3. Terence MacSwiney didn’t eat 74 days.
4. He felt very well the first day.
5. I was born 20 May 2009.
6. my birthday I always eat ice cream.
Now answer the following questions.
1.Which year were you born in?
I was born ...
2. Which month were you born in?
I was born ...
3. What date was three days ago?
It was ...
4.What month was it three months ago?
It was ...
5. What year was it 50 years ago?
It was ...
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10 Homework
Part 1: Complete the questions with the right word from the list. Then answer the questions with the
right number.
awake / asleep / breathe / eat / thirsty
1
1. If you don’t for 180 seconds, how long do you hold your breath?
2
For minutes.
3
2. If you sleep for 480 minutes, how long are you ?
4
For hours.
5
3. If you don’t sleep for 1320 minutes, how long are you ?
6
For hours.
7
4. If you don’t for 120 hours, how long are you hungry?
8
For days.
9
5. If you drink very little for 47 days, how long are you ?
10
For about weeks.
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Part 2: Make conditional sentences using the words given. Use Present Simple (affirmative or negative)
for both the condition and the result.
1. if – eat – get hungry
2. if – drink – get thirsty
3. if – exercise – sweat
4. if – eyes closed – can see
5. if – underwater – can breathe
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A RESCUE UNIT 10
STORY
Expemo code:
1 Warm up
Imagine you are in a cave and cannot get out. You have no water, no food, no light and no warm
clothes. Answer the following questions.
Picture 1 Picture 2
1. What is it like in the cave?

2. Do you see, hear or smell anything?
3. How do you feel?
4. How do you feel after 12 hours, 24 hours, three days?
5. What are you thinking about?
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Unit 10-A rescue story
2 Vocabulary
Match the sentence halves to find out the meaning of the words in bold.
1. You are trapped when a. you stop thinking about the dangers and relax.
2. When people panic, b. you can’t get out.
3. To panic is c. you use very little of it.
4. Meditation techniques help d. the opposite to staying calm.
5. When you save air or energy, e. they scream and do dangerous things.
1. When it is dark, you need a a. full of water.
2. A flooded cave is b. to get to know it.
3. Rescuers are people who c. help you when you are in danger.
4. Divers are people who d. torch.
5. To explore a place is e. swim under water using air carried in special tanks.
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Use some of the vocabulary in bold to complete the text about cave exploration, then do the task
below.
The dangers of underwater cave exploration
A lot of caves are under water or get flooded when it rains a lot. Only trained
1 2
divers can underwater caves. need wetsuits to
keep them warm, lights to see under water, and air tanks with oxygen to breathe.
Exploring flooded caves can be very dangerous because you cannot go out
3
quickly if something happens or you need air. When divers get ,
they look for ‘pockets of air’ – areas above the water, where there is some air.
4
While waiting for help, they try to the air, their light and their
energy – they use their torches only when necessary, move as little as possible
and breathe slowly.
5
There are to help you stay calm and relax. Sometimes tourists
6
who are not divers or who cannot even swim get trapped in
caves. When rescuers come, they must teach these people how to dive. In many
cases it is necessary to give the tourists medicine to make them stay calm when
7
the rescuers transport them outside. If you when diving, you
can die.
Imagine that your friends are trapped in an elevator. They call you and ask you for advice. Tell them
how to behave. What can help them to stay calm?
3 Listening: The Tham Luang cave rescue story
Read the text about what happened to a group of Thai boys in 2018. Choose the best title for each
part (A – D).
1. A very long week
2. A happy discovery
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3. The rescue
4. An unlucky adventure
A.
On 23rd June, 2018, 12 boys and their football coach went into a cave underneath a mountain
in Thailand and got trapped inside. How did it happen?
After their football practice, the Wild Boars rode to the hills. They left their bikes and bags
by the cave entrance. They only took their torches with them, planning to spend about an
hour in the cave. They didn’t even tell their parents about their plans. However, they posted
a message on a group chat. When the parents found the boys’ bikes and bags outside the
cave, they decided to call for help.
Deep in the cave, the boys were in trouble. The cave was filling up with water very quickly.
In a few minutes, the way out was flooded. They had to go deeper into the cave to find a high
and safe place. Finally, they found a small shelf. It was dark, wet and cold.
(1) _________________________________________ .They stayed close together to keep warm.

The coach taught the boys meditation techniques to help them stay calm. He told them to
move as little as possible to save air and to save their energy.
B.
Outside the cave there were hundreds of people – rescuers, volunteers, journalists and
families – all of them ready to help.
(2) _________________________________________ . The rescuers looked for other entrances

to the cave. They also thought about making holes in the rock and about looking for the boys
using drones. All the time, engineers tried to pump the water out and the divers explored the
cave. The whole world watched.
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C.
On 2nd July, two British divers found the boys and the coach about 4 km away from the cave
entrance. Amazingly, all of them were alive. The two divers spent some time with the boys,
telling them more people would come with food and help later. They recorded the event
on their cameras and posted the video online (3) _________________________________________.
However, the team had to wait for five more days in the cave. The rescue team had
a very difficult task. They had to get 13 people through a four-kilometre-long flooded
system of caves. Oxygen levels in the cave were low and more rain was coming (4)
_________________________________________. There was not much time left.
D.
On 7th July the rescuers made a decision to use divers to reach the boys. 100 divers took part
in the rescue operation. The boys were transported one by one, wearing masks and breathing
air from air tanks. They were given medicine to make them relaxed and calm during the long
journey.
On the way, there were narrow places, where the divers had to take off their air tanks to
get through. In some places, they had to pull the boy up.
(5) _________________________________________. The last of the boys left the cave on 10th
July. The adventure, which lasted much longer than planned, found its happy ending.
The sentences below are taken from the text. Put them back in the right gap (1 – 5).
a. The whole world watched the video, amazed but happy.
b. The rescue teams didn’t know if the boys were still alive, where they were or how to get them out.
c. Rescuing one boy took about eight hours.
d. They had no food but they drank water from the cave walls.
e. The local people said that by 10th July the caves are usually completely flooded.
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Listen to the story again and answer the questions.
1. How did the parents know where the boys were?
2. Why couldn’t the boys get out of the cave?
3. How far away from the entrance were they?
4. How long did they wait for somebody to find them?
5. What did they eat during that time?
6. What diving equipment did the boys need?
4 Listening: Who said that?
First, listen to four people talking about the rescue. Match each recording to a person from the list.
1. Speaker 1 a. one of the boys
2. Speaker 2 b. the doctor
3. Speaker 3 c. a diver
4. Speaker 4 d. the boy’s coach
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Now, choose the correct verb you think works best for each sentence, then listen and check.
1. They asked for / dreamt about pad krapao. I gave/left them only liquid food.
2. Then I saw / looked at them in the light of my torch. They looked/were thin and tired.
3. We only used / drank the water dripping from the walls because it was clean. When I was afraid
/ slept, I dreamt about food.
4. I dived to check if we can / could get out. I knew we are / were trapped. I told them we have /
had to wait.
5 Language focus: Past Simple
First, read the rules and complete the missing past forms. You can find help in activities 3, 4 and 6.
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Now, complete the questions and answers with the right form of one of the verbs. You can use some
of them twice.
be / eat / find / leave / stay / take / teach
1. Where did the boys their bikes? They them outside the cave.
2. What did the coach the boys in the cave? He them how to stay
calm.
3. Why did they close together? They wanted to keep warm.
4. Did they anything? No, they didn’t. They didn’t any food with
them.
5. How did they feel? They hungry and cold.
6. Where did the divers the boys? They them on a dry shelf.
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6 Being a reporter
Imagine you are going to take part in an interview with the boys. Write a few questions you would
like to ask them.
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7 Write a story
Imagine you had an adventure in a cave. Make notes and then write the story on a separate piece of
paper.
My cave adventure
1. In which country were you? What was the weather like? What time was it?
2. What was the cave like? What did you see?
3. How much time did you spend in the cave?
4. What happened? Why couldn’t you get out?
5. How long did you wait? Who helped you?
6. How did you feel?
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8 Homework
Part 1: In each sentence there is one wrong word. Replace the wrong word with a verb that rhymes
with it (ends with the same sound).
Example: We name too late. We came too late.
1. We state too many cookies.
2. I not trapped.
3. The house good on the top of the mountain.
4. She fat down in the armchair.
5. He fan very fast.
6. I book an apple from the basket.
7. We bird some music.
8. I sad breakfast.
Part 2: Match the verbs to make rhyming pairs.
1. walked a. offended
2. tasted b. wasted
3. ended c. played
4. stopped d. talked
5. waved e. knocked
6. started f. saved
7. stayed g. parted
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9 Extension: Past verbs bingo
Listen to the past forms. If you see the present form of the verb you hear, cross it out. When you
cross out all the verbs, shout ‘Bingo’. Write the past forms next to the present forms after playing the
game.
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ENGLISH FOR
TEENS: PRE- UNIT 11
INTERMEDIATE header_v2.jpg
REVIEW 1
Expemo code:
1 Body parts 1
Label the pictures with the correct word.
1. 2. 3.
4. 5. 6.
2 Body parts 2
Write the name of the body part which is described.
1. It is the red liquid that comes out of you when you cut yourself.
2. It controls all the parts of your body.
3. They are attached to bone and control movement.
4. It helps you stand up and move around.
5. It protects your brain.
6. You use them to scratch.
7. When they are closed, you are asleep.
8. It becomes dry when you don’t drink.
9. You can usually see them when people smile.
10. It becomes very cold when you lick an ice-cream.
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Unit 11-English for Teens: pre-intermediate review 1
3 Body parts 3
Which body parts do you need for the actions listed below? Match the verbs to the correct nouns.
4 Choosing the adjective
Choose the adjective and complete the sentence with its correct form.
Example: Your fingernail is (big/small) smaller than your tongue.
1. The hair on your head is usually (long/short) than the hair on your legs.
2. The (long/short) bone is in your ear.
3. The tip of your nose is (hard/soft) than the tip of your finger.
4. The skin on your palm is (soft /thick) than the skin on your face.
5. The brain is (important/heavy) organ in the body.
6. Not drinking is (dangerous/important) than not eating.
5 In the bathroom
Write the name of the things you need. The first letter is given.
1. If you want to cut your hair, you need s .
2. If you want to dry your hands, you need a t .
3. If you want to dry your hair, you need a h .
4. If you want to wash your hair, you need s .
5. If you want to brush your teeth, you need a t .
6. If you want to comb your hair, you need a h or a comb .
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6 What are they doing?
Write the answer for each photo.
She is 1) ____________________. He is 2) ____________________. He is 3) ____________________.
He is 4) ____________________. She is 5) ____________________. He is 6) ____________________.
7 My routine
Read the text and choose the correct answer for each gap.
Tony:
1
I wash my hands many times a day. I them after using the toilet and before eating. I
2 3
usually brush my teeth , after breakfast and before going to bed. I a
shower in the evening, sometimes in the afternoon, but never in the morning. If I am very tired, I don’t
4
take a shower at all. I wash my hair once or twice a week. I a hair-dryer. I dry my hair
with a towel.
1. a. am washing b. am not washing c. always wash
2. a. once a day b. three times a day c. twice a day
3. a. don’t take b. am taking c. usually take
4. a. use b. don’t use c. using
Now complete the summary of Tony’s routine with one, two or three words.
1. Tony many times a day.
2. He always his teeth before going to bed.
3. He a shower in the evening.
4. He a hair-dryer after washing his hair.
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8 Zero conditional sentences
Match two phrases from each column and write sentences using the zero conditional. Decide which
phrases need ’if’ at the beginning. Study the examples first.
Example:
1. If you have a lot of body fat, you survive longer without food.
2. Your lungs don’t move if you don’t breathe.
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9 The story of Jean-Luc
Part 1: Read the first part of the story and write the verbs in the past form.
The story of Jean-Luc
The three teenagers were not at school because their teachers were on strike. They (want)
1 2
to explore some caves. Outside the entrance they (see) a
3
car and they (call) the police. The police sent a group of 20 officers into the
4
caves to look for the missing person. After an hour and a half, they (find) a man. He
5
was only 200 metres away from the entrance. He (look) very pale and he
6
(have) a very long beard. He was very weak but he was alive!
Part 2: Read what Jean-Luc said. Complete the gaps list with the correct form of the verbs from the
list.
not cry / find / go / help / not have / stop / not see / walk
1
Jean-Luc: When I into the cave on 18th December, I only had a few snacks
2
with me and no water. I along the tunnels for some time but then my torch
3
stopped working. I couldn’t find the way out in the dark. After some time, I
4
looking. I didn’t panic and I . It was quite cold so I wrapped myself with
5
some plastic to keep warm. It was very dark. I my hands. I sang songs. I
6
any food but there was a lot of water dripping from the walls. I licked it off
7
the wall. I also some wood and clay and I ate it. It smelt funny but it wasn’t
8
too bad. I lost 18 kg. It was good that I was a bit overweight. It probably
me to survive, too.
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10 Extension task
This part includes one extra speaking and writing task. Choose one of the exercises.
SPEAKING
• Talk about your bathroom routines.
• You should include times, days and how often

you do certain things.
WRITING
• Compare yourself to family members or

classmates (use adjectives to show the
differences and similarities).
• Write up to 150 words.
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PART 3

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THE LOGICAL
UNIT 12
MIND
Expemo code:
1 Warm up
Work in pairs and try to solve the puzzle.
1. What do you think intelligence is?

2. What does your brain do very well?
2 Vocabulary
Match the halves of sentences to make definitions of the words in bold. You will need the words in
the next task.
1. Intelligence is a. guess what will happen in the future.
2. A connection is b. the result of an action.
3. A consequence is c. see something we haven’t seen before.
4. To predict is to d. the ability to think and learn.
5. To notice is to e. a link or a relationship between two or more things.
Which sentence expresses a consequence and which is a prediction?
1. He reads a lot, so he knows a lot of words.
2. I think the test will be difficult.
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Unit 12-The logical mind
What is the connection between a plane and a bird?
What is the relationship between these pairs of words?
3 What is intelligence?
Read the text or listen to the recording and do the tasks. Find out what skills you are good at.
There is no clear definition of intelligence because it is not one thing. Intelligence is a mixture
of different skills such as the ability to learn and the ability to use knowledge to solve practical
problems. Learning involves understanding concepts (eg. time or distance) and noticing
patterns (eg. similarities, differences, repeated parts).
The various skills are often divided into four categories:
• 1 - mathematical (dealing with numbers),
• 2 - verbal (dealing with words),
• 3 - spatial (dealing with space) and
• 4 - logical. If something is logical, it is based on what we know about the world. For
example, if you were born later than your sister, then you are younger than she is.
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Now do the tasks below to find out how good you are at the different skills. Can you see the patterns
in Task 1? How do the numbers change? Do they become smaller or bigger? By how much? If you
are good at numbers, you will find the task quite easy.
Task 1 (mathematical/patterns in numbers): What is the next number in each series? Circle the right
number.
a. 2, 4, 6, 8, 10, ... → 11 / 12 / 13 /14
b. 58, 52, 46, 40, 34, ... → 26 / 28 / 30 / 32
Learning foreign languages also involves noticing patterns, especially in word order and word endings.
How good are you at this?
Task 2 (verbal/patterns in language): Here are some words translated from an artificial language (a
made-up language which doesn’t exist).
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Which word means ’playing’?
a. gob
b. gobyno
c. gobenta
Spatial skills involve imagining what something looks like from above or from below. Architects need
such skills to design buildings and engineers need them to move objects in space and predict the
results. Test your spatial skills in Tasks 3 and 4.
Task 3 (spatial): Which is the top view of the pile of books on the right?
Task 4 (spatial): Move three matchsticks to make five triangles.
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Another part of intelligence is verbal skills. Do you learn new words quickly? How well do you
understand the meaning of words? Test yourself in Task 5 and 6. Pay attention to how the words
are related to each other.
Task 5 (verbal): Find a similar pair.
LEAF - TREE
a. salt – pepper
b. puppy – dog
c. wheel – bicycle
Task 6 (verbal): What is the missing word?
a. shopping b. vegetable c. bookstore d. comic
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For many people intelligence is the same as logical thinking. If you can think logically, you can see
connections between things, such as cause and result. You can predict consequences and draw logical
conclusions. A logical conclusion is an opinion that you have after you look at all the facts . Test your
logical thinking in Task 7.
Task 7 (logical): Is the third statement a logical conclusion?
All the tulips in Ana’s garden are yellow.
All the roses in Ana’s garden are red.
All the flowers in Ana’s garden are either yellow or red.
If the first two statements are true, the third statement is
a. true
b. false
c. uncertain
Are roses and tulips the only flowers in Anna’s garden? We don’t know. It‘s important to use what
we know for sure and not to guess. Read task 8 carefully and don’t make any guesses.
Task 8 (logical): Based on the information from the text, which of the statements (a – d) is true?
Hamish is twelve years old. He wants to have a dog but his parents think a dog would be very unhappy
in an apartment. They agreed that Hamish can have a bird. Hamish is not sure what kind of bird he
wants to buy.
a. Hamish doesn’t like birds.
b. His parents like birds more than they like dogs.
c. Hamish and his parents live in an apartment.
d. Hamish and his parents would like to move.
The eight tasks you have done are similar to the tasks used in tests which measure intelligence. You
can see now that being intelligent means being good at a lot of different things.
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How difficult were the tasks for you? Underline the right word for each task.
Check what kind of skill each task measures and decide how good you are at each skill.
4 Listening: A logical challenge
Read the text of the puzzle and do the task below.
You want to take a wolf, a goat, and three cabbages to the other side of the river. The boat is
small and can carry you and one passenger. Only you can row the boat. You cannot leave the
goat alone with the cabbages because the goat will eat them. If you leave the wolf alone with
the goat, the wolf will eat it. How can you take the wolf, the goat and the cabbages safely
across the river?
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Complete the missing words in the summary of the text.
1. Only you can the boat.

2. You can have only passenger in the boat.
3. If you leave the goat with the , the goat will eat them.
4. If you leave the wolf with the , the wolf will eat it.
Here is the solution but the steps are mixed up. Put them in the right order. Then listen and check
your answer.
a. I will take the cabbages to the other side and leave them there.
b. I will leave the goat and take the wolf to the other side.
c. I will come back for the goat.
d. I will come back alone.
e. I will take the goat back.
f. I will take the goat to the other side.
5 Language focus
Read the explanation, study the examples and do the tasks.
Conditional 1
We use conditional type 1 to talk about future events which are related to each other.
A sentence in the first conditional has two parts, called clauses. One clause is the
condition and the other is the predicted result or consequence.
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Part 1: Underline the results in the sentences below.
1. If you leave the goat with the cabbages, the goat will eat them.
2. The cabbages will be safe if you leave them with the wolf.
3. The goat will be in danger if it stays alone with the wolf.
Part 2: What tense is used in each clause? Cross out the wrong word in the rule below.
The result / condition is expressed in the Future Simple tense and the result / condition is expressed in
the Present Simple.
Part 3: Use the correct form of each verb. Remember to use the present tense to express the condition.
1. If the wolf (be) hungry, it (try) to eat the goat.
2. The wolf (not eat) the goat if you (keep) them separate.
Now look at all the examples in this box and cross out the wrong word in the rule.
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• We don’t use a comma in conditional clauses when if is at the beginning/in the middle of
the sentence.
• We only use a comma when if is at the beginning/in the middle of the sentence.
Part 4: Add a comma where necessary.
1.
a) The goat won’t be safe if you leave it with the wolf.
b) If you leave the goat with the wolf it won’t be safe.
2.
a) If you leave the cabbages with the wolf they will be safe.
b) The cabbages will be safe if you leave them with the wolf.
6 Logical consequences
Choose the correct logical consequence (the result) for each action.
1. If I go to bed late,
a. I will be tired tomorrow. b. I won’t be tired tomorrow.
2. If I get up early,
a. I won’t miss the bus. b. I’ll miss the bus.
3. If I don’t take an umbrella,
a. I won’t get wet. b. I will get wet.
4. If my hair gets wet,
a. I’ll need a towel. b. I won’t need a hair-dryer.
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Now express the meaning of each sentence in a different way.
Study the example below:
1. I’ll miss the bus .
2. I won’t get wet
3. I won’t need a hair-dryer
Look and listen to the different future forms. Listen again and repeat.
Full form of will:
If I go to bed late, I will be tired tomorrow.
Short form of will:
If I don’t take an umbrella, I’ll get wet.
Negative form of will:
If I get up early, I won’t miss the bus.
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7 Practice
Use the verbs in brackets in the correct form – future tense for results and present tense for conditions.
1. Your teeth (become) yellow if you (not brush) them.
2. It (be) faster if you (dry) your hair with a hairdryer. Take it.
3. If you (not wash) your hands, I (not let) you eat dinner.
4. Don’t touch it! She (be) angry if you (use) her hairbrush.
5. I think you (look) better if you (cut) your hair.
6. You (sweat) if you (wear) these clothes. It’s very hot outside.
Complete the sentences with a verb from the list in the correct form.
be / do / hear / lose / put / wave
1. Your muscles will work better if you a warm-up exercise.
2. Try! You any points if you make a mistake.
3. Be careful! You’ll break a leg if you careful.
4. If you on this helmet, it’ll protect your head.
5. Do you think they’ll see me if I my hands?
6. Maybe they you if you whistle.
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8 Optional extension/Homework: What is your advice?
Give advice using the first conditional and the clues given. Which is the condition and which is the
result? Choose the correct tense.
Part A: My skin looks bad and I get tired quickly.
1. Your skin will look better if ...
2.
3.
4.
5.
6.
Part B: I have poor grades and the teachers think I am lazy and rude.
1. The teachers won’t think you are rude if you argue less.
2.
3.
4.
5.
6.
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ONE
INTELLIGENCE? UNIT 13
Expemo code:
1 Warm up
In the previous lesson you used your logical skills. In these riddles try to be a little more open-minded
and think out of the box.
1. What ancient invention, which is still in use today, allows people to see through walls?
2. In what sport are the shoes made of metal?
3. Which side of a cat has the most hair?
4. John’s mother has three children. One is named April and one is named May. What is the third
child’s name?
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Unit 13-One intelligence?
2 One intelligence?
Nowadays psychologists believe that there are many different types of intelligence, not just one. They
say we can be smart in many ways. Here are eight types of intelligence. Match the descriptions to
the names.
1. Word-smart people a. are good at solving maths problems
2. You are number-smart if you b. are good at dancing and sports.
3. Picture- smart people c. are good at understanding other people.
4. You are body-smart if you d. are good at speaking and writing.
5. Music-smart people e. are good with maps, drawing and painting.
6. You are people-smart if you f. understand their own feelings
7. Self- smart people g. are good at playing musical instruments and singing.
8. Nature-smart people h. feel a strong connection with plants and animals.
3 Which intelligence is your strength?
Tick the statement if you agree with it or if it is true about you. Discover which intelligence is your
biggest strength.
1. I enjoy learning foreign languages.
2. Writing stories or poetry is fun.
3. I like reading.
4. I am good at explaining things.
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1. Math is my favourite subject.
2. I am interested in science.
3. Solving logical puzzles is fun.
4. I am good with numbers.
1. I prefer art classes to music classes.
2. I have a good sense of direction.
3. I am good at remembering faces.
4. I enjoy making models.
1. I am good at sports.
2. I like dancing and performing.
3. I prefer playing sports to watching films.
4. I do exercise several times a week.
1. I like to sing.
2. I can play a musical instrument.
3. I know when a person sings well.
4. I remember songs easily.
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1. I have a lot of friends.
2. I often help other people with their problems.
3. I work best in a group.
4. Meeting new people is fun for me.
1. I prefer working alone to working in a group.
2. I know what makes me happy and what makes me sad.
3. I know my good and bad points.
4. I never ask for advice.
1. I like camping.
2. I enjoy playing with animals.
3. I know the names of many plants.
4. I love walking in the park.
How many boxes did you tick in each group? Two or more ticks mean a strength.
I am ____________________- smart and ____________________- smart .
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4 Personal proőles
Part A: Read the three profiles and choose the correct verb form for each gap.
Azza:
My name’s Azza. I like listening to music. I don’t like school very much but I’m good at sports. I play
1 2
football and swim. I like swimming in the sea and photos of the fish. I
a lot about fish. Here is one of my photos.
1. a. taking b. take c. to take
2. a. knowing b. to know c. know
Esteban:
1
My name’s Esteban. I’m interested in science. I’m good at maths. I enjoy experiments
2
in the school lab and I want to be a scientist. I like music, too. I can the guitar. I don’t
like rock music or hip-hop. My favourite music is folk. I practise every day. I sometimes play with my
father’s band.
1. a. to do b. doing c. do
2. a. to play b. play c. playing
Maria:
1
I’m Maria. I like reading and I’m interested in studying psychology. I want what people
2
feel. I like helping my friends and I enjoy listening to them. I’m good at people and
animals. This is the portrait of my grandmother.
1. a. understand b. to understand c. understanding
2. a. to paint b. painting c. paint
Part B: Read the profiles again and decide which intelligence is each person’s strength. Support your
answers with examples from the text.
Example: Azza is body-smart. She’s good at sports.
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5 Language focus: verb forms
Read the explanations and then add the verbs to the correct column in the table.
When two verbs are used together, the second verb can have three possible forms:
1. infinitive with to - I want to sing.

2. infinitive without to - I can sing.
3. gerund (= verb + ing) - I enjoy singing.
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6 Let’s practice
Write sentences. Use all the words, change their forms if necessary and add any missing words.
Example: My father/prefer/swim/in the evening.

My father prefers swimming (or to swim) in the evening.
1. She/be/not good/solve/maths problems.
2. I/would like/learn/Chinese.
3. My friend/prefer/do exercise/listen/music.
4. I/want/remember/how/spell the words.
5. My sister/like/meet/new people.
7 Talking about preferences

For each pair tick the activity that you prefer. Talk about your preferences like in the example. Support
each choice with at least one sentence. When you are ready, compare your answers with a partner.
Do you like the same things?
Examples:
1. I prefer playing sports to watching sports. I play tennis and ride a bike. Watching sports on television is
boring.
2. I like/enjoy watching sports more than playing sports. I’m not good at sports and I get tired quickly. The
only sport I like is horse-riding.
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8 Presenting a personal proőle
Part 1: Listen to Harry’s personal profile. Which three intelligences are his strengths?
Part 2: Listen again and make notes to answer the questions.
What does Harry say about the following?

• watching sports
• science
• doing experiments
• singing
Part 3: Prepare your personal profile. Complete the sentences with your abilities and preferences.
Add details if you can.
I love
I like
I enjoy
I can
I’m good at
I’m interested in
I want
I’m planning
I would like
I am learning
I prefer
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9 Homework
Choose the most interesting things that you have written in Task 8 and write your personal profile.
Check the text for errors. Practise saying the text in a natural way. Record your profile.
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THE
UNIT 14
CREATIVE
MIND
Expemo code:
1 Warm up
Look at the six photos. Identify a classical painting, an abstract painting, a mural, a modern sculpture,
a vase and earrings.
1. 2. 3.
4. 5. 6.
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Unit 14-The creative mind
Are these sentences true or false?
1. A mural is a painting on a wall.

2. An abstract painting shows real objects.
3. A sculpture is an object made of stone, metal or wood. It often looks like a person or an animal.
Which of these pieces of art do you like best? Which one do you like the least? Why?
Do you have a favourite type of art or artist?
2 Art and artists

Part A: Make nouns from the verb phrases.
verb phrase noun
dance dancer
1
sing
2
paint
3
play the drums
play the guitar guitarist
4
make jewellery jewellery / jeweller
5
make pottery maker / potter
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Part B: Label the pictures.
goddesses gods myth mythology
1. 2. 3. 4.
5. 6. 7. 8.
Order the activities from the easiest to the most difficult in your opinion. Which one can you do?
Example: For me, singing is easy/difficult.
... is the easiest/the most difficult.
I’m/I’m not good at ... .
I can/can’t ... .
3 Listening: this is my hobby

Which person from the photos above is speaking? Note down the words that help you choose.
1. →
2. →
3. →
4. →
5. →
6. →
7. →
8. →
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Complete the sentences with the name of the artists.
Example: Making pottery is messy, so potters often get very dirty.
1. The drums take up a lot of space and make a lot of noise.
2. must know about using colour and light.
3. sometimes make models of clay before they make the sculpture in stone.
4. often use expensive materials, such as gold or diamonds.
5. have to take care of their voices.
6. often copy the famous Michael Jackson’s moves.
7. do exercises for the fingers of the left and right hand.
4 Modern art
Part A: An abstract painting doesn’t usually show any real objects. You just enjoy looking at the
colours and the shapes in the painting. However, some people like to interpret abstract patterns and
shapes and compare them to something real.
Look at the painting and answer the following questions.
1. What do you think about this painting? Do you like it? Why/why not?
2. What real thing does it look like?
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Part B: Complete the gaps below with the correct word. Then listen to the recording and check your
answers.
primary / painter / music / paintings / white / style / black
1
Piet Mondrian was a . He was born in the Netherlands but he lived in
many countries. He tried different styles of painting, but in the end, he created his own
2
. He called it neoplasticism. A painting in this style usually uses only the
3 4
colours, red, blue and yellow, on a background with straight
5 6
lines. One of his most famous is called ‘Broadway Boogie
Woogie’. Broadway is in New York, where Mondrian lived. Boogie Woogie is a kind of
7
.
5 Musical instruments
Part A: Label the photos with the correct word.
1. 2. 3. 4.
5. 6. 7. 8.
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Part B: Now, divide the instruments from Part A into three groups below.
string instruments (with wind instruments (that you percussion instruments (that
strings) blow into) you strike)
1 2 3
4 5 6
Part C: Can you play any of the instruments? Which would you like to play? Which wouldn’t you like
to play? Why? Which instrument do you like listening to?
I can play the ...
I would like to play the ...
I wouldn’t like to play the ... because ...
I like listening to ...
6 Vocabulary: let’s play!
Play one of the games chosen by your teacher as a revision of the vocabulary learnt in this lesson.
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7 Focus on language: quantiőers

Match the phrases to form pairs of words with similar meanings.
1. all of us a. the majority
2. most of us b. nobody
3. some of us c. a few people
4. none of us d. everybody
Quantifiers
Pronouns and phrases which describe the number of nouns (people or things) are called
quantifiers. Most quantifiers are followed by a plural form of a verb:
all / most / some / none / a few / the majority of us / many / most / some / a few people
Examples:
• A few of us are good at playing the guitar.

• The majority of us don’t like jazz.
Everybody and nobody are followed by a singular form of a verb.
• Everybody likes hip hop.

• Nobody wants to play the piano.
Rewrite the sentences replacing the underlined phrases with a phrase or word with the same meaning.
There are eight people in our group.
1. Eight people like music.
2. Six people like hip hop.
3. Three people can play an instrument.
4. Nobody would like to play the cello.
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The survey
Work in groups. Answer the questions and report the results using the phrases practised above.
1. What is your favourite kind of art?

2. What is your favourite kind of music?
3. Can you play an instrument?
4. Which instrument can you play?
5. Which instrument would / wouldn’t you like to play?
All of us ...
The majority ...
Most/Many of us ...
A few of us ...
None of us/Nobody ...
8 Optional extension: talking about types of music
Part 1: Look at the photos. Can you guess what type of music they are playing? Do you know these
kinds of music?
1. 2. 3. 4.
5. 6. 7. 8.
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Part 2: Read the instructions on the cue card below.
Work in pairs and discuss your favourite artist.
You should say:
• who it is
• what country he/she is from
• what songs you like of him/her/it (if it’s a band)
• and explain why you think the artist is interesting
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PLAYING
UNIT 15
WITH
SOUNDS
Expemo code:
1 Warm up
Write 26 English words, each starting with a different letter of the alphabet. How many letters are
there in the alphabet of your language?
A ... B ... C ... D ...
E ... F ... G ... H ...
I ... J ... K ... L ...
M ... N ... O ... P ...
Q - queen R ... S ... T ...
U ... V ... W ... X - ray
Y ... Z ...
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Unit 15-Playing with sounds
2 Letters and sounds

Part 1: Listen to the words. Pay attention to how the highlighted letters are pronounced.
Group 1
body, chair, desk, four, green, head, jazz, clock, leg, mouth, nose, pair, right, six, shoe, toe,
three, there, white, violet, yellow, zebra, beige, being
Group 2
art, at, up, egg, earth, about, eat, it, organ, on, put, food
Group 3
five, boy, day, pure, now, no, air, ear
All the highlighted letters are pronounced in a different way. There are only 26 letters but as many
as 44 different sounds in English! Listen again and repeat the words after the recording.
Part 2: The words above are divided into three groups on the basis of the pronunciation of the
highlighted letters. What do the sounds, not letters, in each group have in common? To help you
find the answer, make the sounds and observe what your mouth and tongue do.
• Hint 1: Is your mouth wide open, completely closed or partially closed?

• Hint 2: Do you hear one or two sounds?
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3 How many sounds?
In English, the number of letters in a word is often not the same as the number of sounds. Look at the
examples below.
• body – 4 letters and 4 sounds /"b-6-d-i/

• nose – 4 letters and 3 sounds /n-@U-z/
• four – 4 letters and 3 sounds /fO:/
The words below are grouped according to the number of letters. Read them aloud and group them
according to the number of sounds.
• 5 letters: beige, earth, eight, heart

• 6 letters: letter, tongue, wanted, bridge, washes
• 7 letters: through, because, stopped, bridges
2 sounds: , ,
3 sounds: , , ,
4 sounds: ,
5 sounds: , ,
6 sounds: ,
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4 Reading
Read the text on page and answer the questions below.
1. Where are the vocal cords?
2. What makes them vibrate?
3. What is the difference between the sounds ‘s’ and ‘z’?
4. What is the difference between speaking normally and whispering?
How is the sound made?

Our hands, letters, text messages or even emojis are just a few of the many ways we communicate.
But in order to communicate by speaking we need to use our voice.
1. Your voice is made in the voice box, which is the bony part at the front of your throat. Sometimes it is called an
"Adam’s apple" in men. Inside the voice box, we have the vocal cords. When we breathe out, the air from the
lungs makes the vocal cords move very quickly. This is called vibration and feels a bit like buzzing. If you put your
fingers on your throat and say "ahh", you will feel the vibrations.
2. The voice goes into your mouth and/or nose from your throat. Then, you can change the sound by controlling the
flow of air with your lips, tongue, and teeth. For example, when you say "ahh", your mouth is open and your vocal
cords are vibrating. When you say "eee" or "ooo", the air in your mouth is still vibrating, but the sound you make
is different because you changed the shape of your mouth.
3. However, there are sounds that humans make without using vocal cords. When you say "sss" and "zzz" out loud,
you can feel the difference in vibration in your throat. When you make both sounds, the shape of the mouth and
the location of the tongue, lips, and teeth are the same, but the "s" sound doesn’t use your voice, while the "z"
sound does. When you whisper, you also use your voice differently. Your vocal cords are not vibrating, but you
use air from your lungs and move your mouth, tongue and lips.
Source: The Conversation
Glossary:
vibrate - move very quickly
whisper - speak very quietly
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5 Let’s experiment
Use a mirror or look at your partner’s lips when you produce the sounds presented in the drawings
below.
6 Voiced and voiceless sounds

Find pairs of words which sound almost the same. The only difference between the two words is the
sound at the beginning or at the end.
1. /p/ pear - /b/ bear
2. peas /z/ - piece /s/
3.
4.
5.
6.
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7 Which word do you hear?
Listen and choose the correct picture. Then practise reading the sentences in pairs. Let the partner
guess which word you are saying.
1. Give me the , please.
2. You look like a .
3. I bought a .
4. Look at my .
5. He’s under the .
6. Your smells.
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8 Language focus
Analyse the examples and complete the rules with these words or sounds.
closes / ended / opened / plays / sits / voiced / voiceless / washed /z/ /iz/ /Id/ /d/ /t/
Pronunciation of grammatical endings
In the Present Simple tense, the third person verb ends in – s or –es. The ending is
pronounced in three different ways, depending on the last sound (not letter) of the verb.
1
1. If the verb ends in a voiced sound, the ending is pronounced as : cleans,
2
sees, opens,
3
2. If the verb ends in a sound, the ending is pronounced as /s/: kicks,
4
waits,
3. If the verb ends in a hissing sound, such as s /s/, z /z/, sh /S /, ch /tS/, the ending is
5 6
pronounced as : washes, matches,
In the Past Simple, regular verbs end in – ed. The ending is pronounced in three different
ways, depending on the last sound (not letter) of the verb.
7
1. If the verb ends in a sound, the ending is pronounced as /d/: cleaned,
8
closed,
9
2. If the verb ends in a voiceless sound, the ending is pronounced as :
10
kicked, pronounced,
11
3. If the last sound of the verb is /t/ or , the ending is pronounced as
12 13
: waited, decided,
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9 Optional task: whose routine?
Match the activities to the person on the basis of the pronunciation. The last sound of the person’s
name and of the verb must be the same, eg. Ms/z/ Fizz /z/ runs /z/ ...
likes nature / runs in races / washes the dishes / brushes her hair in the evening / catches
the bus to work in the morning / enjoys cooking / eats healthy food / paints landscapes /
rows her boat / runs in races / sings operas / solves logical puzzles / walks her dog / watches
football matches on TV
1. /s/ Miss Kiss likes nature, , ,
2. /z/ Ms Fizz runs in races, , , ,
10 Tongue twisters
Listen to the tongue twisters and then practise them yourself.
1. Wendy, Wanda and Winnie are witches. Which witch is which?
2. Fuzzy Wuzzy was a bear. Fuzzy Wuzzy had no hair. Fuzzy Wuzzy wasn’t fuzzy, was he?
3. If a dog chews shoes, whose shoes does he choose?
3. She sells seashells on the seashore.
The shells she sells are seashells, I’m sure.
And if she sells seashells on the seashore,
Then I’m sure she sells seashore shells.
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11 Homework
Part A: Look at the icons below and find six rhyming pairs.
Part B: Write several sentences with at least 3 rhyming words.
1.
2.
3.
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PLAYING
UNIT 16
WITH
WORDS
Expemo code:
1 Warm up
Read the jokes. Do you understand them? Which one do you like best?
Q: Why didn’t the skeleton go to the party?
A: Because he had no-body to go with!
Q: What is the longest word in the English language?
A: "Smiles". Because there is a mile between its first and last letters!
Q: What’s worse than finding a worm in an apple?
A: Finding half a worm!
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Unit 16-Playing with words
2 Words and their meaning

Read the text and answer the questions inside it. Then do the tasks below the text to check how
much you have learnt.
Words, words, words
When we communicate, we use words.
There are different kinds of words: names of people and objects (nouns), words for
actions (verbs), and words for features such as colour or size (adjectives).
It is important to know the meaning of the words we use.
However, the same words often have more than one meaning. What is the opposite of
‘right’ in the two sentences below?
1. You are right.
2. Turn right.
Words which have the same spelling and pronunciation, but different meanings are called
homonyms. Can you think of the two meanings of each of the words below?
1. letter
2. park
3. watch
Some words sound the same in speech, but their spellings and meanings are different, for
example, ‘night’ and ‘knight’. They are called homophones.
We spent the night in the castle.
We looked at the portrait of a knight who used to live there.
Can you think of other words that sound the same as the three words below but have a different
spelling?
1. there
2. hour
3. sea
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To understand words better, we use context. It can be the situation, the people and their
actions, or the other words in the sentence.
For example, ‘right’ can mean ‘I told her to turn right’, or ‘ I told her she was right’.
A: Which way?
B: Right. (pointing to the right)
A: The one here?
B: Right. (I nodded my head.)
Now, work in pairs and think which word (mentioned in the text above) can complete the two gaps
in each sentence.
1. The man is the .
2. I can’t see the in the .
3. You can’t a car in this .
Correct one spelling error in each sentence.
A: I don’t like there car. Hour car is much better.
B: I can’t sea any difference.
A: Maybe because it’s knight.
3 Let’s play: guess the word!

Can you guess the word?
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4 Vocabulary: one word - two meanings
Match the words to the pictures.
1. 2. 3. 4.
Now, complete each pair of sentences with one word from the list above. Is the word you write a
noun, a verb, or an adjective?
a. Did the place a lot?
b. Have you got any ? I need some coins for the toilet.
a. The sun is very .
b. Is she a student?
a. Does the work? It’s very hot.
b. Are you a of football?
a. Can you anything?
b. I hate the of cheese.
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5 Same sounds but different words

Listen and circle the word you hear.
Now, use two of the words from above to fill the gap in each joke.
Joke 1
A: Why is a baseball stadium such a cool place?
B: Because it’s full of f _ _ s.
Joke 2
A: Why did the teacher have to wear sunglasses?
B: Because her students were so b _ _ _ _ t.
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6 More jokes to enjoy
Match the words to the pictures.
flamingo hole shadow

sponge stairs vampire
1. 2. 3.
4. 5. 6.
Not all jokes are based on confusing word meaning; some use funny situations, and some require
thinking out of the box. Match the sentences to make jokes.
1. What will you get if you cross a teacher with a vampire? a. Lots of blood tests.
→
2. What’s bigger than an elephant, but doesn’t weigh b. Because if it lifted both legs it
anything? → would fall over.
3. What do you call an old snowman? → c. A sponge.
4. What goes up and down but does not move? → d. His shadow.
5. What is full of holes but can still hold water? → e. Water.
6. Why does a flamingo lift only one leg? → f. Stairs.
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7 Optional extension: language focus - questions

Complete the rules and examples using the words in the box.
before / could / had / question word / was / will
Questions
In English, a question can start with an auxiliary verb or with a

or phrase.
Has she got any change? Did the place change much?
What do you call it? Is she a bright student?
Where did you park the car? How does it smell?
Are you a fan of skiing?
Yes/No questions start with one of the three auxiliary verbs:
1. do (does, ),
2. be (am, are, is, , were),
3. have (has, )
→ or with a modal verb (can, , , would, etc).
The auxiliary verb goes the subject. If there are more verbs in the question, they
go after the subject.
Are the children afraid of the dog? Can you turn on the fan?
Did the teacher give you a test? Have they got any change?
Is there a park? Is it far?
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The same auxiliary verb is used in short answers to such questions.

1. Is she a bright student? →Yes, she is.
2. Can you turn on the fan? →Yes, I can.
In detailed questions, we put a question word or phrase before the auxiliary verb and the
subject.
1. How far is the park?
2. How much money does she need?
3. Where can I leave my coat?
Now, let’s practise.
What is the missing auxiliary word in each question?
1. you think our faces are funny?
2. you lift this box?
3. you have an hour for me tomorrow?
4. the baby sleep well last night?
5. your mother born in this country?
6. the letters for me?
7. the smell too strong for you?
8. you got a watch?
Match the short answers to the questions.
• a. Yes, I have. Why?

• b. I don’t. Not really. They are rather silly.
• c. Yes, they are.
• d. Of course, I will.
• e. No, I can’t. I’m afraid it’s too heavy.
• f. Yes, she was.
• g. No, it’s OK.
• h. I’m afraid, she didn’t. She cried a lot.
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8 Speaking: test your memory
Play the game with your partner.
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ENGLISH FOR
TEENS: PRE- UNIT 17
REVIEW 2
Expemo code:
1 Vocabulary 1
Part A: Complete the sentences with a word which is a name for all the things listed.
1. Music, sculpture, painting, poetry, photography are called .
2. Pots, plates, vases are called .
3. Rings, necklaces, earrings, bracelets are called .
Part B: Label the pictures of pieces of art and musical instruments.
1. 2. 3.
4. 5. 6.
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2 Phrases
Match the verbs in column 1 with the words in column 2.
1. make a. a puzzle
2. divide b. experiments
3. give c. for advice
4. solve d. into categories
5. predict e. a conclusion
6. draw f. connections
7. ask g. explanations
8. do h. the results
3 Guess the word

Complete each pair of sentences with the same word.
1.
What have you got in your hand?

It wasn’t the answer.
2.
I never television.
I don’t wear a – my phone has a clock.
3.
I’m learning to between two cars.

There are a lot of old trees in the .
4.
People don’t write anymore, they send texts.

They are two double in the word ‘aggressive’.
5.
I need to wear sunglasses because the sun is very .

Only a very student can learn this so quickly.
6.
I’m not a of hip-hop.

The room is so hot because the is broken.
7.
I can oranges and coffee. Are you making a cake?

My mother loves the of wood.
8.
I would like to the colour of the walls in my room.

Please, take your . One ice cream is only four pounds and fifty.
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4 First conditional
Choose which verb goes in which gap and then put them in the correct form to make sentences in
the first conditional.
be x2 / change / cover / get / hurt / listen / need / not smell / not sleep / not stop / understand
1. The dancers very tired if they for a whole night.
2. You anything if you your nose.
3. The boy the tallest in the class if he growing.
4. If his feet any bigger, he new shoes soon.
5. Your fingers less if you the strings.
6. The students the difference if they to the teacher’s explanations.
5 Rewriting 1
Rewrite the sentences below using the negative version of the verb.
1.
a. I will make a guess if I don’t see any patterns in the word order.
b. I __________ any guesses if I __________ some patterns in the word order.
2.
a. You will learn to play an instrument if you practise every day.
b. If you don’t ...
3.
a. The expert will predict the results if she knows all the facts.
b. The expert ...
4.
a. I will row the boat with you if you tell me a joke.
b. I ...
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6 Rewriting 2
Write the sentences using all the words in the order given. Change their forms and add any other
words if necessary.
1. you / interested / paint animals?
2. She / good / make jewellery.
3. Today we / learn / draw people’s faces.
4. When / you decide / eat / only healthy food?
5. I prefer / do experiments / to / solve problems.
6. The artist / agree / paint my portrait.
7 Verbs
Complete the sentences with verbs from the list. Change the verb forms when necessary.
play violin / do exercise / write stories / go camping / ride a bike / travel to foreign countries
1. I hate
2. I enjoy
3. I can
4. I want
5. I am planning
6. I would like
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8 Question completion
Part A: Complete the questions with a helping verb.
1. you sleepy? Yes, I am.
2. there any bones in your hands? Yes, there are.
3. you touch your toes? Yes, I can.
4. How much blood the heart pump each minute? Almost 5 litres.
5. How much blood you got in your body? Around 5 litres.
6. How much the bones weigh on average? Over 8 kg.
Part B: Complete the questions with a question word or phrase.
1. are you sleepy? Because I didn’t sleep well.
2. water do you drink? Four glasses a day.
3. bones are there in your hands? Over twenty, I think.
4. can you run? Not very fast, I’m afraid.
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Part C: Use the words in brackets to make questions that match the answers. Add more words when
necessary.
Example:
(where, smallest, bone) Where is the smallest bone? In the ear.
1. (many, bones, ear) Three.
2. (you, breathe, with) With your mouth, nose and lungs.
3. (tall, he) He’s 156 cm.
4. (when, your nose, stop, growing) Never.
Part D: Read the text and complete the gaps. Then write questions about the missing information.
musician / three / six hundred / violinist / six / thirty five
Wolfgang Amadeus Mozart, one of the greatest composers of all time, was born in Austria
1
in 1756. His father was a and a music teacher and his elder sister played
the harpsichord. Wolfgang learned to play the piano and the violin very quickly. He started
2
to write his own music when he was only years old. His father decided to
take his talented son on a tour around the palaces of Europe to show his talent and to earn
3
money. They travelled for years. It was hard work for the young boy. They
spent long hours on bumpy roads, slept in dirty hotels and as a result they often got sick.
4
Later, Wolfgang got a job in Salzburg as a court but it was badly paid and he
got bored quickly. He decided to move to the capital city Vienna. There he fell in love with
Constanza Weber and they got married. Soon he become very popular. He had a lot of fans
and many rich people asked him to write music for them. He worked very hard all his life. He
5 6
lived only years but he composed pieces of music, including
21 operas. His music is still loved today.
1. born?
2. What
3. when he started to compose music?
4. travel?
5. marry?
6. did he compose?
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9 Survey
Seven people took part in the survey. Study the table and complete the summary sentences.
Do you person 1 person 2 person 3 person 4 person 5 person 6 person 7
paint? yes
draw? yes yes yes
sing? yes
dance?
take yes yes yes yes yes yes

photos?
play an yes yes yes yes yes

instrument?
speak a yes yes yes yes yes yes yes

foreign
language?
1. Nobody .
2. One person .
3. A few people .
4. Many people .
5. Most people .
6. Everybody .
10 Sounds
Write the words in the right column. The words in each column must have the same vowel sounds.
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boat feel fit grow hole knee lift light
mouse our sing shirt skirt style three throat
1. big 2. see 3. girl 4. goat 5. night 6. hour
11 Speaking: role play
Read the cue cards for students A and B.
Student A
A new student is in your class. She/he has moved from a different town. Prepare questions
to learn about her/him and her/his family, former school, interests, preferences and skills.
Student B
You have moved to a new town and this is your first day at your new school. A classmate asks
you questions about you and your family, former school, interests and preferences.
HEAAADERLOGORIGHT
PART 4

HEAAADERLOGORIGHT
SPACE
UNIT 18
EXPLORATION
Expemo code:
1 Warm up
Look at the images below. Which of these things presented are most important to you and to people
in general?
1. the computer 2. electricity 3. solar panels
4. landing on the moon 5. the Internet 6. mobile phone
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Unit 18-Space exploration
2 Vocabulary
Part A: What helps us to explore space? Use the words to complete the definitions below.
1. helps us to see objects which are far away in space.
2. moves on the planet and explores it
3. orbits the Earth and can be used for communication or weather observation
4. flies into space with the help of a rocket and can carry people
5. flies into space using its engines and is used to carry other objects into space
Part B: Invention or discovery? Can you explain the differences between achievement, discovery,
invention, and exploration? Read the sentences, choose the correct word in the definitions, and then
give your own examples.
Galileo invented the telescope.
He discovered mountains on the moon.
Landing on the moon was a great achievement.
Two huge telescopes are exploring space now.
a. We invent/discover things which don’t exist.
b. We invent/discover things that exist but we don’t know about them.
c. We achieve/explore things when we do something that is difficult to do.
d. We achieve/explore when we go around a place and learn about it.
Complete the table with the correct noun.
verb noun
1
invent
2
discover
3
achieve
4
explore
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Now use the words in the sentences below. Change the form of the words if necessary (eg. invent –
invented, discovery – discoveries).
1. We use telescopes and spacecraft to space.
2. Some tourists explored the mountains and a small cave.
3. The Internet is a wonderful .
4. We still new kinds of animals on Earth.
5. The Chinese ice-cream.
6. Building a space station was a big, international .
3 Which did we do őrst?
Part A: Order the human achievements from the oldest to the newest. Guess when the events took
place. Then listen to the podcast and write down the dates.
a. : people launched the first satellite.
b. : a spacecraft landed on Mars.
c. : a human orbited Earth for the first time.
d. : NASA put the Hubble Space Telescope in orbit.
e. : a human floated outside the spacecraft.
f. : an astronomer invented the telescope and used it to look at the night sky.
g. : people walked on the moon.
h. : people sent animals into Earth’s orbit.
Part B: Listen again and say if the statements are true or false.
1. Galileo used the telescope to discover mountains on Jupiter’s moon.
2. The Hubble telescope is closer to earth than the James Webb telescope.
3. The first animals in space were mice.
4. Yuri Gagarin orbited Earth for 48 minutes.
5. Alexey Leonov floated in space for 12 minutes.
6. People landed on Mars in 2008.
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4 Focus on language
Compare the sentences in groups A and B and answer the following questions.
1. In 1947 people sent animals into Earth’s orbit.

2. An astronomer floated outside the spacecraft in 1965.
3. People walked on the moon in 1969.
4. In 2008 a spacecraft landed on Mars.
1. We have sent animals into space.

2. An astronomer has floated outside the spacecraft.
3. People have walked on the Moon.
4. A spacecraft has landed on Mars.
1. Do the sentences in both groups describe the same events?
2. Which sentences have dates?
3. Are the sentences in the same tense?
HEAAADERLOGORIGHT
The Present Perfect tense
The sentences in group B are in the Present Perfect tense. It is used to talk about past
events when we are interested in the results of the events, and not in the time at which
they happened. It is often used to talk about results, achievements and life experiences.
• People have landed on the Moon.

• Twelve people have travelled to the Moon so far.
• The Hubble telescope has taken thousands of photos of other galaxies.
• The longest that a person has held their breath is over 24 minutes.
We never use past time expressions such as on Monday, in January, in 2019 with the
Present Perfect tense. When we mention the time of a past event or when we talk about
people who died, we use the Past Simple.
• People landed on the Moon in 1969.

• Twelve people travelled to the Moon between 1969 and 1972.
• Galileo invented the telescope
• Yuri Gagarin was the first person in space.
The Present Perfect tense needs the helping verb HAVE (have, has) and the past
participle form of the main verb (travelled, visited, taken).
• People have sent spacecraft to many planets.

• A human has not landed on Mars.
• Has anybody visited the Moon more than once?
For regular verbs, the past participle is the same as the form used in the Past Simple,
which has the ending –ed (landed, walked, played). For irregular verbs, the past participle
is formed in many different ways (taken, done, been, said). You must learn these forms by
heart. Dictionaries list three forms of irregular verbs:
be, was/were, been take, took, taken
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5 Practice
Part A: Choose the correct form of the verb.
In 1969, Neil Armstrong and Buzz Aldrin walked/ have walked 1 on the Moon. Since then more
people landed/ have landed 2 there. We are hoping to send people to Mars one day but so far
we only sent/ have only sent 3 spacecraft to the red planet. The first one landed/ have landed
4
on the surface of Mars in 2008.
Part B: Complete the sentences using the correct verb from the box below. Use the Present Perfect
tense.
be / float / invent / launch / orbit / take
1. People have invented stronger and stronger telescopes.
2. A human the Earth.
3. Humans a lot of satellites.
4. The Hubble telescope photographs of other galaxies.
5. Astronauts in space.
Part C: Write the present form of each verb.
1 2 3 4
been written done heard
5 6 7 8
gone won ridden said
9 10 11 12
seen slept told spoken
Part D: Complete the sentences with the Present Perfect verb from the table above.
1. She has slept only 4 hours, so she is sleepy and tired.
2. I have no idea. I (not) anything about missing children.
3. I only 5 sentences. I don’t know what else to write.
4. Why are you laughing? something silly?
5. His parents don’t know. He (not) them anything.
6. Venus or Mars in the sky?
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6 What have you done?
How many of the things listed below have you done? Make two lists in the two columns of the table.
run in race win a race sleep in a tent ride a horse
see a satellite see a shooting star write a poem speak in public
things you have done things you haven’t done
I have run in a race. I have never won a race.
Add more activities to the list. Then, tell a partner about what you have and haven’t done. Who has
done more unusual things?
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7 What did they say next?

Part A: Match the beginnings of the sentences to the correct speaker. Then listen to the recording
and check.
a. I have spoken in public ... → Speaker
b. I have run in a race ... → Speaker
c. I have seen a lot of satellites ... → Speaker
Part B: Complete the answers below with the correct verbs. Then listen again and check.
1. I have seen a lot of satellites. I three last night. One really fast.
It across the sky very quickly. And it any noise, of course. Not
like planes.
2. I have run in a race. I it when I was on a summer camp. It only

one hundred metres. And yes, most of the kids faster than me.
3. I have spoken in public. It my big sister’s wedding and my parents

it was a good idea. They the speech but I didn’t like it much. And I ,
really – I just it.
Now, look at the three texts you completed above and answer the following questions.
1. Which tense do we use to talk about our experiences and achievements?
2. Which tense do we use to add details about the events or to ask questions about them?
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8 Homework
Part A: Read the text of the recording you heard in class and complete it with one of the verbs. Use
Present Perfect or Past Simple.
be / change / experiment / land (x2) / make / take / use
People have always been interested in stars. A thousand years ago sailors used the stars to
find their way at sea. Scientists always wanted to see farther into space. Galileo Galilei, an
1
Italian scientist, built the first telescope in 1609. He it to discover mountains
on the surface of the moon. He also discovered the rings of Saturn and four of Jupiter’s
2
moons. Since then the telescope a lot. The Hubble telescope, which was
launched in 1990, is the size of a large bus. It completes 15 orbits a day. On 25 December,
2021 the James Webb Space Telescope (JWST) was launched. It has a much bigger mirror
and is farther away from Earth than the Hubble telescope.
3
People rocket engines for hundreds of years. As soon as we were able to
4
send the first rockets into space, we also sent animals. The first to go fruit
flies in 1947. They were followed by spiders, monkeys and mice. In 1957, A Soviet rocket
launched the first satellite. It orbited Earth for three months. The first human, Yuri Gagarin,
5
orbited the Earth in 1961. He one orbit in his spacecraft Vostok 1, which
took him one hour and 48 minutes. In 1965, another Russian astronaut, Alexey Leonov left
6
his spacecraft and a ‘spacewalk’. He floated in space for 12 minutes. In 1968
three Americans left Earth’s orbit and travelled around the Moon. A year later, Neil Armstrong
7
and Buzz Aldrin landed and walked on the Moon. Since then more people
there. We are hoping to send people to Mars one day, but so far we have only sent unmanned
8
spacecraft to the red planet. The first one on the surface of Mars in 2008.
There are six rovers on Mars now.
Part B: Answer the questions using information from the text. Write full sentences paying attention
to the tenses.
1. What did Galileo invent?
2. What did he discover on the Moon?
3. Which animals did we send into space first?
4. Have people landed on Mars?
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9 Optional homework / additional grammar practice
Part A: Write questions in the Present Perfect tense.
1. we / send / a tourist into space?
2. humans / send / spacecraft to every planet in the solar system?
3. a spacecraft / land / on a comet?
4. how many people / walk / on the Moon?
5. how many spacecrafts / visit / Jupiter?
6. any spacecraft / leave / the solar system?
Part B: Match the following answers to the questions above. Then write the verbs in brackets in Past
Simple or Present Perfect. Check the forms of the irregular verbs in a dictionary if necessary.
a. Twelve people (be) there so far. In 1969, three astronauts landed on the Moon but
only two of them, Neil Armstrong and Buzz Aldrin, actually (walk) on it. The third
astronaut, Michael Collins stayed in the spaceship. There (be) more people on
the moon between 1962 and 1972. All of them were American. Some astronauts
(drive) a rover and some did experiments.
b. Yes, we have. Humans (send) spacecraft to every planet in the solar system. One
spacecraft has also visited Pluto, which is a dwarf planet. It discovered that there are volcanoes
of ice there. Perhaps there is a liquid ocean under the ice. We (visit) the asteroid
belt. Some planets have been visited many times. The first robotic spacecraft
(land) on Mars in 2008 and now there are six rovers exploring it and looking for signs of life.
c. Yes. In 2014, a lander called Rosette (visit) a comet.
d. Voyager 1 has travelled so far that it (leave) our solar system. It is still sending
information to Earth.
e. Yes. The first one was Dennis Tito in 2001. He (pay) 20 million dollars for a trip
to the International Space Station.
f. Nine spacecraft (be) there, and they have discovered a lot about the planet. The first one
was Pioneer 10. It (fly) past the planet in 1973. Voyager 1 and 2 discovered Jupiter’s rings
and several new moons in 1979.
HEAAADERLOGORIGHT
LOOKING AT
UNIT 19
THE SKY
Expemo code:
1 Warm up
Read the words in the list and answer the questions below.
birds, a plane, clouds, the sun, the moon, satellites, a spaceship, stars, the Milky Way
1. What do all these things have in common?
2. Which of them can see you in the photos?
3. Which of them are in space and which are in the Earth’s atmosphere?
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Unit 19-Looking at the sky
2 How much do you know about space?
You are going to read the article about space. First, decide if the statements could be true (T) or false
(F). Then check with the text or listen to the speaker/watch the video.
Video
1. The Milky Way is a galaxy.
2. There is only one star in the Milky Way.
3. Planets travel around stars.
4. The sun is a star.
5. The Earth, the moon and the sun are in the Milky Way.
6. The Earth moves around the moon.
7. Meteors are stars.
8. Comets are made of gas.
Audio
HEAAADERLOGORIGHT
The Universe
The universe is everything that exists: the Earth and everything on it, the moon, the sun and all the
stars. The universe started about 13.8 billion years ago. Stars started to exist 300 million years later
and galaxies 500 million years later. Galaxies contain many stars which move around one point.
Scientists believe there are around 200 billion galaxies in the universe. The Milky Way, where we are,
is a galaxy. There are billions of stars in the Milky Way and more stars in the whole universe. Each star
has at least one planet that revolves around it.
Our sun is in the centre of our solar system in the Milky Way. The solar system contains the sun, the
planets with their moons (about 170 altogether), as well as millions of asteroids and comets. Asteroids,
which are made of rock and metal, are much smaller than planets. Comets are pretty small. They are
made of rock and ice and are usually presented as bright balls with tails. These tails appear when
comets come near the sun. The sun makes them hot and they start to burn.
Earth and all the other planets in the solar system orbit (move around) the sun. This happens because
of a force called gravity – a force with which big objects pull smaller objects. Planets also spin or turn
around. There are eight planets in our system. Mercury, Venus, Earth and Mars are rocky planets. They
have a hard surface that you can walk on. Jupiter and Saturn are gas giants and Uranus and Neptune
are ice giants.
Meteor and meteorites are different names for the same thing – small pieces of rock. In Earth’s
atmosphere, they are called meteors, on Earth’s surface, they are meteorites. Meteors heat up when
they enter the atmosphere and they burn. We can see their light. They are called shooting stars. A
large number of shooting stars are called a meteor shower. The best time to see meteor showers in
the sky is August (the Perseids) and November (the Leonids).
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Read the text again and answer the questions.
1. How old is the universe?
2. Which are older, stars or galaxies?
3. Which are bigger, planets or asteroids?
4. What makes the planets move around the sun?
5. Is a ‘shooting star’ a star?
6. What are the Perseids and the Leonids?
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3 Let’s play!
Play the guessing game.
4 The solar system in numbers

There are six columns in the table. What information does each column show? Match the question
phrases to the columns in the table.
1 2 3 4 5 6
name of a distance size surface time of one orbiting

planet from the (diameter) temperature orbit around speed
sun the sun
Mercury 58 million 4,879 km 167 °C 88 days 48 km/s

km
Earth 150 million 12,756 km 15°C 365 days 30 km/s

km
a. How big? size: 3

b. How hot/cold?
c. How far?
d. How fast?
e. How long?
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Now, write in the correct information from the table.
1. How big is Mercury? It is 4,879 km in diameter.
2. How far away from the sun is Mercury? It’s away.
3. How fast does Mercury move around the sun? It moves at kilometres
per second.
4. How long does it take Earth to make one orbit around the sun? It takes .
5. What is the temperature on Mercury? It’s degrees Celsius.
5 Language point: numerical data
Study the examples and complete the missing words.
banjo cello drums electric guitar piano saxophone

trumpet violin
Temperature
1
We write: 15°C and we say: fifteen Celsius.
2
We write: -35°Cand we say: thirty-five degrees Celsius.
Speed
3
We write: 4.8 km/s and we say: four point eight kilometres .
4
We write: 100 km/h and we say: one hundred kilometres .
Big numbers
We write: 1,000, 000 and we say: one million.
5
We write: 100, 000, 000 and we say: one hundred .
(can be also written as 100 million)
We write: 1, 000, 000, 000 and we say: one billion.
(can be also written as 1,000 million)
HEAAADERLOGORIGHT
Write the numerical information in words.
a. 16.5 km/s - sixteen point five kilometres per second
b. 114 °C -
c. 120,547 km -
d. 1,350, 200 –
e. 6,400, 000, 000 -
Answer the questions.
1. How big is Earth? → It’s in diameter.
2. What is the temperature on Mercury? → It’s degrees Celsius.
3. What is the orbiting speed of Earth? → It’s .
4. How far away from the sun is Mercury? → It is kilometres.
6 Listening: podcast
Match the halves to make questions about the solar system. Then listen and check your questions.
Do you know the answers to any of the questions? Make a guess.
1. What are Saturn’s rings a. made of?
2. How many Earths can b. has Jupiter got?
3. Do the planets spin c. Pluto?
4. Why is Venus d. fit into the sun?
5. What is e. at the same speed?
6. How many moons f. hotter than Mercury?
HEAAADERLOGOLEFT
Now look at the transcript and answer the questions from above.
1.
2.
3.
4.
5.
6.
James: Hello and welcome to the weekly science programme ‘That’s a Very Good Question’.
My name is James. This week we are talking about space. Our guest is Anna Bono, a
scientist and author of textbooks. Hello, Professor.
Anna: Hello.
James: The first question is from Maria. .. What are Saturn’s rings made of?
Anna: They are made of small pieces of ice and rock. The pieces can be tiny or as big as a
house. The rings look white. Interestingly, each ring orbits the planet at a different
speed.
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James: Thank you, Professor. The next question comes from Stefano. Why is Venus hotter
than Mercury although it is farther away from the sun? That’s a very good question
indeed.
Anna: Right. Venus is hotter than Mercury, which is much closer to the sun. This is because
Venus has an atmosphere with clouds which trap the heat. It is 464°C for Venus and
only 167°C for Mercury.
James: Here is a question from Malik. How many Earths can fit into the sun?
Anna: If you look at the various pictures showing the solar system, it seems like the Sun is
perhaps twice or three times bigger than Earth. That’s wrong. The sun is much much
bigger than Earth. In fact, one million Earths can fit into the sun.
James: Wow! One million. Now a question from Sofia. What is Pluto?
Anna: For many years scientists believed Pluto was a planet, but now it is put in the category
of a dwarf planet. Dwarf planets are very similar to planets but they are smaller and
have other objects in their orbit. A proper planet has no other objects in its orbit.
James: Olena wants to know this: How many moons has Jupiter got?
Anna: Jupiter has 67 moons. Ganymede, one of its moons, the biggest in our system, is bigger
than Mercury.
James: I’m afraid we have time for only one more question. It was sent by Marek. Do planets
spin at the same speed?
Anna: All planets spin but they spin at different speeds. Do you realize that as we are sitting
here our planet is spinning at the speed of 460 metres per second?! It is also travelling
on its orbit at 30 kilometres per second!
James: It makes me dizzy. Why don’t we all fall off?
Anna: Because we stick to Earth’s surface thanks to gravity.
7 Talking about space
Reorder the words to make questions. You will use the questions to get information from your partner.
1. far / is / from / Mars / how / Sun / the /?
2. big / Mars / is / ? / how
3. temperature / what / is / on / ? / the / Jupiter
4. how / does / long / take / it / to / make / Uranus / one / orbit / the / Sun / around / ?
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5. fast / does / Venus / around / move / the / Sun / ? / how
Look at your table and find out what information is missing. Get ready to ask the right question about
each gap. When your partner gives you the answers, write them in the gap. Your partner will ask you
questions about their gaps. Find the information in your table and give them the answer.
EXAMPLE:
Student A: How far is Mars from the Sun?
Student B: (Checks in the table and says) Two hundred and twenty-eight million kilometres.
Student A: (Writes down) 228 million km
Student B: What is the temperature on Venus?
Student A: (Checks in the table and says) Four hundred and sixty-four degrees Celsius.
Student B: (Writes down) 464°C
HEAAADERLOGORIGHT
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HEAAADERLOGORIGHT
A SPACE UNIT 20
STORY
Expemo code:
1 Warm-up
Label the pictures. Are these characters from science-fiction or fantasy stories?
1. 2. 3.
4. 5. 6.
Do you know a story with any of the characters in it?
HEAAADERLOGOLEFT
Unit 20-A space story
2 A space story
Imagine you are a character in a science-fiction story. Choose your new personality.
• Who are you? Are you a human?

• What is your name?
• What skills and talents have you got? What can you do?
Complete your card.
Name:
Age:
Skills:
Now, work in groups. Tell each other who you are.
HEAAADERLOGORIGHT
3 You are getting more crew members
Find more people for your crew. Choose people who can help you on your mission in space.
1. Choose a famous person, dead or alive.

2. Choose a character from a movie or a film.
3. Write the list of all your crew members.
4. Choose the captain.
Our crew
Captain:
1)
2)
3)
4)
5)
6)
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4 Travelling through space
Part A: What is your spaceship like? What’s its name?
Our spaceship
Part B: What’s your mission? Why are you travelling? Where are you going?
Are you:
• lost in space?
• looking for intelligent life in space?
• looking for new sources of energy?
• chasing aliens who stole something from you?
• escaping from an enemy?
• looking for a place to set up a colony?
5 You land on a planet
Part A: Describe the planet.
• Do you know its name?

• What is it like? Has it got a moon? Is there air to breathe?
• Are there any rivers, lakes, mountains, plants, or animals?
• Do you like it? Why do you like it?
HEAAADERLOGORIGHT
Part B: Write a short report about the planet (maximum 70 words).
6 The aliens
Imagine that aliens contacted you.
• What do they look like?

• How do they contact you? What do they want?
• What do you do? Do all the crew members do the same thing?
• How does the story end?
Now, practise telling the story in your group. Try to make it sound interesting.
Our spaceship landed on (describe the place)
We met the aliens. They (describe the aliens and what they did)
We (say what you did)
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7 Tell the story

Tell the story to another group. Make sure they understand you. Listen to the other group’s story and
make notes using the worksheet below.
the crew members:
the ship’s name:
the mission:
the planet visited:
the aliens:
the ending:
Show your notes to the group whose story you heard. Check their notes about your story.
8 Language focus
Part A: Read the explanation in the box and answer the following questions.
Conjunctions are words which link words, groups of words or sentences. Here are the most
common ones: and, before, but, because, so, when.
1. Which conjunction gives a reason?

2. Which one introduces a result?
3. Which links two similar things or ideas?
4. Which links two contrasting ideas?
5. Which two words explain the order of events?
Part B: Use one of the conjunctions in the sentences below.
1. I liked the beginning the ending of the story.

2. The aliens attacked our spaceship we survived.
3. We were afraid of them they were very clever.
4. The Earth became too hot people settled on Mars.
5. The crew trained for two months the mission.
6. The astronaut was very tired he finished the spacewalk.
HEAAADERLOGORIGHT
9 Practice: linking ideas

Part A: Match the endings to the beginnings to make logical sentences.
1. The aliens came out when a. waved their hands.

2. Their bodies were very thin but b. they were strong.
3. They didn’t know what to say so c. the air on Earth was very bad.
4. Their leaders came closer and d. the spaceship landed.
5. We looked for a new planet because e. they heard some insects.
6. They put on their spacesuits before f. they went on the spacewalk.
7. They took off their spacesuits when g. they waited.
8. The astronauts saw several kinds of plants and h. they came back from the spacewalk.
Part B: Finish the sentences with your own ideas.
We were frightened because
We were frightened so
We were frightened but
We were frightened and
The planet was a dangerous place because
We left the planet when
We left the planet before
We left the planet because
10 Homework
Write about what happened when you landed on your planet. Use at least five different conjunctions.
HEAAADERLOGORIGHT
LIVING IN A
UNIT 21
SPACE
STATION
Expemo code:
1 Warm up
Look at the homepage of a website and try to answer the questions below.
1. What organisation does it belong to? Do you know anything about it?
2. What is the website about?
3. What can you see in the biggest photo?
4. What do the numbers in the blue stripe show?
HEAAADERLOGOLEFT
Unit 21-Living in a space station
2 The International Space Station

Part A: Read the questions and make guesses. Use the numbers to help you with your guesses.
The 10 most frequently asked questions about the ISS
a. How far away from Earth is the International Space Station? → km.
b. How big is the station? → metres long.
c. How fast does it move? → km/h.
d. How long does it take the ISS to make one orbit around Earth? → minutes.
e. What is the temperature inside the station? → degrees Celsius.
f. How many people have visited the station? →
g. How many spacewalks have the astronauts done? →
h. How many experiments have they done? →
Now, listen to the podcast and check how many answers you got right. Correct your mistakes.
Part B: Complete the sentences with one of the words.
1. The room has no windows so there is no .
2. We get electricity from the on the roof.
3. A lot of satellites our planet all the time.
4. Rivers water for many cities.
Part C: Answer the questions.
1. What does the Moon circle?
2. Can wind provide electricity?
3. What happens to your skin if you stay too long in sunlight?
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3 Space routines
Part A: Think about living in space. Answer the questions.
1. What do you think is different when you live on a space station?

2. Which everyday activities are easier and which are more difficult?
Part B: You are going to read the text, Living in zero gravity – from an interview with an astronaut.
Before you do, scan the sentences and tick which you think might be true about Earth and which are
true about space. Read the text and check your choices.
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Living in zero gravity – from an interview with an astronaut
Astronauts on the International Space Station live like people on the

ground. We sleep, get up, wash, eat, work and relax. But there is
one big difference – there is almost no gravity in the station.
Because of that, we don’t walk but float around.
This makes some things easier to do. For example, lifting heavy
things is easy and dropping things to the floor is not a problem. But
there are things which can cause problems, for example eating
biscuits or cutting hair.
Tiny pieces of biscuits or hair float everywhere and they can get
inside the equipment and damage it.
We don’t cook. That’s why we eat dried food or liquid food out of
tubes. Because of zero gravity, our muscles don’t have to work very
hard and as a result, they get weak, so we have to exercise at least
two hours a day.
Another problem is water. There is very little of it in the station. We

produce our own water and over 90% of used water is recycled.
There is no running water, taps or sinks because in zero gravity
water floats everywhere.
We drink using straws. We don’t take baths or showers. We have to

wash up with special washcloths.
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4 Language focus: can, can’t, have to, don’t have to
Match the sentence functions (1-4) to the example sentences (a-d) below.
When we want to talk about what is impossible or unnecessary, we can use

these modal verbs:
can, can’t, have to, don’t have to
Which of the sentences below talks about what is
1. possible? a. They can’t have a shower.
2. necessary? b. Astronauts can lift big objects.
3. impossible? c. Their muscles don’t have to work hard.
4. unnecessary? d. They have to recycle water.
Now write the sentences in a different way. Use one of the modal verbs and don’t change the meaning.
1. It is possible to use solar energy to heat our homes.
2. It is not necessary to cut down trees to keep warm.
3. It is necessary to protect our skin from solar radiation.
4. It is not possible for us to live on the Moon.
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5 Practice
Part A: Decide if the statements about astronauts on the ISS are true (T) or false (F).
1. They can’t walk.
2. They have to drink with straws.
3. They don’t have to drink out of cups.
4. They can’t do exercise.
5. They have to recycle water.
6. They can wash with washcloths.
Part B: Complete the sentences about living in the space station with the correct modal verb.
can’t can have to don’t have to
1. They use water for washing.
2. They bring water from earth. They produce and recycle water.
3. They put things on a table because they float away.
4. They stick things to walls.
5. They use their legs to move around the station.
6. They bring food from Earth.
7. They relax without sitting down or lying down. There is really no up or down in
space.
8. They fix their sleeping bags to walls so they don’t float around when they are
asleep.
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6 Let’s play
Play in a group (or multiple groups) with an even number of players. Try to explain the words provided
by the teacher to the other players in your group.
7 Optional task: living on another planet
Work in groups. Imagine that you live on an imaginary planet in another galaxy. What is life like there?
• Choose a name for your planet.

• Complete the boxes with some ideas.
We can We can’t
We have to We don’t have to
Now present your planet to the class.
8 Homework
Is living in a space station fun? List the nice and not-so-nice things about living in the space station.
Living on the station is nice because
Living on the station can be difficult because
HEAAADERLOGORIGHT
ENGLISH FOR
TEENS: PRE- UNIT 22
REVIEW 3
Expemo code:
1 Vocabulary 1
Label the photos.
1. 2. 3.
4. 5. 6.
2 Vocabulary 2
Part 1: Write the word that is described in each definition. Choose from the words in the box.
108 22 249 256

28,000 3,000 400 90
1. : a small piece of rock that enters the Earth’s atmosphere and burns there.
2. : the force which holds the planet in the solar system together.
3. : a meteor which doesn’t burn and falls on the ground.
4. : a machine that orbits the Earth and takes photos or sends radio signals.
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Part 2: Read and fill in the gaps in the text with one of the words from the box.
1
Scientists believe that there are around 200 billion in the universe. A galaxy is a group
2 3
of which move around a central point. Each star has one or more
4
that revolve around it. Most planets have at least one that orbits them. Our star is
5 6
called the and our planet is called the . The Earth with its moon
7
is one of eight planets that orbit the Sun. This group is called the . A force called
8
holds them all together. Apart from planets, there are asteroids, comets and meteors.
3 Verbs
Part 1: Read and fill in the gaps in the text with one of the words from the box.
The plane is 1) The leaf is 2) The galaxy is 3)
The satellite is 4) the The meteors are 5)

Earth. and 6) .
Part 2: Complete the sentences with one of the verbs in the correct form.
1. Scientists believe that the universe started 13.8 billion years ago.
2. The solar system eight planets.
3. Gravity small objects towards big objects.
4. All planets around a star and like toy tops.
5. Meteors as they move through the air. Their temperatures can reach up to 1,650°C.
6. We can see the light of meteors for a short time when they in the atmosphere.
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4 Reading
Read the text and complete the missing information about the moon in the table below.
The Moon is the brightest and largest object in our night sky. It spins and it also orbits the
Earth. The Moon makes a complete orbit in 27 days and it spins at the same rate. It moves
around the Earth at 1.03 km/s. How fast is that really? It is almost ten times faster than a
plane and faster than a rocket, too. So why do we see it in the same place in the sky for so
long? It is because the Earth spins too! The Moon is about 385,000 km away from the Earth.
It took Apollo 11 four days, six hours and 45 minutes to get to the Moon in 1969. As the
Earth revolves around the Sun, the Moon does the same, so the average distance from the
Sun is the same for both of them – 150 million kilometres. The average temperature on the
sunny side of the Moon is 107 °C, and on the dark side it is -153 °C. The Moon is about three
times smaller than the Earth. Its diameter is 3,475 km.
5 Grammar
Part 1: Complete the questions about the information you completed in the table in exercise 6.
1. How from the Sun?
2. What is and the Earth?
3. How ?
4. What on the dark side of the Moon?
5. How long the Moon to make one orbit around the Earth?
6. How around the Earth?
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Part 2: Complete the text about astronauts with can, can’t, have to or don’t have to.
1
Not everybody be an astronaut. You have to be healthy and fit, but you
2 3
be a jet pilot. Scientists become astronauts too.
4 5
Astronauts do a lot of training. They learn to float, but
6 7
they go to space to do it. They practise floating underwater
on the earth.
Sometimes astronauts take spacewalks. When they are outside the station, they
8 9
wear a space suit and they be tied to the station by a
10
cable. They talk because there is a microphone in their helmets. They
11
also drink through a straw.
12
When they are inside the station, they wear a space suit. They can wear
13
normal clothes, but because there is no gravity, they do exercise every day
14
to stay healthy. They drink out of cups or take showers because liquids
float away.
Part 3: Find the rhyming verbs.
Example: sent - spent
Part 4: Complete the sentences below with a correct verb from Part 3. Which of the sentences are
in the past simple and in the present perfect?
1. She has never this song.
2. My aunt has her house for a lot of money.
3. She three years in France.
4. My mother has never abroad.
5. She well.
6. I she was speaking French.
Part 5: Match words from columns A and B to make phrases. Then use them to write questions in
the present perfect tense like in the example.
HEAAADERLOGORIGHT
Example: Have you run a long distance?
1. run a. in a plane
2. ride b. in an ocean
3. see c. a shooting star
4. fly d. a horse
5. swim e. a song in English
6. sing f. a long distance
1.
2.
3.
4.
5.
6.
6 Conjunctions
Choose the correct conjunctions in each sentence.
1. I have ridden a horse because / but / and I have never ridden an elephant.
2. The girl saw a shooting star so / when / because she made a wish.
3. The student thought she knew the answer and / because / but she was wrong.
4. We were nervous before / so / because we didn’t know what to say.
5. I knew he was there and / before / so I saw him.
6. I never drank milk when / but / so my mother never bought it.
7 Speaking
Work in pairs. Ask your partner questions from page six. When your partner answers ‘yes’, ask them
more questions about what happened, like in the example below.
Example:
• Student A: Have you run a long distance?

• Student B: Yes, I have.
• Student A: When did you do it?
• Student B: I ran from my house to school last week.
• Student A: Why did you run?
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8 Writing
Imagine you met a group of aliens. Answer the questions below and write a short story. Try to use
complex sentences with conjunctions.
1. Where did you meet the aliens?

2. What did they look like?
3. Did you like them? Why?
4. How did you communicate?
5. What did they do?
6. What did you do?
HEAAADERLOGORIGHT
PART 5

HEAAADERLOGORIGHT
LIFE ON UNIT 23
EARTH
Expemo code:
1 Warm-up
Part A: Find the things from the list in the photos.
1. 2. 3. 4. 5.
6. 7. 8. 9. 10.
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Unit 23-Life on earth
Part B: Divide the things in the photos into two groups – living and non-living. Check your answers
with a partner or with the whole group.
Living things Non-living things
Now, try to give a few more examples of living and non-living things. What is the main difference
between them?
2 Use your brain
Answer the two questions.
1. What do all the planets in the solar system have in common?
2. What makes Earth different from all the other planets?
3 A planet like no other
Part A: Match the questions and answers.
1. What is Earth? a. → atmosphere
2. Where is it? b. → in the solar system
3. How does it move? c. → about –50 degrees Celsius
4. What is above Earth’s surface? d. → a planet
5. What is the coldest temperature on Earth? e. → it spins and orbits the sun
6. What is the hottest temperature on Earth? f. → about 50 degrees Celsius
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Part B: Work in two groups (A and B). Watch the first part of the video (00:00-04:27). Number the
pieces of information in the order you hear them in the video. Then compare your answers with a
partner.
the seasons
Earth’s movement
the amount of water on Earth
Earth’s moon
its atmosphere
Earth’s size
Part C: Read the summary. What kind of information is missing? Try to predict the answers by
choosing the options listed below, then listen to the recording and check your answers.
1 2
Earth is the third of the rocky planets. The rocky planets are to the
3 4
sun and much than the four gas planets. Because of its from the
sun, the temperature on Earth is not too hot and not too cold. Earth is the only planet that has liquid
5 6
and an atmosphere with . The temperature, water and the air in the
7
atmosphere make on Earth possible. There are millions of species of plants and animals
8
on the blue planet. A day on Earth has 24 hours - it is how long it takes Earth to or
9
spin once. A year has 365 days – it is how long it takes Earth to go around the . Earth
10
has because different parts of the planet are close to the sun at different times during
the year.
Part D: Replace the underlined words with the words given.
1. The Earth’s axis is not straight. →
2. There are a lot of kinds of animals and plants on Earth. →
3. In hot temperatures, water becomes a gas. →
4. In cold temperatures water becomes ice. →
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4 Inside Earth
Part A: Look at the photos and try to answer the questions.
1. Where does the lava come from?

2. Where does the warm water come from?
3. What is the temperature inside Earth?
Part B: Study the illustration and read the statements below. Then watch the second part of the video
(04:27-06:31) and decide if the statements are true (T) or false (F).
1. Trees and oceans are on the Earth’s crust.

2. Under the crust, there is the mantle.
3. The mantle consists of magma.
4. Magma is liquid, molten metal.
5. The centre of Earth is called the core.
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5 Language focus: countable and uncountable nouns

Part A: Answer the questions.
1. What is the difference between the nouns in the two groups?

2. Which of the nouns can have plural forms?
Group A Group B
air, ice, iron, lava, moon, oxygen, rain, banana, cloud, moon, mouse, ocean,
sand, water river, tree, satellite
Part B: Read the statements and decide if they are true about countable or uncountable nouns.
1. They are usually names of substances that have no fixed shape and are difficult to count.
2. They can be easily counted.
3. They can have both singular and plural forms.
4. They have no plural forms.
5. They are usually used with no article.
6. They can be used with the word ‘much’.
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Part C: Now, read the rules in the table and complete the examples with the nouns below.
Uncountable nouns have only singular forms. They cannot be counted. They are usually
used with no article.
1 2
In cold temperatures freezes and becomes .
The atmosphere protects Earth from radiation from the sun.
Countable nouns can be counted. They have both singular and plural forms.
3
A is a plant.
4
Carrots are .
Only countable singular nouns can be used with the indefinite article (a/an)!
5 6
an , a bird, a moon, a
Countable and uncountable nouns use different words related to quantity (called
quantifiers).
one, each many, some, lots of, a lot of, much, some, a little, lots of,
a few a lot of
plant plants water
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6 Practise
Part A: Complete each sentence with a noun from the list. Add the indefinite article (a/an) where
necessary.
1. Plants need and .
2. orbits a planet.
3. The crust of Earth is made of .
4. There is in the centre of Earth.
5. is a small animal.
6. is the molten rock that flows out of a volcano.
Part B: Now, choose the correct option.
1. Earth is the first planet when travelling from the sun to have a moon / moon.
2. Earth is the only place where a life / life exists.
3. There are millions of the plants / plants and animals on Earth.
4. The atmosphere consists mostly of nitrogen and an oxygen / oxygen.
5. A year / year is usually 365 days and a day is 24 hours long.
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7 Let’s play: snap!
Read the instructions and then play the game in pairs.
How to play Snap!
There are two piles of cards (A and B). Each student takes one pile and
places it face-down on the desk in front of them. At the same time,
students take a card from the top of their pile and place it face-up on the
desk. If the cards match, then the first to shout snap! keeps the pile of
cards on the table. If the cards don’t match, they are left on the table.
The students turn over the next two cards from their piles and place
them on top of the previous cards. When there are no more cards left or
no more possible combinations, the student with the most pairs of cards
is the winner.
Examples:
A pair that matches: three + rivers
A pair that doesn’t match: an + rivers
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8 Homework
Part A: Look at the photographs. Use the words provided to make true sentences.
1. There are many . 7. There are a few .
2. There is some . 8. There aren’t many .
3. There are some . 9. There is lots of .
4. There isn’t much . 10. There is a lot of .
5. There is a . 11. There is a .
6. There is one . 12. There is a little .
Part B: Make a list of ten countable and ten uncountable nouns that you can find in your house.
Countable Uncountable
Examples: a table, books Examples: shampoo, tea
HEAAADERLOGORIGHT
THE COLDEST
UNIT 24
CONTINENT
Expemo code:
1 Warm-up
What do the places in each group have in common?
1. Greenland, Alaska, Siberia

2. Congo, Brazil, Indonesia
3. Paris, Wellington, Santiago
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Unit 24-The coldest continent
2 The climates of the world
Part A: There are three main climate zones in the world: tropical, polar and temperate. Read the
statements below and match them to the three types of climate.
Tropical 1. Tropical climates 2. Polar climates 3. Temperate climates

climates
Polar
climates
Temperate
Glossary: The equator - an imaginary line drawn around the middle of the earth that is equal in distance
climates
from the North Pole and the South Pole.
Now, watch the three short videos and check if your answers in Part A are correct.
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3 A continent like no other
Part A: Guess the continent.
1. Which continent is the hottest?
2. Which continent is the coldest?
3. Which continent is the most populated?
4. Which continent is the least populated?
5. Which continent is the driest?
6. Which continent is the windiest?
Part B: Read the statements and guess if they are true. Then watch the video and check your answers.
1. Antarctica is a desert.
2. It rains more in the Sahara than in Antarctica.
3. Antarctica is covered by ice.
4. The seas around the continent are always frozen.
5. There are polar bears in Antarctica.
6. Nobody lives on the continent.
Part C: Read the summary of the video and put in the missing words.
1
Antarctica is located on the South . It gets less precipitation than the Sahara. Precipitation
2 3
is better known as . An area with very little rain is called a . Antarctica
4
is a desert that is covered in and snow instead of sand. The water on the ground is
5
always frozen because the is usually below the freezing point, which is 32 degrees
6
Fahrenheit and 0 degrees Celsius. Seals, octopuses, and whales are found in the around
7
Antarctica and penguins live on its land. The is not a country, and it doesn’t belong to
8
any nation. The scientific research stations are shared by and explorers from all over
the world.
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4 Language focus: the passive voice
Part A: Look at the pairs of sentences. Do they have the same meaning?
1.
a. The Southern Ocean surrounds Antarctica.
b. Antarctica is surrounded by the Southern Ocean.
2.
a. The research stations are used by scientists from many countries.
b. Scientists from many countries use the research stations.
3
a. People cut down trees in tropical forests for wood.
b. Trees in tropical forests are cut for wood.
4
a. Seals are found in cold seas.
b. We find seals in cold seas.
The passive voice is used when we want to stress the result of the action and we are not
interested in who or what does the action. It is possible not to mention the doer of the
action at all.
1. Antarctica is called the white continent.
2. It was discovered only about 200 years ago.
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In the passive voice, we use the auxiliary verb ‘be’ and the past participle of the main
verb.
3. New species of animals and plants are discovered every year.
4. Five new species of fish were discovered last year.
5. Two unknown species of moss have been discovered during this expedition.
6. We hope more species of plants will be discovered before the end of the expedition.
Note: Some verbs cannot be used in the passive voice; arrive, become, belong, die, exist,
fall, happen, rain, survive.
Now, underline the auxiliary verb ‘be’ and the past participle in the sentences in Part A.
Part C: Write the sentences from the table above in the active voice. The main verb in the active voice
is in the same tense as the verb ‘be’ in the passive voice.
1. People call Antarctica the white continent.
2. People it about 200 years ago.
3. Scientists new species of animals and plants every year.
4. Scientists five new species of fish last year.
5. The scientists two unknown species of moss during this expedition.
6. We hope the scientists more species of plants before the end of the expedition.
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5 Active or passive voice?
Decide which of the verb forms are in the passive voice and which are in the active voice. Then use
them to complete the sentences under the photos.
1. The woman feeds the penguins every day.
2. The penguins every day.
3. The girl the horse.
4. The horse .
5. The dog .
6. It in a towel.
7. The tourists the whales.
8. The whales by tourists.
9. They by the boat.
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6 Game time: What is it?

Work in groups and solve the riddles.
1) It’s made of metal, plastic 2) It’s made of wood, metal or 3) They are brushed every day.
and glass. It’s rectangular and plastic. It’s used for sitting. They are seen when you smile.
quite small. It’s used for
communication, but also for
taking photos and listening to
music.
4) The more it is used, the 5) It’s eaten for breakfast. It’s 6) It’s long or short. It’s
shorter it becomes. It’s loved yellow and white. brushed and combed. It’s cut
by teachers. It’s easily broken. and sometimes dyed.
It’s white.
7 Homework/additional practice
Part A: Write the past participle forms of the verbs.
Example: build – built
1. give -
2. know -
3. put -
4. see -
5. spend -
Part B: Read the text and use the verbs in brackets in the correct tense.
1
Antarctica (put) in maps in the 15th century, hundreds of years before it
2 3
(discover). This imaginary land (give) the name
4
Antarktos by the ancient Greeks. They first had the idea that land (exist)
5
at the bottom of the globe. However, the continent (not see) by humans
6
until the 19th century. In 1820, a Russian officer and his crew (see) the
7
continent at last. In the following years, a lot of expeditions (organise) by
different countries. The most famous of the explorers were Amundsen, Scott and Shackleton. Roald
8
Amundsen (reach) the South Pole in 1911. The British team, led by Robert Scott were
9
the second there. Ernst Shackleton and his team (spend) almost two years on the land
10
and the frozen sea before they were finally rescued. The first explorers (not know)
much about the environment. Since then, a lot has been learned about surviving in the cold climate. In
11 12
1961, the Antarctic treaty was signed. It (agree) that Antarctica
(not belong) to anybody. The continent was to be used only for scientific purposes. Research stations
13 14
(build). They (use) by thousands of scientists and explorers. Today,
you can even go for a holiday in Antarctica.
HEAAADERLOGORIGHT
THE HOTTEST
UNIT 25
CONTINENT
Expemo code:
1 Warm-up
Work in small groups on the tasks below.
1. Find your country on the map of the world.

2. Which continent is it on?
3. Write and say the name of your country in English.
HEAAADERLOGOLEFT
Unit 25-The hottest continent
2 The seven continents of the world

Part A: Order the continents from the biggest to the smallest. Then listen to the recording and check
your answers.
4 South America
Antarctica
Asia
Europe
Australia
North America
Africa
Now, show the continents on the map in the Warm up section.
3 Landforms
Part A: Work in pairs and try to unscramble the words according to their definitions.
1. an area of land that is higher than the land around it: niatnuom
2. a large, hot, dry area of land with very few plants: edsert
3. a long, natural area of water that flows across the land: ervir
4. a big area of water that has land all around it: klae
5. a large area of salt water: aes
6. a stream of water that flows from a high place: fwaatelrl
Part B: Now match the words to the images below.
1. 2. 3.
4. 5. 6.
HEAAADERLOGORIGHT
4 How well do you know geography? A quiz
Part A: Work in small groups. Listen to the questions and underline the correct answer. You have
three seconds for each question.
1. What is the name of the highest mountain on earth?
a. Mount Everest b. Mont Blanc
2. On what continent are the Himalayas?
a. in Asia b. in South America
3. What river flows through South America?
a. the Rio Grande b. the Amazon
4. Which is the longest river in the world?
a. the Nile b. the Amazon
5. How deep is the deepest lake in the world?
a. 1620 m b. 885 m
6. Which continent is the hottest?
a. Africa b. South America
7. Which animals live in Antarctica?
a. penguins b. polar bears
8. Where do zebras live?
a. in Africa b. in Asia
9. Which is the highest waterfall?
a. Angel Falls b. Niagara Falls
10. How many countries are there in the Sahara Desert?
a. four b. ten
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Part B: Complete the sentences with one or two words. Then check with your partner.
1. Mount Everest is the on earth.
2. The Himalayas are in Asia.
3. Baikal in Russia is the deepest in the world.
4. The Nile in Africa is the in the world.
5. The Amazon, the second longest river, is in .
6. The Pacific is the in the world.
7. Angel Falls is the highest in the world.
8. Africa is the continent.
9. There are ten countries in the Sahara in Africa.
10. Penguins live in the coldest , Antarctica.
5 How much do you know about Africa?
Part A: Answer the questions, then watch, listen and check your answers.
1. Which of the animals live in Africa?
a. bears, llamas, pandas
b. crocodiles, elephants, giraffes, gazelles, hyenas
c. tigers, reindeers, zebras
2. What is a savanna?
a. a country b. a river c. tropical grassland
3. How many seasons are there in Africa?
a. one b. two c. four
4. How many countries are there on the continent?
a. 32 b. 45 c. 56
5. How many languages do the people speak?
a. about 50 b. about 500 c. about 1,500
HEAAADERLOGORIGHT
Part B: Listen again and decide if the statements are true or false. Give reasons.
1. The Sahara is bigger than the United States. False/’almost the size of the United States’
2. Most of Africa is desert.
3. A rainforest is a place where many animals and plants live.
4. It never rains in the savanna.
5. People lived in Egypt 5,000 years ago.
6 Drawing conclusions and guessing
Part A: Work in pairs. Read the text and decide if the sentences below agree with it. Find evidence
in the text to support your answers.
And where there’s grass, there are herbivores, also known as plant eaters. Zebras, elephants,
giraffes, and gazelles all graze off the land in large herds for safety because these herbivores
live alongside predators. The big cats aren’t the only carnivores in town. Hyenas and wild
dogs also roam this continent in search of their next meal.
1. Zebras, elephants, giraffes, and gazelles are herbivores. True; ‘these herbivores’ refers to
zebras, elephants, giraffes, and gazelles in the same sentence.
2. Predators are dangerous.
3. Predators are carnivores.
4. The big cats are predators.
5. Hyenas and wild dogs are also carnivores.
6. Carnivores eat other animals.
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Part B: Find words in the text that mean the same as the words and phrases below.
1. eat grass
2. groups
3. go around
4. next to, near
Part C: Complete the definitions.
1. are animals that eat only plants.
2. are animals that eat other animals.
7 Language focus: deőning relative clauses
Part A: Study the examples in the table and complete the rules with one of the words below.
The sentences below consist of two parts, called clauses. The underlined clause (called a relative
clause) describes a noun in the other part of the sentence (called the main clause).
Herbivores are animals that eat only plants.
A waterfall is a stream of water that flows from a high place.
A geographer is a person that studies the earth’s surface.
The word ‘that’, which links the two clauses, is called a relative pronoun. It can be used to refer to
1
both things and people. We can also use the relative pronoun ‘which’ for , ‘who’
2 3
for , and ‘where’ for .
A mountain is an area of land that/which is higher than the land around it.
A botanist is a person who studies plants.
A desert is a large, hot, dry area of land where very few plants grow.
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Part B: Match clauses from the two columns and link them with a relative pronoun (that/which, where,
who).
Example: A zoologist is a person who/that studies animals.
1. An amphibian is an animal a. where i. falls from the sky.
2. Ice is water b. that/who ii. studies animals.
3. A zoologist is a person c. that/which iii. it isn’t very hot.
4. Australia is the only continent d. that/which iv. the monkeys sleep.
5. Rain is water e. that/which v. has frozen.
6. These are the trees f. where vi. lives in water.
7. We want to visit a country g. where vii. kangaroos live.
Part C: Join the two simple sentences to make one complex sentence like in the example. Underline
the relative clause.
Example: I’ll show you a plant. The plant eats flies. → I’ll show you a plant which eats flies.
1. I’ll show you a place. It is very popular.
2. I’ll show you a place. You can see zebras there.
3. This is a bird. It cannot fly.
4. We know the guide. He is wearing a red hat.
5. The tourists travelled on camels. The camels belonged to the guide.
8 Let’s play
Work in pairs or small groups. Your teacher will give you some words from this lesson. Explain the
words by using relative clauses from the lesson.
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9 Optional extension: The challenge
Complete the definitions with relative pronouns (that/which, where, who).
1. It’s a place birds lay their eggs. →
2. It’s a thing birds use to fly. →
3. It’s an organ controls your whole body. →
4. It’s a liquid flows in your veins. →
5. It’s the substance very young mammals eat. →
6. It’s the continent the Himalayas are. →
7. It’s the country the Nile flows into the sea. →
8. It’s a person studies animals. →
9. It’s a small hill of sand is near the sea or in a desert. →
10. It’s a mountain with an opening at the top gases and lava get out. →
Now, write the words from the box below in the second gap.
10 Optional extension: relative clauses
Work in pairs. Write definitions or descriptions of the following things, people and places. Use relative
clauses.
1. A bird is
2. A carnivore is
3. A forest is
4. A photographer is
5. A grandfather is
6. Snow is
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A DREAM UNIT 26
TRIP
Expemo code:
1 Warm-up
Part A: Work in groups. Imagine your class can go on a trip to any place on Earth. Where would you
like to go?
1. What is the place and where is it?

2. What do you know about it?
3. Why do you want to go there?
Part B: Tell the class why your place is worth visiting.

Examples:
We would like to visit Japan. It is a country in Asia. It is located on many islands. We want to visit Japan
because we love manga and Japanese fashion.
We would like to go to North America because we want to see the Great Canyon, Niagara Falls and visit
Disneyland.
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Unit 26-A dream trip
2 A trip to Chile
Part A: Check how much you know about Chile. Try to complete the table.
name Chile
official name the Republic of Chile
1
continent
2
capital city
3
official language
4
neighbouring countries
longest river Loa River, 440 kms
5
mountains
6
climate
Part B: Read the text and check your answers.
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3 Talking about directions
Part A: Write the words that correspond to the letters on a compass.
• A compass is a device that shows direction.

• There are four main directions.
• A compass always points north.
• If you turn a compass so that the needle is on the letter N (north),
you will know where the other directions are.
1. N → north
2. S→
3. W→
4. E→
5. NW →
6. NE → northeast
7. SW →
8. SE →
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Part B: Read the section of the text again and find Chile and its three neighbouring countries on the
map below. Put the letters in the brackets in the text below.
1
Chile ( ) is a long very narrow country located in the west of South America. It is neighboured
2 3 4
by Peru ( ) to the north, Bolivia ( ) to the northeast, Argentina ( ) to the
east, and the Pacific Ocean to the west.
Part C: Read and listen. Locate the other nine countries on the map of South America and put the
letters in the correct brackets below.
1. Brazil ( ) is the biggest country in South America.

2. Uruguay ( ) is south of Brazil.
3. Ecuador ( ) is northwest of Peru and south of Colombia .
4. Venezuela ( ) is east of Colombia.
5. There are three small countries north of Brazil. Guyana ( ) is east of Venezuela. Suriname
( ) is between Guyana and French Guyana ( ).
6. Paraguay ( ) is southeast of Bolivia.
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4 Let me tell you about a country

Listen to Jasmine giving a presentation about Chile. Then decide which of the sentences are true (T)
Video and which are false (F). Correct the false sentences.
1. Jasmine is from Chile.
2. The Republic of Chile lies between the Andes mountains and the Atlantic Ocean.
Audio
3. There is a desert in the west of the country - the Atacama.
4. In the south, there are ice fields and glaciers.
5. Jasmine’s favourite animal is the llama.
6. There are camels in Chile.
7. Llamas, alpacas, vicunas and guanacos are all related to the camel, but they don’t have a hump.
8. Llamas, alpacas, vicunas and guanacos live in the desert.
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5 Language focus: articles with proper nouns

Part A: Match the categories to the examples.
Group 1
1. first name a. the Pacific

2. surname b. Jasmine
3. continent c. Santiago
4. country d. Rodriguez
5. city e. South America
6. ocean f. Chile
Group 2
1. sea a. the Andes

2. lake b. Baikal
3. river c. the Red Sea
4. desert d. Ojos del Salado
5. mountain range e. the Sahara
6. mountain peak f. the Nile
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Part B: Now, complete the rules with the categories below.
a) deserts - b) countries - c) cities - d) lakes - e) rivers - f) mountain ranges - g) seas
Proper nouns are nouns which are names of people and places. They are always written
with a capital letter. Some proper names are used with no article, but some are used with
the definite article ‘the’.
In English we use no article with:
first names, surnames, names of continents 1 , 2

, 3
,
4 5
,
In English we use the definite article ‘the’ with:
6 7 8
names of oceans, , , , mountain
9
ranges
Be careful! Most names of countries have no article but there are some exceptions:
the United States, the United Kingdom, the United Arab Emirates
the Republic of Chile, the Republic of Congo
Part C: Complete the sentences with the geographical names. Add the definite article where necessary.
1. South America is situated between Ocean in the east, Ocean in

the west and the Caribbean Sea in the north.
2. Buenos Aires is the capital of .
3. The Amazon river flows through , and Colombia.
4. Aconcagua is the highest peak in .
5. and are in North America.
6. is the longest river in North America.
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6 Your dream trip
Work in groups. Choose a country that you would like to visit. Answer the questions below and
prepare a short presentation for the whole class.
1. Which continent is the country on?

2. What countries are its neighbours?
3. What is the capital city?
4. What language do the people speak?
5. What is the climate like?
6. What mountains, rivers or lakes are there?
7. What animals live there?
8. Why do you want to visit it?
7 Homework
Write a few sentences about your country for somebody who would like to visit it.
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8 Optional extension/homework: learn some new words

Part A: Read a fragment of the recording and pay attention to the underlined words.
The llama is one of the four species known as the New World’s camelids, which inhabit the high
mountains of the South American Andes. They are related to the camel, although they don’t have a
hump. Originally domesticated by the indigenous Quechua people, llamas were almost destroyed
in the early 1500s because they were replaced by sheep following the Spanish conquest of the
region. Alpacas are famous for their fine hair, and the vicunas and guanacos are now protected.
Part B: Find pairs of sentences with similar meanings.
1. The Quechua people started using llamas as farm animals.

2. The Quechua people lived in Chile before the Spanish arrived there.
3. The Spanish started using sheep instead of llamas.
4. Llamas almost stopped existing.
5. Wild animals are kept safe in national parks.
6. Guanacos live in the Andes.
7. The Spanish took control of South America in the 15th century.
8. Llamas and camels belong to the same animal family.
a. They inhabit the Andes.

b. The Spanish conquest of South America happened in the 15th century.
c. They are the indigenous people of Chile.
d. They were almost destroyed.
e. They replaced llamas with sheep.
f. They are related.
g. They domesticated them.
h. They are protected.
Part C: Use some of the words you have studied to complete the sentences below.
1. People wild cats, dogs and horses a long time ago.

2. Most landline phones have been with mobile phones.
3. Around 15 billion trees are each year.
4. The panda is a species.
5. Polar bears the arctic region.
6. Zebras are to horses.
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AMAZING
UNIT 27
NATURE
Expemo code:
1 Warm up
Match the feelings to the people. Label the photos.
1. 2. 3. 4. 5. 6.
When did you last feel like the people in the photos? Tell a classmate where you were and what
happened.
Examples:
I was at school and one girl had a rat in her bag. I saw it and I was very frightened. The rat was her pet,
Carlita.
I was very excited last weekend because I met a famous explorer.
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Unit 27-Amazing nature
2 Are you ready to be amazed?
Part A: Read about some amazing places on Earth and choose the one that you think is the most
interesting.
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Part B: Now, read again and answer the questions.
Which place is for people who...
a. aren’t afraid of the cold?
b. like to be a little frightened?
c. are interested in animals?
d. want to be closer to the sky?
e. want to swim in a different kind of water?
Part C: Find the following words in the text.
1. four adjectives describing size:
2. four adjectives describing feelings:
3. four adjectives expressing opinion:
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Part D: Now, decide which of the statements are true (T) and which are false (F).
1. A jellyfish is a fish.
2. Jellyfish live in the ocean.
3. Freshwater is also found in rivers.
4. Algae are plants.
3 Listening
Part A: Listen to three conversations. Which place from Exercise 2 are they talking about?
1. Conversation 1:
2. Conversation 2:
3. Conversation 3:
Part B: Now, listen again and answer the questions.
Mark
1. What word does he use to describe the place?
a. exciting b. amazing c. boring
2. What is his mother worried about?
a. his jacket b. his jeans c. his shoes
Katia
1. How did Katia feel while diving?
a. relaxed b. stressed c. amazed
2. What was exciting?
a. searching for treasure b. swimming in the ocean c. travelling by speedboat
Pierre
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1. Why was Pierre shocked?
a. The weather was really hot.
b. The weather was really cold.
c. There was a van selling ice cream.
2. What did he think about the ice forms?
a. They were really small.
b. They were fascinating.
c. They were ugly.
4 Language focus: śed/-ing adjectives
Part A: Read the explanations. Complete them with the phrases below.
a) feelings of b) of a thing or c) interested d) interesting
Some adjectives are formed from verbs by adding the ending -ing and -ed. The meaning
of the formed adjective is related to the meaning of the verb.
amuse (verb) – amused, amusing (adjectives)
frighten (verb) – frightened, frightening (adjectives)
1
Adjectives ending in -ing describe characteristic features
2
a person ( , relaxing, tiring).
3
Adjectives ending in -ed describe a person
4
( , relaxed, tired).
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Part B: Now, choose the correct adjective.
1. Mark is excited / exciting about the trip.
2. Travelling by speedboat was excited / exciting.
3. Pierre was fascinated / fascinating by the ice forms on Lake Baikal.
4. He was surprised / surprising that it was so cold.
5. I felt very relaxed / relaxing after the walk in the forest.
6. Watching the colourful fish was very relaxed / relaxing.
7. The visitors were interested / interesting in the animals.
8. The giraffes were really interested / interesting.
5 Practise
Match the adjectives from the list to the situations and complete the sentences.
excited confused amazed frightening shocking amusing
shocked amazing frightened amused exciting confusing
1. They are watching a funny film. They’re . The film is .
2. He doesn’t understand the lengthy explanations. He’s . The explanations are

.
3. She can see a huge spider. She’s . The spider is .
4. They can see a girl kicking a dog. They’re ! Kicking a dog is !
5. He’s flying in a balloon. He’s . Flying in a balloon is .
6. They are watching fireworks. They’re . The fireworks are .
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6 What’s the emotion?

Listen and decide how the speaker feels.
1. 4.
2. 5.
3. 6.
Listen again and repeat the sentences with the same feeling.
1. (bored, yawning) Please, not again.
2. (worried) It’s too difficult.
3. (shocked) Two hundred dollars?!
4. (surprised) Is this for me?
5. (amazed/fascinated) Wow!
6. (excited) Yes, yes! Let’s do it.
7 Let’s play: act it out

Work in pairs. Plan and then act out a scene to illustrate an emotion. Then present your scene to the
class and let them guess the emotion.
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8 Homework
Write your own examples for the following.
A thing which is amusing – Example: a joke
A place which is terrifying:
An animal which is frightening:
An activity which is exciting:
An activity which is relaxing:
An activity which is tiring:
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ENGLISH FOR
TEENS: PRE- UNIT 28
REVIEW 4
Expemo code:
1 Vocabulary: word formation
Use the syllables to make six words.
co der la mel rest rus vi
ca fo mush room ral spi va
Example: coral
1)
2)
3)
4)
5)
6)
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2 Vocabulary: word formation 2

Change one letter to make a new word for something that you can see in nature. Then use the words
you have made to complete the gaps in the sentences below.
1. boss →
2. cake →
3. gap →
4. know →
5. lock →
6. moral →
7. pill →
8. pain →
9. sand →
1. The trees were old and covered in moss .

2. The sheep were grazing on the slopes of the .
3. I didn’t want to swim in the because the water was very cold.
4. There was and lava coming out of the volcano.
5. We could see colourful fish over the .
6. After two months at sea, the sailors finally saw .
7. The bird was resting on a small in the sea.
8. The country is dry with very little .
9. It was difficult to walk because there was a lot of .
3 Vocabulary: deőnitions
Match definitions in column 1 to nouns in column 2.
1. rain with thunder and lightning a. the freezing point

2. summer and spring b. lava
3. the weather in a part of the world c. oxygen
4. 0 degrees Celsius d. seasons
5. precipitation e. a habitat
6. the area where an animal can live f. a storm
7. a gas we breathe g. a climate
8. molten rock inside Earth h. rain
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4 Vocabulary: true and false
Read and decide if the sentences are true or false. Correct the sentences which are false.
1. When water freezes, it is liquid.
2. When water evaporates, it becomes a gas.
3. There isn’t oxygen in the atmosphere.
4. A year is shorter than a season.
5. Lava is hot.
6. Europe is west of Africa.
7. Many animals and plants are protected in national parks.
8. A glacier is a field of grass in the mountains.
5 Vocabulary: sentence completion
Complete the sentences with your ideas. Your sentences must illustrate the description or feeling
expressed by the adjective.
1. The boy is bored because
2. The students are confused because
3. The children are amused because
4. The girl was frightened because
5. The book is interesting because
6. The film was terrifying because
7. The teacher was shocked because
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6 Grammar: articles
Put in articles (a, an, the).
Example: Antarctica is a continent. (2 points)
1. Baikal is lake.
2. Blood is liquid.
3. Biologist is scientist.
4. Mount Everest is mountain peak.
5. Himalayas are mountains.
6. Pacific is ocean.
7. Spiders are insects.
7 Grammar: sentence formation
Use all the words to make a sentence. Change the forms of verbs and nouns, add articles where
necessary, but don’t change the order of the words.
Examples:
Predator/be/animal/which/eat/other/animal.
Predators are animals which eat other animals.
A predator is an animal which eats other animals.
1. year/have/365/ days.
2. sea/be/large area of/ salt water.
3. desert/be/large/dry/area of land with/very little rain.
4. mountain/be/made of/ rock.
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5. herbivore/eat/grass and other/plant.
6. in/winter/land/be/covered in/ snow.
7. there/be/little/sunlight/ in/Antarctic.
8. lava/be/molten rock/that/flow out of/volcano.
8 Grammar: quantiőers
Choose the correct word.
Example: There is a lot of/a few/many rain in spring.
1. There is a lot of/many/one sand in the desert.
2. There isn’t much/many/few iron in the rock.
3. There is littleair/geese/insect in the box.
4. There is a lot of/a/a few radiation in space.
5. There are someice/oxygen/fish in the water.
6. There are a fewrain/storms/air in summer.
9 Grammar: relative pronouns

Complete with the correct relative pronoun.
Example: Do you know anybody who/that speaks Spanish?
1. A photographer is a person takes photos.
2. This is the park she takes photos.
3. We are looking for a place we can sleep.
4. I have found a place you will like.
5. Thunder is the sound you can hear during storm.
6. Stand you can see the zebras best.
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10 Grammar: relative pronouns 2
Combine the two simple sentences using a relative pronoun.
Example: I’ll show you a plant. The plant eats flies. → I’ll show you a plant which eats flies.
1. I’ll cook you something. You will like it.
2. This is the house. They live here.
3. I want a bike. The bike is not heavy.
4. Let’s ask the woman. She is wearing a red dress.
5. The tourists looked at the rock. The guide showed them.
6. I have seen a dog. It can dance.
11 Grammar: passive/active verbs
Write the verb in the correct tense and form (passive or active).
1. When water (heat) is heated , it evaporates.
2. When temperatures (drop) , water freezes.
3. Tropical climates (call) equatorial climates.
4. When I was a student I (share) a room with a boy from Malaysia.
5. Most of the world’s rainforests (locate) in tropical climates.
6. The scientist (discover) a new species of moss last month.
7. My sister (make) handbags from old clothes.
8. She (use) old socks and hats, too.
9. Many trees (clear) to make way for these farms.
10. The ground (cover) in ice because it rained at night.
11. The Pacific Ocean (surround) Madagascar.
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12 Optional speaking
Choose ONE of these topics to talk about for 1 to 2 minutes. First, you have one minute to think
about what you are going to say. You can make some notes to help you if you wish.
TASK 1: Talk about Earth.
You should say something about
• Earth as a planet
• its continents
• its rivers, oceans and mountains
• its climate zones
TASK 2: Talk about Africa.
• where it is situated
• its climate
• its animals
• interesting places there
TASK 3: Talk about Antarctica.
• how it was discovered
• its climate
• the animals that live there
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TASK 4: Talk about a place that you like in your country.
You should talk about
• what it is
• what you can do there
• why it is interesting
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PART 6

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ANIMALS
UNIT 29
AND THEIR
BODIES
Expemo code:
1 Warm up
Part A: How many animals in the photos can you name?
Group 1
amazed amused excited frightened surprised

tired
1. 2. 3. 4. 5.
Group 2
1. 2. 3. 4. 5.
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Unit 29-Animals and their bodies
Group 3
1. 2. 3. 4. 5.
Part B: Which group belongs to the category of:
a. pets? →
b. farm animals? →
c. wild animals? →
2 Which animal?
Part A: Match the words to the pictures below.
1. 2. 3. 4.
5. 6. 7. 8.
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Part B: Now, work in pairs and guess which of the animals from Part A are being described.
1. Its legs are almost two metres long and it has a very long neck, too. It eats tree leaves.
2. It has very long ears and a very short tail. It doesn’t walk, it hops.
3. It lives upside down. It sees with its ears. It hunts at night.
4. It’s called the king of the jungle, but it lives in the African grassland, not in the jungle.
5. It likes to hop around. It’s green. It catches insects with its long tongue.
6. It never leaves the water, but it breathes air. It can jump high, and it likes to play.
7. It comes from an egg. It has no legs. If it bites you, you can die.
8. It has no eyes, legs or ears, but it can move the earth in your garden.
3 Use your brain
Think of at least one animal for each question.
1. Which animals move without legs?
2. Which bird doesn’t fly?
3. Which animals lay eggs?
4. Which animals breathe oxygen from water?
5. Which animal has got two legs?
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4 Feet, hooves or paws?

Part A: Label the photos with the correct body parts. Do you recognise the animals in the photos?
Listen and check your answers.
1. 2. 3. 4.
5. 6. 7. 8.
9. 10. 11. 12.
Part B: Match the columns to make true sentences.
1. Reindeer and cows have... a. fins to swim in the water.

2. Cats and bears have... b. big beaks.
3. Fish use... c. horns.
4. Sharks, dogs and horses have... d. hooves at the end of their legs.
5. Seals use... e. tails, but they all look very different.
6. Cows have... f. flippers to swim and to move on land.
7. Toucans have... g. paws with claws at the end.
8. Albatrosses have... h. very large wings.
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5 Kangaroos
Part A: Describe the animals in the photo. Use the words below.
ears eyes
front legs back legs
feet paws
tail pouch
Part B: Watch the video about kangaroos and answer the questions.
1. How big are kangaroos?
2. What do they eat?
3. How do they move?
4. How do the male kangaroos fight?
5. What do we call a group of kangaroos?
6. What is a joey?
7. What is special about animals known as marsupials?
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6 Questions and answers

Read the questions and match them to the correct answer
1. Where do kangaroos live?
2. How does a horse move?
3. How fast can a shark swim?
4. How many arms does an octopus have?
5. Which bird lives in Antarctica?
6. What animals carry their babies in pouches?
7. Which birds can swim?
8. Which animals have got beaks?
7 Language focus: questions about the subject

Part A: Look at the structure of the questions in sentences 1-4 and 5-8 above. What is the difference
between the two types of questions?
Part B: Complete the rules and examples with the words below.
visit - belong - works
Subject questions have a different structure from other questions. They don’t use the auxiliary
verb ‘do’, ‘does’ or ‘did’. Subject questions start with the words ‘What’, ‘Who’, ‘Which’ or longer
phrases such as ‘What animal’, ‘Which of them’, ‘How many birds’.
1
Which photos to you?
2
Who in the zoo?
3
How many tourists the park?
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Part C: Underline the word or phrase which answers each question.
1. What animals frighten you? → Example: Spiders frighten me.

2. What animals do you hate? → I hate spiders.
3. Which animal made that noise? → The monkey made that noise.
4. Which animal did you hear? → I heard a monkey.
5. Who lives with you? → My parents and my sister live with me.
6. Who do you live with?→ I live with my parents and my sister.
Which of the questions above are subject questions?
8 Optional extension: animal records
Part A: Complete the subject questions with the correct singular or plural verb.
birds elephant giraffe grass

hippo monkeys sand sand/water
trees water water zebras
1. Which animals sleep the longest? Koalas.
2. Which animal the fastest? A cheetah.
3. Which animals the fastest? Peregrine falcons.
4. Which animal the highest? A bar-headed goose.
5. Which animals the fastest? Sailfish.
6. Which animals the longest without water? Kangaroo rats.
7. Which animals the longest? Turtles.
8. Which animal the most? A blue whale.
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Part B: Find and label all animals from Part A in the photos.
1. 2. 3. 4.
5. 6. 7. 8.
9 Homework
Read the texts. Then complete the questions about the two animals.
1. Which in Australia? Tree kangaroos.
2. Where ? In trees.
3. What them to stay safe? Their claws and tails.
4. How far ? Up to 10 metres.
5. ? In the desert.
6. What eat? Seeds.
7. their babies in pouches? Tree kangaroos.
8. Which very little or no water? A kangaroo rat.
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Tree kangaroos are related to the kangaroo, but they look different and behave
differently. First of all, as the name suggests, they live in trees. They can be found in the
rainforests of Australia and Papua New Guinea. They are slow on the ground but move
fast in the trees. Their sharp claws and long tails help them to stay safe. Tree kangaroos,
like their cousins, can jump very well. They sometimes jump up to 10 metres between
trees. They are also marsupials.
Kangaroo rats are not related to the kangaroo at all. They look like rats or mice, but they
are not related to them either. Kangaroo rats live in underground burrows in the desert of
North America. They eat seeds, which they collect at night. They have adapted to the
desert climate so well that they don’t have to drink water at all. They get it from the
seeds they eat. So why are they called kangaroo rats? It’s probably because of their
strong back legs and the fact that they jump quite well.
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LIFE UNIT 30
CYCLES
Expemo code:
1 Warm-up
Guess the animals in the pictures below and label them.
1. 2. 3.
2 Young animals
Part A: Match the young and the adult animals.
1. bear a. duckling
2. cat b. joey
3. dog c. calf
4. duck d. kitten
5. elephant e. piglet
6. kangaroo f. puppy
7. pig g. lamb
8. sheep h. cub
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Unit 30-Life cycles
Part B: What animals do you see in the photos?
1. 2. 3.
4. 5. 6.
3 A metamorphosis
Part A: Label the pictures below. Can you guess how the photos are connected?
1. 2. 3. 4.
5. 6. 7. 8.
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Unit 30-Life cycles
Part B: The photos above show the stages in the life of a frog and a butterfly. Watch the video, check
you have labelled the photos correctly and link the stages to the right animal.
1. caterpillar a. butterfly
2. pupa b. frog
3. tadpole c. butterfly
Part C: Put the stages of a butterfly’s life in the correct order.
A female butterfly lays eggs on the leaves of a plant.
The cocoon opens and the butterfly comes out.
The pupa stays inside a cocoon.
Inside the eggs, caterpillars begin to grow.
It changes into a pupa.
When an egg is ready, it hatches and a caterpillar comes out.
4 It eats a lot and grows quickly.
Part D: Read the text and match the words in bold to the synonyms and definitions below.
After the caterpillar hatches, it spends a lot of time munching leaves and it grows quickly.
After some time, its skin becomes too tight, so the caterpillar sheds it, but it has a new bigger
skin. Then, the caterpillar changes into a pupa, which hangs upside down in a cocoon. The
pupa has to stay still so that no predator can spot it and eat it. Next, the pupa grows wings
inside the cocoon and becomes a butterfly. Finally, the cocoon opens, the butterfly leaves it,
spreads its wings and flies away.
1. tight a. lose or drop
2. grows b. open and make bigger
3. munching c. with head down
4. still d. too small, not big enough
5. spreads e. eat
6. spot f. see
7. sheds g. not moving
8. upside down h. develop
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Unit 30-Life cycles
4 Language focus: talking about order
Part A: Underline all words which talk about the order in which things happen in the text in 3D.
Part B: Complete the missing words in the table.
before that / after / later / then
Here are some linking words which can be used when we talk about the order of events.
Group 1
1 2 3
First, at first, , next, , after that, , and
finally are used at the beginning of the sentence and are followed by a comma.
First, the hen lays eggs.
Then, she sits on the eggs.
Group 2
4
When, , before are used in complex sentences. When they are at the
beginning of the sentence, a comma is used at the end of the clause.
When an egg is ready, it hatches.
After the bird comes out of the egg, it starts to look for food.
There is no comma when the words are used in the middle of a sentence.
The egg hatches when it is ready.
A caterpillar grows before it changes into a pupa.
Part C: Complete the text with one of the words in the table above.
1. , a female butterfly lays eggs on the leaves of a plant.
2. , inside the eggs, caterpillars begin to grow.
3. an egg is ready, it hatches and a caterpillar comes out.
4. , the caterpillar grows and changes into a pupa and stays inside a cocoon.
5. , the cocoon opens and the butterfly comes out.
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Unit 30-Life cycles
5 How does a tadpole become a frog?
Part A: Watch the video and answer the questions.
1. Where does a frog lay her eggs?
2. How long does a tadpole stay inside the egg?
3. Which legs does a tadpole grow first, back or front?
4. How do the legs grow?
5. How does a tadpole lose its tail?
6. What does a frog use its legs for?
Part B: Look at the sentences and then fill in the gaps with linking words.
1. , the tadpole grows and changes.
2. , the tadpole hatches from the egg.
3. , the tadpole grows two more legs.
4. , it loses its tail.
5. , the tadpole grows two legs.
6 Before or after?
Link the sentences using the linking word in brackets.
Examples:
The storks build a nest before the female lays the eggs.
Before the storks build a nest, the female lays the eggs.
1. The small storks grow. They leave the nest. (when)
2. The hen lays the eggs. The chicks develop inside the eggs. (after)
3. The hen sits on the eggs for some time. The eggs hatch. (before)
4. The chicks develop inside the eggs. They crack the eggs to get outside. (after)
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Unit 30-Life cycles
7 Present what you have learnt
Talk about the life cycle of a frog or a butterfly. Use linking words. Practise your presentations in
pairs.
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Unit 30-Life cycles
8 Homework: part 1
Read the text about the life cycle of a ladybird and put the missing words and phrases in the gaps.
There are 5,000 different species of ladybirds in the world. The species that you probably know
1 2
the seven-spotted ladybird. It has a red and black body with seven spots .
3 4
An adult ladybird on a leaf. When , a black larva comes out. It grows
5 6
quickly and several times. When the ladybird larva , it forms a pupa.
7 8
The pupa down from a leaf for a week or two. Then, an adult ladybird
and the life cycle begins again. A life cycle is the stages that animals go through in their lives. The word
cycle means circle. It is called a life cycle because it repeats over and over. Every animal has a life cycle.
9
Some animals during their life, others change just a little. For example, butterflies,
10
frogs and ladybirds go through big changes during their life cycle, while bears or dogs
as much.
9 Homework: part 2
Describe how human babies grow and change. In what order do they learn things? What do they do
first?
sit - talk - walk - read - write - drink milk - go to school - eat solid food
First, babies
Later, they
First babies learn to
Then, they
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PLAYING
UNIT 31
HIDE AND
SEEK
Expemo code:
1 Warm-up
Think of things that plants and animals have in common and things that make them different. Match
the options with the correct group.
A: reproduce/create new G: move around to find food

plants or animals
B: stay in one place H: create seeds
C: develop new plants from I: have muscles, eyes, mouths,

their parts ears, etc.
D: produce their own food J: need a source of energy or
food
E: are living things K: grow and die
F: eat other living things L: create eggs or give birth
both animals and plants only plants only animals
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Unit 31-Playing hide and seek
2 Animal or plant?
Part A: Look at the photos and decide if you see an animal or a plant.
a. b. c. d.
e. f. g. h.
Part B: Match the descriptions to the photos.
1. Corals look like colourful plants or little trees. They live in big groups, or colonies, attached to the
ocean bottom. They don’t move around at all.
2. The fly orchid is a flower that looks like a fly.
3. Walking leaves are insects that look like leaves. People often keep them as pets.
4. The orchid mantis is an insect that looks like a flower. When other insects land on it, the mantis
catches and eats them.
5. Sea anemones look like flowers attached to the sea bottom. They eat small fish.
6. Sea cucumbers live in the oceans. There are as many as 1,250 species and some look like
cucumbers.
7. The Venus flytrap is a plant which eats insects. It has two big leaves with a kind of ‘teeth’ that can
shut in half a second to trap an insect inside.
8. Stick insects are insects that look like sticks. They eat leaves. They look like that to hide from
predators.
Glossary:
attached – fixed to something
trap – catch and keep inside
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3 Predator or prey?
Part A: Which of the animals in the list are predators?
anemones bees cats dogs
earthworms gazelles koalas lions
llamas orchid mantises pandas penguins
rabbits walking sticks wolves zebras
Part B: Match the predators to their typical prey.
1. crows a. earthworms
2. penguins b. flies, snails
3. lions c. birds, frogs, mice
4. frogs d. gazelles, zebras
5. snakes e. mosquitoes
6. bats f. fish
4 Use your brain
Part A: Give two examples of how animals escape their predators. Use the pictures below to help
you.
Part B: Give two examples of how predators manage to catch their prey.
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5 To eat or to be eaten?
Read the text and complete the gaps with the verbs. Then listen to the recording and check your
answers.
Predators eat other animals. They use a variety of skills and methods to catch, kill and eat their prey.
Cats spend a lot of time looking for something to eat. When they find it, they can patiently wait for
a mouse to leave its hiding place. They can sit still for a long time to make sure the bird doesn’t see
1
them before they are ready to it. Most birds are too fast for the cat and manage
2
to . That’s why you find more dead mice on your doorstep than dead birds. Lions
3
choose their prey carefully. They usually weak or sick animals. They don’t want to
4 5
with a strong zebra or gazelle that can itself using its hard hooves.
6 7
Spiders don’t use speed or strength when they ; they insects in their
webs, instead. This is what predator plants like the Venus flytrap do as well. Prey animals use a lot of
ways to protect 8 themselves. They 9
, run in zig zags, and 10
to be
dead.
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6 Masters of camouflage
Part A: What is this animal’s name? What is it famous for?
Part B: You are going to watch a video and complete the notes with one or two words. Read the notes
carefully and try to predict the answers before watching.
What is camouflage?
1
Both predators and prey don’t want to be .
2 3
They hide by using , patterns, or by trying to look like other
4
or .
Looking like the things around you is called camouflage.
Looking like other things is called mimesis or mimicry.
Examples
5
The matches the colour of the moss.
6
The crab spider matches the colour of the .
7 8
The leopard, the and the sea turtle use to hide.
9 10
The leafy looks like seaweed, the octopus can look like a group of ,
and the leaf-tail gecko can look like a tree trunk or a twig.
leafy sea dragon crab spider leaf-tailed gecko
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Part C: Replace the words in bold in the sentences using the words and phrases from the list. Then
watch the video again and check your answers.
1. Many animals hide by trying to look like something else. →
2. They do this because they don’t want to be seen. →
3. They want their looks to match the things around them. →
4. Some try to look like other objects or animals. →
5. Patterns matching the surroundings make it difficult to see the shape of the animal. →
6. Zebras’ stripes aren’t used as camouflage only. →
7. A group of zebras can recognise each other by their stripes. →
8. Some animals pretend to be dangerous to eat. →
9. Other animals pretend they are not nice to eat. →
10. Insects think that orchid mantises are not dangerous. →
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7 Language focus: plural forms

Part A: Label the pictures using singular forms.
1. 2. 3.
4. 5. 6.
7. 8. 9.
Part B: Write the plural forms of the nouns and then add them to the correct groups in the table
below.
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2. a child → 8. a kangaroo →
3. a city → 9. a monkey →
4. a country →
10. a man →
5. a fish →
11. an octopus →
6. a foot →
7. a hoof → 12. a tooth →
Countable nouns have singular and plural forms. The plural forms are made by adding the
ending –s or –es, but there are some irregular plural forms, too.
Group A Group B Group C Group D
Most nouns form Some nouns add Some nouns change Some nouns have
their plural form by –es. their spelling when irregular plural
adding the ending the plural ending is forms.
–s to the singular added.
form.
a duck – ducks an ostrich – a fly – flies a mouse – mice

ostriches
a snake - snakes a mantis – mantises a wolf - wolves a goose – geese
a mosquito – a sheep - sheep

mosquitoes
Some nouns ending in –o can be used with –s or –es, e.g. mosquitos/mosquitoes,

volcanos/volcanoes, but some use only one form, e.g. potatoes, tomatoes, heroes, pianos,
zeros. Be careful with nouns ending in – o.
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8 Optional extension: singular or plural?
Choose the correct form in each sentence.
1. The orchid mantis eat /eats insects.
2. The leaves look /looks like flowers.
3. This sheep is /are six years old.
4. The baby has only one tooth /teeth.
5. Rabbits’ teeth never stop /stops growing.
6. A wolf’s paws has /have claws at the end.
7. A kangaroo’s feet is /are very big.
8. All mice /mouse like seeds.
9. The women has/have four sheep and a goose /geese.
10. Geese defend itself /themselves with their beaks and wings.
9 Let’s talk: your favourite animal
You have learnt about a lot of interesting animals in this lesson. Which are your favourite ones? Make
a list of the top three and compare it with a classmate.
10 Homework: part 1
Write the names of the animals using plural forms
1. five animals that can swim: fish, whales,
2. three animals with hooves:
3. three animals that can breathe underwater:
4. two animals with sharp teeth:
5. three animals that move very slowly:
6. two birds that cannot fly:
7. two animals with stripes:
8. three predator birds:
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11 Homework: part 2
Part A: Watch the video and find all the camouflaged animals.
Part B: Answer the questions.
1. How many birds did you see?
2. How many insects did you see?
3. How many amphibians did you see?
4. Which animals live in the sea?
5. Which animal looks like dead leaves?
6. Which animal has a mouth like a frog?
Part C: Match the names to the types of animals.
1. the tawny frogmouth a. a bird
2. the katydid complete b. a grasshopper
3. the brittle star c. a lizard
4. the orchid mantis d. a starfish
5. the leaf-tailed gecko e. an insect
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ANIMALS ON
UNIT 32
THE MOVE
Expemo code:
1 Warm up
Look at the images and label the pictures of animals below.
1) 2) 3) 4) 5)
b c c f k
6) 7) 8) 9) 10)
p e s s s
Audio Video
Now, listen to the recording and check your answers.
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Unit 32-Animals on the move
2 How do they move?
Part A: Look at the photos in Task 1 again and find five pairs of animals that move in a similar way.
Example: bee - parrot
1)
2)
3)
4)
5)
Part B: Watch the video and then complete the sentences with the verbs below.
1. Cheetahs and spiders and .
2. Earthworms and snakes and .
3. Frogs and kangaroos and .
4. Bees and parrots .
5. Clownfish and seahorses .
6. Turtles swim in water and on land.
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3 Use your brain
Work in a group or a pair and answer the questions.
1. Why can’t a fish walk?
2. Why can’t a frog fly?
3. Why can’t a snake hop?
4. What does a fish use to swim?
5. What does a frog use to swim?
6. What does a seal use to swim?
7. What does a duck use to swim?
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4 Bird facts
Part A: Read the text and underline all the bird species mentioned.
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Part B: Answer the questions below.
1. Which birds have big bills?
2. Which bird has a beautiful tail?
3. How big is the smallest bird?
4. Which bird lays the biggest eggs?
5. Which birds sing beautifully?
6. Which bird is a fast runner?
5 More bird facts
Guess and circle the correct number. Then listen to the recording and check your answers.
Audio
a. The fastest birds are birds of prey, such as the peregrine falcon. It can reach up to 50/150/400
kilometres per hour when diving.
b. The American woodcock is the slowest bird. It flies at the speed of 2/8/15 kilometres per hour.
c. The fastest land bird is the ostrich. It can reach up to 30/50/70 kilometres per hour running.
d. The hummingbird is the smallest bird. It can flap its tiny wings 5/50/200 times per second. They
flap so fast that you can hardly see them.
e. Penguins, like many aquatic birds, are clumsy on land, but they are incredible in water. Some
species can reach the speed of 5/20/36 kilometres per hour.
f. The emperor penguin can dive 35/353/535 meters deep.
Video
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6 The language focus: adverbs of manner
Part A: Complete the sentences with the verbs. Use each verb only once.
1. Falcons c) fly fast.
2. Ostriches fast.
3. Penguins well.
4. Nightingales beautifully.
5. Crows loudly.
6. Woodcocks slowly.
7. Hummingbirds their wings fast.
8. Frogs can far.
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Part B: Write in missing words in the explanations below.
1 2
Adverbs of manner are used with verbs. describe actions and
describe how actions are done. All the words that followed the gap in exercise 6a are adverbs of
manner.
→ Peacocks call loudly.
→ Penguins can dive deep.
3
Most adverbs of manner are made from by adding the ending –ly.
→ a loud call – call loudly
→ a slow runner – run slowly
4
Some adverbs have the form as the adjectives.
→ a fast swimmer – swim fast
→ a long sleep - sleep long
→ a deep dive – dive deep
5
The adjective ‘good’ has an adverb form ‘well’.
→ a good diver – dive well
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7 Practice
Part A: Choose the right adverb to complete the sentences.
1. I didn’t know that hippos run so . They run faster than humans!
2. Kangaroos are very good jumpers. They can jump ten metres long and three metres .
3. Small animals’ hearts beat and big animals’ hearts beat .
4. Monkeys and koalas climb .
5. When kangaroos fight, they can kick .
6. Koalas sleep really , sometimes even 22 hours a day.
7. Owls fly very – they don’t want other animals to hear them.
Part B: Underline the correct word in each sentence.
1. Frogs are good/well jumpers.
2. Pelicans dive good/well.
3. Penguins are also good/well divers.
4. Falcons can fly very high/highly.
5. Cheetahs run fast/quick.
6. Turtles walk slow/slowly.
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8 Bingo: a game
Listen to the questions read out by your teacher and cross out the adverb which is a good answer to
the question you hear. When you cross out all the adverbs, shout ‘Bingo’.
Example:
You hear: How does a whale’s heart beat?
You cross out: Slowly.
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9 Homework
Part A: Rewrite the sentences using an adverb instead of an adjective.
1. Greg is a bad swimmer. He swims .
2. My sister is a fast runner. She runs .
3. I was late. I came .
4. It was a correct answer. You answered .
5. It was a logical answer. You answered .
6. The journey was safe. We travelled .
7. You have a very serious look. You are looking at me very .
8. It was a polite question. She asked the question .
Part B: Think about yesterday and write about one thing that you did ...
1) well
2) badly
3) late
4) early
5) wrong
6) quickly
7) slowly
8) loudly
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ANIMAL UNIT 33
STORIES
Expemo code:
1 Warm up
Part A: make a list of animal characters that you know from films, books, songs or poems.
Example: Winnie the Pooh – a bear
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Unit 33-Animal stories
Part B: work in groups and try to summarise an animal story that you all know.
Once upon a time, there was a...
2 As busy as a bee
Part A: complete each sentence with the correct adjective.
1. Don’t be ! Sing again. You sing beautifully.
2. The youngest brother was . He got up early and worked in the fields all day.
3. The boy climbed the tree and saved the kitten.
4. The people asked the old, man for advice. He always knew what to do.
5. My sister won the race. I was really of her.
6. It’s to go swimming in a river alone.
7. The girl met an witch who wanted to kill her.
8. The girl doesn’t listen to her parents. She is very .
Part B: animals in stories often have specific personalities. For example, a fox is clever and an ant is
hard-working. What animals are usually described with the adjectives above?
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Part C: in many languages, there are phrases comparing people to animals. Link the words in the two
columns to make eight English phrases. Do you have similar phrases in your language?
1. as busy as a. a mouse
2. as gentle as b. a mule
3. as proud as c. a fox
4. as quiet as d. an owl
5. as sly as e. an ox
6. as strong as f. a lamb
7. as stubborn as g. a bee
8. as wise as h. a peacock
Glossary:
sly – clever and not always honest
3 Stories with a lesson
Part A: a traditional story often teaches a lesson, called a moral. Read and listen to the stories. Then,
match a moral to each story.
a) Keep trying and you will find a way.

b) If you treat others badly, they will do the same to you.
c) You need to plan for the future.
d) If you help somebody, they will do the same for you.
e) You don’t know who will help you in the future.
f) Talent is not enough, you have to work hard, too.
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1. The ants and the grasshopper It was a nice summer day. The grasshopper was
playing his guitar. He spent every day like that.
He never did any work. One day, he saw a
group of ants. The ants were working very hard.
They were gathering food for winter. The
grasshopper asked them to stop working and
listen to his music, but they were too busy. The
grasshopper didn’t think about winter. It was
summer and there was plenty of food around.
After a few months, winter came. The ants
were warm in their home with plenty of food
for everyone. The grasshopper was hungry and
cold.
2. The crow and the bottle It was a hot day and the crow was very thirsty.
Suddenly, she saw a bottle under a tree. She sat
on the ground and looked at the bottle. There
was only a little water at the bottom. The crow
tried to reach the water, but she could not. Her
beak was too short. At last, she had an idea.
She collected some stones. Then, she dropped
the stones one by one into the bottle with her
beak. Soon the water came up to the top of the
bottle. Now the crow was able to drink it.
3. The lion and the mouse The lion was sleeping. Suddenly, he woke up
and saw that a mouse was running over his
face. The lion caught the mouse and wanted to
kill her. The mouse said, "Please, don’t kill me, I
am sure I can help you in the future". The lion
laughed at this idea, but let the mouse go. A
few days later, the hunters caught the lion and
tied him to the ground with thick ropes. The
mouse was walking by and saw the lion. She
came and cut the ropes with her sharp teeth.
"Now you can see that even a mouse can help a
lion sometimes."
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4. The tortoise and the hare The tortoise wanted to race the hare. The hare
laughed because the tortoise had short legs and
walked very slowly. The race began. The
tortoise walked slowly and didn’t stop for a
moment. The hare ran very fast. Soon he was
far ahead, so he stopped for a rest. It was a nice
day, and the hare fell asleep. When the hare
woke up, he ran quickly to the finishing line.
However, the tortoise was already there.
5. The fox and the stork One day, the fox invited the stork to dinner. The
fox served some soup on a plate. She ate the
soup quickly, but the stork couldn’t eat from the
plate with his long beak. The stork was angry
and decided to play a trick on the fox, too. He
invited the fox to dinner the next day. When
she arrived, she saw that the food was served
in a tall, narrow jar. The stork ate the food with
his long beak, but the fox went home hungry.
6. The ant and the dove The ant was walking by the river one day. He
decided to have a drink of water. But when he
was drinking, he fell into the river. A dove was
sitting in a tree. She saw him and threw him a
leaf. The ant climbed on the leaf and floated on
it to the bank. He was safe. A few days later,
the dove was building a nest. The ant was
walking by. He saw a man under the tree. The
man was getting ready to shoot the dove. The
ant ran quickly and bit the man’s leg very hard.
The man cried and dropped his gun. The dove
heard the noise and flew away. She was safe.
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Part B: answer the questions.
1. Who gathered enough food for winter?
2. Who couldn’t reach the water? Why?
3. Why did the crow collect stones?
4. Who tied the lion with ropes?
5. Why couldn’t the stork eat the soup?
6. What was the dove building?
7. What did the man want to do?
8. Why did the man drop his gun?
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4 Language focus: narrative tenses

Part A: underline six examples of the past simple tense in the sentences below. Do you know what
the other tense is called?
The ant was walking by the river one day. He decided to have a drink of water. But when he was
drinking, he fell into the river. A dove was sitting in a tree. She saw him and threw him a leaf. The ant
climbed on the leaf and floated on it to the bank.
Part B: read about the two tenses in the table below and put in the missing verbs.
English has more than one past tense which can be used to tell a story. Past simple is
used to talk about the main events of the story. The actions are completed.
• The ant fell into the river.

• The dove saw him and 1. him a leaf.
• The ant climbed on the leaf and 2. on it to the bank.
Past continuous is used to talk about things that were going on at a specific time in the
past. We don’t know if they were completed or not, or if it is important.
• The ant was walking by the river one day.

• A dove 3. in a tree.
Using different tenses makes the story more interesting. The past simple tense moves the
story forward and the past continuous slows down the action, makes us focus on details,
or describes the situation.
• When the ant was drinking, he fell into the river.

• Suddenly, the lion woke up and saw that a mouse 4. over his face.
The past continuous uses the auxiliary verb ‘be’ in the past form and the main verb with
the ending –ing.
• The ants were working.

• The lion was sleeping.
• Was the mouse sleeping?
• What were the ants gathering?
• The mouse wasn’t sleeping.
• The ants weren’t playing.
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5 Practice
Part A: choose a verb and complete the sentences using the past continuous form. Then, compare
your answers with the texts.
attack chase defend escape

fight hide hunt pretend
protect trap
1. The grasshopper his guitar.
2. The ants hard.
3. The ants food.
4. The lion .
5. The mouse over the lion’s face.
6. The ant water.
7. The dove a nest.
8. The man ready to shoot the dove.
Part B: answer the questions. Pay attention to the tenses.
1. What were the ants doing when the grasshopper saw them?
2. What was the mouse doing when the lion woke up?
3. What did the hare do when he woke up?
4. What was the man doing when the ant bit his leg?
5. What did the man do when the ant bit his leg?
6. What was the dove doing when the ant bit the man’s leg?
6 Tell a story
Work in groups. Imagine you are an animal. Describe an interesting day in your life. Use both past
tenses.
Example: A Day in the Life of a Bat

I woke up at 8 pm. It was dark outside. All the animals in the cave were sleeping. ...
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7 Homework: part 1
Write a diary for one day. Write down what you did or were doing at the following times.
Date: ............
7 am - I was sleeping/I woke up/ I was lying in bed, but I wasn’t sleeping.
8 am -
1 pm -
2 pm -
6 pm -
8 pm -
10 pm -
8 Homework: part 2
Watch ONE of the videos and describe what happened. Use both past tenses and some adverbs of
manner.
Goat
Whale
Crab
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ENGLISH FOR
TEENS: PRE- UNIT 34
REVIEW 5
Expemo code:
1 Vocabulary: animals and their bodies

Part A: Label the pictures using the correct words.
Example: a monkey’s hands
a toucan’s a goat’s a shark’s a bear’s

1 2 3 4
a bee’s a peacock’s a horse’s a duck’s

5 6 7 8
Part B: Guess the animal. The animals are not the same as in Part A.
1. They use flippers to swim and to move when they are on land. →
2. These birds can’t fly but they swim and dive very well. →
3. This bird has tall legs and very small wings. It cannot fly but it can run very fast. →
4. This animal looks like a horse but has stripes. →
5. People sometimes ride them. They are smaller than horses. →
6. These birds hunt at night. They eat mice. They fly quietly. →
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2 Vocabulary: adjectives
Complete the sentences with the correct adjectives. There is one adjective that you don’t need.
brave dangerous evil hard-working
proud shy stubborn wise
1. Small dogs are very brave sometimes. They attack bigger and stronger animals.
2. Bees and ants are ; they work hard all day.
3. Bees can be if they attack in a big group.
4. The wolf in Little Red Riding Hood is an character.
5. The donkey stopped and didn’t want to move. It was .
6. Look at the peacock! It seems to be of its beautiful tail.
7. Most birds are and they avoid people.
3 Vocabulary: verbs
Part A: Match the halves to make sentences which describe the photos.
1. The moth’s patterns imitate a. as a dry leaf.
2. The green insect looks b. the surroundings.
3. Its colour matches the colour c. of the leaves.
4. The brown insect disguises itself d. like a leaf.
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Part B: Correct the errors in the sentences. Use the verbs below to replace the incorrect ones.
Example: The wolf fought looked for food.
1. The lions attacked the gazelle for 3 minutes, but they didn’t catch it.
2. The dog didn’t want to fight, so it ran away.
3. The insect was hidden in the spider’s web.
4. The bird watched a worm and ate it.
5. The duck chased its ducklings.
6. Owls hide at night.
7. Cats use their claws to pretend and to defend themselves.
8. Some animals like to be dead when a predator sees them.
4 Grammar: plural forms

Part A: Write the singular forms.
1. giraffes →
2. ostriches →
3. hooves →
4. flies →
5. tortoises →
6. feet →
7. lions →
8. gazelles →
9. bees →
Part B: Write the plural forms.
1. puppy →
2. calf →
3. wolf →
4. fox →
5. mouse →
6. donkey →
7. turkey →
8. hippo →
9. butterfly →
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5 Grammar: verb forms

Choose the correct form in each sentence.
1. Mice eat / eats seeds.
2. The leaves look / looks like snakes.
3. These sheep is / are six years old.
4. The old dog has only one tooth / teeth.
5. Rabbits’ teeth never stop / stops growing.
6. The baby’s foot / feet are very small.
6 Grammar: questions
Part A: Complete the questions in the present simple tense with the correct verb and form. There are
two verbs that we don’t need.
carry have jump lay live look sing survive
1. Which bird the biggest eggs?
2. Which birds beautifully?
3. What animals their babies in pouches?
4. Which animal like a dead leaf?
5. Which animals the longest without water?
6. Which animal the highest?
Part B: Write a question in the past simple tense using the prompts.
Examples:
Which animal/run/ the fastest? Which animal ran the fastest?
Which animal/you/want to see? Which animal did you want to see?
1. Which animals/frighten/ you?
2. Which animals/you/ like?
3. How many elephants/live/there?
4. How many elephants/they/see?
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Part C: Make questions about the missing words.
Example:
A sailfish can swim at the speed of ........ an hour.
How fast can a sailfish swim?
1. Camels survive up to ........ days without water.
2. ........ weighs almost 20,000 kg.
3. A blue whale eats up to ........ kg of food a day.
4. Koalas sleep for ........ hours a day.
7 Grammar: adverbs
Part A: Choose the right adverb to complete the sentences. There are more adverbs than you need.
beautifully deep deeply fast far
hard hardly high loudly long
Example: A bee’s wings beat fast.
1. A horse can kick very
2. Peacocks cry
3. Falcons fly
4. Penguins dive
5. Some birds sing
6. Frogs can jump
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Part B: Rewrite the sentences in the correct order.
Example: badly / he / swims → He swims badly.
1. run / slowly/ I
2. bus / late / arrived / the
3. have / think / to / about / it / you / seriously
4. answered / she / question / politely / the
8 Grammar: Past Continuous
Part A: Choose a verb and write a sentence in Past Continuous.
Example: The cat was watching the bird carefully.
attack jump look sing smile watch walk
1. The bees the bear angrily.
2. The peacock proudly under the trees.
3. The doctor at the patient seriously.
4. The girl in the photo politely.
5. The nightingales loudly.
6. The puppies excitedly.
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Part B: Write the verb in the Past Simple or the Past Continuous.
Example: The boy was looking at his mother but he (not listen) wasn’t listening.
1. The man (stop) and quickly (look) at his watch.
2. I think I (drop) my keys when I (climb) the tree.
3. I (play) with the dog and it (bite) me.
4. While the birds (sing) , the crow (steal) their food.
5. The dolphin (jump) high above the water.
6. The rabbit (hop) across the field.
9 Speaking (optional)
Choose ONE of these topics to talk about for 1 to 2 minutes. First, you have one minute to think
about what you are going to say. You can make some notes to help you if you wish.
Task 1
Talk about an animal you like.

You should say:
• what it looks like
• where it lives
• what it eats
• what it can and can’t do
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Task 2
Talk about how animals move and what body

parts they use to move.
You should talk about:
• land animals
• water animals
• birds
• the slowest and the fastest animals
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PART 7

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INVENTIONS
UNIT 35
Expemo code:
1 Warm up
Work in small groups. Match the words with the images below.
beak claw feet fin

hooves horns tail wings
1. 2. 3. 4.
5. 6. 7. 8.
Which of those objects do you use every day?
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Unit 35-Inventions
2 What’s in your backpack?
Part A: Study the list of objects and use some of the words to label the photos below.
body wipes earphones coloured pencils glue
a highlighter a map a pencil case a pencil sharpener
scissors sunglasses a towel a water bottle
sunscreen tissues a toothbrush a torch
1. 2. 3. 4.
5. 6. 7. 8.
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Unit 35-Inventions
Part B: Look at the list again and guess what Oleg has in his backpack and what Zoe has in her
rucksack, then listen to check. Some objects can be in both bags.
Part C: answer the questions.
1. Does Oleg have any snacks or sandwiches?
2. Where does he eat breakfast?
3. Which meal does he eat in the school cafeteria?
4. What is in his folders?
5. What’s Zoe’s hobby?
6. What’s at the bottom of her rucksack?
Now, tell a classmate what you have in your bag.
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Unit 35-Inventions
3 What are they for?
Part A: Guess the object(s) described.
1. It protects your skin against the sun.
2. You use it to make marks on printed text.
3. You use it to wash your body when you have no water.
4. It keeps sheets of paper together.
5. You use it then it is dark and there is no electricity.
6. You use it to listen to music when you don’t want to disturb others.
7. It is used to make windows and mirrors.
8. A car has four of them and a bicycle has two.
9. It is a metal used to build machines and tools.
10. You take photos with it.
How many of the things above existed in the year 1900?
4 An invention that saves lives
Part A: Read the definitions and underline the correct forms.
• bacteria (singular – bacterium)

Very small living things, which can only be 1. saw/seen with a microscope. They live all around
us and inside us. 2. A/Some bacteria can cause disease.
• antibiotic
A substance that 3. kill/kills bacteria.
• fungus (plural - fungi)
A plant without leaves or flowers, which 4. grow/grows on other plants and on food. There
are kinds of fungi that can be 5. eat/eaten – they are called mushrooms.
• mould
A type of fungus that 6. live/lives on food that 7. has/have been kept too long.
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Unit 35-Inventions
Part B: Watch the video about the discovery of the first antibiotic – penicillin and put the events in
the order they happened.
He grew the dangerous bacteria in his laboratory.
5 He came back from his holidays.
In 1928, Alexander Fleming was working on the Staphylococcus aureus bacteria.
He found mould and studied the fungus in it.
9 He called it penicillin.
He discovered that some of the bacteria were dead.
He went on holiday.
He left some bacteria on his desk.
Penicillin saved the lives of many people.
He grew the fungus on his own.
Part C: Complete the sentences with the verbs.
a beak a fin a paw a tail

a tail feet flippers hand
hooves horns paws wings
1. Alexander Fleming was on a farm.

2. He many kinds of dangerous bacteria.
3. He forgot to some cultures of bacteria.
4. Many soldiers died because of infection.
Glossary
Infection – an illness caused by bacteria, viruses or fungi (=germs)
A culture of bacteria - a population of bacteria grown in a laboratory.
A boil – a painful swelling under your ski
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Unit 35-Inventions
5 Language focus: Past Perfect
Part A: Look at the underlined verbs in each sentence and decide which of the actions happened first.
1. Fleming discovered that some of the Staphylococcus aureus bacteria had died.
2. The scientist didn’t know what had killed the bacteria.
3. He noticed that mould had grown on the bacteria.
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Unit 35-Inventions
Part B: Complete the missing verb forms.
Present Simple Past Simple Past Perfect
1
cut cut
2
eat had eaten
3
grow grew
4
go had gone
5
leave left
6
save had saved
Part C: Decide which of the underlined events took place first and then write the verb in Past Perfect.
Write the other verb in Past Simple.
1. She (sharpen) her coloured pencils because her little sister (use)
them to do her homework.
2. When the film started I (realise) that I (see) it before.
3. I (not call) you because I (lose) your number.
4. The night was very cold and windy. When we (wake up) in the morning, all the
leaves (fall) to the ground.
5. Marek (eat) the breakfast that his father (cook) for him.
6. The children (not fly) on a plane before, so they (be) very excited.
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Unit 35-Inventions
6 Optional extension: a game

Read the instructions and then play the game.
iron → 400 BC glass → 5000 BC wheel → 3500 comb → 3000 scissors → 400
BC BC BC
paper → 105 eyeglasses → pencil → 1565 microscope → telescope →

1000 1600 1608
thermometer → steamboat → hot-air balloon canned food → steam train →

1714 1783 → 1783 1810 1814
bicycle → 1818 matches → 1826 photography → plastic → 1862 telephone →

1827 1876
light bulb → car → 1886 radio → 1895 flashlight/torch airplane → 1903

1879 → 1899
refrigerator → helicopter → television → coloured pencils pencil sharpener

1913 1924 1925 → 1924 → 1828
tissues → 1929 sunscreen → microwave oven computer → body wipes →

1938 → 1947 1957/1971 1958
compact video cassette → mobile phone → digital camera → CD →1981

cassette → 1962 1971 1973 1975
laptop → 1982 smartphone → DVD → 1995 GPS → 1995 hybrid car →

1992 1997
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LIFE NOW
UNIT 36
AND THEN
Expemo code:
1 Warm-up
Part A: Imagine life 200 years ago. Which of the things in the list didn’t exist at that time?
Part B: What did people use instead?
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Unit 36-Life now and then
2 Now and then

Part A: Think about the tools, machines, and technology that we use every day. Match the words to
the photos, and then answer the questions below.
1. 2. 3. 4.
5. 6. 7. 8.
1. What do we use to travel to faraway places?

2. How do we communicate with friends and family?
3. What makes our houses bright at night?
4. From where do we get water for washing or cooking?
5. What do we use for cooking food?
6. What do we use for cleaning the floor?
7. What do we use to wash our clothes?
Part B: Watch the video and complete the table.
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Then Now
1
travelling cars
2
communication letters
3
light electric lights
4
water faucets/water taps
5
cooking stoves
6 7
cleaning
8 9
washing clothes
3 Use your brain

How much do you know about the history of human beings? Discuss the questions in groups.
1. Had people used tools before metal was discovered?

2. What had people eaten before they started growing food in fields? Give three examples.
3. Why did people domesticate animals? Give three reasons.
4. How long ago was written language invented?
5. Did the first written language have letters?
6. What had people written on before paper was invented?
7. Do you know any ancient civilisations? Mention at least one.
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4 Civilisation
Part A: Watch the video about the development of civilisation and number the events in the order in
which they happened. The first one has been done for you.
Governments were formed and writing developed.
Villages were built.
1 People hunted and gathered food.
Cities were built.
People started to trade goods.
People had more food than they needed.
People started growing food and domesticating animals.
Individual people started to learn specific skills such as making pottery.
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Part B: Work in pairs and use the dictionary to help you match words from column 1 with phrases
with the same meaning in column 2.
Group 1
1. architecture a. scientists who study the objects made by people who lived in the
past
2. agriculture b. catching and killing animals for food
3. archaeologists c. growing food
4. gathering food d. buildings such as houses and temples
5. hunting e. picking fruit, nuts, and seeds that grow naturally
Group 2
1. irrigation a. buying and selling
2. specialised labour b. working in a specific job such as a pottery maker, or weaver
3. trade c. ideas such as family, truth, education, freedom
4. weaving d. making cloth
5. values e. regulating the flow of water from rivers and rain
Part C: Now, read the text below and match the missing fragments to the gaps.
1. A civilisation is a culture and a way of life that usually has a few specific characteristics.
2. People also began to develop writing.
3. This is called ’agriculture.’
4. We call these people hunter-gatherers.
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The development of civilisation

How did the ancient cultures start?
a. A long time ago, people used to live in small groups, hunting animals for meat and gathering wild food like
vegetables, berries, and fruits. . Since they lived before written history began, we call them
’prehistoric.’
b. At some point, the hunter-gatherers learned to grow their own food and domesticate animals, such as cows, pigs,
chickens and goats. People grew more food than they needed. They stayed in one place and
built villages. Some people started to specialise, or concentrate on becoming experts in one kind of work. One
person learned how to make really good pottery and another person how to weave better cloth.
c. As technology improved and inventions, such as the wheel and irrigation allowed people to grow even more food,
villages grew bigger and became towns and cities. People began trading with people from other cities, and then
with places very far away. . The first writing systems used ’pictograms,’ or pictures of things.
d. Through all of these changes, people developed societies known as ’civilisations.’ . Civilisations
have agriculture, large cities, specialised labour, strong government, well-developed trade, and a written language.
They also have shared values, their own style of architecture and artwork. The first known civilisation developed
over seven thousand years ago, in Mesopotamia.
5 Language focus: used to

Part A: Read the explanations and examples.
When we want to talk about things which were different in the past than they are now and
to stress the change, we use the structure ‘used to’ and the base form of the verb.
People used to wash clothes by hand.
Teachers used to write on chalkboards.
Students used to stand up when they spoke to the teacher.
We can only use ‘used to’ when the activity has stopped.
My mother used to ride a motorbike. (It means she doesn’t ride a motorbike anymore)
We can only use ‘used to’ for activities that were repeated.
My father used to visit Egypt. (It means he did many times).
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Negatives and questions are formed with the auxiliary verb ‘did’, and the main verb without
-d.
People in the Middle Ages didn’t use to drink coffee.
Did ancient Egyptians use to eat bread?
What games did you use to play when you were a small child?
Part B: Decide if the sentences are true or false. Rewrite the false sentences using ‘used to’ or ‘didn’t
use to’, like in the examples.
1. People write letters and postcards.

2. People read books.
3. People use tools made of stone.
4. Hunter-gatherers used to domesticate animals.
5. People listen to CDs.
6. People write using pictograms.
7. Farmers grow food.
Part C: Rewrite the sentences like in the example using ‘used to’.
Example: I don’t play with toy cars anymore. I used to play with toy cars.
1. My mother doesn’t have a bicycle anymore.
2. She doesn’t like riding now.
3. My father doesn’t drink coffee anymore.
4. The shop doesn’t sell fresh fruit now.
5. We don’t wash the dishes by hand anymore.
Part D: Listen and repeat.
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6 You now and then
Write about things you used to do as a baby and as a small child. How many things have changed?
When I was a baby, I used to...
When I was 4 years old, I used to...
I didn’t use to...
7 Homework: Your story
Part A: Read the story and underline all the verbs which can be replaced with ‘used to’. Rewrite the
sentences.
Example: My grandparents used to live in a small village.
My grandparents lived in a small village near a forest. They didn’t have electricity until the
1970s. My grandmother cooked on a wood stove. In summer they had meals at a big table
in the garden. My mother was born in the village. She and her sister walked 5 kilometres to
school. They didn’t have a computer or even a television. In their free time, they played games
and read books from the library. My mother went to live in a nearby town for her secondary
education. She met my father there. They got married and moved to the capital city. I visited
my grandparents during my summer holidays. They both died. Grandpa was 88 and Grandma
was 92.
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Part B: Write a few sentences about your parents or grandparents. Use the structure ‘used to’ at least
three times.
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ANCIENT
UNIT 37
STORIES
Expemo code:
1 Warm up
Part A: Label the photos. Can you guess what all the things in the photos have in common?
a door handle a dustbin a light switch

a plate a spoon a tap
coins stairs
1. 2. 3.
4. 5. 6.
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Unit 37-Ancient stories
Part B: All the names come from ancient Greece. Do you know anything about them?
Amazon - Apollo - Mars - Nike - Olympus - Pandora
Part C: These names used today also come from ancient times. What are they?
Mars, Venus, Jupiter, Saturn, Mercury, Uranus, Neptune, Pluto
2 Greek mythology
Part A: Complete the definition with the words below.
A is a made-up story about , goddesses and the beginnings of the world.

A collection of such stories is called . Gods and have power over nature
and people.
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Now listen to a podcast about Greek mythology and tick the names you hear.
Arlena Zeus
Poseidon Mercury
Hades Cerberus
Athena Ares
Centaurs Cyclops
Pegasus Phoenix
Part B: Listen to the recording again and complete the sentences with the correct names.
a bat a dolphin a frog a giraffe a lion

a rabbit a snake a worm
1. → created thunder and lightning.
2. → created earthquakes with his trident, which was a spear with three points.
3. → ruled the underworld.
4. → was a three-headed dog.
5. → was the goddess of wisdom.
6. → carried a shield and a sword.
7. → were half-man and half-horse.
8. → were giants with one eye.
9. → gave artists inspiration.
10. → set fire to their nest and burnt in it, but a new bird was born from the ashes.
Part C: Answer the questions with full answers using the words highlighted in bold, from the text.
1. When does the earth shake?
2. What did kings use to do?
3. What do we call the ideas that make artists create?
4. What do we call the understanding of life that old people have?
5. Where do birds lay their eggs?
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6. What is left when you have burnt wood in a fire?
7. What do we call very tall people?
8. What do you hear and see during a storm?
3 An old story
Part A: Complete the text with the past simple forms of the verbs.
1
Homer’s Iliad tells the story of the Trojan war. The Greek army to the city of Troy to
set Helen free. She was the wife of a Greek king, but the Trojan prince, Paris had kept her in Troy. The
2 3
war for many years. Finally, Odysseus the Greeks to build a huge
4
wooden horse and to hide a group of the best soldiers inside it. Then, the Greeks the
5
horse as a gift for the Trojan, and the rest of the Greek army to leave. The Trojans
6
the horse inside the city walls. At night, the Greek soldiers came out of the structure
7 8
and the gates of the city. The Greeks the war thanks to Odysseus’s
great idea. Homer’s other work, Odyssey describes Odysseus’s adventures on his way home.
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Part B: Read about one of Odysseus’s adventures and put the verb forms in the gaps. Then listen to
check your answers.
1 2
Odysseus and his men back home. They their country, Ithaka many
years before. They had had many adventures and they were tired. When the sailors saw an island,
3
they decided to land on it. They needed fresh water and food. They a large cave, and
they went inside. There was food and drink inside the cave, so they ate and drank, and soon they fell
asleep. They didn’t know that the Cyclops lived in the cave. Cyclops were giants with one eye in the
middle of their foreheads. A lot of them lived on the island.
Soon, the Cyclops, Polyphemus came into the cave with his sheep. He covered the entrance with a big
4
rock for the night, and he started a fire. In the light of the fire, he saw that his food . Then,
5 6
he saw the men. They to hide behind rocks. Polyphemus knew they
7
his food. He grabbed one man with each hand and both of them in one bite. After
8
that, he fell asleep. During the night, when the Cyclops , Odysseus made a plan.
In the morning, the Cyclops woke up and had two more men for breakfast. He left the cave with his
sheep and closed the entrance with the rock again. When Polyphemus came back, Odysseus offered
9
him some wine that his men from the ship. The Cyclops drank it. The wine was very
10
strong, so he soon . When he was sleeping, Odysseus’s men brought the long piece of
11
wood they in the cave. They put the sharp end of the stick into the fire. They pushed
12
it into Polyphemus’s only eye when the end was red hot. The Cyclops screaming
with pain. He waved his huge arms around, but he was blind and he couldn’t hurt the men. Soon, he
got tired and fell asleep. In the morning, the men tied themselves under the sheep’s bellies and waited
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13
for Polyphemus to wake up. When the Cyclops the cave, the sheep started to leave.
14
He counted them and touched their backs to make sure nobody there, but he didn’t
check under their bellies. Odysseus and all his men left the cave. They were safe.
4 Language point: narrative tenses
Part A: Look at the list of verbs taken from 3B. Underline the past continuous forms, circle the past
perfect forms, and leave the past simple forms unmarked.
Part B: Match the tenses (1-3) to their uses (a-e).
1) Past Simple a. an action that happened before another

past action
2) Past Continuous b. a completed action
c. an incomplete action
3) Past Perfect d. a permanent situation
e. a series of complete actions
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Now, find examples for each use in the text.
a. Example: His food had disappeared.
b.
c.
d.
e.
5 King Midas and the golden touch
Part A: Watch the video and answer the questions.
1. What is the golden touch?

2. Was King Midas happy when he got the golden touch? Why/why not?
Part B: There are eight wrong words in the text of the recording. Find them and replace them with
one of the words below. Then, watch the video again and check your answers.
food - greedy - meal - sad - smiled - touched - wash - wish
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King Midas and the Golden Touch

1. Once there lived a funny king. His name was Midas. He had a visitor one day, Silenus.
‘Stay with us,’ Midas said.
2. Silenus’s friend was the god Dionysus. ‘You were kind to my friend,’ he said. ‘I want to
give you a gift. What do you wish?’ ‘I want gold,’ Midas said. ‘Give me the golden touch.’
3. Midas ate a stone. It turned to gold. He touched his roses. They turned to gold. Midas
cried.
4. Then he tried to eat, but his foot turned to gold. He tried to drink. His drink turned to
gold. Midas was happy. ‘Oh, why did I wish for gold?’ he said. He was mad, too.
5. ‘The roses are hard,’ Midas’s daughter cried. ‘They do not smell good.’ ‘Don’t worry,’ he
said. He gave her a hug. She turned to gold. ‘What have I done?’ Midas cried.
6. He ran to Dionysus. ‘Please, change my fish,’ Midas asked. ‘Go to the river,’ Dionysus
said. ‘Cook things in the river. They will change back.’
7. Midas brought his daughter to the river. She changed back. He was so happy he ate a
small rose with his daughter. He learned to be happy with less.
Part C: Put the verbs in brackets in the correct past tense.
1. King Midas (collect) a lot of gold, but he always (want) more.
2. When his daughter (come) to his room in the morning, he (count)

his gold.
3. Midas (ask) Dionysus for the golden touch.
4. When king Midas (touch) food or drink, it (turn) into gold.
5. He (be) hungry, thirsty, and unhappy.
6. He (understand) that he (have) everything he needed before he

got the golden touch.
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6 What’s your wish?
Imagine you meet an ancient god who can give you everything you want. Write down your wish on
a piece of paper. Fold the paper.
7 Homework
Part A: Match two activities from the list and use them in a sentence. Use the past simple and past
continuous tense.
Examples: He fell when he was climbing a tree. They were wearing warm clothes because it was cold.
be cold, be windy, not call, cut his finger, climb a tree, cook, fall, fly on a plane, not hear, hide,
leaves fall, pick some flowers, not see, sleep, walk in the park, wear warm clothes
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Part B: What had happened before? Complete the sentences with your ideas. Use verbs in past
perfect.
Example: 1. He was tired because he had walked all the way to school.
1. He was tired because
2. The girl was hot because
3. The teacher was angry because
4. The woman was happy because
5. They didn’t have any money because
6. The dog was sad because
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THE
UNIT 38
HISTORY OF
TOYS
Expemo code:
1 Warm up
Work with a partner. Label the pictures below. Which of the things did you use to play with as a small
child?
I used to play with...

I didn’t use to play with...
a bracelet (Pandora) a camera (Olympus) a chocolate bar (Mars)

an online shop (Amazon) a spacecraft (Apollo) sports shoes (Nike)
1. 2. 3.
4. 5. 6.
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Unit 38-The history of toys
2 Childhood toys
Part A: Match the questions to the answers. Then listen and check.
1. What was your favourite childhood toy? a. It was big and yellow. It had black eyes and a
black nose.
2. Who gave it to you? b. When I was seven years old.
3. What did it look like? c. My aunt gave it to me when she visited us.
4. When did you stop playing with it? d. It was a teddy bear.
Now, work in pairs and ask each other the same questions.
3 Toys of the past
Part A: Label the photos. Do you think people used the toys 100, 200 or 300 years ago?
1. 2. 3. 4. 5.
6. 7. 8. 9. 10.
Part B: Watch a video about ancient toys. Which of the toys in the photos above are mentioned?
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Part C: Watch the video again and answer the questions.
1. How old were the toys discovered in India?
2. Where were yo-yos invented?
3. When were kites invented?
4. Where did dolls have hands and legs that moved?
5. Who burnt toys?
6. Which toy in the video got knotted and ruined?
Part D: Read the summary of the video and match the definitions to the words in bold.
For thousands of years, kids played with things they found around them, such as sticks,
rocks, clay, mud or sand. They were clay animal figurines on wheels, small carts,
bird-shaped whistles, and toy monkeys that can slide over a string.
The man-made toys excavated in India were 4,500 years old. At some point in history,
people started to make toys. In ancient China, children played with kites and yo-yos.
Children in Egypt had dolls with wigs on their heads and movable limbs.
Greek kids played with bows and swords. At some point in history, people started to
make toys. Most of these ancient toys are still used today.
1. found underground and taken out
2. hands and legs that move
3. they are made of hair and can be worn on the head
4. move easily
5. produced by people
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4 What do I do with it?
Part A: You are going to watch a video in which children are playing with old toys. They are also making
comments about them. Match the comments to the toys in the screenshots (1-6). Then, watch the
video and check your answers.
1. 2. 3.
4. 5. 6.
Part B: Complete the sentences from the video with the phrases below. Watch the video again and
check your answers.
1. (ball and cup) Are you ? No, bored. Just going like this.
2. (space shuttle) I took it apart. Did you ?
3. (stereoscope) Do I look through? I think YouTube is cool, but this is cooler. Well, it’s not really what
.
4. (toy telephone) I’ll call my mom. I don’t really know because she’s not actually on
the phone.
5. (clockwork robot)That was unexpected. I to see one of these.
6. (satsuma) They are just round, and a fruit, which is orange. They are fun .
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5 Language focus: question words.
Part A: Write the correct question word(s) so that they match the short answers.
1. What colour ? → Red.
2. ? → Seven years old last month.
3. ? → A lot.
4. ? → In Egypt.
5. ? → Because it’s boring.
6. ? → This one.
7. ? → Two days.
8. ? → My sister.
9. ? → Two days ago.
10. ? → Two dollars.
6 Practice
Work in pairs. Student A asks questions from card A, and Student B asks questions from card B.
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7 Homework
Part A: Match the questions and answers.
Group 1:
1. What was your favourite childhood toy? a. 300 years or more.
2. Who gave it to you? b. My grandmother.
3. What did it look like? c. A toy car.
4. When did you stop playing with it? d. It was yellow with red wheels.
5. How old are the toys? e. When I was seven.
Group 2:
1. How old are the toys? a. In China.
2. Where were yo-yos invented? b. How do I use it?
3. Who burnt toys? c. When were kites invented?
4. How do you like it? d. Ancient Greeks.
5. About 3000 years ago. e. 300 years or more.
6. You look through. f. Not much. I’m bored.
Group 3:
1. How many dolls did you have? a. Three or four minutes.
2. How much did it cost? b. It was expensive.
3. Which do you like best? c. Twenty-five.
4. How far can it jump? d. It was boring.
5. Why didn’t you like it? e. Twenty centimetres.
6. How long do we have to wait? f. The one with long hair.
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PREDICTING
UNIT 39
THE FUTURE
Expemo code:
1 Warm up
In pairs, ask and answer the questions below.
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Unit 39-Predicting the future
2 Your future
Imagine yourself in 50 years. Use the sentences below to help, adding more details if you want. Write
a short text just as in the example.
Alice:
In the year 2075, I will be 63 years old. I will be about 180 cm tall and I will weigh 75 kg.
My hair will be grey. I will be married and I will have two children and four grandchildren.
My husband will be an astronaut.
I will be an engineer and I will live on the beach in a beautiful house.
I will drive an electric flying car to work.
In the year ...
Now, present your answers to a classmate.
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3 Pronunciation
Part A: Listen and repeat the full and the short future forms.
1. I will have a car.
2. I’ll have a car.
3. She will be an astronaut.
4. She’ll be an astronaut.
5. They will live in Argentina.
6. They’ll live in Argentina.
Part B: Listen and tick the form you hear.
1. Sentence 1
a. I take photos. b. I’ll take photos.
2. Sentence 2
a. We’ll have time. b. We have time.
3. Sentence 3
a. You live in a house. b. You’ll live in a house.
4. Sentence 4
a. They do housework. b. They’ll do housework.
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4 The world’s future
Part A: Read the predictions about the world in 50 years and guess the missing verbs. Then listen and
check.
1. We will in houses controlled by computers.
2. We will objects to distant places in a very short time.
3. We will down a lot of trees.
4. The weather will change.
5. There won’t be enough water.
6. We will other planets.
7. We will live on other planets.
Part B: Match the topics below with the predictions in Part A.
1. Prediction 1 a. smart houses
2. Prediction 2 b. climate change
3. Prediction 3 c. water shortage
4. Prediction 4 d. deforestation
5. Prediction 5 e. space travel
6. Prediction 6 f. space colonisation
7. Prediction 7 g. teleportation
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Part C: Watch the video in which children predict the future. Which topics from the list in Part A do
they mention?
Part D: Watch again more carefully and decide if the sentences below match what the children in the
video say.
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5 What do you think?

Part A: Work in groups and complete the survey about the world in the year 2100. Afterwards, add
up the number of students in your class who said ’yes’ or ’no’ and write it down.
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Part B: Present the results to the class.
All/Most of us think that
Some of us/Half of us/Three students
Only two of us
One person
Nobody
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Transcripts
PART 1
Unit 1
1. Voices from two continents
Busama (a girl): This is our music room. There are no chairs because in Thailand traditional musicians
sit on the floor. Music is my favourite subject. I play the saw duang. It looks like a
tall violin. I’m not good at sports or maths. I prefer reading and history. I have two
younger brothers. I am thirteen years old and they are only six and eight, so I am their
big sister. In our school boys and girls wear the same uniforms. You can see them in
the photo. Trousers are very comfortable, but I prefer to wear a dress when it is very
hot. In Thailand it is hot all year and it rains a lot, especially in August and September.
I don’t like rain.
Gatimu (a boy): In Kenya, the weather is very nice. It is never very hot or very cold. That’s why we don’t
need to be inside a building all the time. I like school and our teacher. My favourite
subject is English and computer science. We have a computer room but the internet
is not very good. I love listening to birds and I like it when it rains. After school, I play
football with my friends or help my father with the cows. We have to keep them safe
from lions. I am the only son who lives in the village. My big brothers live in Nairobi
and my sister lives in Sudan with her husband. She is 13 years older than me.
Unit 2
1. Listening for gist
Speaker: Good afternoon, everyone, welcome to our adventure podcast. With winter almost here,
what winter activities do you like doing? Are there any activities you have heard about and
would like to try? Well, today we have some slightly unusual winter activities to tell you
about.
Speaker: So, let’s start with polar bear swimming in Korea. Don’t worry, you don’t actually swim with
the bears. In January, locals jump into the freezing cold water. They then swim eighty metres
to the finish line. They do it to welcome good health in the new year.
Speaker: Do you like go-karting? I know I do, but what about ice-karting? In Finland, instead of driving
around a normal track, you can race around on a frozen lake. The karts have special wheels
to stop you from sliding too much. Before you start racing, you will be provided with some
driving and safety tips, and you must wear a helmet.
Speaker: What about trying the official sport of Alaska? Dog sledging or also known as mushing. A
big team of beautiful husky dogs pull you along on a sledge. The rides can be fast or slow
depending on the experience you want.
Speaker: If you like the snow, you will enjoy the next activity. In Canada, you can try snow tubing. You
go down the slopes in a big tube. It is very easy to do and a lot of fun. You can also connect
a few tubes so you can go down the slopes with other people.

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Speaker: The last one is for you if you are creative. It is called snow tagging, an activity where you
create big pictures or write messages in the snow. You use your feet to draw the design and
then stand back and admire your skills. It is even better if you can look down on your design
from a higher place.
Speaker: So, do any of these activities sound fun to you? Which one would you like to try? Let us
know in the comments.
Speaker: Thank you for listening to our podcast today, we hope you enjoyed it.
Unit 3
1. Listening comprehension
Singer: Summer feels like forever,
Singer: the sun on my forehead like a fever,
Singer: play the soundtrack to my memories,
Singer: all the perfect times are stuck on repeat
Singer: but the sun is already low.
Singer: and I’m afraid it’s time to go
Singer: The sun is already low.
Singer: Summer is already gone.
Singer: The sky is clear as I move on.
Singer: Summer is already gone.
Singer: (yeah, yeah!)
PART 2
Unit 1
1. Listening
Narrator: The parts of the human body. The human body comes in lots of different shapes and sizes
but most are made up of the same parts which do the same jobs.
Narrator: We all have a skeleton. The bones in your skeleton help you stay standing up and let you
move around.
Narrator: They also protect the important organs inside you.

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Narrator: Your ribs keep your heart, lungs and stomach safe and your skull acts as a tough shell for
your brain. Keeping everything safely wrapped up is your skin.
Narrator: Most of us have the same kind of body parts in the same places. You have a head and a neck.
Narrator: You have arms, elbows, hands and fingers. You have a chest and a tummy.
Narrator: You have legs, knees, feet and toes. Some of us might need help to make our bodies work
better.
Narrator: For instance, you might need a little extra help to hear or to get around.
Narrator: Whoever you are, the best way to keep every part of your body healthy is lots of exercise.
Unit 2
1. Listening: numbers and measurements
Speaker: 1) nineteen kilometres
Speaker: 2) one hundred and forty-five centimetres
Speaker: 3) forty percent
Speaker: 4) thirty kilograms
Speaker: 5) 14 millimetres
Speaker: 6) twelve metres
2. Listening
Host: Thank you. Welcome to your favourite quiz show - The Mind Masters. Our player today is
Nadia.
Nadia: Hello.
Host: How old are you, Nadia?
Nadia: I’m eleven.
Host: And where are you from?
Nadia: I’m from Bath.
Host: Welcome and good luck. Remember, you must give your answer when you hear the buzzer.
Do you understand?
Nadia: Sure. Absolutely!

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Host: Are you ready?
Nadia: Umm, yes!
Host: Question number 1. How many bones are there in a foot? A – eight, B – twelve, or C –
twenty-six?
Nadia: Ummm ... I’m sure there are more than eight. (BUZZ). Twelve... No!
Host: I’m sorry. The answer is C. There are 26 bones in a foot. Number 2. How much of the human
body is water? A – 60 per cent, B – 70 per cent, C – 80 per cent?
Nadia: Well... I think it’s 70 per cent... Ouch!
Host: Wrong again. We often say we are 70% water, but it is closer to 60%. It is an average, of
course. Some organs have more water and some have less. Question 3. What is the biggest
and heaviest organ in the body? A – the skin, B – the heart, C – the lungs?
Nadia: The lungs are bigger than the heart, I think, err... The skin. Yay! Yes, yes, yes!
Host: That’s right! The skin is the largest organ. It covers your whole body and weighs up to 4
kilogrammes. Well done. The next question. 4. How many times do you blink in a minute?
A – five times, B – 15 times, or C – 30 times?
Nadia: Definitely more than five. Fifteen.
Host: That’s correct! Let’s hope you get the next one, too. Question 5. Where is the smallest bone
that you have? Is it A – in the little finger, B – in the nose, C – in the ear?
Nadia: The ear is the smallest of the three, so I’ll go for the ear. The ear.
Host: Very good. The three smallest bones in our body are in the middle ear. Next question. How
big is the smallest bone? Is it A – one millimetre, B – five millimetres, C – ten millimetres?
Nadia: It must be very small. One millimetre. Definitely.
Host: Yes! You’re right. Question number 7. How tall was the tallest man ever? A – 272 cm, B –
265 cm, C – 254 cm?
Nadia: I have no idea. I guess A.
Host: Right again! The last question. Where is blood made? A – in your heart, B – in your lungs,
or C – in your bones?
Nadia: I’m not sure but I think there is some connection between blood and bones. My answer is
C. In the bones.
Host: Congratulations!
Unit 3
1. Listening: How often do you do it?
Marsha: OK, let’s do the task now. How often do you brush your teeth, Jose?
Jose: Three times a day. After each meal.

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Marsha: I brush my teeth twice a day. In the morning and in the evening. When do you brush your
Marsha: Mmmm ... I brush my teeth after breakfast.
Jose: Me too. How long do you brush your teeth?
Marsha: I don’t know. Let me think.. (counts slowly) One, two, three, four, five .. 10 seconds? Let’s
write 10 seconds. What about you?
Jose: Oh, I’m always in a hurry in the morning so I do it very quickly. Write 5 seconds.
Marsha: OK. Next question. How long do you wash your hands?
Jose: It doesn’t take longer than brushing my teeth. Maybe less. 3 seconds.
Marsha: Wow. I like to wash my hands slowly and carefully. I guess it takes 20 seconds or more.
Jose: I wash my hair once a week. What about you?
Marsha: Twice a week, sometimes more often. OK, usually twice a week.
Jose: (laughing) I like the last question. Do you flush the toilet with the lid closed or open? Marsha?
Marsha: ... errr... I have no idea. I think I see it flush, so the lid must be open.
Jose: Yeah, me too. I want to make sure I do it right, you know.
Marsha: ... A funny question. Do you think it is wrong?
Jose: ... not to close the lid? I don’t know. Why?
Unit 4
1. What is the limit?
Speaker: The human body must have three things to live - oxygen, food and water. We have to breathe,
drink and eat. If we stop breathing, drinking or eating, we die. There is a simple rule of three
which says: 3 minutes without oxygen, 3 days without water, 3 weeks without food. Of
course, you have heard stories about people who didn’t breathe or didn’t eat for much longer
but the rule is true for most people, like you and me.
Speaker: We can’t live very long without oxygen. Most of us can hold our breath for about 1 minute.
After 2 or 3 minutes most people pass out. However, you don’t die immediately. You survive
as long as there is oxygen in your blood. If you don’t get help and your brain doesn’t get
oxygen, it stops working after 5 minutes. So what about all those records? Well, it is possible
to hold your breath longer than 3 minutes if you lie face down in water and don’t move. In
this position, your heart slows down and you need less oxygen. This is how Stephane Mifsud
broke his record of 11 min, 35 sec without breathing. If you take a breath of pure oxygen
before the challenge, you can hold your breath even longer. Alexi Segura held his breath for
24 min, 3sec, in 2016. Please, don’t try to do that!

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Speaker: Why do we need water? What happens if we don’t drink? Most people live up to 7 days, but
it depends on the temperature of the air. If it is hot, we lose more water because we sweat.
Doing exercise in very hot weather without drinking is very dangerous. Without water our
blood becomes thick, so it moves more slowly. The heart must work harder to move it, so it
beats faster. As a result the brain gets less oxygen and it works more slowly, so we cannot
think well. That’s why we need to drink a lot of water when we study!
Speaker: And what happens if you don’t eat? Most people survive for 1 to 2 months, 30 - 40 days
on average. At first you hear your stomach making noises. Then you start losing body fat
and become weak. After that, your body starts to eat itself to keep the brain alive: first the
muscles, then the organs, until you die. If you happen to be overweight, you can survive
longer because you have a lot of body fat. And if you take vitamins, you can survive even
longer. How much longer? Angus Barbieri didn’t eat solid food for 382 days! When he started
his diet he weighed 207 kg and when he finished he weighed 118 kg less.
Unit 5
1. Listening: The Tham Luang cave rescue story
Speaker: An unlucky adventure
Speaker: On 23 June, 2018, 12 boys and their football coach went into a cave underneath a mountain
in Thailand and got trapped inside. How did it happen? After their football practice, the Wild
Boars rode to the hills. They left their bikes and bags by the cave entrance. They only took
their torches with them, planning to spend about an hour in the cave. They didn’t even tell
their parents about their plans. However, they posted a message on a group chat. When the
parents found the boys’ bikes and bags outside the cave, they decided to call for help. Deep
in the cave, the boys were in trouble. The cave was filling up with water very quickly. In a
few minutes, the way out was flooded. They had to go deeper into the cave to find a high
and safe place. Finally, they found a small shelf. It was dark, wet and cold. (a) They had no
food but they drank water from the cave walls. They stayed close together to keep warm.
The coach taught the boys meditation techniques to help them stay calm. He told them to
move as little as possible to save air and to save their energy.
Speaker: A very long week
Speaker: Outside the cave there were hundreds of people – rescuers, volunteers, journalists and
families – all of them ready to help. The rescue teams didn’t know if the boys were still
alive, where they were or how to get them out. The rescuers looked for other entrances to
the cave. They also thought about making holes in the rock and about looking for the boys
using drones. All the time, engineers tried to pump the water out and the divers explored the
cave. The whole world watched.
Speaker: A happy discovery
Speaker: On 2 July, two British divers found the boys and the coach about 4 km away from the cave
entrance. Amazingly, all of them were alive. The two divers spent some time with the boys,
telling them more people would come with food and help later. They recorded the event on
their cameras and posted the video online. The whole world watched the video, amazed but
happy. However, the team had to wait for 5 more days in the cave.The rescue team had a
very difficult task. They had to get 13 people through a 4 km-long flooded system of caves.
Oxygen levels in the cave were low and more rain was coming. The local people said that by
10 July the caves were usually completely flooded. There was not much time left.

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Speaker: The rescue
Speaker: On 7 July the rescuers made a decision. 100 divers took part in the rescue operation. The
boys were transported one by one, wearing masks and breathing air from air tanks. They
were given medicine to make them relaxed and not afraid during the long journey. On the
way, there were narrow places, where the divers had to take off their air tanks to get through.
At some places, they had to pull the boy up. (e) Rescuing one boy took about 8 hours. The last
of the boys left the cave on 10 July. The adventure, which lasted much longer than planned,
found its happy ending.
2. Listening: Who said that?
Speaker 1: They asked for pad krapao. This is a rice dish with meat stir-fried with basil. But it was too
dangerous. I gave them only medicated liquid food, and water with added vitamins.
Speaker 2 : Then I saw them in the light of my torch. I was amazed to find them all alive. They looked
thin and tired but in good shape.
Speaker 3: I was cold and very hungry. We only drank the water dripping from the walls because it
was clean. When I slept, I dreamt about food.
Speaker 4: I dived to check if we could get out but it was impossible. I knew we were trapped but I
didn’t tell them. They needed to hear something positive. I told them we had to wait for
the water to go down.
7. Extension: Past verbs bingo
vocabulary: came, ate, went, were, grew, heard, ran, said, stood, took, thought, saw, gave, knew, got
PART 3
Unit 1

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1. Listening: A logical challenge
Narrator: First, I will take the goat because the cabbages will be safe with the wolf. I will leave the goat
on the other side and come back alone. Then I will take the cabbages. I will leave them on
the other side and take the goat back. I will leave the goat and take the wolf across the river.
Finally, I will come back for the goat.
3. Logical consequences
Speaker: 1. Full form of will: If I go to bed late, I will be tired tomorrow.
Speaker: Short form of will: If I don’t take an umbrella, I’ll get wet.
Speaker: Negative form of will: If I get up early, I won’t miss the bus.
Speaker: 2. I will be tired tomorrow.
Speaker: I will get wet. I’ll get wet.
Speaker: I won’t miss the bus.
Unit 2
1. Presenting a personal profile
Harry: I love doing sports! I prefer playing sports to watching sports. Watching sports on television
is boring. I enjoy playing tennis and riding a bike but my favourite sport is swimming.
Harry: I’m not very good at science. I hate doing experiments at school and I don’t like writing tests.
I prefer when the teacher asks me questions. I think I can explain things well. I’m learning
to make computer presentations.
Harry: I want to be a musician. I can play the drums and sing. I would like to play in a band. I’m
planning to look for people who want to start a band.
Unit 3
1. Listening: this is my hobby
1. (woman): It’s so messy! Clay is everywhere. Even in my hair. But I’m very happy when the vase or
plate is ready. And I like the fact that I can change the shape of the vase or pot as many
times as I want and I can correct my mistakes.
2. (boy): I like mixing different colours. I’m learning a lot about light and how to use it make things
look more real. I study works of great masters like Leonardo da Vinci and Rafael.

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3. (boy): When I started to learn, my fingers really hurt. You know, the strings are made of metal
and they are really hard. The neck was too wide for me, too. Now it’s not a problem
anymore. I can play for hours and hours. The only person who seems to have a problem
now is my neighbour.
4. (girl): I have to be very fit and I use a lot energy. I practise for many hours every day. I have to
watch what I eat and stay slim. The thing I love most is thinking of new moves that match
the music.
5. (man): The wood is very warm and soft. I like the yellow and brown colours. You can find wood
that is almost white or very dark, too.
6. (woman): I must take care of my voice, so I never drink anything cold. I practise every day in my
studio.
7. (man): I spent a lot of time drawing the design and choosing the right materials before I start.
Some of the materials are very expensive. The last piece was made of silver.
8. (girl): It’s very noisy and takes up a lot of space so I cannot practise at home.
2. Modern art
Speaker: Piet Mondrian was a painter. He was born in the Netherlands, but he lived in many countries.
He tried different styles of painting, but in the end, he created his own style. He called it
neoplasticism. A painting in this style usually uses only the primary colours, red, blue and
yellow, on a white background with straight black lines. One of his most famous paintings is
called ‘Broadway Boogie Woogie’. Broadway is in New York, where Mondrian lived. Boogie
Woogie is a kind of music.
Unit 4
1. Letters and sounds
Group 1: body, chair, desk, four, green, head, jazz, clock, leg, mouth, nose, pair, right, six, shoe, toe,
three, there, white, violet, yellow, zebra, beige, being
Group 2: art, at, up, egg, earth, about, eat, it, organ, on, put, food
Group 3: five, boy, day, pure, now, no, air, ear

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6. Which word do you hear?
1: Give me the peas, please.
2: You look like a bear.
3: I bought a goat.
4: Look at my eyes.
5: He’s under the van.
6: Your foot smells.
9. Tongue twisters
1: Wendy, Wanda and Winnie are witches. Which witch is which?
2: Fuzzy Wuzzy was a bear. Fuzzy Wuzzy had no hair. Fuzzy Wuzzy wasn’t fuzzy, was he?
3: If a dog chews shoes, whose shoes does he choose?
4: She sells seashells on the seashore. The shells she sells are seashells, I’m sure. And if she
sells seashells on the seashore,Then I’m sure she sells seashore shells.
Unit 5
1. Same sounds but different words
00:00.12 1. He thinks he knows best.
00:03.94 2. I see she’s calm now.
00:08.11 3. They ate and then went to bed a few minutes later.
00:13.97 4. We waited for our train.
PART 4
Unit 1

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1. Which did we do first?
Speaker: People have always been interested in stars. A thousand years ago sailors used the stars to
find their way at sea. Scientists always wanted to see farther into space. Galileo Galilei, an
Italian scientist, built the first telescope in 1609. He used it to discover mountains on the
moon. He also discovered the rings of Saturn and four of Jupiter’s moons. Since then the
telescope has changed a lot. The Hubble telescope, which was launched in 1990, is the size
of a large bus. It completes 15 orbits a day. On 25 December, 2021, the James Webb Space
Telescope (JWST) was launched. It has a much bigger mirror and is farther away from Earth
than the Hubble telescope.
Speaker: People have used rocket engines for hundreds of years. As soon as we were able to send the
first rockets into space, we also sent animals. The first to go were fruit flies in 1947. They
were followed by spiders, monkeys and mice. In 1957, A Soviet rocket launched the first
satellite. It orbited Earth for three months. The first human, Yuri Gagarin, orbited the Earth in
1961. He made one orbit in his spacecraft Vostok 1, which took him one hour and 48 minutes.
In 1965, another Russian astronaut, Alexey Leonov, left his spacecraft and took a ‘spacewalk’.
He floated in space for 12 minutes. In 1968 three Americans left Earth’s orbit and travelled
around the Moon. A year later, Neil Armstrong and Buzz Aldrin landed and walked on the
Moon. Since then more people have landed there. We are hoping to send people to Mars
one day, but so far we have only sent spacecraft to the red planet. The first one landed on
Mars in 2008. There are six rovers on Mars now.
3. Practice
Speaker: In 1969, Neil Armstrong and Buzz Aldrin walked on the Moon. Since then more people have
landed there. We are hoping to send people to Mars one day but so far we have only sent
spacecraft to the Red planet. The first one landed on the surface of Mars in 2008.
5. What did they say next?
Speaker 1: ... I saw three last night! One was really fast. It moved across the sky very quickly. And it
didn’t make any noise, of course. Not like planes.
Speaker 2: ... I did it when I was on a summer camp. It was only one hundred metres. And yes, most
of the kids were faster than me.
Speaker 3: ... It was my big sister’s wedding and my parents thought it was a good idea. They wrote
the speech but I didn’t like it much. And I didn’t speak, really – I just read it.
Unit 2

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1. How much do you know about space?
Narrator: The universe is everything that exists: the Earth and everything on it, the moon, the sun and
all the stars. The universe started about 13.8 billion years ago. Stars started to exist 300
million years later and galaxies 500 million years later.
Narrator: Galaxies contain many stars which move around one point. Scientists believe there are
around 200 billion galaxies in the universe. The Milky Way, where we are, is a galaxy. There
are billions of stars in the Milky Way and more stars in the whole universe.
Narrator: Each star has at least one planet that revolves around it. Our sun is in the centre of our
solar system in the Milky Way. The solar system contains the sun, the planets with their
moons (about 170 altogether), as well as millions of asteroids and comets. Asteroids, which
are made of rock and metal, are much smaller than planets. Comets are pretty small.
Narrator: They are made of rock and ice and are usually presented as bright balls with tails. These tails
appear when comets come near the sun. The sun makes them hot and they start to burn.
Earth and all the other planets in the solar system orbit (move around) the sun.
Narrator: This happens because of a force called gravity – a force with which big objects pull smaller
objects. Planets also spin or turn around. There are eight planets in our system. Mercury,
Venus, Earth and Mars are rocky planets. They have a hard surface that you can walk on.
Jupiter and Saturn are gas giants and Uranus and Neptune are ice giants.
Narrator: Meteor and meteorites are different names for the same thing – small pieces of rock. In
Earth’s atmosphere, they are called meteors, on Earth’s surface, they are meteorites. Meteors
heat up when they enter the atmosphere and they burn. We can see their light. They are
called shooting stars. A large number of shooting stars are called a meteor shower. The best
time to see meteor showers in the sky is August (the Perseids) and November (the Leonids).
5. Listening: podcast
James: Hello and welcome to the weekly science programme ‘That’s a Very Good Question’. My
name is James. This week we are talking about space. Our guest is Anna Bono, a scientist
and author of textbooks. Hello, Professor.
Anna: Hello.
James: The first question is from Maria. ... What are Saturn’s rings made of?
Anna: They are made of small pieces of ice and rock. The pieces can be tiny or as big as a house.
The rings look white. Interestingly, each ring orbits the planet at a different speed.
James: Thank you, Professor. The next question comes from Stefano. Why is Venus hotter than
Mercury although it is farther away from the sun? That’s a very good question indeed.
Anna: Right. Venus is hotter than Mercury, which is much closer to the sun. This is because Venus
has an atmosphere with clouds which trap the heat. It is 464°C for Venus and only 167°C
for Mercury.
James: Here is a question from Malik. How many Earths can fit into the sun?

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Anna: If you look at the various pictures showing the solar system, it seems like the Sun is perhaps
twice or three times bigger than Earth. That’s wrong. The sun is much much bigger than
Earth. In fact, one million Earths can fit into the sun.
James: Wow! One million. Now a question from Sofia. What is Pluto?
Anna: For many years scientists believed Pluto was a planet, but now it is put in the category of a
dwarf planet. Dwarf planets are very similar to planets but they are smaller and have other
objects in their orbit. A proper planet has no other objects in its orbit.
James: Olena wants to know this: How many moons has Jupiter got?
Anna: Jupiter has 67 moons. Ganymede, one of its moons, the biggest in our system, is bigger than
Mercury.
James: I’m afraid we have time for only one more question. It was sent by Marek. Do planets spin
at the same speed?
Anna: All planets spin but they spin at different speeds. Do you realize that as we are sitting here
our planet is spinning at the speed of 460 metres per second?! It is also travelling on its orbit
at 30 kilometres per second!
James: It makes me dizzy. Why don’t we all fall off?
Anna: Because we stick to Earth’s surface thanks to gravity. {Laughter}
Unit 3
1. The International Space Station
Narrator: The Space Station flies 400 kilometres above Earth. We can see it at night as a bright light
moving across the sky. It moves at a speed of 28,000km/h. How fast is it? Well, it takes the
station only 90 minutes to make one orbit around our planet. It means the station circles the
Earth 16 times each day – that is in every 24 hours.
Narrator: The station is 108 metres long – as big as a football field. Large solar panels, which turn
sunlight into electricity, provide energy for the station. The temperature inside is usually 22
degrees Celsius, so it’s never too cold or too hot. Unlike, the temperature outside, which can
be as high as 121 degrees and as low as minus 157 degrees.
Narrator: 256 people from 20 different countries have visited the station so far. There are between 3
and 6 astronauts on the station at one time and they usually stay on a mission for 6 months.
However, sometimes it can be much longer. Scott Kelly stayed in the station for 340 days.
The astronauts are very busy, working inside and outside the station. They have done 249
spacewalks and about 3,000 experiments and they are doing more every day.
PART 5
Unit 1

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1. A planet like no other
Narrator: Earth is the third planet from the sun. You probably already know a lot about the planet Earth
because Earth is the planet where we live! Although it is the largest of the inner planets, the
four rocky planets that orbit nearest the sun, the Earth is far, far smaller than the four gas
giants that circle the outer edges of the solar system. The Earth is also the first planet when
travelling out from the sun to have a moon, and the only planet in the solar system to have
only one moon.
Narrator: The Earth is unique among the planets of the solar system, because Earth is the only planet
that has liquid water on its surface. Other planets are either too hot - causing all their water
to evaporate into gases, or too cold, causing any water they have to freeze into ice. The
earth is about 93 million miles, or 150 million kilometres, away from the sun, which keeps it
at just the right temperature to have liquid water - and the earth has a LOT of water! More
than 70% of the Earth’s surface is covered by oceans. That means that the oceans are more
than twice the size of all the land on Earth. Because Earth has so much water on it, it is
sometimes called the ’blue planet.’ Liquid water is what allows life to exist on earth. As far
as we know, Earth is the only place that life exists. Millions of species of plants and animals
call the planet earth home, including humans.
Narrator: Earth’s atmosphere is another important feature. The atmosphere is a thick layer of gases
that covers the entire earth. It is mostly made of nitrogen and oxygen. The atmosphere is
what allows us to breathe. It also helps keep the earth warm by acting like a blanket to hold in
the sun’s heat. Another way the atmosphere helps us is by protecting the earth from harmful
radiation from the sun, and also from meteors. Anything falling to the earth from space is
rubbed against the gases in the atmosphere until they burn. Most things burn up completely
before they reach the surface, but even anything that makes it through is much smaller by
the time it hits the ground.
Narrator: The earth goes around the sun. The time it takes to go around the sun is called a year. It
takes the earth about 365 days to travel around the sun once: that is why a year is usually
365 days. The earth also rotates, or spins. The time it takes for the earth to rotate once is
called a day. The earth rotates every 24 hours, and that is why a day is 24 hours long. The
earth does not rotate straight up and down: it is tilted. There is an imaginary line through
the earth from the north pole to the south pole, called the earth’s axis, and this axis is tilted
about 23 degrees. Why is it important that the earth is tilted? Well, the tilt of the earth’s
axis is what causes the seasons! When a part of the earth is tilted towards the sun, it will be
summer there. When it is tilted away from the sun, it will be winter instead.
Narrator: The inside of the earth is very different from the outside. If you were to cut the Earth in half,
you could see that it is made up of different layers. The outermost layer, called the crust,
is where we live. The earth’s crust is cool and solid. Everything you see - trees, mountains,
rivers, houses, and even the oceans, are sitting on top of the earth’s crust. The crust is so thick
that humans have never been able to dig deep enough to break through it, but the crust is
only a thin layer on the surface of the earth. Underneath the crust is the mantle. The mantle
is a thick layer of molten rock, or magma. It is the thickest layer of the earth. Sometimes
magma from the mantle will come up to the surface through volcanoes. The core is at the
very centre of the earth, and it is very, very hot, with a temperature of thousands of degrees.
It is made of metal, mostly iron and nickel, and even though it is very hot it is under so much
pressure that it is solid.
Narrator: The earth is important to us because it is our home. About seven billion people live on the
Earth right now, as well as millions of species of plants and animals. So far, we have not
found any other planet in the entire universe that would make a good home for us, so it is
important that we take care of the planet we have.

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Audio: (Planet Earth)
Speaker: Earth is the third of the four rocky planets.
Speaker: The rocky planets are closer to the sun and much smaller than the four gas planets.
Speaker: Because of its distance from the sun, the temperature on Earth is not too hot and not too
cold.
Speaker: Earth is the only planet that has liquid water and an atmosphere with air.
Speaker: The temperature, water and the air in the atmosphere make life on Earth possible.
Speaker: There are millions of species of plants and animals on the blue planet.
Speaker: A day on Earth has 24 hours - it is how long it takes Earth to rotate or spin once.
Speaker: A year has 365 days – it is how long it takes Earth to go around the sun.
Speaker: Earth has seasons because different parts of the planet are close to the sun at different times
during the year.
Unit 2
1. The climates of the world
Speaker: Tropical climates are one of the major climates on earth. They cover about one third of the
earth’s land surface. Tropical climates are categorised by high temperatures all year round
and they get lots and lots of rain. Tropical climates are sometimes called equatorial climates
because they are located close to the equator. Some tropical climates include the Amazon
basin in Brazil, the Congo basin in Africa and many of the forests from Indonesia, Malaysia and
Thailand. Tropical rainforests don’t have four seasons like many other land climates. Instead,
they have a wet season and a dry season. Many of the world’s rainforests are located in
tropical climates. These warm and moist forests are the most diverse land habitats on earth.
They’re home to millions of different kinds of plants and animals, many of which are still to be
discovered. Sadly, tropical rainforests are being cut down for timber or burned and cleared
to make way for farms, roads and cities. It’s really important that we protect these tropical
forests, so the millions of plants and animals that live there will be around forever.
Speaker: Polar climates are very far from the equator, and they are cold all year round. There are cool
summers and very cold winters. There aren’t many trees, and the ground is often covered in
ice. Polar regions get less direct heat and sunlight from the sun compared to temperate and
tropical regions. There are very long days in summer and very short days in winter.
Speaker: Temperate climates are located between tropical climates and the earth’s poles. Temperate
climates usually have four seasons; summer, fall, winter and spring. The temperature can
change a lot from day to day and also from season to season. It may snow in the winter and
get as hot as 40 degrees Celsius in summer. Precipitation is lower than in tropical climates
but it may rain throughout the year.

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2. A continent like no other
Narrator: This is Earth. Maybe you’ve heard of it? I sure hope so, because you live on one of its
seven continents! This one is the coldest, the windiest, and the driest. You better huddle
up, because we’re headed to Antarctica. It’s the fifth largest continent, and it’s full of snow
and ice. Antarctica is also the world’s biggest desert. Deserts aren’t just hot sand and sun.
Any climate that has little to no precipitation, better known as rain, is considered a desert.
For example, the famous Sahara Desert in Africa gets about 3 inches of rain a year, while
Antarctica averages just 2 inches. Instead of the rain soaking into the ground, artic rain
turns into snow and piles up. Winter temperatures can drop to between 14 and negative 22
degrees. But don’t worry, summer temperatures can warm up to highs of around 32 degrees
Fahrenheit.
Narrator: Thousands of tourists travel to Antarctica every year to see amazing animals and more. Let’s
start with the Antarctic ice sheet. It’s massive, the largest single piece of ice in the world,
covering more than 5 million square miles. Rising above the ice is the southernmost active
volcano in the world, Mount Erebus. Swirling inside the volcano is one of the world’s only
molten lakes made of lava.
Narrator: Antarctica is a cold and icy place, making it the perfect home for wildlife. Vegetation like
lichen, moss, and algae have adapted to life above the ice, along with a few different types
of seabirds, including one of the most popular in Antarctica, the penguin. And below the ice
are some of the most amazing and diverse marine wildlife on the planet, including seals,
octopuses, and whales, making Antarctica one of the best places for scientific research.
Dozens of countries from around the world have set up their own research stations here,
studying everything from climate change to meteors from outer space. It’s the harshest
environment on the planet, cold, dry, and barren, but scientists and explorers have been
braving this continent since the early 1900s, and there’s still more to discover under the ice
and snow of Antarctica.
Unit 3
1. The seven continents of the world
Speaker: Asia is the biggest continent and Africa is the second biggest. They are followed by North
America, South America, Antarctica, and Europe. Australia is the smallest continent.
3. How well do you know geography? A quiz
Speaker: 1. What is the name of the highest mountain on earth? a. Mount Everest or b. Mont Blanc?
Speaker: 2. On what continent are the Himalayas? a. in Asia or b. in South America?
Speaker: 3. What river flows through South America? a. the Rio Grande or b. the Amazon?
Speaker: 4. Which is the longest river in the world? a. the Nile or b. the Amazon?
Speaker: 5. How deep is the deepest lake in the world? a. 1620 m or b. 885 m?

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Speaker: 6. Which continent is the hottest? a. Africa or b. South America?
Speaker: 7. Which animals live in Antarctica? a. penguins or b. polar bears?
Speaker: 8. Where do zebras live? a. in Africa or b. in Asia?
Speaker: 9. Which is the highest waterfall? a. Angel Falls or b. Niagara Falls?
Speaker: 10. How many countries are there in the Sahara Desert? a. four or b. ten?
4. How much do you know about Africa?
Narrator: This is Earth. Maybe you’ve heard of it. I sure hope so because you live on one of its seven
continents. Guess which continent is the hottest? That’s right. You guessed it. Africa is
home to the largest desert in the world, The Sahara. It’s massive. Its total area spans over 3
million square miles. It’s the size of an entire country. Seriously. It’s almost the size of the
United States. But Africa isn’t all sand and dunes. Not by a long shot. A little way south of
the Sahara is the Congo Rainforest. It’s the second-largest rainforest in the world, and it’s
full of life. Mammals, birds, amphibians, and close to 10,000 species of plants.
Narrator: Let’s take a quick trip to the African Savanna to check out all the wildlife. This tropical
grassland covers almost 65% of Africa. And where there’s grass, there are herbivores, also
known as plant eaters. Zebras, elephants, giraffes, and gazelles all graze off the land in large
herds for safety because these herbivores live alongside predators. The big cats aren’t the
only carnivores in town. Crocodiles roam near the banks of the shore. Hyenas and wild
dogs also roam this continent in search of their next meal. Millions of people come to visit
the Savanna every year to see these amazing animals in their natural habitat. Rain or shine.
Because the Savanna has only two seasons. Wet... and dry. It’s not just wildlife that lives
here.
Narrator: There’s another animal who shares this beautiful continent. Humans. It’s hard to believe
that one of the oldest civilizations on Earth began in Africa. In Ancient Egypt to be exact–
dating back over 5,000 years. Today, there are over 1 billion people living on the continent
of Africa in 56 different countries, speaking over 1,500 languages, living in large cities and
small villages. All are residents of the second-largest continent on Earth... Africa
Unit 4
1. Talking about directions
Narrator: Brazil is the biggest country in South America.
Narrator: Uruguay is south of Brazil.
Narrator: Ecuador is northwest of Peru and south of Colombia.

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Narrator: Venezuela is east of Colombia.
Narrator: There are three small countries north of Brazil. Guyana is east of Venezuela. Suriname is
between Guyana and French Guyana.
Narrator: Paraguay is southeast of Bolivia.
2. Let me tell you about a country
Jasmine: The Republic of Chile is a South American country that lies between the Andes mountains and
the Pacific Ocean. It’s the longest narrowest country in the world. Hi, I’m Jasmine Rodrigez.
I’m a Curious Kids ambassador. I’m not from Chile but I live to travel and I hope to go there
one day.
Jasmine: Chile is far away from Florida and has some very different climates. In the north of the country,
there is believed to be the world’s driest desert – the Atacama. In the sub-arctic south, there
are ice fields and glaciers. Oh, did I mention volcanoes? There are quite a few of those. The
Lahuen Nadi National Monument Park in the south of Chile is a protected area like Florida
Everglades.
Jasmine: One of my favourite animals lives in Chile. The llama is one of the four species known as the
New World’s camelids, which inhabit the high mountains of the South American Andes. Yes,
they are related to the camel, although they don’t have a hump.
Jasmine: Originally domesticated by the indigenous Quechua people, llamas were almost destroyed
in the early 1500s with the Spanish conquest of that region because the Spanish replaced
them with sheep. Alpacas are famous for their fine hair, and the vicunas and guanacos are
now protected.
Jasmine: There is a lot more to learn about Chile but I’m out of time.
Unit 5
1. Listening
Audio: -1-
Mark: I’m so excited. It’s an amazing place. We’re leaving tomorrow morning.
Mother: Have you packed some warm clothes? It’ll be cold there.
Mark: It’s summer!
Mother: Yes, but you’ll be very high. At 3,656 metres.
Mark: Good point.
Mother: Remember to clean your shoes after the walk. Salt can ruin them.

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Mark: You are worried about my shoes!?
Audio: -2-
Katia: It was so relaxing. They were so beautiful. They weren’t frightened of us, and they came very
close. And there were thousands and thousands of them! The colours were amazing, too.
Their yellow bodies in the blue water. And getting there was really exciting. We travelled by
speedboat!
Audio: -3-
Pierre: It was so cold! I was shocked.
Sasha: How cold was it?
Pierre: Minus 15. And I was worried the ice was too thin.
Sasha: But cars drive over it.
Pierre: Exactly! Can you believe it! I was terrified when I saw the little bus on the ice. Our driver
was quite amused. The ice forms were great, though. Some pieces looked like animals or
even people. Fascinating! It’s a shame they disappear when spring comes.
4. What’s the emotion?
Speaker 1: (bored, yawning) Please, not again.
Speaker 2: (worried) It’s too difficult.
Speaker 3: (shocked) Two hundred dollars?!
Speaker 4: (surprised) Is this for me?
Speaker 5: (amazed/fascinated) Wow!
Speaker 6: (excited) Yes, yes! Let’s do it.
PART 6
Unit 1

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1. Feet, hooves or paws?
Speaker: 1. Reindeer have hooves with two toes.
Speaker: 2. Dogs have paws with claws at the end.
Speaker: 3. Birds that swim have feet with a web between their toes, they are called webbed feet.
Speaker: 4. Monkeys have hands which they can use to do a lot of things. They are very similar to
human hands.
Speaker: 5. This is a bear’s paw with sharp and strong claws at the end.
Speaker: 6. Many animals have tails at the end of their bodies. Tails can look very different. This is a
horse’s tail.
Speaker: 7. Fish use fins to swim in water. Some of the fins are on the top part of their body. This is a
shark’s fin.
Speaker: 8. Fish also have tails at the end of their bodies. This is a shark’s tail.
Speaker: 9. Seals use flippers to swim, and sometimes to walk on land too. A flipper has bones inside
and is much harder and stronger than a fin.
Speaker: 10. This Scottish cow has huge horns.
Speaker: 11. All birds have beaks but toucans’ beaks are really big and also very colourful.
Speaker: 12. The albatross have the largest wings of all birds. They can measure up to 3.7 metres.
2. Kangaroos
Narrator: And now it’s time for some more "amazing animals"! Number 8,999: the amazing
eastern grey kangaroo! Or macropus giganteus...
Kangaroo: Yeah, you got that right!
Narrator: Um, actually it means "gigantic large foot".
Kangaroo: Oi mate!
Narrator: In fact, they have two gigantic feet.
Kangaroo: Two... I thought I had three!
Narrator: No, that’s your tail!
Kangaroo: Ohhh!

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Narrator: They’re found down under! On the eastern side of Australia.
Kangaroo: Too right mate, we’re everywhere! Mobs of us!
Narrator: They’re extremely adaptable and enjoy nibbling on grass, which is why they love this
golf course...
Kangaroo: Don’t you mean this "hop-stacle" course?
Narrator: Some say there are too many of them!
Kangaroo: Keep your "hop-pinion" to yourself, mate!
Narrator: The male kangaroos can be taller than most adult humans.
Kangaroo: Yeah. I’m bigger than you, let’s fight!
Narrator: In fact, when the girls...
Kangaroo: Sheilas!
Narrator: Sorry, sheilas are around, they’re ready to fight for their attention.
Female kangaroo: Oh, crikey Debbie, check him out.
Narrator: The males use their strong...
Kangaroo: Feet?
Narrator: No, tails to balance and their big...
Kangaroo: Tails?
Narrator: No, feet!
Kangaroo 2: Aww, I think I’m just gonna sit this one out!
Narrator: Meanwhile the females are very busy looking After their babies or "joeys".
Sometimes they can be looking after three all at once! And because they are
marsupials, they have a convenient pouch to carry their young.
Joey: Mommy, there’s lots of crumbs in here!
Mom kangaroo: Oh Joey, stop being such a pouch potato!
Narrator: There might be millions of these bouncing beasts, but the eastern grey kangaroo is
a...
Kangaroo: True blue Aussie!
Unit 2

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1. A metamorphosis
Narrator: Butterflies. They are some of the most magical insects you can see in the environment. Their
wings look like beautiful artworks, and they come in all the colours of the rainbow. But did
you know that the beautiful butterflies you see actually used to be caterpillars? Now you
might be wondering - how did they change from a tiny wriggly worm-looking insect to a
stunning butterfly? Well, you’re about to find out.
Narrator: The life cycle of a butterfly has four stages. It all begins when a female butterfly lays her
eggs. Inside these eggs, caterpillars begin to grow. Once an egg is ready, it hatches and
out comes a larva, also known as a caterpillar. The caterpillar leaves its egg behind, finds a
leaf and starts eating, and eating, and eating. You might have seen a caterpillar in a garden
munching away. As a caterpillar grows, its skin becomes too tight for its growing body. The
caterpillar sheds this old skin because underneath there is a new bigger skin, which is much
more comfortable. This process of shedding skin is called moulting. Now it’s time for the
caterpillar to begin changing into a pupa.
Narrator: The pupa stage is pretty uneventful because all they really do is hang upside down in a
cocoon. A cocoon is also called a chrysalis. The pupa needs to stay really still, so predators
don’t spot it wriggling around and eat it for dinner. This is the stage where the caterpillar
begins to grow its wings. The last stage is when the adult butterfly breaks free. It slowly
comes out of its cocoon and spreads its beautiful wings getting ready to take flight. Once
it’s ready, it will fly off and eventually lay its own eggs starting the cycle all over again.
Narrator: As you can see the caterpillar goes through a number of changes before it reaches the final
stage of being a butterfly. This spectacular physical transformation is called metamorphosis.
Metamorphosis is said to have occurred when an animal transforms from its young form into
its adult form.
Narrator: The frog also goes through metamorphosis. It transforms from an egg to a tadpole, then
slowly grows arms and legs, and transforms into an adult frog. Can you think of any other
animals or insects that go through special stages to grow into an adult? What about you?
Have you gone through some physical changes since you were born?
3. How does a tadpole become a frog?
Narrator: How a tadpole becomes a frog. Mom lays eggs. Dad watches over them to keep them safe
from predators. They develop over time. Day 1, 2, .... 14. When they’re ready to hatch, they
begin a whole new adventure. The transformation is called a metamorphosis. ... His limbs
will develop internally and spring out at the last minute. He still has some growing to do over
the next few weeks. He’ll lose his tail by absorbing it back into his body. (It’s a good food
source!). Then he’ll be ready to explore land.
Unit 3

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1. To eat or to be eaten?
Speaker: Predators eat other animals. They use different skills and different methods to catch, kill and
eat their prey.
Speaker: Cats spend a lot of time looking for something to eat. When they find it, they can patiently
wait for a mouse to leave its hiding place.
Speaker: They can sit still for a long time to make sure the bird doesn’t see them before they are ready
to attack it. Most birds manage to escape. That’s why you find more dead mice on your
doorstep than dead birds.
Speaker: Lions choose their prey carefully. They usually chase weak or sick zebras. They don’t want
to fight with a strong zebra that can defend itself using its hard hooves.
Speaker: Spiders don’t use speed or strength when they hunt; they trap insects in their sticky webs.
This is what predator plants like the Venus flytrap do as well.
Speaker: Prey animals use a lot of ways to protect themselves. They hide in burrows, run in zig zags,
and pretend to be dead.
2. Masters of camouflage
Narrator: Both predatory and prey animals disguise themselves with the help of colours, patterns,
by imitating objects or even other animals! How do animals disguise themselves in order
not to be detected by prey or predators? (Camouflage Colours). Many animals match
their background to avoid being discovered by predators. For example, the snowshoe hare
matches with the snow. Or the green frog the green moss. The doe is just as grey-brown as its
surroundings. And the crab spider is as white as the flower on which it is sitting. (Camouflage
Patterns). Some animals use dots, stripes, or patterns as a camouflage. This way it is much
more difficult to recognise their outlines. For example, the leopard. And the owl. Sea turtles
also have confusing patterns on head and legs. How does this work for the zebra? In a herd
of zebras, individual animals are difficult to recognise. Yet, the stripes do not primarily serve
as camouflage. Scientists have found out that they help to keep away mosquitoes, make it
easier to handle the tropical heat and enable the animals to identify each other.
Narrator: (Imitation of objects). Some animals imitate objects. A twig, for example. You won’t notice
that there is a leaf tail gecko until it starts moving. The leafy sea dragon imitates seaweed.
By the way: The word mimesis is a Greek word meaning “imitation”. The octopus can match
the colour of rocks and corals within seconds. It changes its colour from a bright red to an
unflashy grey-brown. These animals are true magicians! (Imitation of other animals). Some
animals imitate other dangerous, poisonous or inedible species. For example, hoverflies
mimic the look of wasps. This mimic octopus seems to consist of several dangerous water
snakes. If an animal imitates another one, this is also called mimicry. This crocodile fish, for
instance, looks like a dangerous crocodile, but it is absolutely harmless.
Narrator: How do animals disguise themselves? They use colours and patterns, imitate objects or other
animals.
Unit 4

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1. Warm up
Speaker: 1. bee, the spelling is B, double E
Speaker: 2. cheetah, spelled C-H-double E-T-A-H
Speaker: 3. clownfish, C-L-O-W-N-F-I-S-H
Speaker: 4. frog, F-R-O-G
Speaker: 5. kangaroo, K-A-N-G-A-R-double O
Speaker: 6. parrot, P-A-double R-O-T
Speaker: 7. earthworm, E-A-R-T-H-W-O-R-M
Speaker: 8. snake, S-N-A-K-E
Speaker: 9. seahorse, S-E-A-H-O-R-S-E
Speaker: 10. spider, S-P-I-D-E-R
Speaker: Look at the animals. Watch how they move. Can you describe the ways they move? Animals
can walk and run. They can crawl, slither and slide. Animals can jump and hop. Some can fly.
Other animals can swim. Can you think of some other ways that animals move?
5. More bird facts
Speaker: Did you know that the fastest bird is the peregrine falcon? This bird of prey can reach up to
400 kilometres per hour whilst free-falling. Wow, it’s so fast! Poor dove if it were to cross its
path. On the other hand, the American woodcock is the slowest bird on the planet, flying at
a mere speed of eight kilometres per hour. Oh, check out his cute little babies.
Speaker: Did you know that the fastest land bird is the ostrich? This huge bird, actually the largest in
the world, cannot fly, but it can reach up to 70 kilometres per hour running. It’s faster than
a moped. This tiny hummingbird also holds an impressive record. Besides being the smallest
bird, it can also flap its wings 200 times per second, or, in other words, 12 000 times in a
minute. Incredible! They beat so fast that you can hardly even see them. It looks as if they’re
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Speaker: And did you know that the penguin is the aquatic bird champion? Penguins can’t fly, and on
land they are rather clumsy, but they are incredible in water. Some species can reach the
speed of 36 kilometres per hour. They swim four times faster than humans can, but the most
impressive penguin is the emperor penguin. A person can dive to a depth of 260 meters,
whereas this penguin species dives 535 meters deep, and can hold its breath for 5 to 18
minutes. It’s a bird. It has a beak and feathers, but it seems as if it wants to be a fish.
Speaker: Now we have learnt a few records and fascinating facts about birds. The truth is it is beautiful
observing them fly in the sky or swim in the sea, but, as we are always reminding you in
happy learning, so as to continue enjoying them, we must look after our environment, do not
contaminate the air, the sky, the rivers, and seas. We must take care of our nature and all that
is around us, and like that, we will be able to live in a happier world.
Unit 5
1. Stories with a lesson
1. The ants and the grasshopper: It was a nice summer day. The grasshopper was playing his guitar.
He spent every day like that. He never did any work. One day
he saw a group of ants. The ants were working very hard. They
were gathering food for winter. The grasshopper asked them to
stop working and listen to his music, but they were too busy. The
grasshopper didn’t think about winter. It was summer and there was
plenty of food around. After a few months, winter came. The ants
were warm in their home with plenty of food for everyone. The
grasshopper was hungry and cold.
2. The crow and the bottle: It was a hot day and the crow was very thirsty. Suddenly, she saw a
bottle under a tree. She sat on the ground and looked at the bottle.
There was only a little water at the bottom. The crow tried to reach
the water, but she could not. Her beak was too short. At last, she had
an idea. She collected some stones. Then, she dropped the stones
one by one into the bottle with her beak. Soon the water came up
to the top of the bottle. Now the crow was able to drink it.
3. The lion and the mouse: The lion was sleeping. Suddenly, he woke up and saw that a mouse
was running over his face. The lion caught the mouse and wanted to
kill her. The mouse said, "Please, don’t kill me, I am sure I can help
you in the future". The lion laughed at this idea, but let the mouse
go. A few days later, the hunters caught the lion and tied him to the
ground with thick ropes. The mouse was walking by and saw the lion.
She came and cut the ropes with her sharp teeth. "Now you can see
that even a mouse can help a lion sometimes."
4. The tortoise and the hare: The tortoise wanted to race the hare. The hare laughed because the
tortoise had short legs and walked very slowly. The race began. The
tortoise walked slowly and didn’t stop for a moment. The hare ran
very fast. Soon he was far ahead, so he stopped for a rest. It was a
nice day, and the hare fell asleep. When the hare woke up, he ran
quickly to the finishing line. However, the tortoise was already there.

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5. The fox and the stork: One day, the fox invited the stork to dinner. The fox served some
soup on a plate. She ate the soup quickly, but the stork couldn’t eat
from the plate with his long beak. The stork was angry and decided
to play a trick on the fox, too. He invited the fox to dinner the next
day. When she arrived, she saw that the food was served in a tall,
narrow jar. The stork ate the food with his long beak, but the fox
went home hungry.
6. The ant and the dove: The ant was walking by the river one day. He decided to have a drink
of water. But when he was drinking, he fell into the river. A dove was
sitting in a tree. She saw him and threw him a leaf. The ant climbed
on the leaf and floated on it to the bank. He was safe. A few days
later, the dove was building a nest. The ant was walking by. He saw
a man under the tree. The man was getting ready to shoot the dove.
The ant ran quickly and bit the man’s leg very hard. The man cried
and dropped his gun. The dove heard the noise and flew away. She
was safe.
PART 7
Unit 1
1. What’s in your backpack?
Speaker A: What do you have in your backpack, Oleg?
Oleg: I don’t have many things today. I have some tissues and a comb. I don’t have water or
snacks or sandwiches because we get free water at school. I have breakfast at home, and
then I eat lunch at the school cafeteria. I have my pencil case with a pen, a pencil, a pencil
sharpener, two highlighters – yellow and blue, scissors, and glue. I also have coloured
pencils for my art class, earphones for the computer class, a notebook, and ... that’s all.
Speaker A: And what are these?
Oleg: They are folders with my homework.
Speaker B: What have you got in your backpack, Zoe?
Zoe: I have all the things I need – clothes, a toothbrush, toothpaste, a towel, a hairbrush, body
wipes, sunscreen, sunglasses, a compass, a torch, and a map. I also have a notebook and
some pencils because I like drawing. It’s my hobby.
Speaker B: And what’s this, at the bottom of your backpack?
Zoe: Oh, it’s my sleeping bag.
3. An invention that saves lives

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Narrator: Having been brought up on a farm in Scotland, scientist Alexander Fleming wasn’t afraid
of getting his hands dirty, examining nasty bacteria like Staphylococcus aureus – which in
humans as well as horses, can cause death as well as vomiting and boils. One day, in 1928,
Fleming came back from his holidays. He found some cultures of the Staphylococcus aureus
bacteria, which he had meant to throw away, had died. But, instead of throwing them away,
he stopped to think what might have caused some of his sample to die and the rest to live.
After a lot of time and effort in his lab, Fleming worked out that some of his sample had
been contaminated by a particular fungus – which he then managed to grow himself. As an
ex-soldier in World War I, he had seen hundreds of soldiers die due to bacterial infection,
and he figured that, if the fungus could kill bacteria on his bench, it might also kill bacteria in
wounded soldiers. And he was right. Having renamed his mould juice Penicillin it was ready
for public consumption in time for the next war, on D-Day. Penicillin has saved the lives of
millions of people, and horses, but - due to overuse – some bacteria is becoming resistant
and Methicillin-resistant Staphylococcus Aureus is now widespread among humans – known
by its more popular name: MRSA.
Unit 2
1. Now and then
Narrator: Long ago and now. Long ago, life was different. Long ago people rode horses to work. Now
we ride in cars. Long ago people sent someone to deliver letters. Now we send emails on our
computers. Long ago people used lanterns and candles. Now we use electric lights. Long ago
people got water with buckets. Now we get water from faucets. Long ago people cooked
on fires. Now we cook on stoves. Long ago people cleaned with brooms. Now we clean
with vacuum cleaners. Long ago people washed clothes by hand. Now we wash clothes with
washing machines. Long ago people drew pictures by hand. Now we use cameras to take
pictures. Long ago life was different.
3. Civilisation
Narrator: Today we’re going to learn about civilisation. A long, long time ago, thousands and thousands
of years ago, people lived very differently than they do today. Instead of living in a
house or a city and buying their food at a store, people lived in small groups hunting
animals for meat and gathering wild food like vegetables, berries, and fruits. We call these
people hunter-gatherers, which is easy to remember, because that’s what they did. Most
hunter-gatherers lived so long ago that we have no written record, or history, of them. Since
they lived before written history began, we call them ’prehistoric.’ Most of what we know
about prehistoric people was learned by archaeologists. Archaeologists are scientists who
study humans by looking at what people have left behind.

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Narrator: Archaeologists discovered that at some point the hunter-gatherers learned to grow their own
food and domesticated animals like cows, pigs, chickens and goats. This is called ’agriculture.’
Agriculture helped provide a steady source of food. People were even able to grow and store
more food than they needed. Hunter-gatherers needed to move around to find animals and
food, but in order to farm, people needed to stay in one place. Staying in one place, with
extra food, people started to build villages. More and more people were able to live together
because there was enough food. There was so much food available that some people began
to be able to do work that was not directly related to getting enough food to eat. Those
people started to specialise, or concentrate on becoming experts in, one kind of work. That
meant that one person could learn how to make really good pottery, and another person
could learn to weave better cloth, and they could trade those things to the people growing
food and get what they needed to eat.
Narrator: As technology improved and inventions like wheels and irrigation allowed people to grow
even more food, villages grew bigger and became towns and cities. People began trading
with people from other cities, and then with places very far away. In order to keep track
of these trades and their increasingly complicated lives, people began to develop writing.
Several different systems of writing began as something called ’pictograms,’ or pictures of
things, and then gradually changed to represent ideas and then sounds. Through all of these
changes people developed societies known as ’civilizations.’
Narrator: A civilisation is a culture and a way of life that usually has a few specific characteristics.
Number one, civilisations need to have agriculture and extra food available. They have large
cities filled with lots of people. They have specialised labour, and well-developed trade.
In almost all cases, they have a written language. Civilisations have strong governments.
They have shared values, in ancient times usually a shared religion as well, they have their
own style of architecture and artwork. The first known civilisation developed over seven
thousand years ago, in Mesopotamia. Since then, many different and fascinating civilisations
began popping up all over the world, and there are still many today. Do you think you can
name any civilisations?
4. Language focus: used to
Speaker: My mother used to have a bicycle. She used to like riding a bike. My father used to drink
coffee. The shop used to sell fresh fruit. We used to wash dishes by hand.
Unit 3
1. Greek mythology
Girl: Welcome to our weekly educational podcast. The topic of today’s podcast is Greek
mythology.
Boy: Let’s start by explaining what mythology is.
Girl: It’s a collection of stories from ancient Greece. They were collected thousands of years ago.
Boy: But they are still popular today.

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Girl: They were created to help people understand things they couldn’t explain, such as day and
night, lightning, or earthquakes.
Boy: What does ‘mythology’ mean?
Girl: The word comes from the word ‘myth’, which is a made-up story about gods and the
beginnings of the world. People had told the stories for thousands of years before they
were written down.
Boy: By Homer, the author of The Iliad and The Odyssey. He put a lot of the Greek myths in his
books.
Girl: There were many Greek gods.
Boy: I think there were twelve gods who lived on Olympus. Zeus was the king of the gods. He
could create storms with lightning and thunder. With his brothers, Hades and Poseidon,
they ruled the whole world.
Girl: Hades was the king of the underworld. He had a three-headed dog called Cerberus.
Poseidon ruled the oceans. He could create earthquakes with his trident, a spear with three
sharp points.
Boy: Zeus had many children. Athena was born out of his head. She was the goddess of wisdom.
She carried a spear and a shield and was often presented with an owl. Owls soon became
the symbol of wisdom.
Girl: Ares, Zeus’s son also carried a shield, and a spear or a sword, but he didn’t like to fight.
Boy: Not all myths were about gods. My favourite story is about king Midas because it teaches
an important lesson.
Girl: There were also other creatures.
Boy: Cyclops, Centaurs, Pegasus, and the Phoenix.
Girl: Pegasus was a beautiful white horse with wings. He lived with the gods on the mountain
Olympus. He became the symbol of artists’ inspiration.
Boy: Phoenix was a bird that was born in fire. Only one phoenix lived at a time. After about 500
years, the phoenix built a nest and set it on fire. He burnt but a new phoenix was born from
the ashes.
Girl: Cyclops were giants with one eye.
Boy: Centaurs were half-man and half-horse.
Girl: There are many more characters and many more stories in Greek mythology. Go to our
website for more myths. Our time’s up. Thank you and goodbye.
Boy: Until next week.
2. An old story

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Storyteller: Odysseus and his men were sailing back home. They had left their country, Ithaka many
years before. They had had many adventures and they were tired. When the sailors saw
an island, they decided to land on it. They needed fresh water and food. They found a
large cave, and they went inside. There was food and drink inside the cave, so they ate and
drank, and soon they fell asleep.
Storyteller: They didn’t know that the Cyclops lived in the cave. Cyclops were giants with one eye in the
middle of the forehead. A lot of them lived on the island. Soon, the Cyclops, Polyphemus
came into the cave with his sheep. He covered the entrance with a big rock for the night,
and he started a fire. In the light of the fire, he saw that his food had disappeared. Then,
he saw the men.
Storyteller: They were trying to hide behind rocks. Polyphemus knew they had eaten his food. He
grabbed one man with each hand and ate both of them in one bite. After that, he fell
asleep. During the night, when the Cyclops were sleeping, Odysseus made a plan. In the
morning, the Cyclops woke up and had two more men for breakfast. He left the cave with
his sheep and closed the entrance with the rock again. When Polyphemus came back,
Odysseus offered him some wine that his men had brought from the ship.
Storyteller: The Cyclops drank it. The wine was very strong, so he soon fell asleep. When he was
sleeping, Odysseus’s men brought the long piece of wood they had found in the cave.
They put the sharp end of the stick into the fire. They pushed it into Polyphemus’s only
eye when the end was red hot. The Cyclops woke up screaming with pain.
Storyteller: He waved his huge arms around, but he was blind and he couldn’t hurt the men. Soon,
he got tired and fell asleep. In the morning, the men tied themselves under the sheep’s
bellies and waited for Polyphemus to wake up. When the Cyclops opened the cave, the
sheep started to leave. He counted them and touched their backs to make sure nobody
was sitting there, but he didn’t check under their bellies. Odysseus and all his men left the
cave. They were safe.
4. King Midas and the golden touch
Narrator: Once there lived a greedy king. His name was Midas. He had a visitor one day, Silenus. ‘Stay
with us,’ Midas said. Silenus’s friend was the god Dionysus. ‘You were kind to my friend,’ he
said. ‘I want to give you a gift. What do you wish?’ ‘I want gold,’ Midas said. ‘Give me the
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Narrator: Midas touched a stone. It turned to gold. He touched his roses. They turned to gold. Midas
smiled. Then he tried to eat, but his food turned to gold. He tried to drink. His drink turned
to gold. Midas was sad. ‘Oh, why did I wish for gold?’ he said. He was mad, too.
Narrator: ‘The roses are hard,’ Midas’s daughter cried. ‘They do not smell good.’ ‘Don’t worry,’ he said.
He gave her a hug. She turned to gold. ‘What have I done?’ Midas cried. He ran to Dionysus.
‘Please, change my wish,’ Midas asked. ‘Go to the river,’
Narrator: Dionysus said. ‘Wash things in the river. They will change back.’ Midas brought his daughter
to the river. She changed back. He was so happy he ate a small meal with his daughter. He
learned to be happy with less.
Unit 4
1. Childhood toys
Girl: What was your favourite childhood toy?
Boy: It was a teddy bear.
Girl: Who gave it to you?
Boy: My aunt gave it to me when she visited us.
Girl: What did it look like?
Boy: It was big and yellow. It had black eyes and a black nose.
Girl: When did you stop playing with it?
Boy: When I was seven years old.
2. Toys of the past
Narrator: Have you ever stopped and wondered who invented toys? Let’s find out on today’s episode
of Colossal Questions.
Narrator: Kids have played games since as far back as we can trace, but the earliest toys were a little
different than the ones you’ve got today. Through most of time, kids have made toys of
anything they can find, like sticks, rocks, clay, whatever, but man-made toys have been found
in ancient civilisations all around the earth.

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Narrator: In India, experts have excavated toys that are more than 4,500 years old. Clay animal
figurines on wheels, and small carts, bird-shaped whistles, toy monkeys that can slide over
string. Many of the world’s most classic toys came from ancient China. The kite was invented
there and was popular at least 3,000 years ago. The Chinese also invented another old-time
toy – the yo-yo. These ancient yo-yos were made of wood, metal, or painted terracotta clay.
Ancient Egyptian children even had dolls with wigs and movable limbs. In ancient Greece,
kids also played with dolls, yo-yos, balls, wooden swords, bows, and little figurines. And get
this! When Greek kids became adults, it was tradition to burn all their favourite childhood
toys in sacrifice to the Greek gods.
Narrator: So who invented toys? It’s impossible to say for sure, but we do know that a small set of toys
have been around just as long as humans. So the next time your yo-yo string gets knotted
up and ruined, just remember, it’s a toy as old as time.
3. What do I do with it?
Girl 1: It’s sad because you can’t play any apps. It’s just a phone that you can call on. and you can’t
do FaceTime either.
Children: (Cup and ball.) What’s this? I don’t know what this is. Into the cup. Oh, yeah. You’re catching
the thing. No, I can’t. Are you having fun? Yeah. No, bored. A lot bored. Just going like this.
Children: (Space shuttle.) It’s a space shuttle. Yeah, it’s pretty cool. Oh, it’s cute. I had one of these
once, and I took it apart. Did you put it back together then?
Children: (Stereoscope.) Oh, I’m holding it upside down. Do I look through? It looks like kind of one of
those things when you, like, put it inside of things, and then look through, and you can, like,
see something. Ooh. I guess it does tell a story, not really like Netflix. It would be better if
there was sound. I think YouTube is cool, but this is cooler. Well, it’s not really what I was
hoping for.
Children: (Toy telephone.) It’s a telephone. This is so confusing. How do you dial a number with that?
I’ll call my mom. Hello. I don’t really know what to say because she’s not actually on the
phone. Hello. I’m expecting a message from the devil, but there isn’t one.
Children: (Clockwork robot.) Look up to the skies and see. Wow. That was unexpected. I’ve always
wanted to see one of these. That’s cool, really, really cool. That’s cool. This is a toy robot. I
like these things. They’re cool, aren’t they?
Children: (A satsuma.) An orange. They are just round, and a fruit, which is orange. They are fun to play
with because, they’re like, throw down up and down. Oh God. Come down on Christmas
morning, and I just open, and I see this just present. It’s just like a circular thing, and I just
open this, and it as an orange, like, amazing.
Unit 5

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1. Pronunciation
Speaker: I will have a car.
Speaker: I’ll have a car.
Speaker: She will be an astronaut.
Speaker: She’ll be an astronaut.
Speaker: They will live in Argentina.
Speaker: They’ll live in Argentina.
Speaker: 1. I’ll take photos.
Speaker: 2. We have time.
Speaker: 3. You’ll live in a house.
Speaker: 4. They’ll do housework.
2. The world’s future
Speaker: We will live in houses controlled by computers.
Speaker: We will send objects to distant places in a very short time. We will cut down a lot of trees.
Speaker: The weather will change.
Speaker: There won’t be enough water.
Speaker: We will visit other planets. We will live on other planets.
Child 1: What do you think the world’s going to be like in 50 years?

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Child 2: Maybe in 50 years we’ll visit the whole solar system.
Child 3: Probably, like, some people will live in Mars.
Child 4: I think the world would be, like, there’ll be more robots that will help you with your everyday
life, and maybe at home you just put your shopping down, and then your robots put it away
and cook dinner for you.
Child 5: I think there’s going to be such things as smart houses, and in the smart house on the outside
it’ll look like an ordinary house and if you are inside it’s completely different to what you think
it’s going to look like.
Child 6: They’ll be starting to, like, teleport things around the place, but not humans, yet.
Child 7: In 50 years the world will have a water shortage so houses will require to have a water feature
to help animals that live in the sea survive.
Child 8: Because of deforestation, and how badly people are treating the earth, I think how... there’ll
be no more forests, a lot more climate change.
Child 9: In 50 years, if there was a football pitch on a boat, and you wanted to get tickets for it, you
could just put your finger up and call them up and say, hello.
Child 10: I think we’ll discover many more planets and we might, in like, say in the future, if it gets too
hot or something, we could inhabit those planets.
Child 11: I think that the world in 50 years will be half bad, and half happy.
Child 12: Because our technology is getting a lot better, we’ll probably have a much easier way to talk
to each other. We could maybe have, like, specialised glasses, or, like, a really special watch.
Child 13: Well, there’s no real way of telling what the future will be like, so whatever it is like, it will be
very different from what life is now, but I guess humans are very adaptable.

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Answer Key
PART 1
Unit 1
1. Warm up
10 mins.
The main aim of the lesson is to motivate the students by showing them how much they can already
do in English. That’s why you should try to give them as much positive feedback as possible. Accept all
contributions that you can understand and ignore errors which don’t affect meaning while providing
the correct form yourself.
The warm-up is based on very basic vocabulary. If you think that your students can list more than 10
words in the warm-up, tell them to try to write down words which other students may not know.
Part A
Monitor the activity.
Part B
Check if the students understand the instructions. Demonstrate how to play the game using a few
examples on the board. Monitor as the students write the names of the objects on their cards – you
may have to add descriptions to your list. Tick the descriptions you read aloud. When a student shouts
‘Bingo’, ask them to read the words and elicit the descriptions as well.
Descriptions (may have to be expanded if nobody shouts Bingo):
You write in it. (notebook)
You write, draw or paint on it. You can also cut it. (paper)
You write with it. (pen, pencil)
You keep your pencils, pens, coloured pencils or crayons in it. (pencil case)
You use them to cut paper. (scissors)
The teacher writes on it. (board)
You sit on it. (chair)
You put your book and notebook on it. (desk/table)
You use them to draw. (crayons, pencils)
Alternative: If you want to control what language the students revise, or you think the game won’t
work with the class, use this alternative. Prepare cards with classroom objects and place them on your
desk. Divide the class into two teams. Team members take turns to come to the front, pick a card, read
the word and point to the object. They score a point for each object correctly identified.
Sample set of words (choose accordingly):
whiteboard, bookcase, pen, desk, map, whiteboard marker, textbook, chair, clock, notebook, globe,
projector, ruler, eraser, coloured pencils, chalk, pencil case, scissors, glue, paper, plant, curtains, computer,
poster, notice board

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2. Classrooms in the world
10 – 12 mins.
The aim of the activity is to make the students think of what different classrooms can look like and to
elicit the language to describe them. Put the students in three groups and give each group a different
classroom to describe. When they are ready, they present their descriptions to the class. Ask questions
to elicit more language and allow the other groups to add information. Give feedback at the end
focusing on the meaning of the words used.
Part A
Classroom 1 - Africa (Kenya)
Classroom 2 - Europe (Norway)
Classroom 3 - Asia (Thailand)
Part B
Possible answers:
Classroom 1. There are wooden benches and a chalkboard but there aren’t any walls or windows. I
cannot see the teacher so I think it is a lesson break. This classroom is in a hot country in Africa.
Classroom 2. The children are working together. Some are sitting and some are standing. They are
writing or drawing. I think it is an art lesson. There are tables, chairs and a whiteboard. I can see a
computer on the teacher’s desk, a clock on the wall and a globe on the white cupboard.
Classroom 3. The students are sitting on the floor and playing traditional musical instruments. They
are wearing uniforms. There aren’t any desks or chairs and there is no board.
3. Taboo
10 mins.
If reading the instructions is too difficult for your students, explain the procedure in your native language
and/or demonstrate how to play it. Cut up the grid with the words. Demonstrate how to play the
game with one or two words. Divide the class into two teams. Keep the scores or delegate the task to
a student. Make notes of any language problems the students have and use them in a feedback after
the game, or use the information when you prepare remedial work.
Cut the images and distribute to the class.
[Image Width=155.29mm, Image Height=90mm, ]54b5c78c82b0bda61078df74335d41bb
4. Find the person
3 – 5 mins.
Part A
This activity introduces the three people who appear in more texts in the lesson. The students read
the sentences and match them to Anita (a girl), Busama (a girl) and Gatimu (a boy), who are children in
the photos in activity nr 2.
Part B
a. Her name is Anita. She has fair hair. She is standing next to the table.
b. His name is Gatimu. He is standing near the chalkboard.
c. Her name is Busama. She is sitting on the floor, near the window.

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5. Voices from two continents
12- 15 mins.
The students listen to two children they identified in the photos in exercise 4.
Part A
This task requires matching the facts to the person. Introduce it by asking the students the questions:
Do you live in a warm country/like computers/play a sport/play a musical instrument?
Are you the youngest/middle/oldest child?
Get the students to check the answers in pairs before you give feedback.
1. c. 2. b. 3. b. 4. a. 5. b. 6. a.
Part B
In the second task, the students have to focus on the language used. Encourage them to guess the
answers based on the structure of the sentences before they listen.
Busama:
1. favourite subject 2. good at 3. reading
4. have 5. like
Gatimu:
1. the weather 2. listening 3. play
4. lives 5. older
Part C
The last task makes the students personalise the language from the recording. Monitor while they are
writing and talking to their partners. Address any recurring errors in a class feedback.
6. Stand up if ...
5 – 10 mins.
The students listen to your commands and follow them if they think they refer to them (Stand up if you
have dark hair). From time to time, ask questions to individual students to check if they have understood
the instructions well (What colour is your hair? Do you like the colour of your hair?). Choose the questions
to find out the students’ level by using a variety of structures. Don’t ask more than one student at a
time to keep a good pace.
This is a set of commands with optional questions. Add any other language you think your students
know. You can make the game more difficult if you mix affirmative and negative sentences, eg. Stand
up if you can’t sing. In this version, use follow-up questions only with the affirmative imperatives.
Stand up if you:
- have a brother (What’s your brother’s name?)
- have a sister (Is she older or younger than you?)
- can play a musical instrument (What instrument do you play?)
- can sing (What’s your favourite song?)
- play a sport (What is your favourite sport?)

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- are good at maths (Do you think maths is difficult?)

- are wearing trousers
- like rain (When did it rain last?)
- like hot weather, etc.
Alternative: If you have space in the classroom, make the students jump to the right if the statement
is true about them, and to the left if it isn’t. In this case, instead of the imperative ‘Stand up if ...’, use
statements, eg. ‘You have a brother’. They start by standing in a row in the middle of the class and they
come there after each question.
7. Reading
10 – 12 mins.
Part A
The students read the messages twice. Encourage peer check before whole class feedback. Summarise
what they learned about the two countries and ask them which they would like to visit.
1. Thailand and Kenya.
2. Thailand for nature, warm weather and food. Kenya for wild animals.
Part B
Students read the texts again and decide if the statements are true or false.
1. False 2. True
3. False 4. False
5. True 6. True
8. Find somebody who
6 – 7 mins.
The students write questions in pairs and then check them with the whole class. Explain to them how
to do the activity. They are to look for people who answer ‘Yes’ to the questions on the worksheet and
write their names down. They should talk to as many people as possible. To achieve this, you might tell
the students they can ask one person only one question at a time. Or you can shout "Change!" from
time to time to signal they have to change partners.
Alternative idea: If you have too little space for the students to move around, use this activity instead.
Students work in groups. Cards with speaking tasks are put on the table in a pile. Students take turns
picking a card and answer. The students need to understand the question and give an answer. If they
do it correctly (accuracy is not important), they keep the card. If they cannot answer, the card goes to
the bottom of the pile. Prepare the questions to reflect the level of your students.
Sample questions:
What is your favourite food?
Talk about your family.
What date is it today?
How old are you?
What is your favourite school subject?

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Talk about your best friend.

What sports do you do?
Can you dance?
What time is it?
Unit 2
1. Warm up
2-5 mins.
Ask students to think of more things they could do in the wintertime.
Discuss possible options and elicit answers from the whole class.
1. skate/ski/throw snowballs/go on holiday/eat good food/play games/etc.
2. when it is cold/when it snows/etc.
2. Vocabulary
5-10 mins.
This stage is for the students to identify and practise vocabulary related to Christmas. Show the
students both sets of cards (words and pictures) Pick up an image they might know (Santa) and ask
the students to find the word. Put them in groups and give each group a set of flashcards. Give
instructions to match all the pictures to the words. After the activity, review the words and practise
the pronunciation.
Additional activity
In the same groups, tell the students to put all the cards face down and mix them up. Explain that they
should take turns picking up one word and one image. If it is a correct match, they keep the pair. If
they do not match, they have to put them back down. They continue until all the cards have gone. The
winner is the student with the most cards at the end.
Alternative
Preparation: Post the flashcards on the walls around the classroom prior to the lesson
Hold up a flashcard of Santa and elicit the word. Put the students in pairs, tell them they have 3 minutes
to walk around the room and label the twelve pictures. You can give the first letter of each word as a
prompt if needed. After the activity, review the words and practise the pronunciation.
1. decorations 2. snowman
3. gingerbread man 4. sleigh
5. Christmas tree 6. bells
7. Santa 8. Christmas cards
9. present 10. reindeer
11. stockings 12. holly

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To cut out
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3. What is it?
5 mins.
This stage is for the students to review and practise the vocabulary. Put the students in pairs and tell
them you are going to show them all the images but through a hole (use a gesture to check the meaning
of the word hole). Project the image so everyone can see it clearly. The first pair of students to get all
the words correct wins. After the activity, review the words and pick up on any pronunciation errors.
[Image Width=120mm, Image Height=163mm, ]37a00d61b32d33de57b9c9f7e22ed060
4. Ready, set, BINGO!
5 mins.
This stage is to review the words in a fun game of BINGO. Give a blank card to each student and ask
them to choose nine words from the twelve Christmas words and add them to the card. They can
either draw the words or write them. Then explain the game. Check the students have all filled in their
cards. Put all the words into a pot and randomly pick out one at a time and read it out. Students shout
‘BINGO’ when they have made a complete diagonal, vertical or horizontal line.
If you want to make it more challenging, you can read out the definitions.
Play the game a few times.
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5. Reading for gist: vocabulary
5 mins.
This stage is for students to make predictions about the traditions based on the photos. Ask the
students, in pairs, to discuss the pictures and possible traditions and origins. Check for any unknown
words and add them to the board so the students can see the form.
5 mins.
This stage is for students to check their predictions and develop their reading for gist skills. They skim
the text and match a picture to the tradition. Set a time limit.
Answers
Text
a) Colonel Sanders
b) broomstick
c) roller skates

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d) spiderweb
e) bonfire
f) Surfboard
Sources
https://www.wanderlust.co.uk/content/worlds-weirdest-christmas-traditions/
https://travel.earth/unusual-christmas-traditions-around-the-world/
https://www.bbc.com/news/world-australia-35098737
Discussion
5 mins.
This stage is for students to respond to the text and personalise the topic. Put the students into small
groups and ask them to discuss the questions.
6. Christmas video
10 mins.
This stage is for students to identify some of the words that are in the film and make predictions about
the content using the images. Tell the students they are going to watch a short animation film. First,
they need to identify some keywords. They match the pictures and words. During feedback check the
meaning of the words and practise the pronunciation.
Then ask the students to make predictions using the images about what the film is about. Add the
ideas to the board.
1. a shadow puppet
2. to melt (snow or ice)
3. a fridge/freezer
4. a snow globe
5. magic
6. a scarf
Sequence
10 mins.
This stage is for students to check their predictions and to practise their sequencing skills. First, play
the film and ask the students to check their predictions. During feedback refer to their ideas and ask
if they were right.
Then tell them they are going to watch it again and this time they have to put the events of the film
in order. Give them time to read the sentences before playing the film. When they have finished, ask
them to check their answers with their partner. If necessary, play the video again. Check the answers.
Correct order:
One winter day, a young girl makes a snowman in her garden and surprisingly he comes alive.
The snowman makes shadow puppets for the young girl with his twig hands.
The puppets create a magical world for the girl to see

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Suddenly the snowman starts to melt so the young girl puts him in the freezer with a teddy bear for
him to hug.
She plays with the snowman every year and they share a lot of happy times together.
But when she becomes a teenager, she loses interest in the snowman, and he is left in the freezer.
Many years pass and the young girl is now grown up.
One late evening at work, she sees a shadow of her snow globe on her desk, and it reminds her of the
snowman.
She goes home and opens the freezer. The snowman is still there.
She takes him out and he makes shadow puppets once again for her and her daughter.
Discussion
5-10 mins.
This stage is for students to discuss the emotions involved in the film and to think about an appropriate
title. Put the students in pairs and ask them to answer the questions. During feedback, add the
student’s ideas to the board. For question five, you can add all the suggestions to the board and ask
them to choose the best one.
Possible answers
1. excited, amazed, surprised
2. sad, confused, lonely
3. relieved, happy, loved
4. happy, lucky, content
5. answers will vary
7. Christmas card design
10 mins.
This stage is for students to create their own Christmas cards. First, ask them a couple of questions
about Christmas cards in general. Why do people send them? Do they enjoy sending/receiving cards?
Then ask the students to think about what message people write inside a card. Add ideas to the board
as a reference. Ask them how they would decorate a card. Show them the template to write the
message, stickers, and art supplies. Tell them they can decorate their card how they like.
You can play Christmas songs while doing this activity.

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8. Optional extension: run and race
5 mins.
This stage is to introduce the topic of Christmas traditions in a short, running dictation task. Put the
students into pairs. Tell them they are going to read a text about Christmas. Put two or three copies

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of the text on the board and give clear instructions for the task. When the first pair finish, stop the
activity and ask them to read out the text to check if it is correct. After it has been checked ask the
students to summarise what the text is about. This then leads to the following reading task about
unusual traditions around the world.
Instructions
1) Tell the students each pair will need a piece of paper and a pen.
2) Student A will be the runner, and Student B will be the writer.
3) Stick three or four copies of the text on the board.
4) The writers run to the board, read the text, and remember as much as possible
5) They race back to their partner and say what they read. Their partner writes it down. It should be
the same as the text including correct punctuation.
6) The first pair to finish, wins.
*You can switch the pair halfway through to give them both an opportunity to speak and write.
9. Optional activity
10 mins.
This stage is for students to experiment with making shadow puppets. First, ask them what shadow
puppets the snowman made. Ask them how he made them. Then show them the images. In pairs, ask
them to try making all the animals using their hands. When they are ready you can turn the lights off
and the projector light on and the students can see if they work.
Unit 3
1. Warm up
5 mins.
This stage is for the students to engage with the topic. Students have to think about their senses during
wintertime. Do the first one together. Add any useful vocabulary to the board. Then ask students, in
pairs, to talk about the other four senses. While monitoring, help with vocabulary. During feedback
add any useful winter vocabulary to the board and practise pronunciation.
2. Vocabulary
5-10 mins.
This stage is for the students to identify and practise vocabulary related to winter. The students have
to cut out the images and stick them down to the correct definition. Check the answers and elicit
other examples (winter sports, clothes, weather, activities). Practise pronunciation and then add all
the words to the board.
Answers:
1. h; 2. b; 3. c; 4. d; 5. g; 6. f; 7. a; 8. e
Alternative
You could ask the students to draw the image in the right definition box. You will get varied answers.

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3. Speaking: find someone who
5 mins.
This stage is for the students to review and practise the vocabulary in a speaking task. First, show
the students the eight prompts. Tell the students that they first need to make a question to get the
information. Elicit the first one together. Have you made a snowman? Then ask the students, in pairs,
to create the other questions. Check for accuracy while monitoring. Students then stand up and walk
around asking and answering each other’s questions. When they find someone, they add the name
and any extra information to the box. Do feedback and ask the students to report their findings.
4. Adventure podcast: vocabulary
5-10mins.
Part A
This stage is to pre-teach some key vocabulary the students will hear in the audio. Tell the students
they are going to listen to an adventure podcast but first, they need to identify some words. They start
by matching the definition and word. Check the answers, ask further concept-checking questions if
necessary and practise pronunciation. Some students may have difficulties with consonant clusters so
do group and individual drilling of any difficult words. Students then complete the gap-fill task with an
appropriate word.
1. → 2. → 3. → 4. → 5. → 6. →
a. f. d. b. c. e.
Part B
1. helmet 2. sledge 3. creative
4. slope 5. slide 6. unusual
5. Unusual winter activities
10 mins.
This stage is to get students to make predictions about the activities based on the images. Show them
the photos and ask them to discuss, in pairs, what they think the winter activity is. Check any unknown
vocabulary and review any words from the vocabulary stage. During feedback, add the predictions to
the board so you can compare them later.
6. Listening for gist
10 mins.
This stage is to get students to develop their listening for gist. Tell the students they are going to listen
to the podcast. They should put the images in the order that they hear them.
Sources for the audio:

activeforlife.com/12-unique-winter-activities/
www.bbc.com/travel/article/20101221-top-10-unusual-winter-sports
1. Polar bear swimming (image 4) 2. Ice karting (image 2)

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3. Dog sledging (image 5) 4. Snow tubing (image 1)

5. Snow tagging (image 3)
7. Listening for detail
10 mins.
This stage is for students to develop their detailed listening skills. They listen again and then match a
letter to a number. Do the first one together. When they have listened once, ask them to check their
answers in pairs, then do group feedback. Finish by comparing their original predictions.
1. → 2. → 3. → 4. → 5. →
a. b. d. e. c.
8. Discussion
5 mins.
This stage is for students to respond to the text and personalise the topic. Put the students into small
groups and ask them to discuss the questions.
9. Make a snowflake
10-15 mins.
This stage is for students to do something creative about the theme of winter. It will work best if you
can do a demonstration to show the students how to make a snowflake. Project or give the students
the step-by-step guide so they can use it as a reference. When they are finished, you can ask them to
decorate them and hang them from the ceiling.
10. Review Game: What is it?
10 mins.
This stage is for students to review the words from the lesson. Make a list of all the words you want
to review and write them down on a list. Put the students into groups. One person from each group
comes up to the board. Show them a word, at the same time. They all have to act out the word as
quickly as possible, and their team must guess it. The first team to guess the word gets the point. The
team with the most points at the end of the game wins.
More challenging
Rather than acting out the word, students have to describe it to their team without saying it. When
the teams guess the word, they write it down and hold it up in the air. The first team with the correct
word gets the point. The spelling must be accurate and legible. The team with the most points at the
end of the game wins.
11. Optional activity
10 mins.
This stage is to play a quick game to review any previous language. First, you have to ask the students
to write any question they would like to ask their classmates and write it on a piece of paper. Check the
questions are accurate/appropriate. When everyone is ready, they crumple their paper into a snowball
and stand up. They then have a snowball fight. When you say ‘STOP’ they have to pick up the nearest
snowball. Nominate a student to read their question and respond. They then nominate someone else.
This continues until everyone has answered a question.

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Unit 4
1. Warm up
5 mins.
This stage is for the students to engage with the topic. Students have to, in pairs, complete the
sentences about themselves. During feedback add any useful spring vocabulary to the board and
practise pronunciation.
2. Spring collocations
10-15 mins.
This stage is for students to identify common collocations for spring. First, ask the students what they
can hear or see during springtime. You can use some ideas from the warm-up activity, question one.
Then ask the students to complete the task to make the collocations. You may need to concept-check
some of the verbs before the students complete the task. During feedback, ask students to give you a
complete sentence using there is or there are. Then, practise pronunciation.
There are frogs croaking.

There are birds singing.
There are kites flying.
There are rabbits hopping.
There are flowers blooming.
There is rain falling.
There are people gardening.
There are bees buzzing.
*birds also fly
1. → 2. → 3. → 4. → 5. → 6. → 7. → 8. →
d. e. g. h. f. c. b. a.
Game
5-10 mins.
Cut the boxes with phrases and distribute them to the class. Students should show or describe the
actions and the team should guess the whole phrase.
[Image Width=155mm, Image Height=112mm, ]06207904f7334ae9de68fa6c05a60f2b
3. Speaking
5 mins.
This stage is for the students to describe a spring scene using some of the collocations.
Put students in pairs and ask them to sit face-to-face so they can’t see each other’s pictures. Review
or teach some useful language first so they can complete the task. Then tell the students that one

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student describes their picture while their partner listens and draws. As the students are doing the
task, monitor and write down any errors or good examples of language so you can do some post-task
language feedback. When the students have finished, they can compare the drawings with the pictures.
Useful language
In my picture, there is/are...
Next to, above, below
On the left/ on the right
Top/bottom/middle
Alternative option
You could ask the students to draw their own spring scene rather than giving them one. Just remind
them to use the vocabulary.
4. Spring scavenger hunt
10-15 mins.
This stage is for students to take part in a lively spring scavenger hunt - a common springtime activity.
Before the class, hide the images around the room. Tell the students that they will have a list of clues.
They have to decide what the word is and quickly find the matching image around the room. They
need to tick the box and write the word next to the clue. The first one to find them all wins. Show
them an example of an image so they know what they are looking for.
Answer Key
1. flowers
2. rain
3. frogs
5. bees
6. rabbits
7. kite
8. gardening
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5. Rabbits
5 mins.
This stage is to introduce the idea of famous fictional rabbits. First, ask the students which animals
they associate with spring. Then show them the three rabbits. Students may not know the characters.
Source for the picture number 3: Reuters
1. Peter Rabbit (Beatrix Potter)
2. The white rabbit (Alice in Wonderland)
3. Bugs Bunny (Loony Tunes)
6. Spring film
10 mins.
Part A
This stage is to introduce the story of Peter Rabbit and pre-teach some vocabulary. First, students
match up the words and definitions. There are two extra words. They then read the short paragraph
and put the correct word in each gap. Tell students they might need to change the form of the verb.
During the feedback, check the meaning and practise pronunciation. Elicit and check the meaning and
pronunciation of the other two extra words as they will appear in the movie clip in the next stage.
1. → 2. → 3. → 4. → 5. → 6. →
a. c. e. b. d. f.
Part B
1. siblings 2. kind 3. annoying 4. stealing
Part C
1. Peter Rabbit
2. In the countryside, England
3. A local lady
4. Because Mr McGregor killed Peter’s dad.
7. Listening: Peter Rabbit scene
10 mins.
Part A
This stage is for students to watch a short clip from the movie adaptation of Peter Rabbit. Show them
the different events and ask them to put them in order while they are watching the clip. Give them time
to read the sentences before playing the video. Get students to check their answers in pairs before
doing group feedback. To finish, ask the students what they think about Peter Rabbit.
The rabbits are stealing vegetables from Mr McGregor’s garden.
Mr McGregor is mowing the lawn so he can’t hear the rabbits.
Mr McGregor’s lawnmower stops working.

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Peter Rabbit makes a sound and Mr McGregor starts chasing them.

Peter Rabbit tries to put a carrot down Mr McGregor’s trousers.
Bea saves Peter Rabbit from Mr McGregor
8. Extension task: a spring haiku
10 mins.
This stage is to introduce the idea of haiku poems. First, show the students the poem and ask them
how many syllables are in each line. Then you can clarify what a haiku poem is. Students then complete
their own poems.
*A haiku is a short poem which does not rhyme. It has 3 lines. The first line has five syllables, the
second has seven, and then the last line has five (seventeen in total).
When they are finished, tell the students to post their poems around the room (without their names)
and ask them to walk around and read everyone else’s. The students could be asked to vote for their
favourite poem to add a competition element to the activity and encourage them to write good-quality
haikus’
Unit 5
1. Warm up
5 mins.
This stage is for the students to engage with the topic. Students have to, in pairs, think of three words
for each category. During feedback add any new vocabulary to the board and practise pronunciation.
2. Focus on vocabulary: summertime collocations
10 mins.
This stage is to introduce common collocations to describe summer activities. The students have to
match a word from column A to a word or phrase in column B. You may need to concept-check some of
the verbs before the students complete the task. When the students have finished, check the answers,
and ask further clarification questions to check the meaning of the phrases and practise pronunciation.
Then ask them to discuss, in pairs, what activities they do/don’t do during the summer.
Alternative
Put the students into groups and give them each a set of collocation cards (last page of teacher notes).
Together they have to match them all up to create the collocations.
Group 1:
1. → 2. → 3. → 4. → 5. → 6. →
d. e. f. a. c. b.
Group 2:
1. → 2. → 3. → 4. → 5. → 6. →
d. b. c. f. e. a.
3. Language point: past tense
Part A:

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5 mins.
Tell the students that they are going to play a verb game. Ask them to stand up and put them in two
lines. Ask the first student from each line to come forward and face the board. You can use the same
collocation flashcards from the previous stage. The two students have to change the phrase to the
past and write it on the board. The first team to get the correct phrase, gets a point. Do one or two
examples first.
* Students should have had some exposure/practice using the past simple tense at this level.
Part B:
10 mins.
This stage is for the students to see and practise the collocations in context. Tell them that they are
going to read three teenagers’ descriptions of what activities they did last summer. They have to fill in
the gaps with a phrase from the box. There are only images in the box, the students have to write the
phrases in the past. Do the first one together. After you have checked the answers, you can ask the
students to highlight all the adjectives in the text. During feedback, add the words to the board:
Group 1: awesome, incredible, hot, cool; Group 2: small, long, relaxing, delicious; Group 3: amazing,
clear, blue
Group 1:
picture A → visit an amusement park; picture B → go swimming; picture C → hang out with friends;
picture D → go camping
1. hung out with friends
2. visited an amusement park
3. went swimming
4. went camping
Group 2:
picture A → have a picnic; picture B → visit family; picture C → pick strawberries; picture D → fly a
kite
1. visited my family
2. picked strawberries
3. had a picnic
4. flew a kite
Group 3:
picture A → go to the beach; picture B → travel abroad; picture C → play games; picture D → eat ice
cream
1. travelled abroad
2. went to the beach
3. played games
4. ate (a lot of) ice cream

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4. Listening comprehension
Part A:
5 mins.
This stage is to get the overall gist of the short film. Students watch the film and choose the most
appropriate title. Check the answer and ask further clarification questions if needed. Students might
not be familiar with a cassette player and tape.
3. [show] The soundtrack to our summer
Part B:
10-15 mins.
This stage is to practise the language in a speaking task. In pairs, the students first look at the images
and discuss what activities they are. During feedback, add any unknown vocabulary to the board and
practise pronunciation. Then ask the students to think about any other activities they saw. Tell them,
they are going to describe what the friends in the film, did last summer. Remind them that they need
to use the past tense. Monitor without intrusion and write down any errors. After content feedback,
you can do some post-language feedback.
picture A → having a picnic;
picture B → playing with insects;
picture C → writing in a journal;
picture D → saying goodbye
picture E → sketching pictures;
picture F → hanging out;
picture G → listening to music
5. Language point: find someone who ...
15 mins.
This stage allows the students to personalise the topic, review the language, and practise past simple
questions. Show the students the worksheet and tell them that they are going to find out how everyone
spent last summer. First, they need to individually fill in the gaps with the right verb form to complete
the collocations. They also add two of their own activities. Monitor and check for accuracy.
Then tell the students that they need to create questions to get the information. Highlight the information
box about forming questions using the past simple. Doing a demonstration, model the first sentence.
Find someone who went to the beach and ask a student - did you go to the beach last summer? Elicit
the response - yes, I did, or no I didn’t. Tell them that if the student says yes, they add the name to the
worksheet. If they say no, they ask someone else until they find someone who says yes. Encourage
them to ask follow-up questions to get more information about their classmates’ activities.
Then elicit the other sentences. Students then stand up, walk around the room, and ask their classmates
questions. During feedback, ask the students what information they found and give feedback on their
language use.
Answers:
1) went; 2) hung out; 3) had; 4) sketch; 5) picked; 6) flew; 7) & 8) Students own answers.
Questions to ask by students:
Did you hang out with friends?

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Did you go camping?

Did you have a picnic?
Did you sketch any pictures?
Did you pick strawberries?
Did you fly a kite?
6. Additional task/homework
20 mins.+
This stage provides the students with some writing practice on the same topic. When the students
are finished, put the writings around the room and ask them to walk around and read them. Give the
students a task to do while walking around. For example. Find the person who had a similar summer
to you or find the most interesting/funny/unusual summer.
While the students walk around, you can look for good examples of language or errors to provide
post-task feedback.
Collocation cards
[Image Width=155.29mm, Image Height=225mm, ]238dadeca12b08cd33ae6da2b943e2db
PART 2
Unit 1
1. Warm up
5 mins.
Use the task to revise vocabulary before you teach more in the following activities. Check the spelling.
Note: the lesson includes vocabulary related to the human body at different levels of difficulty. It
revises vocabulary that students should already be familiar with (A1/A2) and introduces words that
could be new. Some of the new words are at a B2 level, but they are important for the topic.
However, the students are not expected to memorise all the vocabulary. The aim of the lesson is to
enable the students to read, listen and talk about the main body parts and their functions. This is the
vocabulary organised by levels.

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VOCABULARY ANALYSIS
A1: arm, body, eye, ear, foot, hair, head, leg, nose, tooth, mouth / eat, hear, read, see, speak, walk,
write, think
A2: air, brain, blood, finger, heart, neck, stomach, toe / control, grow, push / hard, soft
B1: bone, elbow, knee, shoulder, skin, tongue / bite, breathe, collect, move, smell, taste
B2: chest, lungs, muscle, oxygen, organ, rib, skeleton, skull
You may ask the students to give answers using full sentences, e.g. 1 You use your legs to stand, walk
and run. / 2 You use your teeth to eat.
1. legs 2. teeth 3. toes 4. hands
5. fingers 6. head 7. eyes 8. ears
Picture
Encourage the students to point to any body parts they can name on their bodies and in the picture.
Possible answers: hand/s, fingers, head/s, mouth/s, arm/s, chest/s, nose/s, lips, ears, face/s, cheeks,
palm/s, leg/s, knee/s etc.
2. Listening
10 mins.
Here we teach the more difficult vocab and check comprehension of the text. Help the students with
any words. It is important that they understand the sentences before they listen to the recording to
check if their guesses are correct.
Note: Some students might want to know that oxygen is a gas with no colour or smell. The air we
breathe is about 20% oxygen. The rest is nitrogen and small amounts of other gases.
The answers to the questions are in different parts of the text and they often use different words. For
example, "The skin covers your whole body’ in question 1 and ’Your body is covered by your skin" in
the text. Play the recording twice if necessary.
Elicit correct answers and make sure students understand the meaning of words in bold.
1. → 2. → 3. → 4. → 5. → 6. →
a. d. e. f. c. b.
You can ask the students more questions to check their understanding of the text and to make them
use the vocabulary.
Possible questions: What is inside your mouth? (tongue, teeth)/on your skin? (hair)/ under your
skin? (muscles, bones, organs)/inside your skull? (brain)/inside your heart? (blood)/inside your blood?
(oxygen).
Encourage the students to find out and list all the body parts they can move.
Possible answers: lips, mouth, tongue, eyes, neck, hands, fingers, arms, shoulders, legs, feet, toes.
They can feel the muscles that move the lungs when they breathe and the muscles in the neck when
they swallow.

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3. Use your brain
5-10mins.
Make sure the students understand all the words, eg petrol, steering wheel, helmet. The students
should present their explanations using full sentences like in the example. They practise the Present
Simple and the new vocabulary.
1. → 2. → 3. → 4. →
b. d. c. a.
Sentences
1. Blood is to your body like petrol is to a car: Your body needs blood to live, and a car needs petrol
to work.
2. Your skull Your skull is to your brain like a helmet is to a head. The skull protects your brain, and a
helmet protects your head.
3. Your skin is to your body like a glove is to a hand. Your skin protects your body, and a glove protects
a hand.
4. Your brain is to your body like a steering wheel is to a car. Your brain controls your body, and a
steering wheel controls a car.
5. Your eyes are to your brain is like a camera is to a computer. Your brain uses your eyes to see, and
a laptop uses a camera to see.
4. Listening: What’s going on?
5 mins.
At this stage, it is enough if the students identify the body parts used. Don’t insist on full answers, but
make sure Present Continuous is used if the students try to make sentences. Later, task 5 presents
this use of the tense and task 6 practises it.
You can demonstrate the activity using your body, e.g. hide your hands under the table and knock on it
(fingers) or scratch it (fingernails). This way you will elicit the word scratch needed for the next exercise.
Sounds of:
hands - They are clapping their hands.
teeth - They are brushing their teeth.
feet/legs - They are walking / stomping feet.
fingers - They are snapping their fingers.
legs/feet - They are kicking a ball.
lips/mouth - They are whistling.
5. Language focus
5-10 mins.
The table revises and summarises the uses of the two tenses which appeared in the previous activities
in the lesson. Students should be familiar with this grammar, but it may be helpful to revise negative
and question forms quickly before continuing to the next activity. They will practise the two tenses in
the rest of the lesson (task 6, 7, 8).

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1. Present Continuous 2. Present Simple
Matching
1. stops / Present Simple 2. is beating / are breathing / Present
Continuous
3. are ... clapping / Present Continuous 4. brushes / Present Simple
5. is ... doing / Present Continuous 6. is brushing / Present Continuous
6. What are they doing?
10 mins.
The students practise using the Present Continuous (examples were presented in task 5). Make sure
they use the correct forms.
Elicit the meaning of scratch.
1) He’s touching his toes.
2) She’s sticking out her tongue.
3) They’re waving their hands.
4) She’s scratching her head.
5) He’s throwing a ball.
6) She’s picking her nose.
7) She’s catching a ball.
8) They’re licking their fingers.
OPTIONAL - GAME TIME

Use the language the students learn in a game. A student gets written instructions and performs the
action(s) in front of the class. The others have to say (or write) what he or she is doing.
e.g. sitting on the chair, stomping your feet and clapping your hands
This could be also done in groups or in pairs. The students can write their own instructions for one
another.
7. What are the facts?
5 mins.
Students practise using the Present Simple. Make sure they use the correct forms.
1. use 2. doesn’t protect 3. stops
4. doesn’t grow 5. sends 6. move
8. What’s unusual?
5 mins.

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Check if the students understand the differences between the two tenses and if they can build correct
sentences. If there is no time left, give it as homework.
Sample answers:
1. The boy is washing his legs/feet in a kitchen sink. We usually wash our legs/feet in a bath. OR We
don’t wash legs/feet in a kitchen sink.
2. The dog is wearing a scarf. Dogs don’t wear scarves.
3. The person is standing on his hands. / We normally stand on our feet.
4. The children are using their hands to paint. / We normally use brushes to paint.
9. Homework/reading
10 mins.
The students read the text of the presentation they heard as listening during the lesson. Ten names of
body parts were deleted from the text. The students put the names in the right gap. They listen and
check their answers. Then, they answer a few questions about the text.
1. nose 2. bones 3. skull 4. lungs
5. brain 6. muscles 7. skin 8. hair
Sentences:
1. The air goes through your mouth and nose to the lungs.
2. The brain controls the work of all the other organs and body parts.
3. The tongue.
4. It’s hard.
5. The brain.
10. Speaking/optional pair work
5-10 mins.
Students can work in pairs to test each other and to use Present Simple. You can demonstrate how to
do it with one student, like in the example. Give students the right handouts and monitor their work.
ALTERNATIVE VERSION
If you cannot organise pair work, read the questions aloud yourself and ask the students to write down
their answers individually.
Unit 2
1. Warm up
5 mins
Warn the students that some of the riddles are tricky but the pictures give useful clues. If they need
help, tell them that that the names of body parts are often used to describe parts of objects, e.g. a
chair has legs, a clock has hands, and a comb has teeth.

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Key:
1) A mountain. At the foot of the mountain= at the bottom of the mountain.
2) A needle. A hand sewing needle consists of a point, a shaft and an eye.
4) Legs. The bottom= is the part of the body you sit on. Your bottom is at the top of your legs.
4) A chair.
If the students are interested, give them more examples, e.g. the tongue of a shoe, the mouth of a
river, the nose of a plane.
2. Listening: numbers and measurements
3 mins.
This exercise contains language which is very useful in the lesson. Make the students practise their
pronunciation.
Students hear ‘nineteen kilometres’ and they write down 19 km. After checking if they have the correct
numbers, ask the students to write what they heard as words – ‘nineteen kilometres’.
1. → d.
2. → e.
3. → a.
4. → b.
5. → c.
Written in full or only numbers:

1 –19 km; 2 –145 cm (can be also read as 1 metre forty-five centimetres);
3 – 40%; 4 – 30 kg, 5 – 14 mm, 6 – 12m.
3. Listening
10 mins.
In order to introduce the quiz and revise the key vocabulary (bones, organ, blood, heart, lungs) check
what the students remember from the previous lesson. Pre-teach blink (demonstrate blinking your
eyes). To do the quiz the students can work as teams. Make sure they don’t use their phones to look
for the answers. When they are ready, they listen to the recording to find out what the correct answers
are.
Lower-level students may require a second listening.
Note:
5) The three smallest bones are in your ear. The smallest bone (called stapes or stirrup) is the size of a
grain of rice– 1 mm in length.
7) The tallest man ever was Robert Wadlow 272 cm.
1. c. 2. a. 3. a. 4. b. 5. c. 6. a. 7. a. 8. c.
4. Making guesses
5 mins.

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The students should practise saying the phrases so that they can use them with some confidence in
the next activity.
I’m sure, I’m not sure, I think, I guess, I’ll go for, I have no idea, my answer is, definitely
Categories
a. I’m sure, definitely, my answer is
b. I have no idea
c. I think, I guess, I’ll go for, I’m not sure
5. Speaking/optional pair work: Quiz 2
7 mins.
Students can work in pairs or groups before you give them the answers. You could also role play a quiz
show with individual students representing groups and you as the host. In the feedback stage praise
the students for using any of the language from activity 4.
Note:
Q5: The thickest skin is on the palms of your hands and the soles of your feet, around 1.5 mm thick.
1) True; 2) True; 3) False; 4) False; 5) False; 6) True; 7) True; 8) True
6. Language focus: comparatives
5 mins.
Encourage the students to give you the adjectives with the context, eg. The skin is the biggest and
heaviest organ.
Quiz 1 – biggest, heaviest, smallest, tallest;
Quiz 2 – thickest, faster, taller.
1. longer
2. more active
1. smallest
2. thickest
3. most important
1. worse
2. better
3. the best
7. Smaller or larger?
7 mins.
Pre-teach ‘palm’ and ‘neck’. Provide them with more information (in the key)
Note:

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2 – It is true on average. There are men who are shorter than women.
4 – Both teeth and bones are very hard but the enamel on our teeth makes them even harder.
5 – The students can check it by examining their hands.
7 – It is the thigh bone.
8 – We do have hair on most of our skin but it is very thin and difficult to see.
Answers
1. smaller 2. taller 3. largest 4. harder
5. fastest 6. thicker 7. The longest 8. softer
Encourage the students to use the tips of their fingers to feel the fine hair on their necks.
8. Use your brain
5 mins.
Students generally appreciate rules they discover themselves more than those presented to them by
the teacher or the book. They certainly remember them better. Give the task as homework or do it in
the next lesson, if you are short of time.
We double the last consonant in a short adjective only if it is a single consonant with a single vowel
before it.
busy - busier, busiest
fit - fitter, fittest
hard - harder, hardest
old - older, oldest
easy - easier, easiest
funny - funnier, funniest
hot - hotter, hottest
wide - wider, widest
Oli’s homework correction:
1) Old people are stronger and fitter than young people.
2) The inside of your mouth is wetter than the inside of your nose. (correct)
3) Your skin gets thinner as you get older.
4) The head is the heaviest body part.
-False sentences: 1, 4 (the first and the last)
9. Measuring your body
10 mins.
Prepare some measuring tapes. Can be printed to give to your students.

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If you are short of time, do this activity in the next lesson rather than hurry through it. You can also
give it as homework and ask students to compare themselves with other family members.
10. Additional task/homework
10 mins.
Depending on the time you can do this task in class or ask students to write their statements and bring
in to the next lesson to test their classmates. You can use those sentences as a warm-up.
Unit 3
1. Warm up
3 mins.
The warm-up introduces the topic of the daily routine.
Key: In the morning you wake up, get up, get dressed, brush your teeth, wash your face, (take a shower),
have breakfast, go to school. In the evening you get undressed, take a shower/bath, brush your teeth,
go to bed.
2. In the bathroom
5 - 10 mins.
This activity revises and teaches new vocabulary. Make sure the students pronounce the words
correctly (eg. silent ‘b’ in ‘comb’, stress on the second syllable in ‘shampoo’).
After checking the answers to Part 1, expand by asking more questions about the photos. This will
allow the students to use the vocabulary and will make doing Part 2 easier for them.
What colour is the toilet lid? (white)
Where is the mirror? (Over the washbasin)
What is the boy doing? (He’s drying his hair.)
What colour is the hairdryer? (Red)
What is on the towel? (Soap/Some soap)
What is in the glass? (Toothpaste/a tube of toothpaste, a toothbrush)
What colour is the comb? (Orange)
What is the girl doing? (She’s drying her hair with a towel)
Part 1:
1. toilet 2. mirror
3. shampoo 4. hairdryer
5. comb/ hairbrush/ scissors 6. toothpaste / toothbrush
7. soap 8. towel
Part 2:
1. mirror 2. shampoo
3. hairdryer 4. soap

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5. toothbrush ≀ toothpaste 6. comb

7. toilet lid 8. scissors
9. towel
Round up this section by asking questions about the students’ lives:
Is there a bath or a shower in your bathroom?
Do you use a comb or a hairbrush?
What colour is your comb/hairbrush?
Do you dry your hair with a hairdryer or a towel?
3. Personal hygiene: vocabulary
3 - 5 mins.
It’s important to teach students the correct links between words (collocations). Here we have the most
common collocations in the context of typical bathroom activities. Pre-teach ‘hygiene’ and ‘flush the
toilet’.
1. teeth 2. hair
3. toenails 4. face
5. hands 6. toilet
Game
Personal hygiene - extension task
Cut up the phrases below.
Give instructions to your students:
1) Pick one card.
2) Present the action while others guess what you are doing.
5 mins.
This is a fun way to memorise the vocabulary from the lesson as well as to revise the use of Present
Continuous. Print out and cut up the phrases below. Ask individual students to pick one card and
present the action while others guess what the student is doing.
Example: What is Mark doing? He’s brushing/combing his hair.
CUT UP these cards and distribute around the class
brush your teeth

brush your hair
wash your face
wash your hair
wash your hands
look in the mirror
clean the bath

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clean the washbasin

dry your hair
dry your face
flush the toilet
cut your hair
cut your fingernails
cut your toenails
4. Listening: How often do you do it?
10 - 15 mins.
Students listen and talk about hygiene routines. Pre-teach ‘flush the toilet’, ‘close the lid’. To teach the
meaning of ‘once’, ‘twice’ and ‘ ... times’, clap/tap or knock and ask the students how many times you
have done so? After listening give feedback; talk about Jose and Marsha paying attention to correct
grammar:
How often does Jose brush his teeth? (He brushes his teeth three times a day).
What about Marsha? (She brushes her teeth twice a day).
Demonstrate how to complete the YOU column in the table by asking yourself the questions and
writing the answers in the handout or on the board. Monitor and help when the students do so. Divide
students into pairs and set up the task for pair work.
Answers for the table:
1. after breakfast
2. after breakfast
3. 5 secs
4. 10 secs
5. 3 secs
6. 20 secs
7. twice a week
8. open
9. open
Demonstrate how to complete the YOU column in the table by asking yourself the questions and
writing the answers in the handout or on the board. Monitor and help when the students do so. Divide
students into pairs and set up the task for pair work.
Monitor the task. Help when needed.
5. Language focus - How often?
10 mins.
The table presents the phrases used to talk about frequency. The percentage for the adverbs of
frequency is just for rough guidance. The meaning of ‘often’ or ‘rarely’ is relative and can be quite

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different for different people. Draw the students’ attention to the use of ‘a’ in ‘once a day’ or ‘once a
week’ and lack of article in ‘every day’ and ‘every week’.
The students study the table and answer the questions above it. This activity clarifies the meaning
of the phrases with ‘every’ and ‘times’. By matching phrases with the same meaning, the students
test their understanding of their meaning. Encourage the students to repeat the phrases after the
recording.
Part 1:
We put adverbs of frequency right before the verb, and after the subject.
We put phrases with ‘every’ at the end of the sentence.
We put phrases with ‘times’ at the end of the sentence.
Part 2:
1. → 2. → 3. →
d. e. f.
4. → 5. → 6. →
b. c. a.
6. Do we do it the right way?
7 mins.
Make sure the students understand all the questions (pre-teach ‘bacteria’) but don’t pre-teach all the
unfamiliar words in the text. To answer the three questions they mostly need vocabulary they have
already learned in the lesson. It’s very important to teach the students to rely on what they understand
and ignore what they don’t. Limit the time for the task to 3 minutes. Students need to be trained in
reading strategies to be able to deal with various language tests such as Cambridge Flyers or Cambridge
Key (A2) and Preliminary (B1). There is one more reading task to practise these strategies in the
homework.
1. We brush our teeth too soon/ after eating.
2. We don’t wash our hands and brush our teeth long enough.
3. Towels and shower curtains.
7. The right thing to do
7 mins.
This activity summarises what the students have learned. Encourage group work for more discussion.
Monitor and help. Help with unfamiliar words when necessary or in the feedback stage.
Key 1: Sentences 4, 6, 7 need Don’t at the beginning.
1. Wash your hands longer than 10 seconds.
2. Dry the shower curtain well.
3. Don’t flush the toilet with the lid open.
4. Wash your hands before eating.
5. Don’t brush your teeth right after eating.
6. Don’t clean the bathroom without gloves.

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Giving reasons:
1 – You need more time to wash your hands properly.
2 – Bacteria like wet places.
3– The flushing water can send bacteria all around the bathroom.
4– Bacteria on your hands can get into your food.
5- You can damage them because the food makes teeth soft.
6– You don’t want bacteria on your hands. The cleaning liquids can damage your skin.
8. Homework
5 – 10 mins.
This is a writing activity to consolidate the material. Students can read their sentences to one another
before you give feedback to the whole class. Give this task as homework if you are short of time.
5 – 10 mins.
This is a writing activity to consolidate the material. Students can read their sentences to one another
before you give feedback to the whole class. Give this task as homework if you are short of time.
9. Reading extension
Part 1
SOAP
SHAMPOO
THE TOOTHBRUSH
TOOTHPASTE
Part 2
1. 2 - Shampoo 2. 4 - Toothpaste 3. 3 – The toothbrush 4. 1 - Soap
Unit 4
1. Warm up
3 – 10 mins.
The first two questions revise the use of superlatives from lesson 2. It will be interesting to find out
who knows the tallest or oldest person. The other questions will involve some guessing – you are not
supposed to give them the right answers. You can measure how long they can hold their breath (it is
ok to breathe out slowly as long you don’t breathe in). For the last question, they can note down their
guesses to compare to what they learn later in the lesson.
2. Human records
10 mins.

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The human records listed in this task were updated in January 2022. Check before the lesson if the
records are still valid when you use the worksheet.
The students match the phrases with the details. They guess and then read to check if they were right,
so there is no need to talk about this task with the whole class. However, if you want the students
to speak about their guess, they should use the past tense, eg. the heaviest weight was 2,840 kg, the
longest run was 80 hours, 44 minutes, etc. All the information is related to either people in the past or
past events.
The text about the records and the comprehension questions use verbs in the Past Simple, which is
covered in the next lesson. However, the tasks don’t require the students to actively use the tense and
the tense is not the focus of the lesson.
Part 1
1. → 2. → 3. → 4. →
a. d. e. f.
5. → 6. → 7. → 8. →
c. h. b. g.
Part 2
1. 11 2. 1875 3. August 4. 3
3. Use your brain
5 – 7 mins.
The questions can be used to introduce, revise or clarify the meaning of the words asleep, awake, hungry
and thirsty. Make sure the students understand the questions before they do the calculations. All the
sentences are examples of the zero conditional, which is the language focus of the lesson.
1. sleep ≀ 8 2. sleep ≀ 22
3. eat ≀ 5 4. breathe ≀ 3
5. drink ≀ 7
4. Vocabulary: guessing word meaning
7 – 10 mins.
Read the sentences aloud so the students hear the correct pronunciation of the new vocabulary. You
can ask students if they can translate the words into their first language. Elicit translation before or
after they do the second activity. Encourage cooperation between students.
1. (It’s) body fat. 2. (You can see) sweat.
3. (You become )thinner. 4. (They weigh) a lot.
5. You pass out. 6. You lie down.
5. What is the limit?
10 mins.
Ask the ss to read the questions and guess the answers before listening. Let them listen twice if
necessary and give them plenty of time to think about the answers. Accept any answers similar to
the ones given in the key.

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Help the students to arrive at the right answers, eg.:

Why do you need to drink more in hot weather?
Student: You get hot.
You: Yes, true. And what happens to your body when you get hot? Does your skin get wet? What happens
to the water in your body? etc.
1. You pass out.
2. Your brain stops working.
3. They lie face down in water. They breathe pure oxygen.
4. You lose water through sweating.
5. The brain doesn’t work well if you drink too little.
6. They have more body fat.
6. Language focus: talking about conditions
5 mins.
Pre-teach condition and result and the meaning of ‘if’. Point out that zero conditional talks about what
happens usually or always and doesn’t refer to any specific situations. The order of the clauses is not
fixed, the choice depends on what (the result or the condition) you want to mention first or what seems
more logical to mention first. The next activity clarifies the meaning through more examples.
1. result
2. condition
3. result
4. condition
5. condition
6. result
7. What happens if?
5 mins.
The examples are based on the listening and they represent a chain of events related by cause and
result. Encourage the students to think of a similar chain of events and to talk about it using the
conditional. Possible idea: don’t sleep long enough before a test, get up tired, cannot concentrate in
class, fail the test. Other contexts for the use of zero conditional: science, school rules, instructions
for games, proverbs.
1. a. 2. a. 3. a. 4. b.
8. Practice
10 mins.
It is a consolidation task, it can be done as homework if you want to use the extension tasks in class.

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1. → 2. →
b. c.
3. → 4. →
d. a.
5. → 6. →
f. e.
Possible answers:
1. If you are hungry, your stomach makes noises.
2. You become overweight if you eat too much.
3. You survive longer without food if you have a lot of body fat.
4. You can’t breathe if your lungs don’t move.
5. If you are hot, you sweat.
6. If you are asleep, your eyes are closed.
9. Extension task/Homework: talking about dates
5 – 10 mins.
The students need to know the past form of ‘be’ to do the task. It is a good opportunity to revise
months and the way years are read (1971 – nineteen seventy-one, 2010 - two thousand ten).
Part 1
1. in 2. in
3. for 4. on
5. on 6. On
Part 2
1. in + year (for example 2011).
2. in + month (for example June).
3. day + month + year (for example 23 February, 2022).
4. + month (January)
5. + year (for example 1971)
10. Homework
Part 1: The students revise some vocabulary and practise talking about periods of time.
1. breathe
2. 3
3. asleep
4. 8
5. awake
6. 22

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7. eat
8. 5
9. thirsty
10. 7
Part 2: This task gives the students the ability to practise the zero conditional.
1. If you don’t eat, you get hungry.
2. If you don’t drink, you get thirsty.
3. If you exercise, you sweat.
4. If your eyes are closed, you can’t see.
5. If you are underwater, you can’t breathe.
RESEARCH IDEA: Ask the students to use the Internet to learn more about one of the records presented
in the lesson or to find out about the tallest/shortest/oldest person who is alive at the moment.
Unit 5
1. Warm up
5 mins.
After the students read the questions, you can try to use some elements of drama. Encourage the
students to close their eyes and imagine things as you read out the questions again.
Possible answers: It’s dark/cold/wet. I can’t see anything but I can hear drops of water falling/ bats
flying/some animals. I can smell some animals/mud/wet rocks. I’m afraid/frightened/cold, etc. I’m
hungry/thirsty /lonely/tired/ weak/very cold, etc. I’m thinking about my family/friends /dog/school/
food, etc
2. Vocabulary
10 mins.
The students learn vocabulary that will help them to understand the story later in the lesson. The
vocabulary is presented in a text which explains the dangers of cave exploration. The text, together
with the warm-up prepare the students for the reading.
Part 1
A
1. → 2. → 3. → 4. → 5. →
b. e. d. a. c.
B
1. → 2. → 3. → 4. → 5. →
d. a. c. e. b.
Part 2
1. explore
2. Divers

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3. trapped
4. save
5. meditation techniques
6. flooded
7. panic
Part 3
Possible answers: Save the air and your energy. Don’t move, don’t shout. Try to stay calm. Think about
pleasant things. Tell stories from books or films you know. Sing songs, but not too loud.
3. Listening: The Tham Luang cave rescue story
15 mins.
Part 1: Make sure the students understand the titles before they read the text. Pre-teach unlucky,
discovery, adventure, and rescue, if necessary. Explain that the title they choose should refer to
the whole paragraph. The students are reading for general understanding, so they don’t need to
understand everything they read. Encourage them to focus on the general meaning. It may be a good
idea to limit the time for the task (max 3 minutes for the first reading). When they finish reading, discuss
the students’ choices with the whole class.
An unlucky adventure
A very long week
A happy discovery
The rescue
Part 2: Sentences in the texts

a. 3 b. 2 c. 5 d. 1 e. 4
Part 3
1. They posted a message. 2. The way out/cave was flooded.
3. 4 km. 4. Over a week/about 10 days.
5. Nothing. 6. Masks and air tanks.
4. Listening: Who said that?
3 mins.
Part 1: Explain that the students will hear four people from the story. They have to decide who is
speaking on the basis of what they say. Play the recording twice, so that they can confirm their first
guesses. Check the answers with the whole class. Ask them what helped them guess.
1. → 2. →
b. c.
3. → 4. →
a. d.

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3 mins.
Part 2: This is listening for details. The students try to remember which word they heard, then they
listen and check. You may point out that the verbs are in the past tense and there are two different
kinds of verbs. Elicit the base forms of the irregular verbs.
1. asked for / gave 2. saw / looked 3. drank / slept 4. could / were / had
5. Language focus: Past Simple
5 mins.
This is a brief revision of the Past Simple with the focus on the form. Practise reading the verbs and
examples aloud.
Missing past forms:
stay - stayed, watch - watched, post - posted, drink - drank, sleep - slept, have - had
5 mins.
The students are reminded about the different forms used in questions and affirmative sentences.
1. leave ≀ left 2. teach ≀ taught
3. stay 4. eat ≀ take
5. were 6. find ≀ found
6. Being a reporter
5 – 15 mins.
The students write their own questions in the past tense. Check the questions for accuracy. This
activity can be extended into a role play in which half of the class plays the reporters and the other
half the boys. The ‘reporters’ ask the questions written earlier and the ‘boys’ try to answer them.
Possible answers: Were you cold? What did you miss most? What was the most difficult thing? Did
you cry?
7. Write a story
10+ mins.
You can finish the lesson with this task. You can also start it in class and let the students finish it at
home.
8. Homework
Part 1
1. ate 2. got
3. stood 4. sat
5. ran 6. took
7. heard 8. had
Part 2

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1. → 2. → 3. → 4. →
d. b. a. e.
5. → 6. → 7. →
f. g. c.
9. Extension: Past verbs bingo
10 mins.
The first part of the activity focuses on the pronunciation of irregular verbs. The students should shout
‘Bingo’ after the last word. If they don’t, play the recording again and ask the students to shout the
equivalent present form, or copy the table on the board and cross the words there. The second part
focuses on the written form.
Key: be - were, take - took, think - thought, eat - ate, go - went, know - knew, hear - heard, see - saw,
say - said
Unit 6
1. Body parts 1
Total points for this lesson: 100

6 points.
1. ribs 2. elbow 3. fingernails 4. thumb
5. toes 6. palm
2. Body parts 2
10 points.
1. blood 2. brain
3. muscles 4. skeleton
5. skull 6. nails
7. eyes 8. mouth
9. teeth 10. tongue
3. Body parts 3
12 points.
Key:
Hands – catch, clap, throw, touch, wave;
Legs – jump, kick, stand, walk;
Tongue – lick, speak, taste;
4. Choosing the adjective
12 points.

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Note: One point for the right adjective and one point for the correct form.
1. longer 2. shortest
3. softer 4. thicker
5. the most important 6. more dangerous
5. In the bathroom
6 points.
1. scissors 2. towel
3. hair-dryer 4. shampoo
5. toothbrush 6. hairbrush
6. What are they doing?
6 points.
Answers:
1. She is cleaning the washbasin.
2. He is taking a shower.
3. He is brushing his teeth.
4. He is drying his hair.
5. She is washing her hands.
6. He is washing his hair.
7. My routine
Part 1
8 points
Note: 2 points for each.
1) always wash
2) twice a day
3) usually take
4) don’t use
Part 2
8 points.
2 points for each: 1 for correct choice of verb and 1 for correct form.
Tony washes his hands many times a day.
He always brushes his teeth before going to bed.
He (usually) takes a shower in the evening.

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He never uses/doesn’t use a hair-dryer after washing his hair.

Part 2
8 points.
2 points for each: 1 for correct choice of verb and 1 for correct form.
8. Zero conditional sentences
10 points.
Note: One point for a logical match, one point for a correct sentence.
Key:
1. If you don’t drink, you become thirsty.
2. If you don’t eat, you become hungry.
3. Your eyes are closed if you are asleep.
4. If you don’t breathe for over 5 minutes, you die.
5. Your brain doesn’t get oxygen if you don’t breathe.
9. The story of Jean-Luc
Part 1
6 points.
One point per verb form. No spelling errors should be accepted.
1. wanted
2. saw
3. called
4. found
5. looked
6. had
Part 2
16 points.
Give one point for choosing the right verb and one point for the correct form (no spelling errors should
be accepted).
1. went
2. walked
3. stopped
4. didn’t cry
5. couldn’t see
6. didn’t have

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7. found
8. helped
10. Extension task
20+ mins.
Explain both tasks and elicit answers. This is an additional test task - so no points are given unless you,
as a teacher decide otherwise.
PART 3
Unit 1
1. Warm up
2-5 mins.
Ask general questions to introduce the topic.
2. Vocabulary
7 - 10 mins.
This task prepares for the reading. Explain that the sentences illustrate and explain the meaning of
the words in bold. Read the bolded words aloud. After checking the answers, elicit an example of a
consequence and prediction. The second task tests the students’ understanding of the new words.
Note the stress pattern: connection, consequence, intelligence, notice
1. → 2. → 3. → 4. → 5. →
d. e. b. a. c.
Which sentence expresses a consequence and which is a prediction?

1. consequence 2. prediction
What is the connection between a plane and a bird? - they fly/move in the air/have wings
What is the relationship between the pairs of words? - they are the same verbs in present and past
forms.
3. What is intelligence?
15 - 20 mins.
Read the text as a whole class, stopping for each test and limiting the time for doing it. Give feedback
and discuss the tasks. At the end, the students evaluate the difficulty of each task and identify their
strengths and weaknesses. Finally, they write a few sentences about that. Ask a few volunteers to
read out their sentences.
Extension: Show the students samples of the official IQ tests.
Task 1
a. 12

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b. 28
Task 2
Which word means ’playing’? → b.
Task 3 - Answer: 5
Task 4
[Image Width=50mm, Image Height=50mm, ]8fd2dab01d9c2d0e1db48192f088f7e9
Task 5
LEAF -
TREE →
c.
Task 6 - Answer: C. bookstore
Task 7
If the first two statements are true, the third statement is → c.
Task 8
Hamish is twelve years old. He wants to have a dog but his parents think a dog would be very unhappy in
an apartment. They agreed that Hamish can have a bird. Hamish is not sure what kind of bird he wants to
buy. → c.
4. Listening: A logical challenge
5 - 10 mins.
This is a well-known logical puzzle. The students might know the answer, but it doesn’t matter – they
will still need to talk about the solution in English. The first task helps to make sure the students
understand the text. Let them work in small groups to solve the puzzle and write down the solution.
They can present their ideas to another group before doing Task 5, where the solution is given. The
text of the puzzle includes examples of the first conditional, which is analysed in the language focus.
1. row 2. one
3. cabbages 4. goat
The order of the steps:

a. 3
b. 5
c. 6
d. 2
e. 4
f. 1
5. Language focus
5 - 10 min.

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The puzzle in task 4 included examples of the first conditional, which are the basis for this analysis. The
students are helped to understand the concept of condition and result/consequence and they find out
which tenses to use and when to use commas.
Part 1: The results in the sentences:
1. If you leave the goat with the cabbages, the goat will eat them.
2. The cabbages will be safe if you leave them with the wolf.
3. The goat will be in danger if it stays alone with the wolf.
Part 2
The result / condition is expressed in the Future
Simple tense and the result / condition is expressed
in the Present Simple.[Size=Virtual, ] 1.result /
2.condition
Part 3
1. is ≀ will try 2. won’t eat ≀ keep
Part 4: Key: We need a comma in 1b (before it) and 2a (before they) .
6. Logical consequences
7 - 10 mins.
Part 1: To do the task, the students need to understand the concept of ‘condition’, the meaning of
‘if’ and the logic of the events. After giving feedback, draw the students’ attention to the tenses. The
common problem for many learners is the use of present tense instead of future tense in the conditional
clause, after ‘if’.
1. a. 2. a.
3. b. 4. a.
In Part 2, students practise expressing the same meaning in different ways. Some younger learners
and learners whose native language doesn’t have similar structures may find this task challenging.
1. if I don’t get up early
2. if I take an umbrella
3. if my hair doesn’t get wet
Part 3: Finally, draw the students’ attention to the spelling and pronunciation of will.
7. Practice
5 – 10 mins.
Students apply what they have learned. There are two tasks in this section. In Part 1 they focus on the
form, while in Part 2 they have to think which verb to use as well.
Part 1
1. will become ≀ don’t brush 2. will be ≀ dry
3. don’t wash ≀ won’t let 4. will be ≀ use
5. will look ≀ cut 6. will sweat ≀ wear

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Part 2
1. do 2. won’t lose
3. aren’t 4. put
5. wave 6. will hear
8. Optional extension/Homework: What is your advice?
Part A
Possible answers: Your skin will look better if you eat more vegetables. Your skin will look better if
drink more water. You will have more energy if you do exercise. You will be less tired if you do exercise.
You will have better grades if you study more. You will have better grades if you don’t miss classes.
Part B
Possible answers: You will get better grades if you study more/if you don’t miss classes/pay attention
in class/prepare for tests. The teachers will like you better if are more polite/pay attention in class/look
tidier.
Unit 2
1. Warm up
5 mins.
Explain that thinking out of the box means looking for unusual, more creative answers.
1. The window. 2. Horse racing.
3. The outside. 4. John.
2. One intelligence?
5 mins.
The students discover that people can be clever in many ways.
Note: H.Gardner used the name intelligence for what used to be describes as talents. However, talents
and skills were not as valued as intelligence. Giving them the label of intelligence makes them raises
them in status. This is an important message for educators and students, who should appreciate and
develop all kinds of skills. In this way each student can feel worthy and fulfilled.
1. → 2. →
d. a.
3. → 4. →
e. b.
5. → 6. →
g. c.
7. → 8. →
f. h.
3. Which intelligence is your strength?
10 mins.

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Allow enough time for the task as it includes the key language. The students can compare their answers
in pairs. They can read the statements aloud and either agree or disagree with them. They identify their
strengths and write a sentence about it.
4. Personal profiles
10 mins.
Part A: The texts of the profiles draw the students’ attention to the verb forms analysed in the language
focus below. The students will write similar texts later.
Azza:
taking/know
Esteban:
doing/play
Maria:
to understand/painting
Part B: Azza is body-smart, perhaps also music-smart. Esteban is music smart and number-smart. He
plays the guitar and is good at maths. Maria is people-smart and picture-smart. She likes helping people
and she’s good at painting.
Esteban:
Maria:
Part B: Azza is body-smart, perhaps also music-smart. Esteban is music smart and number-smart. He
plays the guitar and is good at maths. Maria is people-smart and picture-smart. She likes helping people
and she’s good at painting.
5. Language focus: verb forms
5 - 7 mins.
The language point is clarified and the students can organise their knowledge about verb forms used
with popular verbs.
Note: In general, British speakers are more likely to use the gerund, and American speakers are more
likely to use the to-infinitive after like, hate, love, and prefer, but both forms are in common use in both
places. Some speakers use the gerund after verbs of preference to express a general preference and
pleasure/displeasure and the infinitive to talk about a specific situation and (in)convenience more than
pleasure. This can be ignored here as many native speakers don’t see any difference anyway.
I like/hate doing homework.
I like/hate/prefer to do homework right after class.
Generally ‘prefer’ allows two forms, but with the preposition ‘to’ only gerund is allowed.
I prefer to swim/swimming in the evening.
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Key: 1 – want, 2 – would like, 3 – enjoy, 4 – be interested in
6. Let’s practice
5 mins.
The students apply the rules they studied.
1. She isn’t good at solving maths problems.
2. I would like to learn Chinese.
3. My friend prefers doing exercise to listening to music.
4. I want to remember how to spell the words.
5. My sister likes meeting/to meet new people.
7. Talking about preferences
10 - 15 mins.
The students practise the language in speaking. Make sure the students understand the phrases before
they choose.
Elicit examples of support for their answers by asking questions:
What sports do you watch/play? When did you last write a test? Why was it difficult/easy? etc.
Give the students some preparation time before they work in pairs. Don’t rush the speaking activity.
The more they practise, the easier they will find writing their profiles.
8. Presenting a personal profile
10 – 20mins.
A boy talks about his interests and preferences. He uses the target language and models how to
present a personal profile. After two listening comprehension tasks, the students start writing their
own profiles. Encourage the students to look at tasks 3, 4 and 7 again for examples and inspiration. If
they need more time, they can finish writing at home.
Part 1: He is body-smart, word-smart, and music-smart.
Part 2: He prefers playing sports to watching sports. Watching sports on television is boring. He isn’t
very good at science. He hates doing experiments. He can sing.
Part 3: I love to do/doing / I like to do/doing / I enjoy doing / I can do / I’m good at doing / I’m
interested in doing / I want to do / I am planning to do / I would like to do / I am learning to do / I
prefer to do/doing
9. Homework
Alternative: Write the profile on the computer and print it out with a photo and bring it to class.
In the next lesson display the texts around the room for others to read. The students read and find the
person who is the most similar to them.

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Unit 3
1. Warm up
5 - 10 mins.
Students look at the photos and identify them. Note that there are only visual arts in the photos, but
the students may mention music, dance or literature as their favourite art.
1. a modern sculpture 2. an abstract painting
3. a vase 4. a mural
5. earrings 6. a classical painting
Students decide whether the following sentences are true or false. Then they discuss the questions.
1. True. 2. False. 3. True.
2. Art and artists
10 mins.
The students revise some vocabulary and relate the types of art mentioned to their experience.
Part A
1. singer 2. painter 3. drummer
4. maker 5. pottery
Part B
Students label the pictures.
1. painter 2. singer 3. guitarist 4. dancer
5. sculptor 6. jeweller 7. drummer 8. pottery-maker
Extension task: Talk about the materials and tools that the people in the photos are using:
What materials are they using? The painter is using paints and a canvass.
Materials and tools used by the people in the photos:
Picture 1 - paints, a canvas, an easel; Picture 2 - a microphone, headphones; Picture 3 - an electric
guitar; Picture 5 - clay, a chisel; Picture 6 - magnifying eyeglasses; Picture 7 - drums, sticks, cymbals,
Picture 8 - potter’s wheel
3. Listening: this is my hobby
10 mins.
While listening for the first time, the students focus on any vocabulary that links the texts to the photos.
1. pottery maker (key words: messy, vase, plate)
2. painter (key words: colour, light, da Vinci)
3. guitarist ( key words: fingers, hurt)
4. dancer (key words: fit, energy, moves)
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6. singer (key word: voice)

7. jewellery maker (key words: drawing, design, expensive materials)
8. drummer (key word: noisy)
The second activity consolidates the vocabulary from the previous exercises. Students complete the
sentences with the correct name of the artist.
1. drummers 2. painters 3. sculptors
4. jewellers 5. singers 6. dancers
7. guitarists
4. Modern art
10 mins.
Pre-teach ‘background’ and ‘straight’ if necessary. When they listen they should focus on the main
points and ignore any unfamiliar vocabulary. Ask the students if they can see a map in the painting.
1. painter
2. style
3. primary
4. white
5. black
6. paintings
7. music
5. Musical instruments
6-10 mins.
Start by checking what instruments the students know. They can mime playing the instruments and
the class can provide the names. Do the quiz. Play the recording twice before giving feedback. Then
ask the students to label the pictures. They check the answers by listening to the recording, which also
serves as a model for pronunciation. Finally, the students talk about their experience and preferences
in relation to musical instruments. This can be done in pairs or small groups.
1. banjo 2. cello 3. drums 4. electric guitar
5. piano 6. saxophone 7. trumpet 8. violin
Part B
5 mins.
This exercise makes the students practise the new vocabulary in a meaningful task. Use it as an
opportunity to work on pronunciation.
1. banjo 2. saxophone 3. drums 4. cello
5. trumpet 6. piano 7. electric guitar 8. violin

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6. Vocabulary: let’s play!
10 mins.
This allows the students to revise the vocabulary they learnt so far. Choose one of the games below
and explain the instructions to the students.
Game 1: GUESS WORD - Start by picking a card, and all players (except the one in the hot seat!) get
to see what the guess word is. For example, it could be "swimsuit."
Game 2: DESCRIBE WHAT YOURS IS LIKE - Now take turns describing what yours is like to the player
in the hot seat to see if they can figure out the guess word. For example, the word "swimsuit" can be
described as "Mine has strings" or "Mine gets wet" and so on.
Game 3: BE AS FUNNY AS YOU WANT - Students can get creative with their descriptions and have
fun.
Game 4: DON’T GIVE IT AWAY -The player in the hot seat is trying to get the guess word with as few
clues as possible.
To cut out before the lesson:
[Image Width=150mm, Image Height=120mm, ]7d6897d6a272c6b1e7e8c83993454cdc
[Image Width=150mm, Image Height=88mm, ]868ce8c0c1e10f02904cb230c1755e8b
7. Focus on language: quantifiers
5 – 10 mins.
Quantifiers are useful when we generalise about numerical data presented in tables or graphs, as well
as results of surveys. The students practise using them in this task in preparation for the survey they
conduct in task 9.
1. → 2. → 3. → 4. →
d. a. c. b.
1. All of us like/Everybody likes ...

2. The majority of us/most of us like ...
3. Some people/Some of us can ...
4. None of us would like ...
10 mins.
The students conduct a survey in groups of six or more. They present the results to the rest of the
class. They can collate the information and prepare a report about the whole class.
Possible answers: All of us like music. The majority/Many of us like hip-hop, etc.
8. Optional extension: talking about types of music
Part 1
5 mins.
Practise reading the words and elicit what the students already know. Students match the photos with
the correct type of music.
1. hip-hop 2. pop 3. blues 4. rock

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5. classical 6. country 7. folk 8. reggae
Part 2
5 mins.
Students work in pairs and discuss their favourite artists. They answer the questions listed on the cue
card. When they are ready, you may ask them to pick one artist and present him/her to the whole
class.
Unit 4
1. Warm up
5 mins.
The purpose of the warm-up is to revise the concept of a letter as a written symbol of a sound. The
students may come up with words which have the same letter at the beginning but different sounds,
eg. art, about, automobile, eel, eight, enough. This issues will be discussed in the next activity, which
illustrates the relation between letters and sounds. Limit the time for the warm-up.
2. Letters and sounds
Part 1
5 - 10 mins.
English has a very large number of sounds (phonemes) but only 26 letters. As a result, the same letters
have to represent various sounds. This leads to pronunciation problems for learners. At this moment
of the lesson, you can introduce the phonemic chart to show all the sounds, or you can do it later when
the students learn about vowels, consonants and voiceless and voiced sounds.
Part 2
10 mins.
The students should know about consonants and vowels. If not, this task can be used to introduce the
concepts. English has 20 vowel sounds, while many languages have only 5 or 6. Ask the students how
many consonants and vowels there are in their language.
Answers:
Group 1 – Consonants are produced with a closure or an obstruction in the mouth. The obstruction
can be formed using the lips, teeth or tongue.
Group 2 – Vowels are produced with the mouth open and no obstruction in the mouth. We can easily
sing vowel sounds.
Group 3 – English has double vowels (called diphthongs), which are two vowels together.
3. How many sounds?
5 mins.
The students analsye words in terms of the number of letters and sounds. This lesson considers
diphthongs as one "sound."
2 sounds: []knee, []earth, []eight 3 sounds: []beige, []heart, []tongue, []through
4 sounds: []letter, []bridge 5 sounds: []because, []stopped, []washes

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6 sounds: []wanted, []bridges
4. Reading
10 mins.
The text explains how we produce speech sounds. The difference between voiced and voiceless sounds
will be exploited later in the lesson.
1. They are deep in your throat/They form a kind of opening where the air from the lungs go out.
2. The air which goes out from the lungs pushes the vocal cords and makes them vibrate.
3. ‘S’ is pronounced without the vibration of the vocal cords, and ‘z’ is pronounced with the vocal
cords vibrating.
4. When we speak normally the vocal cords vibrate; they don’t vibrate when we whisper.
Article source: https://theconversation.com/curious-kids-how-do-voices-come-out-of-our-mouths-130286
5. Let’s experiment
5 mins.
Looking at one’s mouth in the mirror while speaking helps to raise awareness of how sounds are
produced, and it can be very interesting to students. They can use mirrors on their phones.
Extension 1
Play the lip reading game. A student makes a sound or a word ‘silently’ – only moving their lips, others
guess the sound or word from the mouth shape.
Extension 2
There are several ways you can use the chart in class.
1. Use it to present and practise the individual sounds either by pressing the sounds for the students
to repeat or by pressing the sound and asking the students to give a word with the sound.
2. Use to present the sounds of words. You press the sounds one by one and the students say or say
and write the whole word, eg. /b r I dZ I z/, /h A: t/ – bridges, heart.
6. Voiced and voiceless sounds
5 mins.
The students practise the difference between voiced and voiceless sounds.
Note that food and foot actually have different vowel sounds.
Key: pear – bear, piece – peas, coat – goat, foot – food, eyes – ice, fan – van
7. Which word do you hear?
5 - 10 mins.
The students practise sound recognition and sound production.
Answers:
1. Give me the peas, please.

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2. You look like a bear.

3. I bought a goat.
4. Look at my eyes.
5. He’s under the van.
6. Your foot smells.
8. Language focus
5 - 10 mins.
The students consolidate the knowledge from this lesson in relation to the pronunciation of
grammatical endings. Remind them that they have to focus on the pronunciation of the verb, not
its spelling and that voiced sounds are produced with vibrations of the vocal cords, which they can feel
when they put fingers on their throat. They practised the difference in tasks 7 and 8.
1. /z/
2. plays
3. voiceless
4. sits
5. /iz/
6. closes
7. voiced
8. opened
9. /t/
10. washed
11. /d/
12. /Id/
13. ended
9. Optional task: whose routine?
5 mins.
Analyse the examples to make sure the students understand the instructions. Read the list of phrases
paying attention to the endings. Encourage individual students to read out the lists.
1. paints landscapes ≀ walks her dog ≀ eats healthy food
2. solves logical puzzles ≀ sings operas ≀ enjoys cooking ≀ rows her boat
10. Tongue twisters
5 - 10 mins.
A fun activity. Allow the students ample time to practise the tongue twisters individually. You may
allow them to perform the tongue twisters in groups or for the whole class.

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11. Homework
Answers:
plane - train, car - star, key - see, house - mouse, boat - goat, ball - wall
Unit 5
1. Warm up
3 - 5 min.
A short activity to put the students in the right mood for the lesson, which is based on humour, mostly
related to word meaning. Help with some of the words if necessary. Elicit ideas and help students to
understand the jokes.
2. Words and their meaning
10 mins.
The purpose of the text is to draw the students’ attention to the fact that words can have two meanings
and that spelling can be misleading sometimes. They aren’t expected to learn the terms used in the
texts. Instead, they should focus on the questions inside the text, which prepare them for the other
tasks in the lesson.
Questions within the text:
1. right – wrong
2. right – left
Homonyms
1. letter – in an alphabet, written to sb
2. park – a place with grass and trees/to stop a car
3. watch – an object which tells the time/to observe
Homophones
1. there – their
2. hour – our
3. sea - see
Sentences
1. watching ≀ watch
2. letters ≀ letter
3. park ≀ park
Spelling
there – their,

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hour – our,
sea – see,
knight - night
3. Let’s play: guess the word!
5-10 mins.
This is a fun game that is perfect for all ages. The aim of the game is to guess the opponent’s mystery
word.
Students recycle what they learnt in the previous section.
Each game only takes a few minutes to set up.
Prepare cards with words you would like your students to practice. E.g. letter, park, watch, right, hour,
sea, knight.
One set has been prepared for you to cut out before the lesson.
Students hold them or stick them to their foreheads so that other students can see it clearly. The
person who is guessing his own card cannot look at it. Students collaborate to help elicit words from
each paper. They take turns and play in pairs or small groups.
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4. Vocabulary: one word - two meanings
5 mins.
The students learn the two meanings of four words.
In the second task, another meaning is discovered. Help with the meanings, eg. bright (clever).
Encourage discussion and elicit correct answers.
1. bright 2. change 3. fan 4. smell
Note:
1 – bright (the sun is bright - adjective),
2 – fan (this is a fan - noun),
3 – smell (the shoes smell bad/terrible - verb),
4 – change (she has some change - noun).
1
a. change b. change
2
a. bright b. bright
3
a. fan b. fan

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4
a. smell b. smell
5. Same sounds but different words
3-5 mins.
These are four familiar homophones. The students have to understand the sentence they hear to
decide which word is used. It may be necessary to listen to the sentences twice. Homophones are also
used in the next activity.
1. knows,
2. see,
3. ate,
4. our.
Ask students to think about possible answers. Elicit answers and ask about the meanings of the words
used in each joke.
Joke 1
A: Why is a baseball stadium such a cool place? B: Because it’s full of f _ _ s. [Size=Virtual, ]fans
Joke 2
A: Why did the teacher have to wear sunglasses?
B: Because her students were so b _ _ _ _ t. [Size=Virtual, ]bright
6. More jokes to enjoy
5 mins.
Pre-teach sponge, hole, vampire, penguin, flamingo, stairs, lift, roll down, fall over. The photos will help
with some of the words. The task will be easier when done in groups.
1. stairs 2. sponge
3. hole 4. shadow
5. vampire 6. flamingo
Jokes
1. → 2. → 3. → 4. → 5. → 6. →
a. d. e. f. c. b.
7. Optional extension: language focus - questions
5-10 mins.
It’s a revision of the familiar language. Students read the rules and examples and complete the missing
words. There is a practice task that could be given as homework or used as in-class revision.

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Important: In general, American English prefers to use "Do you have X?" whereas British English prefers
"Have you got X?"
question word
did
was
had
could
will
Auxiliary verbs
before
Task:
Questions.
1. Do 2. Can 3. Will 4. Did
5. Was 6. Are 7. Is 8. Have
Answers to questions.
1. I don’t. Not really. They are rather silly.
2. No, I can’t. I’m afraid it’s too heavy.
3. Of course, I will.
4. I’m afraid, she didn’t. She cried a lot.
5. Yes, she was.
6. Yes, they are.
7. No, it’s OK.
8. Yes, I have. Why?
8. Speaking: test your memory
5-10 mins.
This is a fun activity designed to engage students into revision of vocabulary.
Students receive a cut up set (or you can ask them to cut it our themselves) and try to present their
word to their partners. The word underlined is the key vocabulary item from the lesson and two other
words are forbidden.
If this is too difficult for your group/student, then change the rules to help them. For example: suggest
using the words in the card.
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Unit 6
1. Vocabulary 1
Part A
3 points.
1. art 2. pottery 3. jewellery
Part B
6 points.
1. a (modern) sculpture 2. an abstract painting
3. cello 4. a mural
5. a trumpet 6. drums
2. Phrases
8 points.
1. → 2. →
f. d.
3. → 4. →
g. a.
5. → 6. →
h. e.
7. → 8. →
c. b.
3. Guess the word
8 points.
1.
What have you got in your []right hand?
It wasn’t the []right answer.
2.
I never []watch television.
I don’t wear a []watch – my phone has a clock.
3.
I’m learning to []park between two cars.
There are a lot of old trees in the []park.
4.
People don’t write []letters anymore, they send texts.

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They are two double []letters in the word ‘aggressive’.
5.
I need to wear sunglasses because the sun is very []bright.
Only a very []bright student can learn this so quickly.
6.
I’m not a []fan of hip-hop.
The room is so hot because the []fan is broken.
7.
I can []smell oranges and coffee. Are you making a cake?
My mother loves the []smell of wood.
8.
I would like to []change the colour of the walls in my room.
Please, take your []change. One ice cream is only four pounds and fifty.
4. First conditional
12 points.
One point for the right verb and one point for the correct form.
1. will be ≀ don’t sleep 2. won’t smell ≀ cover
3. will be ≀ doesn’t stop 4. get ≀ will need
5. will hurt ≀ change 6. will see ≀ listen
5. Rewriting 1
4 points.
Half a point for each verb form.
Key:
1. I won’t make any guesses if I see some patterns in the word order.
2. If you don’t practise every day, you won’t learn to play an instrument.
3. The expert won’t predict the results if she doesn’t know all the facts.
4. I won’t row the boat with you if you don’t tell me a joke.
6. Rewriting 2
6 points.
1. Are you interested in painting animals?
2. She’s good at making jewellery.

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3. Today we’re learning/will learn to draw people’s faces.

4. When did you decide to eat only healthy food?
5. I prefer doing experiments to solving problems.
6. The artist agreed to paint my portrait.
7. Verbs
6 points.
1. doing 2. doing
3. do 4. to do
5. to do 6. to do
8. Question completion
Part A
6 points.
1. Are 2. Are
3. Can 4. does
5. have 6. do
Part B
4 points.
1. Why 2. How much
3. How many 4. How fast
Part C
8 points.
One point for correct question word and one point for correct verb form and order.
1. How many bones are there in your ear?
2. What do you breathe with?
3. How tall is he?
4. When does/will your nose stop growing?
Part D
6 points.
First, students complete the gaps in the text about Mozart.

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1. violinist
2. six
3. three
4. musician
5. thirty five
6. six hundred
Students then write questions about the missing information.

1. Where was he ...
2. ... instrument did his sister play?
3. How old was he when ...
4. How long did they ...
5. Who did he ...
6. How many pieces of music ...
9. Survey
6 points.
Half a point for choosing the correct information and half a point for the correct grammar.
1. dances 2. paints
3. draw 4. play an instrument
5. take photos 6. speaks a foreign language
10. Sounds
16 points.
11. Speaking: role play
Extension:
Students can write a personal profile of a friend or a family member.
Vocabulary – 26, grammar – 58, pronunciation - 16 points.
PART 4
Unit 1
1. Warm up
5 mins.

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Check with the whole class. Try to find out what the most popular choice for the first part of the
question is. Encourage the students to support their choices with arguments, for example: My iPhone
is very important to me. I use my iPhone every day. I can find all kinds of information on the Internet.
2. Vocabulary
Part A
3 mins.
Students use the words to complete the definition. Make sure the students pronounce the words
correctly.
1. telescope 2. rover
3. satellite 4. spacecraft
5. rocket
Part B
10 mins.
Help the students to discover the differences in meaning by eliciting their examples before they do
the definitions. If this proves difficult, they may be able to give their examples after you talk about the
definitions.
Possible examples:
Bell invented the telephone/The fridge was a great invention; Columbus discovered America/The
discovery of bacteria improved hygiene; Getting an A in maths last year was my great achievement; I
am planning to explore the woods with my friends.
Students then choose the correct word in the definitions.
a. invent b. discover
c. achieve d. explore
Tell the students to complete the table.

1. invention 2. discovery
3. achievement 4. exploration
Finally, students use the words in the following sentences.

1. explore 2. discovered
3. invention 4. discover
5. invented 6. achievement
3. Which did we do first?
10 mins.
Part A
Pre-teach launch (start), and float (move freely and slowly in air or on water). During the first listening,
the students should focus on the dates. The second listening requires an understanding of some other
details. Elicit corrections of the false sentences. The text of the listening is used in a homework task
after the students have been introduced to the Present Perfect tense.

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a. 1957 b. 2008
c. 1961 d. 1990
e. 1965 f. 1609
g. 1969 h. 1947
Part B
Student listen to the recording again and mark the statements true or false.
1. F 2. T
3. F 4. F
5. T 6. F
4. Focus on language
5 mins.
In this section, only one use of the Present Perfect tense is presented. Other uses will be introduced
later. First, tell the students to compare the sentences in groups A and B and answer the following
questions.
1. Yes.
2. Only the sentences in group A have dates.
3. No, they aren’t.
5. Practice
10 min.
Students practise building sentences in Present Perfect.
Part A
Students can listen to the recording and check their answers.
1. walked
2. have landed
3. have only sent
4. landed
Part B
1. have invented 2. has orbited
3. have launched 4. has taken
5. have floated
Part C
1. be 2. write
3. do 4. hear

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5. go 6. win
7. ride 8. say
9. see 10. sleep
11. tell 12. speak
Part D
1. has slept 2. haven’t heard
3. have written 4. Have I done
5. hasn’t told 6. Have you seen
6. What have you done?
10 mins.
Pre-teach any words the students may not know. Help with the irregular verbs. Remind the students
not to use any time expressions or any other details in the sentences they write. All the sentences
must be in Present Perfect.
7. What did they say next?
5 mins.
Part A
Students match the beginnings of the sentences to the correct speaker. Then they listen to the
recording and check their answers.
a. Speaker 3 b. Speaker 2 c. Speaker 1
Part B
Tell the students to complete the sentences they heard with verbs. Play the recording again and check
the answers.
1. saw ≀ was ≀ moved ≀ didn’t make
2. did ≀ was ≀ were
3. was ≀ thought ≀ wrote ≀ didn’t speak ≀ read
Students answer the final two questions. They should understand that we only use the Present Perfect
to mention the experience for the first time. All details of the experience mentioned will be given in
Past Simple.
1. Present Perfect 2. Past Simple
8. Homework
Part A
For homework, tell the students to read the text of the recording they heard in class and complete it
with one of the verbs. They should use Present Perfect or Past Simple tenses.
1. used

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2. has changed
3. have used
4. were
5. made
6. took
7. have landed
8. landed
Part B
Students answer the questions using information from the text. They should write full sentences
paying attention to the tenses.
1. He invented the telescope. 2. He discovered mountains.
3. We sent fruit flies. 4. People haven’t landed on Mars.
9. Optional homework / additional grammar practice
7 - 10 mins.
This task can be done as optional homework or additional grammar practice.
The students make questions in Present Perfect. Encourage them to guess the answers before they do
Part B, in which they have to read short texts which answer the questions and provide more related
information. The matching should be done without changing the verbs in brackets.
1. Have we sent tourists into space?
2. Have humans sent spacecraft to every planet in the solar system?
3. Has a spacecraft landed on a comet?
4. How many people have walked on the Moon?
5. How many spacecrafts have visited Jupiter?
6. Have any spacecraft left the solar system?
Part B
Students find answers to the questions above.
A - question 4
B - question 2
C - question 3
D - question 6
E - question 1
F - question 5
Then they write the verbs in brackets in Past Simple or Present Perfect.
a. have been ≀ walked ≀ were ≀ drove
b. have sent ≀ have visited ≀ landed

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c. visited
d. has left
e. paid
f. have been ≀ flew
Unit 2
1. Warm up
5-7 mins.
There is a lot of information about space in this lesson. Make sure you get familiar with the content to
be able to guide and support the students. It might be a good idea to check what the students learn
about space in their school. The warm-up introduces the concept of space, which starts beyond the
Earth’s atmosphere, 100 km above the Earth’s surface. Model the pronunciation of the words in the
list. Discuss the answers with the whole class.
(At night: the moon, satellites, the Milky Way, stars. During the day: birds, clouds, the sun, a plane,
sometimes also the moon. We don’t see spaceships very often.)
1. All the things can be seen in the sky.
2. stars, the moon, the Milky Way, clouds, the sun, and a satellite.
3. Birds, planes and clouds are not in space; they are in the Earth’s atmosphere.
Extend the task by asking the students more questions:

Can you see the things in the sky during the day or at night?
2. How much do you know about space?
10 mins.
The activity presents the most basic facts about space. The key vocabulary (bolded) is clarified in the
context of the questions and in the text.
In the true/false task, the students have a chance to demonstrate what they already know about the
topic. Put them in groups to discuss the statements, then tell them to read the text to check their
answers. Elicit answers from the whole class.
Optionally you can play the recording.
Note:
Some of the words are at C1 level but in a CLIL-type lesson they are absolutely OK – they are core
vocab for the unit. Many students will know about these things from school. Besides, the words are
explained in the text.
1. T 2. F 3. T 4. T 5. T 6. F 7. F 8. F
Reading comprehension
1. The universe is 13.8 billion years old.
2. Stars are older. They grouped to form galaxies.
3. Planets are bigger than asteroids.

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4. Gravity – the force with which bigger/heavier objects pull smaller/lighter objects.
5. No, it’s a piece of rock burning in the atmosphere.
6. They are big groups of meteors, also called meteor showers.
3. Let’s play!
5-15mins.
Cut up all of the words and distribute them to your class.
This task allows the students to revise the vocabulary they learnt so far. Choose one of the games
below and explain the instructions to the students.
Game 1: GUESS WORD - Start by picking a card, and all players (except the one in the hot seat!) get
to see what the guess word is. For example, it could be "swimsuit."
Game 2: DESCRIBE WHAT YOURS IS LIKE - Now take turns describing what yours is like to the player
in the hot seat to see if they can figure out the guess word. For example, the word "swimsuit" can be
described as "Mine has strings" or "Mine gets wet" and so on.
Game 3: BE AS FUNNY AS YOU WANT - Students can get creative with their descriptions and have
fun.
Game 4: DON’T GIVE IT AWAY -The player in the hot seat is trying to get the guess word with as few
clues as possible.
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4. The solar system in numbers
5 - 7 min.
The students learn details about two planets in the solar system. This task helps them to understand
what kind of information is included in the table. Here, they only practise finding and interpreting the
information and filling in the gaps properly. They will practise talking about the data later in the lesson,
where they learn how to read km/h, km/s, °C and big numbers. You may try to find out how good they
are at saying numbers.
4,879 (four thousand, eight hundred and seventy-nine); 365 (three hundred and sixty-five)
Notes:
Diameter is the widest part of a circle or sphere (ball). Temperature is measured using a thermometer.
Here it is in degrees Celsius (°C). It is the temperature on the surface and not inside the planet because
the inside of a planet, called a core, can be very hot. For example, the temperature of the Earth’s core
is about 5,200 °C.
a. size: 3 b. 4 c. 2
d. 6 e. 5
Information
1. 4,879 km 2. 58 million km 3. 48 4. 365 days 5. 167
Optional game:
To help students understand the vocabulary they learnt so far propose a short task. Cut up words from
two questions and ask students to put them in order. Elicit correct answers.

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How big is Mercury?

How fast does Mercury move around the sun?
How old is the universe?
Is a ‘shooting star’ a star?
[Image Width=122mm, Image Height=138mm, ]0b1132380432cfda9d22da76de749975
[Image Width=120mm, Image Height=85.5mm, ]604d50d201860b37870abc120682281f
5. Language point: numerical data
7-10 mins.
The students revise and practise talking about speed, distance, size and temperature, as well as using
big numbers. In (c), the students use the information from the table to answer the questions. They
need to be able to give the answers both in writing and orally.
1. degrees 2. minus
3. per second 4. per hour
5. million
a. sixteen point five kilometres per second
b. minus one hundred and fourteen degrees Celsius
c. one hundred and twenty thousand, five hundred and forty-seven kilometres
d. one million, three hundred and fifty thousand, two hundred
e. six billion, four hundred million/six thousand and four hundred million
Questions
1. 12,756 km
2. 167°C (one hundred and sixty-seven)
3. 30 km/s (thirty kilometres per second)
4. 58 million
6. Listening: podcast
1. → 2. → 3. → 4. → 5. → 6. →
a. d. e. f. c. b.
Answers
1. small pieces of ice and rock
2. Venus has an atmosphere with clouds which trap the heat
3. one million

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4. a dwarf planet
5. sixty-seven
6. no, the speeds are different
7. Talking about space
10 mins.
Students work in pairs. Use the example to demonstrate how the activity works. Alternatively, you
play the role of Student A and volunteers act as student B.
1. How far is Mars from the Sun?
2. How big is Mars?
3. What is the temperature on Jupiter?
4. How long does it take Uranus to make one orbit around the Sun?
5. How fast does Venus move around the Sun?
Unit 3
1. Warm-up
5-7 mins.
The illustrations introduce the topic of the lesson and clarify the difference between sci-fi (action takes
place in the future) and fantasy (action takes place at any time, magical creatures and powers are
involved). Elicit titles of fantasy and sci-fi books or films. Elicit more characters or talk about typical
settings and events in both types of stories, eg.
What do knights do? They kill dragons.
What are witches like? They are bad/evil/cruel.
Pictures to label:
1. an alien 2. a dragon 3. a knight
4. a robot 5. a witch 6. a unicorn
Story:
1-3 mins.
Make it clear that a brief summary only is expected. Organise the activity according to the number of
students who are willing to tell a story. If you have four volunteers, make four groups. If you believe
each student can summarise a story, put them in pairs. Alternatively, retell the basic plot of a familiar
story with the whole class. Keep the activity short.
2. A space story
5-10 mins.
Tell the students that they are going to create a science-fiction story and they will be working on
the story in stages. You can use the rest of the lesson in two different ways. You can go through
all the activities quickly and have a whole class presentation of the stories at the end of the lesson.

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Alternatively, you can use the extension ideas to have more varied interaction patterns and more
language practice during the process of creating the stories. Time the stages carefully to keep a good
pace. The stories should be created and told before the lesson ends. The writing can be done as
homework. Make sure you have an even number of groups if you want the storytelling to be done in
groups.
In the first part, the students choose characters for themselves and their crews. It may help them if
you prepare a list or a set of pictures and names of characters to choose from. To demonstrate what is
expected, ask one or two students to introduce themselves to the class. Encourage them to get into
their characters when they speak. Then form small groups (maximum 4) in which the students will stay
until the end of the lesson. Each student introduces herself or himself to their group.
3. You are getting more crew members
5-7 mins.
Remind the students to choose new crew members for their skills. They can choose the members for
their personality (brave, clever, hard-working, handsome, beautiful, funny) or for their skills (can fly,
fight, knows physics). If you have a small number of groups, ask them to present their crews to the
class and explain their choices if possible. With a big class, make them present their crew to another
group.
4. Travelling through space
5-7 mins.
The students present the names of their ships and their missions to the class or to another group. They
can draw the spaceships and then describe them to others (see the extension).
Extension: Picture dictation. Two groups work together. The students describe their spaceship to the
other group to draw it. Then they compare their drawings. It’s an opportunity to revise descriptive
vocabulary, such as shapes, sizes, etc.
Part A: spaceship description
Part B: mission description
5. You land on a planet
7-10 mins.
Only a basic description is required unless you plan to use the extension idea below. Remind the
students to stay in character when they decide why they like or don’t like the island. Don’t let them
forget about their other two crew members.
Extension: Students work on the text and copy it on a big sheet of paper. Then they display the texts
for others to read. They read other groups’ reports and write 2-3 questions to learn more about the
planets. This is an opportunity to revise question forms. Each crew tries to answer the questions,
either in writing or orally.
6. The aliens
7-10 mins.
This is the climax of the story so motivate the students to think of something interesting. Remind them
about their mission. The ending of the story must link to the beginning. Suggest that the students can
speak as the characters they are in the story to add a personal touch. Stick to the time limit. Give

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help when the students practise telling their stories. Tell them to use their voice, gestures or miming
to make the listeners more interested and more involved.
7. Tell the story
10 mins+.
If you have a small number of groups, they can present their stories to the whole class and organise class
feedback. Encourage the students to ask questions about details of the story or ask comprehension
questions to the class after each story.
Listen and note down any language problems which you can address in the next session or in future
lessons. Do they use any conjunctions? The students’ stories can be also used as a context to teach
past continuous or past perfect.
8. Language focus
7 mins.
The language focus clarifies the meanings and functions of six common conjunctions. Later, the
students are encouraged to use them in the written versions of their stories.
Part A:
1. because 2. so 3. and 4. but 5. before, when
Part B:
1. and 2. but 3. because 4. so 5. before 6. when
9. Practice: linking ideas
10-12 mins.
Students use the six conjunctions in a controlled and free practice.
Part A:
1. → 2. → 3. → 4. →
d. b. g. a.
5. → 6. → 7. → 8. →
c. f. h. e.
Part B: students’ own answers.
10. Homework
20+ mins.
The students have a chance to polish their stories and practise using the conjunctions. They can also
write a completely new story if they wish.
Extension: The students write dialogues and in class act out some scenes from their stories, eg. meeting
the aliens.

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Unit 4
1. Warm up
3-5 mins.
After the students answer the questions, encourage them to share any other things/words on the
page they can understand. If possible, visit the website and explore it together. You need to go to the
main page and then choose SPACE STATION. There will be different photos and the timer will show a
different number.
1. NASA, it’s an American government organisation which explores space

2. space/the International Space Station (the ISS)/astronauts
3. outside of the space station/an astronaut on a spacewalk
4. how long the ISS has been in orbit
Website: https://www.nasa.gov/mission_pages/station/main/index.html
2. The International Space Station
15–20 mins.
Elicit a few guesses with the whole class, then let the students work on their own or in pairs. After
listening, make sure everybody has the right answers. Accept short answers like ‘400 km’ or ‘108
metres long’ or, if you want to consolidate the language from previous lessons, ask the students to
write complete sentences. Exercise 2c clarifies the meaning of some vocabulary from the recording.
Note: The podcast was recorded in March 2022, so some of the data may not be accurate when you
use the worksheet.
EXTENSION – speaking practice/memory challenge
Students don’t look at the worksheet. You say one of the numbers from 2b and they have to say what
it refers to, for example:
You: 22 Students: The temperature inside the station is 22 degrees Celsius.
Students can also test each other in pairs.
Part A:
a. 400 b. 108 c. 28,000 d. 90
e. 22 f. 256 g. 249 h. 3,000
(updated information: April 2022)

Part B:
1. sunlight 2. solar panels 3. circle 4. provide
Part C:
1. The Moon circles Earth.

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2. Yes, windmills produce electricity from the wind.

3. Your skin gets red/sunburnt.
3. Space routines
12 -15 mins.
The students learn more about life in the station.
Start by making them predict what life on a space station is like. You may expand the predictions and
use brainstorming and provide them with themes to think about, eg. food, water, sleeping, walking,
washing, cooking. Elicit ideas and answers to the questions before the reading. Accept any reasonable
ideas and encourage group or class discussion. You might want to write some of the ideas on the board
and come back to them after the reading.
There are a lot of videos from NASA presenting the daily life of the astronauts there that you can use
(several links below). The text also revises the modal verbs can, can’t, have to, don’t have to in context.
They are the focus of the Language Focus. Finish this section by asking the students to list the three
best and three worst things about living in a space station.
Video links:
https://www.youtube.com/watch?v=AZx0RIV0wss
https://www.youtube.com/watch?v=Pwv6Hcn-0HY
https://www.youtube.com/watch?v=P5FuPC6nsH0
https://www.youtube.com/watch?v=UyFYgeE32f0
https://www.youtube.com/watch?v=goZM9NbH_40
https://www.youtube.com/watch?v=3bCoGC532p8
https://www.youtube.com/watch?v=BCjH3k5gODI
Part A:
students’ own answers
The biggest difference is zero gravity, which makes some things easier (lifting, moving around) and
some more difficult (using water for drinking or washing, cutting hair, eating biscuits).
Part B:
True on Earth – 2, 5, 7;
True in space – 1, 3, 4, 6, 8.
4. Language focus: can, can’t, have to, don’t have to
5-7 mins.

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The students consolidate what they have learned about the two modal verbs so far. The meaning is
clarified.
Sentence functions:
1. → 2. → 3. → 4. →
b. d. a. c.
Sentences:
1. We can use solar energy to heat our homes. 2. We don’t have to cut down trees to keep
warm.
3. Humans have to protect their skin from solar 4. Humans can’t live on the Moon.
radiation.
5. Practice
10-12 min. Students practise the modal verbs. For each point in 5c elicit examples from two or
three students and ask follow-up questions if possible. Make sure the students use ‘can’ and ‘can’t’
for possibility and not ability or permission.
Part A:
1. True 2. True 3. False
4. False 5. True 6. True
Part B:
1. can’t 2. don’t have to 3. can’t 4. have to
5. don’t have to 6. have to 7. can 8. have to
6. Let’s play
10 mins.
Cut out the words below and distribute them among the students. The students then try to explain
the vocabulary to their groupmates. Circulate and help as needed.
[Image Width=150mm, Image Height=100mm, ]0111f1b372739fff6081c4647426f25e
7. Optional task: living on another planet
15 min.
Divide the students into small groups (4-6). They start by choosing a name for their planet. Set a
time limit for the preparation. The groups present their planets orally and then the class can ask
questions. With big classes, the groups can prepare posters with one representative standing next
to it and answering questions, while the other students walk around and look. At the end, the class
can choose the planet which is more/most interesting, dangerous, funny.
8. Homework
5-10 mins.
The task summarises the content of the unit.

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Extension: If your students like drawing, they can be asked to draw the imaginary planet they described
in class and write the basic facts about it. In the next lesson the students are going to create a script
for a science-fiction movie and such drawings could be an inspiration.
Unit 5
1. Vocabulary 1
78 points in total.
6 points.
1. comet 2. spacecraft 3. astronomer
4. telescope 5. astronaut 6. space suit
2. Vocabulary 2
Part 1
4 points.
1. meteor 2. gravity 3. meteorite 4. satellite
Part 2
8 points.
1. galaxies 2. stars 3. planets 4. moon
5. Sun 6. Earth 7. solar system 8. gravity
3. Verbs
Part 1
6 points.
1. flying 2. floating 3. spinning
4. orbiting 5. falling 6. burning
Part 2
6 points.
1. to exist 2. contains 3. pulls
4. revolve ≀ spin 5. heat up 6. burn
4. Reading
6 points.
1. 150 million km

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2. 385,000 km
3. 3,475 km
4. -153 °C
5. 27 days
6. 1.03 km/s
5. Grammar
Part 1
6 points.
1. far is the moon 2. the distance between the Moon
3. big is the Moon 4. is the temperature
5. does it take 6. fast does the Moon move
Part 2
14 points.
1. can
2. don’t have to
3. can
4. have to
5. have to
6. don’t have to
7. can
8. have to
9. have to
10. can
11. can
12. don’t have to
13. have to
14. can’t
Part 3
4 points.
drunk - sung, caught - thought, kept - slept, sold - told
Part 4
6 points.
1. sung 2. sold 3. spent
4. been 5. slept 6. thought

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Present perfect – sentences 1, 2, 4. Past simple – sentences 3, 5, 6.

Part 5
6 points.
1. → 2. → 3. →
f. d. c.
4. → 5. → 6. →
a. b. e.
1. Have you run a long distance?

2. Have you ridden a horse?
3. Have you seen a shooting star?
4. Have you flown in a plane?
5. Have you swum in an ocean?
6. Have you sung a song in English?
6. Conjunctions
6 points.
1. but 2. so 3. but
4. because 5. before 6. so
8. Writing
Extension:
Students can write a short story.
PART 5
Unit 1
1. Warm-up
7 mins.
The warm-up introduces the concept of living and non-living things. Support the students in their
attempts to identify the differences between them (see the key).
Part A
1. lava, fire, a volcano 2. an insect
3. moss, a mushroom 4. a virus
5. a bird 6. rock
7. sand 8. grass
9. coral, fish 10. a spider web

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Part B
Living things: a bird, grass, an insect, moss, a mushroom, a virus.
Non-living things: fire, lava, rock, sand, a volcano, a spider web
More living things: trees, plants, animals; Non-living things: water, a river, a lake, clouds, a mountain,
etc. All living things need energy or food to survive. Living things multiply, get old and die.
They also need air (some microorganisms don’t), light (some forms of life survive without it) and a stable
temperature, usually warm.
2. Use your brain
3 mins.
This short task consolidates knowledge from the previous unit and highlights the fact that Earth is a
unique planet.
1. (shape) They are round. (movement) They orbit the sun and spin.
2. Only Earth has liquid water, oxygen and life.
3. A planet like no other
10 mins.
The students start by revising what they have learnt about Earth.
The first listening task focuses on general understanding. Make sure the students understand the
words in the lists. Most of it should be familiar from the previous unit.
Pre-teach amount, movement, and seasons if necessary.
After listening, they work in pairs, or small groups, which should help them to get the correct answers
for both tasks. Don’t make them listen again – they will do that for the next tasks.
Part A
1. → 2. → 3. → 4. → 5. → 6. →
d. b. e. a. c. f.
The second part requires understanding the most important facts, while ignoring details and any
difficult vocabulary. It shows the students they can understand a text which contains unfamiliar words.
Before listening, let the students predict the answers or at least the kind of information missing. Use
the grammatical clues to identify speech parts, the context and the students’ knowledge to predict the
answers.
Part B
Earth’s size
Earth’s moon
the amount of water on Earth
its atmosphere
Earth’s movement
the seasons
Part C

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1. four 2. closer 3. smaller 4. distance 5. water

6. oxygen/air 7. life 8. rotate 9. sun 10. seasons
Part D
1. tilted 2. species 3. evaporates 4. freezes
4. Inside Earth
10 -12 mins.
The first task makes the students think about what is inside Earth. The second part of the video contains
some unfamiliar concepts and vocabulary. That’s why the students should study the illustration and
read the statements carefully because they will allow to answer some of the questions even before
they watch the video.
Part A
1. From inside Earth. 2. From inside Earth. 3. It’s hot.
Part B
1. True
2. True
3. True
4. False - It’s rock, not metal
5. True
5. Language focus: countable and uncountable nouns
7 mins.
The students revise the basic facts about countable and uncountable nouns. They also learn about the
limited use of the indefinite article.
Part A
A – uncountable nouns;
B – countable nouns.
Only countable nouns (group B) have plural forms.
Part B
1. Uncountable 2. Countable 3. Countable
4. Uncountable 5. Uncountable 6. Uncountable
Part C
1. water
2. ice
3. vegetable

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4. vegetables
5. animal
6. tree
6. Practise
7-10 mins.
The students categorise nouns on the basis of their grammar and meaning. Then they practise the use
of articles with countable and uncountable nouns.
Part A
1. oxygen ≀ water 2. a moon 3. rock
4. iron 5. a mouse 6. lava
Part B
1. a moon 2. life 3. plants 4. oxygen 5. A year
7. Let’s play: snap!
10 min+. The game practises the use of nouns and determiners. Before the lesson, copy and cut up a
set of cards (A and B) for each pair. Help the students with the instructions. Demonstrate how to play
the game.
Cards to cut out:

[Image Width=140mm, Image Height=250mm, ]b56e23705d210f8d461a941ba78d30e4
8. Homework
5 mins.
Circulate and help as needed. In Part A, encourage the students to try and name other elements that
are not mentioned in the exercise (e.g. rocks). In Part B, write any difficult or interesting vocabulary on
the board after checking the task)
Part A
1. zebras 2. sand/water 3. trees 4. water
5. giraffe 6. elephant 7. birds 8. monkeys
9. water 10. grass 11. hippo 12. sand
Part B: Students’ own answers.
Unit 2
1. Warm-up
3-5 mins.

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Students work in small groups. There are two possible correct answers depending on the category
selected– the type of place or the climate. Tell the students to locate the places on the map above.
When they do it correctly, they will notice that the places in each group are in the same climate zone.
1. have cold climate/are geographical regions (Greenland an island);
2. have hot climate/are countries;
3. Have temperate climate/are cities Paris in France, Wellington in New Zealand, Santiago – Chile);
2. The climates of the world
10-12 mins.
Ask the students to work in groups. You can help with the names of the climate zones by saying
that ‘tropical’ means very hot, ‘polar’ is very cold, and ‘temperate’ is neither very hot nor very cold.
The twelve sentences use very basic vocabulary to describe climate zones. However, make sure the
students understand them well before they discuss the answers together. There are some unknown
words in the video, but the students don’t need them to do the main task, so they should worry about
them. The word ‘precipitation’ is used again later in the lesson.
Part A:
Tropical: b, e h, k
Polar: a, g, i, j, l
Temperate: c, d, f
Optional questions to ask in your class.
Which climate zone do you live in?
How many seasons are there?
Does it rain a lot?
What’s the average temperature?
Glossary:
diverse - showing a great deal of variety; very different.
habitat - the natural home or environment of an animal, plant, or another organism.
fall - the amount of water falling in rain, snow, etc., within a given time and area.
precipitation - rain, snow, sleet, or hail that falls to or condenses on the ground.
3. A continent like no other
12-15 mins.
The students guess the answers and then compare them with what they hear in the video. Task 3c
further clarifies most of the questions. The text also introduces the passive, which is studied later in
the language focus.
Notes: Moss is a plant. Algae are neither animals nor plants – they are a separate type of organism.
Lichen is a combination of a fungus and algae. Elicit or give the students the native equivalents for
these words. The three animals mentioned in the text are in the video so the students should be able
to provide the L1 words for them.
Part A:

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1. Africa 2. Antarctica 3. Asia

4. Antarctica 5. Antarctica 6. Antarctica
Part B:
1. True 2. True
3. True 4. False
5. False 6. True
Part C:
1. Pole 2. rain
3. desert 4. ice
5. temperature 6. water
7. continent 8. scientists
4. Language focus: the passive voice
10-12 mins.
The students are introduced to the concept of the passive voice. They start by noticing that the choice
of the passive or active voice doesn’t affect the meaning. Then they focus on the form.
Part A: Yes, the meaning is the same.
Auxiliary verbs
1b. Antarctica is surrounded by the Southern Ocean. 2a. The research stations are used by scientists
from many countries. 3b. Trees in tropical forests for wood are cut for wood. 4a. Seals are found in
cold seas.
Optional
Find and underline 8 examples of the passive voice in the text in 3c.
give this example: Antarctica is located on the South Pole.
2. Precipitation is better known as rain.
3. An area with very little rain is considered a desert.
4. Antarctica is a desert that is covered by ice and snow.
5. The water on the ground is always frozen. 6. Antarctica is surrounded by water.
7. Seals, octopuses, and whales are found in the water around it.
8. The scientific research stations are shared by scientists and explorers from all over the world.
Part C:
1. call 2. discovered
3. discover 4. discovered
5. have discovered 6. will discover

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5. Active or passive voice?
5 mins.
There is more practice of the differences between active and passive voice. Remind the students the
passive forms always have the verb ‘be’. When they complete the sentences, point out that they have
to use the active voice when the doer of the action is before the verb.
1. feeds 2. are fed 3. will brush
4. will be brushed 5. has been washed 6. has been wrapped
7. watch 8. are watched 9. are followed
6. Game time: What is it?
10 mins.
The students see how the passive voice can be used in definitions.
Key: 1) a mobile phone, 2) chair, 3) teeth, 4) chalk, 5) egg, 6) hair.
Alternative. Students play the game in pairs. The riddles have to be copied onto pieces of paper with
the answers on the answers on the other side. The cards are placed on the table with the riddles facing
up. Students take turns at guessing the riddles.
7. Homework/additional practice
10 -12 mins.
Now the students focus on the past participle forms of verbs. They practise forming passive and active
voice forms in a text about Antarctica.
Part A:
1. given 2. known 3. put 4. seen 5. spent
Part B:
1. was put 2. was discovered
3. was given 4. existed
5. was not seen 6. saw
7. were organised 8. reached
9. spent 10. didn’t know
11. was agreed 12. didn’t belong
13. were built 14. have been used/are used
Unit 3
1. Warm-up
3 mins.
The students start with geographical knowledge that is the most familiar to them.

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2. The seven continents of the world
5 mins.
Students revise/learn the names of the continents, find them on the map and order them from the
biggest to the smallest.
Additional videos for this task:

Showing the continents on the map (for Part B): https://www.youtube.com/watch?v=fqsCWZtZlk4
Continents in order according to size (for Part C): https://www.youtube.com/watch?v=K6DSMZ8b3LE
Part B:
Padding=3mm, Below Padding=3mm, Align=Center, ]93767194064268b0bf15007a3917202d
Asia Africa
North America South America
Antarctica Europe
Australia
3. Landforms
5-7 mins.
Students revise/learn vocabulary and use it in relation to what they know about the world.
Part A:
1. mountain 2. desert 3. river
4. lake 5. sea 6. waterfall
Part B:
1. mountain 2. waterfall 3. desert
4. sea 5. lake 6. river
4. How well do you know geography? A quiz
10-12 mins.
Check the answers and give feedback. You can let the groups swap their answers and use peer
correction as you read the correct answers. The groups score one point for each correct answer. Task
4b consolidates the vocabulary and is best done individually. Check the answers with the whole class
and work on the pronunciation.
Notes:
Polar bears live in Europe.
Angel Falls is in Venezuela.
Countries in Sahara: Algeria, Chad, Egypt, Libya, Mali, Mauritania, Morocco, Niger, Sudan, and Tunisia
EXTENSION

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The students stay in their groups and write five more geography questions. They take turns to lead a
short quiz for the rest of the class.
Part A:
1. a. 2. a. 3. b. 4. a. 5. a. 6. a. 7. a. 8. a.
9. a. 10. b.
Part B:
1. highest 2. mountains 3. lake 4. longest river 5. South
mountain America
6. biggest ocean 7. waterfall 8. hottest 9. desert 10. continent
5. How much do you know about Africa?
10 mins +.
There are five quite specific questions, but you can start by eliciting any other information the students
have about the continent, e.g. the countries, cities, languages. They may have seen movies or read
adventure books about Africa. The second listening exercise requires the students to support their
answers with evidence from the text.
EXTENSION
The video shows more animals that are mentioned in the text. You can ask the students to watch the
video again and list all of them. Apart from crocodiles, elephants, giraffes, gazelles, hyenas, and zebras,
they can see monkeys, baboons, lions, a snake, a beetle, donkeys, camels, a frog, rhinoceros, leopards,
a turtle, antelopes.
Part A:
1. b. 2. c. 3. b. 4. c. 5. c.
Part B:
1. False/’almost the size of the United States’
2. False /’Africa isn’t all sand and dunes. Not by a long shot’/ ‘tropical grassland covers almost 65%
of Africa’
3. True/’rainforest ...... full of life. Mammals, birds, amphibians, ........ 10,000 species of plants.
4. False/’the Savanna has only two seasons. Wet... and dry’
5. True/ ‘the oldest civilizations began in Africa. In Ancient Egypt – dating back over 5,000 years.’
6. Drawing conclusions and guessing
5-7 mins.
This task teaches intensive reading and drawing logical conclusions. It also shows how to guess the
meaning of unfamiliar vocabulary from the context. Take time to discuss the answers as a whole class.
It may be useful to point out that the sentences in a text are connected and that sometimes different
words are used to refer to the same thing.
‘... there are herbivores, also known as plant eaters. Zebras, elephants, giraffes, and gazelles ..’

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‘... live alongside predators. The big cats ....’

Part A: All the statements agree with the text.
1. True; ‘these herbivores’ refers to zebras, elephants, giraffes, and gazelles in the same sentence.
2. True; ‘in herds for safety because (they) live alongside predators’ – they don’t feel safe when
predators are near, so predators are dangerous
3. True; ‘The big cats’ is another name for the predators from the previous sentence
4. True; ‘The big cats aren’t the only carnivores’
5. True; ‘Hyenas and wild dogs also’ – the word also refers to the phrase ‘not the only carnivores’, so
the big cats, as well as hyenas and wild dogs, are carnivores
6. True; the predators/big cats are dangerous because they can kill and eat herbivores/zebras, gazelles,
etc.
Part B:
1. graze 2. herds 3. roam 4. alongside
Part C:
1. Herbivores 2. Carnivores
7. Language focus: defining relative clauses
10-12 mins.
The students study examples of defining relative clauses and learn when to use the relative pronouns
that, which, who and where. They practise writing relative clauses.
Part A:
1. things 2. people 3. places
Part B:
1. → 2. →
c. d.
→ →
vi. v.
3. → 4. →
b. a.
→ →
ii. vii.
5. → 6. →
e. g.
→ →
i. iv.
7. →
f.
→
iii.
Part C:
1. I’ll show you a place which is very popular.

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2. I’ll show you a place where you can see zebras.

3. This is a bird that cannot fly.
4. We know the guide who is wearing a red hat.
5. The tourists travelled on camels that belonged to the guide.
8. Let’s play
10 mins.
Cut out the cards and distribute them among the students. Circulate and help as needed.
[Image Width=140mm, Image Height=145mm, ]26dbc996a27dd521535dc0d754fcf2c2

[Image Width=140mm, Image Height=145mm, ]4a3513a708e1ccfbdde1a984f54362c9
9. Optional extension: The challenge
10-12 mins.
The language of the unit is consolidated; the students get more practice of relative clauses and use
the topic vocabulary. This activity models that homework task, which can be used for revision of
vocabulary from previous units.
1. where ≀ nest 2. which/that ≀ wings 3. which/that ≀ brain 4. which/that ≀ blood
5. which/that ≀ milk 6. where ≀ Asia 7. where ≀ Egypt 8. who ≀ biologist
9. which/that ≀ dune 10. where ≀ volcano
10. Optional extension: relative clauses
10 mins.
Prompt the students to use the definitions from the previous exercise if needed. Write any
useful/interesting/difficult vocabulary on the board to practise with the whole group.
Possible answers:
1. an animal that flies/which flies. 2. an animal that/which eats meat/other
animals.
3. a big area where there are a lot of 4. a person who/that takes photos.
trees/where a lot of trees grow.
5. a man who/that has grandchildren. 6. frozen water/rain that/which falls from the
sky.
Unit 4
1. Warm-up
5-7 mins.
Students need to work in groups in case they don’t have enough knowledge about the world. Keep the
activity short. There shouldn’t be more than five groups so that each can say a few sentences about

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their place. It would be best to avoid any group talking about Chile as it is the topic of the following
activities.
2. A trip to Chile
7-10 mins.
For 2a and 2b, the students should rely on their knowledge only. They will find all the answers in the
reading task.
1. South America 2. Santiago 3. Spanish
4. Argentina, Bolivia, Peru 5. the Andes 6. tropical, temperate,
subpolar
3. Talking about directions
10 - 12 mins.
(a) The students can find the four main directions in the text above (2c). The example ‘northeast’ will
help them with create the other directions. (b) Students should label the map to help them with the
next activity. The key provides the colours as presented in the map in the worksheet. They are different
in the map attached in the teacher’s notes. Decide how to best provide feedback to your students.
EXTENSION. You can bring a compass to class or the students can use the compass they have on their
phones to find the main directions in the classroom.
Part A
Directions:
1. north 2. south 3. east 4. west
5. northwest 6. northeast 7. southwest 8. southeast
Part B
1. (a) 2. (b) 3. (c) 4. (d)
———
a) Chile – khaki, b) Peru – dark orange, c) Bolivia – dark green, d) Argentina – light blue
Part C:
e) Brazil – light green, f) Uruguay – royal blue, g) Ecuador – blue, h) Colombia – yellow, i) Venezuela –
red, j) Guyana – beige, k) Suriname – brown, l) French Guyana – magenta, m) Paraguay - gold
1. (e) 2. (f) 3. (g) ≀ (h)
4. (i) 5. (j) ≀ (k) ≀ (l) 6. (m)
4. Let me tell you about a country
5-7 mins.
The video shows an American girl talking about Chile, a country she would like to visit. This task checks
the understanding of the text without paying attention to some unfamiliar words in the recording.
Make sure the students understand the sentences before they listen.

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Pre-teach the words camel and hump.

Watch the video twice if necessary but focus only on the questions.
Some of the new vocabulary from the text will be taught in activity five.
1. False - Jasmine would like to visit Chile.
2. False - the Pacific.
3. False - the desert is in the north.
4. True.
5. True.
6. False - the animals which live in Chile belong to the same family as camels.
7. True
8. False - The camelids live in the mountains.
5. Language focus: articles with proper nouns
10 – 12 mins.
The students consolidate vocabulary and discover which proper nouns are used with the definite article.
Apart from practising the use of the definite article with geographical names, the task also requires
logical thinking and some basic geographical knowledge
Part A
Group 1
1. → 2. → 3. → 4. → 5. → 6. →
b. d. e. f. c. a.
Group 2
1. → 2. → 3. → 4. → 5. → 6. →
c. b. f. e. a. d.
Part B
1. continents
2. countries
3. cities
4. lakes
5. mountain peaks
6. seas
7. deserts
8. rivers
9. mountain ranges
Part C:
1. the Pacific ≀ the Atlantic 2. Argentina 3. Brazil ≀ Peru

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4. the Andes 5. The United 6. The Mississippi

States ≀ Canada
6. Your dream trip
15 mins.
10 minutes for preparation and 5 for presentations. Students work in groups to prepare a short
presentation. There should be maximum 4 groups if you want them to give the presentations during
this lesson. They should write down their answers and practise reading them aloud. The presentations
shouldn’t last longer than 1 minute. Alternatively, set this task as homework for groups of three or
four students. You might use their presentations as an assessment task for this unit.
7. Homework
20+ mins.
After checking the homework, write any interesting vocabulary/expressions on the board so that the
whole group can get familiar with them.
8. Optional extension/homework: learn some new words
7- 10 mins.
The tasks use a fragment of the text to teach some vocabulary and provide further practice of the
passive voice introduced in lesson 4.3. The students practise reading and guessing word meaning from
context. This is a very useful skill, which helps students become more independent readers. Allow
ample time but don’t allow using dictionaries. After correct matching in 5b, the students should be
able to provide L1 equivalents for the new words, if you encourage translation. Otherwise, doing task
5c also proves that the words have been learned.
Part A
Part B
1. → g. 2. → c. 3. → e. 4. → d.
5. → h. 6. → a. 7. → b. 8. → f.
Part C
1. domesticated 2. replaced 3. destroyed
4. protected 5. inhabit 6. related
Unit 5
1. Warm up
5-7 mins.
The activity revises/teaches several –ed adjectives describing feelings. They will be contrasted with
–ing adjectives in the language focus of the lesson. In 1b elicit a few examples from the students to
clarify the meaning of the adjectives for the whole class.
1. frightened 2. amazed 3. tired
4. surprised 5. amused 6. excited

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2. Are you ready to be amazed?
10-15 mins.
Students use their general knowledge, thinking skills and practise vocabulary from the text at the same
time. You may encourage the students to Google the questions in English.
Jellyfish normally live in the ocean. The lake mentioned in the text is an exception.
Part A: students’ own answers
Part B:
a. Lake Baikal
b. The Catatumbo lightning
c. The jellyfish lake
d. Bolivia salt lake
e. Hillier Lake (pink lake)
Part C:
1. biggest, largest, enormous, little
2. amused, terrified, surprising, interested
3. amazing, interesting, frightening, interesting
Part D:
1. False 2. True 3. True 4. False
3. Listening
6 mins.
Discuss the answers with the whole class. Ask the students what helped them match the texts to the
places.
Part A:
1. The salt lake in Bolivia 2. The jellyfish lake 3. Lake Baikal
Part B:
Mark
1. b. 2. c.
Katia
1. a. 2. c.
Pierre
1. b. 2. b.
4. Language focus: –ed/-ing adjectives
5 mins.

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Ask students to fill in the gaps and explain the difference in meaning between –ed and –ing adjectives.
Part A
1. of a thing or
2. interesting
3. feelings of
4. interested
Part B
1. excited 2. exciting 3. fascinated 4. surprised
5. relaxed 6. relaxing 7. interested 8. interesting
5. Practise
5 mins.
Ask students to complete the sentences. Monitor the task and elicit correct answers. The photos
clarify the meaning of some of the words.
1. amused ≀ amusing 2. bored ≀ boring 3. frightened ≀ frightening
4. shocked ≀ shocking 5. excited ≀ exciting 6. amazed ≀ amazing
6. What’s the emotion?
5 mins.
Students recognise emotions based on intonation and then practice using intonation to express
emotions themselves.
1. bored 2. worried (also frustrated) 3. shocked
4. surprised 5. amazed/fascinated 6. excited
7. Let’s play: act it out
5-7mins.
The students can simply mime emotions or they can act out whole scenes including short dialogues.
They cannot use the adjectives they are trying to demonstrate.
8. Homework
5 mins.
The tasks consolidate the language from the lesson. The students’ sentences can be used for more
practice in the next lesson.
Unit 6
1. Vocabulary: word formation
6 points

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Key: mushroom, spider, virus, lava, camel, forest
2. Vocabulary: word formation 2
16
1 hill 2 lake 3 gas 4 coral 5 land 6 rock 7 rain 8 snow
One point for making a word and one for putting it in the correct sentence. It is possible to make more
words but the students should focus on words covered in the unit. The words they are looking for are
nouns, things found in nature.
Word formation:
1. moss 2. lake 3. gas
4. snow 5. rock 6. coral
7. hill 8. rain 9. land
Gaps:
1. moss 2. hill 3. lake
4. gas 5. coral 6. land
7. rock 8. rain 9. snow
3. Vocabulary: definitions
8 points
1. → 2. → 3. → 4. →
f. d. g. a.
5. → 6. → 7. → 8. →
h. e. c. b.
4. Vocabulary: true and false
8 points
1. F; When water freezes, it is solid. 2. T
3. F; There is oxygen in the atmosphere. 4. F; A year is longer than a season.
5. T 6. F; Europe is north of Africa.
7. T 8. F; A glacier is a field of ice/snow.
5. Vocabulary: sentence completion
12 points
Possible answers: 2. ... the lesson is very difficult. 3. .... the movie is funny. 4. ...it was dark. 5. ... 6. ...
many people died. 7. ... the students broke the window.
One point for understanding the meaning of the adjective and one point for a grammatically correct
sentence.

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6. Grammar: articles
14 points.
One point for each correct article, including lack of article (zero article).
1. Baikal is a lake. 2. Blood is a liquid.
3. A biologist is a scientist. 4. Mount Everest is a mountain peak.
5. The Himalayas are mountains. 6. The Pacific is an ocean.
7. Spiders are insects.
7. Grammar: sentence formation
8 points.
Give one point only for a sentence free of errors.
1. A year has 365 days.
2. A sea is a large area of salt water.
3. A desert is a large, hot, dry area of land with very little rain.
4. Mountains are made of rock.
5. Herbivores eat grass and other plants.
6. In winter the land is covered in snow.
7. There is little sunlight in the Antarctic.
8. Lava is molten rock that flows out of a volcano.
8. Grammar: quantifiers
6 points
1. a lot of 2. much 3. air
4. a lot of 5. fish 6. storms
9. Grammar: relative pronouns
Points: 6
1. who/that 2. where 3. where
4. which/that 5. which/that 6. where
10. Grammar: relative pronouns 2
6 points
1. I’ll cook you something that/which you will like.
2. This is the house where they live.
3. I want a bike that/which is not heavy.

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4. Let’s ask the woman who/that is wearing a red dress.

5. The tourists looked at the rock that/which the guide showed them.
6. I have seen a dog that/which can dance.
11. Grammar: passive/active verbs
10 points
1. is heated 2. drops 3. are called
4. shared 5. are located 6. discovered
7. makes 8. uses 9. were cleared/have been
cleared
10. was covered 11. surrounds
Vocabulary – 50, Grammar – 50
12. Optional speaking
Students choose one of the tasks and then present their task in small groups and to the whole class.
Students could also record their speeches and post them in a social media group if they have one.
These tasks can be also used for writing.
PART 6
Unit 1
1. Warm up
5 min.
The aim of the activity is only to introduce the topic and not to learn all the words. Students work
individually or in groups. Elicit the answers. Praise the student/group who can name the biggest
number of animals.
stage.
Part A:
Group 1
1. monkey 2. gorilla 3. cheetah 4. toucan 5. lion
Group 2
1. guinea pig 2. cat 3. hamster 4. rabbit 5. parrot
Group 3
1. turkey 2. sheep 3. goat 4. goose 5. cow
Part B
a. Group 2 b. Group 3 c. Group 1

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2. Which animal?
5 min.
The students work in groups. Help with the words in bold if necessary.
Part A:
1. a worm 2. a bat 3. a dolphin 4. a giraffe
5. a rabbit 6. a lion 7. a frog 8. a snake
Part B:
1. a giraffe 2. a rabbit 3. a bat 4. a lion
5. a frog 6. a dolphin 7. a snake 8. a worm
Extension: Students in pairs write their own puzzles for the class.
The animal is... It has... It lives... It likes to... It can... It eats...
3. Use your brain
5 min.
Students practise the vocabulary and use their general knowledge. This task uses subject questions,
which are the language focus of the lesson. Notice the mix of plural and singular forms.
Sample answers:
1. worms, snakes, fish
2. a penguin, an ostrich
3. birds, turtles
4. fish, frogs (NOT whales or dolphins)
5. birds, a monkey, a gorilla
Notes:
Frogs and other amphibians breathe both underwater (through their skin) and on land (using lungs).
4. Feet, hooves or paws?
10 - 12 min.
Most of the body parts are new so guessing is OK. Give the students time to guess the animals as well,
and perhaps write their names down. They will be able to check both the body parts and the names of
the animals when they listen to the recording. They can check the spelling of the animal names in 2b.
Part A:
1. hooves 2. paws 3. feet 4. hand
5. a paw 6. a tail 7. a fin 8. a tail
9. flippers 10. horns 11. a beak 12. wings
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1. reindeer
2. dog
3. duck
4. monkey/ape
5. bear
6. horse
7. shark
8. whale
9. seal
10. cow
11. toucan
12. albatross
Part B:
1. → 2. → 3. → 4. → 5. → 6. → 7. → 8. →
d. g. a. e. f. c. b. h.
5. Kangaroos
10 min.
Students practise using body parts and describing kangaroos. This also prepares them for the listening
task. Go through the questions together before they watch the video and elicit guesses. After watching,
encourage pair work before whole class feedback.
Part A: students’ own answers
Explain that pouch is the ‘bag’ where the mother keeps the baby
Part B:
1. As big as an adult human.
2. Grass.
3. They hop on their back legs.
4. They kick with one of their legs and balance/stand on their tails.
5. A mob.
6. A baby kangaroo.
7. They carry their young in a pouch.
6. Questions and answers
5-7 min.
The students answer the questions. Different answers to some of the questions are possible and if the
students come up with any, accept them. In the next activity, they will analyse the structure of these
questions.

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1. Australia 2. It walks, runs and 3. At a speed of over 4. Eight

jumps 50 km/h
5. The penguin 6. Marsupials 7. Ducks 8. Birds
Other acceptable answers: 6) Kangaroos. 7) Penguins. 8) Any birds’ names.
7. Language focus: questions about the subject
7 mins.
Students discover the specific structure of subject questions. 1-5 are not easy questions. Some
students may notice the absence of ‘do’ and ‘does’ in 5-8. You can use 1-5 only as a starting point
and after short feedback direct the students to 5-8 and the table. Alternatively, use the extension idea
below.
EXTENSION:
The students write full-sentence answers to the questions in 6 and highlight the question words in the
questions and the words which directly answer the question in the answer. This will help them to see
that the answers in 5-8 are all the subjects of the sentences.
Where do kangaroos live? Kangaroos live in Australia.
How does a horse move? A horse walks, runs and jumps.
How fast can a shark swim? A shark can swim at a speed of over 50 km/h.
How many arms does an octopus have? An octopus has eight arms.
Which bird lives in Antarctica? The penguin lives in Antarctica.
What animals carry their babies in pouches? Marsupials carry their babies in pouches.
Which birds can swim? Penguins can swim.
What animals have got beaks? Birds have got beaks.
Part B:
1. belong
2. works
3. visit
Part C
The underlined words are:
2. I hate spiders.
3. The monkey made the noise.
4. I heard a monkey.
5. My parents and my sister live with me.
6. I live with my parents and my sister.
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8. Optional extension: animal records
10 min.
The students practise using subject questions. The main thing to remember about subject questions
is not to use ‘do’, ‘does’ or ‘did’. This task reinforces using the main verb after ‘which’.
Part A
1. sleep 2. runs 3. fly 4. flies 5. swim
6. survive 7. live 8. weighs
Part B
1. koala 2. peregrine falcon 3. blue whale 4. turtle
5. kangaroo rat 6. bar-headed goose 7. sailfish 8. cheetah
9. Homework
10 mins.
The topic links the texts to the video. The students learn about two interesting animals and then
practise writing wh-questions and subject questions.
1. animals live 2. do tree kangaroos live

3. helps 4. can they jump
5. Where do kangaroo rats live 6. do they
7. Which animals carry 8. animal drinks
Unit 2
1. Warm-up
5-7 mins.
Students guess the animal based on the pictures and label the photos accordingly. This exercise is a
nice link to the first lesson in this unit (animal bodies).
1. horse’s mouth 2. cat’s eye 3. dog’s paw
2. Young animals
5-7 mins.
Give feedback on task 2a and practise the pronunciation. Then elicit descriptions of the photos in 2b.
EXTENSIONS: Encourage the students to give as many details as they can. Ask questions to elicit more
information.
Where do kangaroos live? (Only in Australia.)
Where do brown bears live? (In temperate climates, on the northern hemisphere.)
Where do ducks live? (On all continents, apart from Antarctica.)

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Can ducks walk/fly? (Yes)

What do sheep eat? (Grass and other plants)
What do pigs eat? (Everything)
Part A:
1. → 2. → 3. → 4. →
h. d. f. a.
5. → 6. → 7. → 8. →
c. b. e. g.
Part B, possible answers:

1. This is a joey in its mother’s pouch. You can only see its head. It has big ears.
2. There are two bear cubs. They are playing together.
3. I can see a duck with her ducklings. They are swimming.
4. There is a sheep and a lamb. The sheep is eating grass. The lamb is looking at the person who is
taking the photo.
5. There are three piglets.
6. I can see a calf lying in the grass.
3. A metamorphosis
15 mins.
The students try to guess the link between the photos after labelling them. It’s also possible that
they’ve learned about life cycles in science classes. If they have, ask them to order the stages, link
them to the right animal and label the photos before they watch the video. After watching the video,
check the answers with the whole class, and proceed to task 3c, in which the students order sentences
describing the stages. When they finish, they use the language to describe the life cycle of a butterfly.
Task 3d teaches some vocabulary from the video.
Part A:
1. frog’s eggs 2. a pupa 3. a tadpole 4. a caterpillar
5. butterfly’s eggs 6. a pupa 7. a butterfly 8. a frog
Part B:
1. → 2. → 3. →
c. a. b.
Part C:
A female butterfly lays eggs on the leaves of a plant.
Inside the eggs, caterpillars begin to grow.
When an egg is ready, it hatches and a caterpillar comes out.
It eats a lot and grows quickly.
It changes into a pupa.
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The cocoon opens and the butterfly comes out.
Part D:
1. → 2. → 3. → 4. →
d. h. e. g.
5. → 6. → 7. → 8. →
b. f. a. c.
4. Language focus: talking about order
10-12 mins.
The students learn to use a number of linking words to indicate sequence.
Part A: After, After some time, Then, Next, Finally
Part B:
1. later
2. then
3. before that
4. after
Part C:
1. First
2. Then/Later/After that
3. After/When
4. Then/Later/After that
5. Finally
5. How does a tadpole become a frog?
12-15 mins.
The students guess the answers to the questions before watching the video. Then, they use the
information to practise the linking words.
Part A:
1. In water.
2. About two weeks.
3. The back legs grow first.
4. They grow inside the body and come outside when they are fully grown.
5. It goes into its body.
6. For jumping on land and swimming in water.
Part B:

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1. First
2. Next/Then/After that
5. Finally
6. Before or after?
5-6 mins.
The students practise using the conjunctions before and after in complex sentences.
1. When the small storks grow, they leave the nest.
2. After the hen lays the eggs, the chicks develop inside the eggs.
3. The hen sits on the eggs for some time before the eggs hatch. Before the eggs hatch, the hen sits
on them for some time.
4. After the chicks develop inside the eggs, they crack the eggs to get outside.
7. Present what you have learnt
8-10 mins.
Students practise speaking about one of the life cycles introduced in the lesson. Encourage them to
rehearse in pairs or/and record their mini-presentations. Encourage pointing to the illustrations.
Extension: Use this task for assessment. The students can prepare their own visuals and add as much
detail as they want.
8. Homework: part 1
5 mins.
Students read about the life cycle of a ladybird, while the vocabulary from the lesson is practised in
context.
1. is called 2. on its wings 3. lays eggs 4. an egg 5. sheds its skin
hatches
6. grows 7. hangs 8. comes out 9. change a lot 10. don’t change
9. Homework: part 2
5 mins.
The linking words are practised in a personalised context.
Unit 3
1. Warm-up
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Students work in small groups. They think about different types of living things.
Give the students more information as needed (see notes below).
Later in the lesson, the students will learn about animals that don’t move around (corals) and plants
that eat animals (Venus flytrap).
Notes:
Both animals and plants:
1. are living things,
2. need a source of energy or food (plants need oxygen, light and water, animals need oxygen, food
and water),
3. grow and die,
4. reproduce/create new plants or animals.
Only plants:
1. produce their own food,
2. stay in one place (some seaweed float),
3. create seeds,
4. develop new plants from their parts.
Only animals:
1. eat other living things,
2. move around to find food,
3. create eggs or give birth,
4. have muscles, eyes, mouths, ears, etc.
2. Animal or plant?
7-8 mins.
The photos show animals which look like plants and plants that look or behave like animals. This is an
introduction to animal camouflage, which is the topic of the lesson.
Part A:
a. animal b. animal c. animal d. animal
e. animal f. plant g. plant h. animal
Part B:
1. b 2. g 3. h 4. e 5. c 6. a 7. f
8. d
3. Predator or prey?
6-7 mins.

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A short activity to clarify the meaning of the words predator and prey and to recycle vocabulary.
Part A: anemone, cat, dog, lion, orchid mantis, penguin, wolf
Part B:
1. → 2. → 3. →
a. f. d.
4. → 5. → 6. →
b. c. e.
4. Use your brain
5-6 mins.
Start by asking the students if they have ever seen a cat trying to catch a bird, a fly or a mouse, or
what they do if they want to kill a fly or watch a bird. The photos should also help with ideas. Stop the
activity when the class as a whole can provide two examples for each question as the topic is covered
in the next activity.
Part A: They run, hide, stand still, pretend to be dead.
Part B: They run faster, bite, poison or paralyse the prey, they hide, move very quietly, build traps.
5. To eat or to be eaten?
10 mins.
The activity teaches and consolidates vocabulary related to the topic. It will also help the students to
understand the video about camouflage later.
1. attack 2. escape 3. chase 4. fight 5. defend

6. hunt 7. trap 8. protect 9. hide 10. pretend
Optional pair work:
Cut out the word cards provided below and distribute them among students in two mixed-up sets.
Circulate and help as needed.
Option 1: the students put the words next to the correct category.
Option 2: the students first arrange the words in the correct categories and then glue them down on
a separate sheet of paper.
[Image Width=145mm, Image Height=140mm, ]2f1566976503ce2c0a64a9a1a8ebfdf0
[Image Width=140mm, Image Height=80mm, ]ce19d62c276c47bae85549259d8d3a52

Predator animals → attack, catch, chase, find, hunt, kill, look for, trap
Prey animals → escape, defend themselves, pretend, protect themselves
6. Masters of camouflage
15 mins.

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This is a challenging task teaching the skill of selective listening and taking notes. Make sure the
students understand the task and the sentences they have to complete while listening. They need
to understand that the notes summarise the recording but use different words. The notes include the
most important information from the video; they explain what camouflage is and how it works. Give
the students time to read the notes and predict the answers. Make it clear that if they manage to
complete the task, they will understand everything that they need to know. The purpose of the task
is to understand the gist. The other task focuses on vocabulary development. Much of the vocabulary
in 6d is new, but the students have already heard it in the video. They can do some guessing; it will
give them a purpose to watch the video again. Alternatively, let them work with the transcript.
Part A: It’s a chameleon. It’s famous for changing its colours to match the surroundings.
Part B:
1. seen/noticed/discovered 2. colours
3. objects/things 4. animals
5. green frog 6. flower/white flower
7. owl 8. patterns
9. sea dragon 10. snakes/water snakes
Part C:
1. disguise themselves 2. detected
3. surroundings 4. imitate
5. outline 6. serve as
7. herd 8. poisonous
9. inedible 10. harmless
7. Language focus: plural forms
7 mins.
The students’ knowledge of plural noun forms is organised and consolidated on the basis of the topic
vocabulary.
Part A:
1. duck 2. goose 3. snake
4. mouse 5. sheep 6. wolf
7. fly 8. mosquito 9. ostrich
Part B, plural forms:

1. albatrosses 2. children 3. cities 4. countries 5. fish 6. feet
7. hooves 8. kangaroos 9. monkeys 10. men 11. octopuses 12. teeth
Table:
Group A: kangaroos, monkeys,
Group B: albatrosses, octopuses
Group C: cities, countries, hooves,

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Group D: children, fish, feet, men, teeth
8. Optional extension: singular or plural?
5 mins.
Plural noun forms are practised together with verb forms, pronouns and determiners.
1. eats 2. look 3. is 4. tooth 5. stop
6. have 7. are 8. mice 9. have goose 10. themselves
9. Let’s talk: your favourite animal
2-3 mins.
It’s a short activity to finish the lesson.
10. Homework: part 1
10+ mins.
Students revise plural forms.
Possible answers:
1. fish, whales, ≀ seahorses, octopuses, 2. deer, cows, giraffes
dolphins
3. fish, octopuses, sea cucumbers 4. sharks, wolves
5. snails, koalas, pandas 6. ostriches, penguins
7. tigers, zebras 8. pelicans, falcons, owls
11. Homework: part 2
10+ mins.
Students watch a video presenting animals that use camouflage and then complete tasks focusing on
vocabulary. There are captions in the video with the names and some more information about the
animals. To do the tasks, they need to watch the video more than once, possibly stopping it to write
down the names.
Part A:
Animal names: grey owl, leaf litter toad, brittle star, tawny frogmouth, baron caterpillar, grey tree frog,
katydid, orchid mantis, seahorse, stick insect, leaf tail gecko
Part B, possible answers:
1. two – the grey owl and the tawny frogmouth 2. three – the katydid (a grasshopper), the stick
insect, the orchid mantis
3. two – the leaf litter toad, the grey tree frog 4. the starfish (brittle star) and the seahorse
5. the leaf litter toad 6. the bird (tawny frogmouth)
Part C:

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1. → 2. →
a. b.
3. → 4. →
d. e.
5. →
c.
Unit 4
1. Warm up
5 mins.
Students revise animal names and their spelling.
bee cheetah clownfish frog
kangaroo parrot earthworm snake
seahorse spider
EXTENSION: The teacher or volunteers spell the names of animals and the class says the name. This
can continue in pairs. It’s a good idea to give the students a few minutes to prepare – they can look at
the warm-up photos in the previous lesson for ideas. See the list below:
albatross, bear, cow, crocodile, donkey, duck, falcon, gazelle, giraffe, goose, gorilla, hamster, koala,
llama, lizard, monkey, octopus, panda, rabbit, reindeer, shark, sheep, spider, toucan, turkey, turtle,
vulture, worm, zebra
10 mins.
Part A:
Elicit some verbs of movement from the students before they watch the video. Use the notes below
if your students are interested in the topic or if they suggest other answers than those included in the
key.
NOTES:
1. Cheetahs can jump and swim (they don’t like it). Spiders can also climb up the threads of their webs
or even float attached to them.
2. Snakes can climb and some snakes can swim, too.
3. Both frogs and kangaroos can swim, neither of them can walk.
4. Bees can walk (even upside down. Parrots can climb using their feet and beaks, and they can walk.
5. Fish can also float in water (without using their muscles).
Part B:
1. walk ≀ run 2. slither ≀ slide 3. jump ≀ hop
4. fly 5. swim 6. crawl
EXTENSION. Play the video again and elicit names of the animals the students see.
Animals in the video:

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bears, horses, turtle (swim and crawl), birds, deer, sheep, ants, snake, earthworm, kangaroo, frog, eagle,
bee, bat, fish, penguin (swim), jellyfish, giraffe, puma or lioness
Optionally, you can cut up the words and distribute the cards to your students. They should explain
the words in their cards so that their team members guess them.
[Image Width=155.29mm, Image Height=165mm, Left Padding=3mm, Right Padding=3mm, Above

Padding=3mm, Below Padding=3mm, Align=Center, ]792ced3e28f1e7d78b7869067942c04b
3. Use your brain
5-7 mins.
Students are encouraged to make links between animal movement and their body parts (covered in
the previous lesson).
1. Because it doesn’t have legs. 2. Because it doesn’t have wings.
3. Because it doesn’t have legs. 4. Its fins and tail.
5. Its legs. 6. Its flippers and tail.
7. Its legs and webbed feet.
EXTENSION
Play Taboo. The goal of the game is for students to get their classmates to guess particular words (the
target word) without using a set of words given on the card (the taboo words). Students take turns
giving clues to their team or the rest of the class.
CARDS:
[Image Width=155.29mm, Image Height=100mm, Left Padding=3mm, Right Padding=3mm, Above
Padding=3mm, Below Padding=3mm, Align=Center, ]d7defc6997f9f8c14e13aff66128d129
4. Bird facts
10-12 mins.
The texts include basic information about birds. Most of the new words (in bold) are clarified by the
context (bill, beak, feathers), however, you may need to explain the meaning of seeds or call.
There are three reading tasks of increasing difficulty. The students need to read the text carefully and
also look at the photos.
Part A
1. hummingbird
2. ostrich
3. pelican
4. shoebill stork
5. parrot
6. peacock

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7. penguin
8. duck
9. nightingale
10. crow.
Part B
Part B revises subject questions introduced in the previous lesson.
1. the shoebill stork, the 2. The peacock 3. Around 5 cm in length
pelican
4. The ostrich 5. The nightingale 6. The ostrich
5. More bird facts
10 mins.
The students read the sentences and make guesses in small groups before they watch the video.
Pre-teach the word clumsy (moving without skill) and incredible (very good).
a. 400 b. 8 c. 70 d. 200 e. 36 f. 535
6. The language focus: adverbs of manner
5 – 10 mins.
Students learn about adverbs of manner. First, they focus on the meaning and function, then on the
form.
Part A:
1. c) fly 2. a) run 3. h) 4. b) sing 5. d) call 6. g) fly 7. e) beat 8. f) jump
swim
Part B:
1. b) verbs 2. d) adverbs 3. a) adjectives 4. c) same 5. e) irregular
7. Practice
5 - 10 mins.
Part A
Students choose the right adverb to complete the sentences.
1. quickly 2. high 3. fast ≀ slowly 4. well
5. hard 6. long 7. quietly
Part B
Students underline the correct word in each sentence.
1. good 2. well 3. good
4. high 5. fast 6. slowly

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8. Bingo: a game
10 mins.
Questions and answers:
How does a whale’s heartbeat? slowly
How do peacocks cry? loudly
How does a bee’s wings beat? fast
How do cows jump? badly
How do penguins swim? well, also fast
How do falcons fly? high
How can penguins dive? deep, also well, fast
How do nightingales sing? beautifully
(Here some students should shout ‘Bingo’)
How do koalas move? slowly
How do frogs hop? well, high
(If nobody shouts ‘Bingo’, end the game here)
After question 8, all the adverbs can be crossed out. If it doesn’t happen, read questions 9 and 10, and
then end the game. When a student shouts ‘Bingo’, go through the questions and answers together.
9. Homework
10 mins.
Part A
In Part A, the students have more controlled practice in using adverbs of manner.
1. badly 2. fast 3. late 4. correctly
5. logically 6. safely 7. seriously 8. politely
Part B
In Part B, students have freer practice in using adverbs of manner.
Unit 5
1. Warm up
7-8 min.
The students recall animal stories and characters. It doesn’t matter if they don’t remember or cannot
retell a complete story; a few events from a story will be enough. Alternatively, choose a story that
your students are familiar with and recall the main events as a whole class.
An example short summary: Puss in Boots was a clever cat. He used tricks to help his human master
to become rich.
Part A: In the illustrations: Puss in Boots – a cat, Winnie the Pooh – a bear, the Ugly Duckling – a
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Part B: In the illustrations: Three bears and Goldilocks, The three pigs
2. As busy as a bee
8-10 min.
The students learn adjectives describing personality and then relate them to animals in traditional
literature. In 2b, the answers will depend on the cultural background of the students. In 2c, elicit
animal similes used in the students’ native tongue.
Part A:
1. shy 2. hard-working 3. brave 4. wise
5. proud 6. dangerous 7. evil 8. stubborn
Part B, possible answers: wolf, dog, tiger or lion, peacock, mouse, bull, mule, ox or horse, monkey or
donkey, sheep, mule, owl
Part C:
1. → 2. → 3. → 4. →
g. f. h. a.
5. → 6. → 7. → 8. →
c. e. b. d.
3. Stories with a lesson
15 mins.
In the first task, the students read the texts for general understanding. Discuss the morals with the
whole class and elicit more details by asking questions.
Part A:
Part A answers:
1. You need to plan for the future.
2. Keep trying and you will find a way.
3. You don’t know who will help you in the future.
4. Talent is not enough, hard work wins.
5. If you treat others badly, they will do the same.
6. If you help somebody, they will do the same for you.
Part A sample questions:

1.
Who planned for the future? (The ants)
How? What did they do? (They gathered food)
Who didn’t plan for the future? (The grasshopper)
2.
Who kept trying to find a way? (The crow).

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What did she do? (She put stones in the water and the water went to the top)
3.
Did the lion think that he might need a mouse’s help? (No)
Why not? (The lion was very strong, and the mouse was weak and small)
How did the mouse manage to help? (She cut the ropes with her sharp teeth)
4.
Who was a better runner? (The hare)
Why did he lose the race? (He was sure he would win/He stopped for a rest)
5.
Why did the stork play a trick on the fox? (Because the fox played a trick on the stork first)
6.
Who saved the ant? (The dove)
Who saved the dove? (The ant)
The second task checks comprehension and clarifies the meaning of the new vocabulary in the texts.
Provide help as necessary.
Part B:
1. The ants. 2. The crow couldn’t reach the water at the
bottom of the bottle because her beak was
too short.
3. She put them in the bottle, they stayed at the 4. The hunters (people who shoot animals for
bottom and the water went to the top. food).
5. Because his beak was too long. 6. She was building a nest (to lay her eggs in).
7. He wanted to shoot the dove with his gun. 8. Because the ant bit his leg (An ant’s bite can
be very painful).
4. Language focus: narrative tenses
7 min.
The students are guided to discover the use (4a) and form (4b) of the past continuous tense in the texts
of the stories.
Part A key: past simple - decided, fell, saw, threw, climbed, floated; past continuous – was walking,
was drinking, was sitting
Part B key:
threw
floated
was sitting
was running

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5. Practice
8-10 min.
Students start by practising the new tense, and then they contrast the two tenses. Both exercises use
the contexts of the stories.
Part A:
1. was playing 2. were working 3. were gathering 4. was sleeping
5. was running 6. was drinking 7. was building 8. was getting
Part B:
1. They were gathering food. 2. She was running over his face.
3. He ran to the finishing line. 4. He was getting ready to shoot the dove.
5. He dropped the gun. 6. She was building a nest.
6. Tell a story
15 mins.
This exercise allows students to practise the difference between past simple and continuous. Encourage
storytelling and monitor your class.
7. Homework: part 1
20+ mins.
Students write down their activities for the provided times of the day. The activities can be true or
made up. Check the answers with the whole class and write any useful vocabulary on the board.
8. Homework: part 2
15+ mins.
Students summarise one of the videos using both past tenses featured in the previous tasks. Check
the summaries with the whole group. In case of any recurring grammatical errors, write them on the
board.
Unit 6
1. Vocabulary: animals and their bodies
Part A: 8 points; 1 point for each correct answer.

1. beak 2. horns 3. fin 4. claw
5. wings 6. tail 7. hooves 8. feet
Part B: 6 points; 1 point for each correct answer.

1. seals 2. penguins 3. ostrich
4. zebra 5. donkeys 6. owls

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2. Vocabulary: adjectives
7 points: 1 point for each correct answer.

1. brave 2. hard-working 3. dangerous 4. evil
5. stubborn 6. proud 7. shy
3. Vocabulary: verbs

1. → 2. → 3. → 4. →
b. d. c. a.

1. chased 2. escaped 3. trapped 4. caught
5. protected 6. hunt 7. attack 8. pretend
4. Grammar: plural forms

1. giraffe 2. ostrich 3. hoof
4. fly 5. tortoise 6. foot
7. lion 8. gazelle 9. bee

1. puppies 2. calves 3. wolves
4. foxes 5. mice 6. donkeys
7. turkeys 8. hippos 9. butterflies
5. Grammar: verb forms
6 points: 1 point for each grammatically correct answer.

1. eat 2. look 3. are
4. tooth 5. stop 6. feet
6. Grammar: questions
Part A: 6 points; 1 point for each grammatically correct answer.

1. lays 2. sing 3. carry
4. looks 5. survive 6. jumps
Part B: 4 points; 1 point for each grammatically correct answer.

1. Which animals frightened you?
2. Which animals did you like?

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3. How many elephants lived here?

4. How many elephants did they see?
Part C: 8 points; 1 point for correct verb and 1 point for correct question word/phrase.
1. How long/How many days do camels survive without water?
2. Which animal weighs almost 20,000 kg?
3. How much does a blue whale eat a day?
4. How long/How many hours a day do koalas sleep?
7. Grammar: adverbs

1. hard 2. loudly 3. high/fast
4. deep 5. beautifully 6. far/high

1. I run slowly.
2. The bus arrived late.
3. You have to think about it seriously.
4. She answered the question politely.
8. Grammar: Past Continuous
Part A: 6 points; 1 point for each grammatically correct answer.

1. were attacking 2. was walking 3. was looking
4. was smiling 5. were singing 6. were jumping
Part B: 10 points; 1 point for each grammatically correct answer.

1. stopped ≀ looked 2. dropped ≀ was climbing 3. was playing ≀ bit
4. were singing ≀ stole 5. was jumping/jumped 6. was hopping/hopped
Total points: 101
9. Speaking (optional)
Students choose one of the tasks and then present their task in small groups and to the whole class.
Students could also record their speeches and post them in a social media group if they have one.

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PART 7
Unit 1
1. Warm up
5-7 mins.
This task draws students’ attention to the objects around them. They should be able to list 10-20
objects by looking around or thinking about their homes with the help of the photos. Have the students
compare their lists and then compile a joint list as a whole class on the board. Clarify the meaning and
work on pronunciation.
1. stairs 2. a tap 3. a spoon 4. a light switch
5. coins 6. a plate 7. a door handle 8. a dustbin
2. What’s in your backpack?
10-12 mins.
Students revise and learn more names of everyday objects, and then they practise listening for details.
In the final task, they talk about the contents of their school bags. If they want to talk about things
not mentioned in 2a, b and c, help them with the vocabulary; prepare a list of objects they might have,
bring pictures or bilingual dictionaries, or let them use the Internet. After the students have worked in
pairs, ask a few individuals to show the contents of their bags to the class.
Part A
1. a torch 2. a highlighter 3. a pencil sharpener 4. sunscreen
5. body wipes 6. earphones 7. tissues 8. a water bottle
Part B
The boy’s backpack:
coloured pencils, a comb, earphones, glue, a highlighter, a pencil case, a pencil sharpener, scissors,
tissues
The girl’s rucksack:

body wipes, a compass, a comb, earphones, a torch, a map, sunglasses, sunscreen, tissues, a toothbrush,
a towel
Part C
1. No, he doesn’t. 2. He has breakfast at home. 3. He eats lunch at the
cafeteria.
4. His homework. 5. She likes drawing. 6. A sleeping bag.
Optional extension:
play a game where students take one of the cards and try to explain what they have. Students play in
pairs or small groups.

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3. What are they for?
5 min.
This activity clarifies the meaning of some of the vocabulary used in the previous task, and makes the
students think about the history of everyday objects.
Part A:
1. sunscreen 2. highlighter 3. body wipes 4. folder 5. torch
6. earphones 7. glass 8. wheels 9. iron 10. camera
Part B:
4. An invention that saves lives
15 min.
Start by eliciting examples of inventions that save lives, e.g. a parachute, transplants, and medicine.
Then, tell them that they will watch a video about the discovery of the first antibiotic. Make sure they
understand the sentences in 5b before they watch the video. While watching the video, tell them to
focus on the main events. They should be able to order the events in spite of the unfamiliar words in
the video.
Part A
1. seen, 2. Some, 3. kills, 4. grows, 5. eaten, 6. lives, 7. has
Part B:
In 1928, Alexander Fleming was working on the Staphylococcus aureus bacteria.
He grew the dangerous bacteria in his laboratory.
He left some bacteria on his desk.
He went on holiday.
He came back from his holidays.
He discovered that some of the bacteria were dead.
He found mould and studied the fungus in it.
He grew the fungus on his own.
He called it penicillin.
Penicillin saved the lives of many people.
Part C:
1. brought up 2. examined 3. throw away 4. wounded
5. Language focus: Past Perfect
7 min.

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The task introduces the Past Perfect.

Part A: had died, had killed, had grown.
Part B:
1. had cut 2. ate 3. had grown 4. went 5. had left 6. saved
Part C:
1. sharpened ≀ had used 2. realised ≀ had seen
3. didn’t call ≀ had lost 4. woke up ≀ had fallen
5. ate ≀ had cooked 6. hadn’t flown ≀ were
6. Optional extension: a game
10 min.
The students can practise the tenses using the version of the task presented in the worksheet. Alternatively,
use the extension cards from activity 4. The cards are in a pile with the word/picture facing up. Student
A takes two cards and decides which object was invented first. The dates are on the back of the cards.
Then, they make a sentence using Past Simple and Past Perfect. They cannot use the verbs ‘invent’ or
‘use’. If they cannot think of a sentence, they put the cards at the bottom of the file.
Unit 2
1. Warm-up
5-7 mins.
Ensure the students understand all the words and put them in pairs or small groups. Give feedback
on task 1a before the students proceed to part b. Discuss the questions with the whole class. With
stronger groups, try to elicit more verb-noun collocations than those used in the examples (see examples
below).
Part A:
Things that didn’t exist 200 years ago:
cameras, cars, credit cards, deodorant, mobile phones, planes, whiteboards;
Things that existed 200 years ago:

banknotes, bicycles, chalkboards, books, coins, perfume, plates, trains.
Part B: replacement ideas:

cameras – painting and drawing,
cars – trains, horses, boats,
credit cards – banknotes and coins,
deodorant - perfume,
mobile phones - letters,

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planes – trains, horses, boats,

white boards – chalk boards
2. Now and then
10 mins.
The students learn vocabulary (nouns) in preparation for the listening. They watch a short video
comparing life in the past and at present and make notes. In task 3c, they learn and practise verb-noun
collocations related to the video.
Part A, Pictures:
1. a water tap 2. a vacuum cleaner 3. a broom 4. a gas cooker
5. a lantern 6. a candle 7. a washing machine 8. a wood stove
Optionally:
Cut out these cards and distribute them as post-task or warm up.
Students should take one card and explain what they have so the second person can guess the
word/phrase.
[Image Width=155mm, Image Height=92mm, ]8dc35ec79d577086d6d16ea55b30f195

Questions:
1. Cars, motorbikes, planes 2. By phone, email, messaging apps
3. Electric lights/lamps/bulbs 4. From a tap/pipes, bathroom
5. Gas/electric cookers, stoves, microwaves 6. Brooms, vacuum cleaners, robot vacuum
cleaners
7. Washing machines
Part B:
1. horses
2. emails
3. lanterns/candles
4. buckets
5. fires
6. brooms
7. vacuum cleaners
8. by hand
9. washing machines
3. Use your brain
10-15 mins.

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The students have a chance to demonstrate their knowledge of history. Put them in groups between 4
to 8 and be flexible with time if you see they are involved and have ideas to share. Pool the information
as a whole class and praise all contributions. Provide language support when necessary.
The photos show stone tools, fire and metal tools, sowing and ploughing with the help of
domesticated animals in Egypt, Egyptian pictograms, ancient Greek architecture, ancient South
American architecture in Mexico
1. Yes, they had. Stone, wood, shells and bones were used to make tools.
2. They had gathered wild fruit, herbs, seeds and roots. They ate birds’ eggs, wild honey, they caught
fish and hunted animals.
3. They used them for milk, eggs and meat, as well as work, safety, hunting, pest control and company.
4. It was invented in Mesopotamia around 3 500 BC.
5. The first language used symbols and pictures, called pictograms. Letters were introduced later.
6. They had written on clay tablets, leather, papyrus and tree and the bark of trees.
7. There were civilizations in Mesopotamia (later Iraq, Kuwait, Turkey and Syria), Egypt, China, India,
South and Central America - Aztecs and Maya, Greece, Rome.
4. Civilisation
15-20 mins.
In 4a, students read the sentences, which summarise the content of the video. They can guess the
order before they watch the video and check their predictions. In 4b, they practise vocabulary used
in the recording. While reading the text, they further check their comprehension of the recording and
the new vocabulary, and they also practise reading skills.
Part A:
People hunted and gathered food.
People started growing food and domesticating animals.
Villages were built.
People had more food than they needed.
Individual people started to learn specific skills such as making pottery.
People started to trade goods.
Cities were built.
Governments were formed and writing developed.
Part B:
Group 1
1. → 2. → 3. → 4. → 5. →
d. c. a. e. b.
Group 2
1. → 2. → 3. → 4. → 5. →
e. b. a. d. c.

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Part C:
a. We call these people hunter-gatherers
b. This is called ’agriculture.’
c. People also began to develop writing
d. A civilization is a culture and a way of life that usually has a few specific characteristics
5. Language focus: used to
10 min.
The students learn when to use the structure ‘used to’.
Part B:
1. False: People used to write letters and postcards.
2. True
3. False: People used to use tools made of stone. We use tools made of metal or plastic.
4. False: Hunter-gatherers didn’t use to domesticate animals. Animals were domesticated later when
people settled down and started growing food.
5. True; (alternative answer) People used to listen to CDs.
6. False: People used to write using pictograms.
7. True
Part C:
1. My mother used to have a bicycle. 2. She used to like riding a bike.
3. My father used to drink coffee. 4. The shop used to sell fresh fruit.
5. We used to wash dishes by hand.
6. You now and then
5 mins.
The students use the structure to talk about their own lives.
7. Homework: Your story
15+ mins.
The students practise the use of Past Simple versus ‘used to’ in a personalised context.
My grandparents lived in a small village near a forest. They didn’t have electricity until the 1970s. My
grandmother cooked on a wood stove. In summer they had meals at a big table in the garden. My
mother was born in the village. She and her sister walked 5 kilometres to school. They didn’t have a
computer or even a television. In their free time, they played games and read books from the library.
My mother went to live in a nearby town for her secondary education. She met my father there. They
got married and moved to the capital city. I visited my grandparents during my summer holidays. They
both died. Grandpa was 88 and Grandma was 92.

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Key:
didn’t have electricity – didn’t use to have, cooked – used to cook, had meals- used to have meals,
walked – used to walk, didn’t have a computer – didn’t use to have, played games- used to play, read
books – used to read, visited – used to visit.
Unit 3
1. Warm up
5-7 min.
The warm-up draws the students’ attention to ancient names which are still used today for products
and businesses. Elicit anything the students know about ancient Greece. Provide brief explanations
(see below).
Part A
1. a chocolate bar 2. sports shoes (Nike) 3. a spacecraft 4. a camera (Olympus)
(Mars) (Apollo)
5. a bracelet 6. an online shop
(Pandora) (Amazon)
Image 6 taken from Reuters
Part B key:
The names of the objects or brands come from Greek mythology.
Olympus is a real mountain in Greece. All the others are fictional characters.
Apollo, Mars, and Nike were gods. Apollo was the god of music, song, poetry, and archery.
Mars was the Roman god of war, equivalent of the Greek god of war Ares. Nike was the goddess of
victory.
Pandora and the Amazons were female characters from Greek myths. Pandora was the first mortal
woman created by Greek gods.
The Amazons were women who were famous for their riding skills and courage.
Example: Olympus was the mountain where all the Greek gods lived.
Part C key: They are the names of planets.
All of the planets, except for Earth, were named after Greek and Roman gods and goddesses.
Mercury was named after the Roman god of travel.

Venus was named after the Roman goddess of love and beauty.
Mars was the Roman god of war.
Jupiter was the king of the Roman gods.
Saturn was the Roman god of agriculture.
Uranus was named after an ancient Greek king of the gods.
Neptune was the Roman god of the sea.
Pluto, which is now classified as a dwarf planet, was the Roman god of the underworld.

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2. Greek mythology
15 min.
The first task (a) introduces the topic and the key words (myth, mythology, god, goddess).
Part A
A []myth is a made-up story about []gods,

goddesses and the beginnings of the world. A
collection of such stories is called []mythology.
Gods and []goddesses have power over nature
and people.
Students get a chance to become familiar with the audio and mythical entities.
[show] Zeus [show] Poseidon

[show] Hades [show] Cerberus
[show] Athena [show] Ares
[show] Centaurs [show] Cyclops
[show] Pegasus [show] Phoenix
Part B
1. Zeus 2. Poseidon 3. Hades 4. Cerberus 5. Athena

6. Ares 7. Centaurs 8. Cyclops 9. Pegasus 10. Phoenixes
Part C
1. Earthquakes. 2. Kings used to rule their countries.
3. Inspiration. 4. Wisdom.
5. In nests. 6. Ash/ashes.
7. Giants. 8. We hear thunder and see lightning.
3. An old story
15 – 20 mins.
The students read about Iliad and Odysseus and focus on verb tenses.
Part A
1. came 2. lasted 3. told 4. sent
5. pretended 6. took 7. opened 8. won

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Part B
Ask students to work individually and then play the recording to allow them to check their choices.
Elicit correct answers.
1. were sailing 2. had left 3. found 4. had disappeared

5. were trying 6. had eaten 7. ate 8. were sleeping
9. had brought 10. fell asleep 11. had found 12. woke up
13. opened 14. was sitting
4. Language point: narrative tenses
Part A
Past Continuous - was sitting, was sleeping, were sailing, were trying
Past Perfect - had brought, had disappeared, had eaten, had found, had left, had had;
Past Simple - opened, pushed, woke up, ate, brought, covered, fell asleep, found.
Part B:
a completed action; a permanent situation; a series of complete actions
an incomplete action
an action that happened before another past action
Example sentences:
b. Odysseus and all his men left the cave.
c. They were trying to hide behind rocks.
d. A lot of them lived on the island.
e. He left the cave with his sheep and closed the entrance with the rock again.
5. King Midas and the golden touch
12 – 15 min.
The students start by listening for gist. Then, they move to working on the vocabulary. It may be
necessary to help with the meaning of some of the words (greedy, wish, meal). Finally, the students
practise the tenses using the context of the story.
Part A
students’ own answers.
Part B
(funny) greedy,

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(ate) touched,
(cried) smiled,
(foot) food,
(happy) sad,
(fish) wish,
(cook) wash,
(rose) meal
Part C
1. had collected ≀ wanted 2. came ≀ was counting 3. asked
4. touched ≀ turned 5. was 6. understood ≀ had had
6. What’s your wish?
5 min.
Collect the papers with the wishes. Students take turns to come to the front of the class, pick one
piece of paper, and read the wish aloud. The rest of the class guesses whose wish it is.
7. Homework
The homework consolidates the use of the past tenses covered so far. When you check the answers
in 7a, point out that the completed activity must be expressed in the past simple. When you check the
answers in 7b, point out that the past perfect can be used when the activity (the reason) had already
happened. If the situation causing the result still existed, the past continuous or past simple must be
used.
Part A
Possible answers
They were wearing warm clothes because it was cold.
He cut his finger when he was cooking.
The leaves were falling because it was windy.
I didn’t call you because I was flying on a plane.
We picked some flowers when we were walking in the park.
I didn’t hear anything because I was sleeping.
We didn’t see the cat because it was hiding under the bed.
Part B
Possible answers
1. ... (provided in example) 2. she had run to school. 3. the students hadn’t done
their homework.

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4. her daughter had won a 5. they had bought a new 6. its owner had left.
medal. house.
Unit 4
1. Warm up
5 mins.
In pairs, the students identify the toys in the photos and then talk about their experiences using the
structure ‘used to’. Volunteers present their answers to the class.
1. building blocks 2. crayons 3. a toy train
4. a teddy bear 5. a skipping rope 6. a toy car
Optional warm up
5 mins.
Cut out and distribute cards. Ask students to play in pairs. They need to explain what they have on
their card and the second person needs to guess what toy it is.
[Image Width=155mm, Image Height=190mm, ]8383eb8f08f9f9cb8f3d1628407c5b1e
2. Childhood toys
5 mins.
Volunteers can demonstrate their conversations to the class.
Part A:
1. → 2. → 3. → 4. →
d. c. a. b.
3. Toys of the past
20 mins.
Practice pronunciation of the vocabulary. Ask the students if they have any of the toys. Tell them
that all the toys in the photos have been used for centuries or even longer and that they will watch a
video about some of the oldest toys in the world. They watch the video and tick all the toys that are
mentioned. Make sure they read and understand the questions before the second watching, which
requires careful watching and listening. Encourage groups of two to four students to work on the
answers together before checking as a whole class.
In the last task, students practise guessing the meaning of unfamiliar vocabulary.
Part A:

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1. a yo-yo 2. a whistle 3. a spinning top 4. a rocking 5. a sword

horse
6. a bow 7. a kite 8. a hoop 9. animal 10. a cart
figurines
Part B:
animal figurines, carts, whistles, yo-yos, swords, bows, and kites.
Part C:
1. More than 4,500 years old 2. In China
3. At least 3,000 years ago 4. In Ancient Egypt
5. The Greeks 6. The yo-yo
Part D:
1. excavated
2. movable limbs
3. wigs
4. slide
5. man-made
4. What do I do with it?
15 mins.
To prepare the students for the listening, make them look at the toys in the screenshots and read the
sentences. Then, clarify the meaning and discuss possible matches. You may point out that a satsuma
isn’t a toy, but a fruit, or let them discover it while watching. The video contains a lot of useful everyday
language, which the students learn in task 4b and 4c. They practise pronunciation using the children
in the video as models.
Part A:
1. You’re catching the thing. 2. Oh, it’s cute. I had one of these once, and I
took it apart.
3. I’m holding it upside down. 4. How do I dial a number with that?
5. I like these things. They are cool. 6. It’s just a circular thing.
Part B:
1. having fun 2. put it back together 3. I was hoping for
4. what to say 5. have always wanted 6. to play with
5. Language focus: question words.
5 mins.
This is a revision of question words. If you think your students need to practise the structure of
questions, use the extension idea below.

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1. What colour 2. How old 3. How many 4. Where 5. Why

6. Which 7. How long 8. Who 9. When 10. How much
6. Practice
10 mins.
Point out that the students shouldn’t look at each other’s sheets. The student reading the questions
have the answers to give feedback to their partner.
7. Homework
5 mins.
The task checks students’ understanding of a variety of questions. Circulate and help as needed. If
there are any recurring vocabulary errors, write them on the board as a reference for further studying.
Group 1:
1. → 2. → 3. → 4. → 5. →
c. b. d. e. a.
Group 2:
1. → 2. → 3. →
e. c. b.
4. → 5. → 6. →
a. d. f.
Group 3:
1. → 2. → 3. →
c. b. f.
4. → 5. → 6. →
e. d. a.
Pair work revision task

Ask students to work in pairs and distribute cut-out handouts. Ask them to match the questions with
answers.
Monitor the task.
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Unit 5
1. Warm up
5 mins.
The warm up raises the students’ awareness of time and their age. It also clarifies the meaning of the
phrase ‘in ten years’ and introduces the concept of the future, which is the theme of the lesson.

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HEAAADERLOGORIGHT
2. Your future
10 mins.
Students imagine their life in 50 years. Their task is to answer the questions and then write a short
text. Before the students start writing, elicit a few answers and put them on the board as models. The
students present their texts orally to each other. Volunteers can present their answers to the class.
3. Pronunciation
5 mins.
Students practise distinguishing and producing the short forms of ‘will’. As an extension, they can read
aloud the texts they produced in 2A using short forms of ‘will’.
Part B:
1. b. 2. b. 3. b. 4. b.
4. The world’s future
20 mins.
The students get familiar with the vocabulary used in the video (4A, B) and get the chance to look at
some phrases used to express opinions. Use the questions below to elicit more extended answers. In
4C, the students listen for gist, and in 4D for details.
How is the climate changing?
Do you know of any countries where a lot of trees are cut down?
What exactly will the computer control in a smart house?
Have humans visited other planets yet?
Which planet do people plan to visit first?
Do you know any stories in which people or objects are teleported?
Which continent is the driest in the world?
Part A:
1. live 2. send 3. cut 4. visit
Part B:
1. → 2. → 3. → 4. → 5. → 6. → 7. →
a. g. d. b. c. e. f.
Part C: All of them.

Part D:
1) True
2 ) Robots will put the shopping away and do the cooking.
3) Smart houses will look like ordinary houses only on the outside; they will be very different inside.
4-7) True

HEAAADERLOGOLEFT
5. What do you think?
15 min.
Students work in groups of 5 or 6. Group results can be added up to find out what predictions the
students agree on. If you have a big class, ask the students to present their results to another group
and to compare their answers.

544 / 542

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Unit 1 - Speaking games 7

Unit 2 - Happy Holidays 19

Unit 3 - The wonders of winter 29

Unit 4 - Spring is coming 35

Unit 5 - Summer fun 43

Unit 6 - Head and shoulders 51

Unit 7 - Your body in numbers 61

Unit 8 - How often is often? 71

Unit 9 - Pushing the limits 83

Unit 10 - A rescue story 93

Unit 11 - English for Teens: pre-intermediate review 1 105

Part III 111

Unit 12 - The logical mind 113

Unit 13 - One intelligence? 127

Unit 14 - The creative mind 137

Unit 15 - Playing with sounds 147

Unit 16 - Playing with words 157

Unit 18 - Space exploration 177

Unit 19 - Looking at the sky 187

Unit 20 - A space story 199

Unit 21 - Living in a space station 207

Unit 22 - English for Teens: pre-intermediate review 3 215

Unit 23 - Life on earth 223

Unit 24 - The coldest continent 233

Unit 25 - The hottest continent 241

Unit 26 - A dream trip 249

Unit 27 - Amazing nature 259

Unit 28 - English for Teens: pre-intermediate review 4 269

Unit 29 - Animals and their bodies 279

Unit 30 - Life cycles 289

Unit 31 - Playing hide and seek 297

Unit 32 - Animals on the move 307

Unit 33 - Animal stories 319

Unit 34 - English for Teens: pre-intermediate review 5 329

Part VII 337

Unit 35 - Inventions 339

Unit 36 - Life now and then 347

Unit 38 - The history of toys 367

Unit 39 - Predicting the future 373

Expemo app - learning without forgetting

22:00 22:00 22:00

Home page Review

Click the button below to start your

Please scan the QR code from your

You can always look at your flashcards again.

2. RATE YOUR RESPONSE

BAD | SO-SO | GOOD

FOOOOTERLEFT Learn without forgetting!

FOOOOTERRIGHT Learn without forgetting! 7 / 542

2 Classrooms in the world

South America / Antarctica / Africa / Asia / Australia / Europe / North America

I can see ...

There is/isn’t ...

There are/aren’t ...

The children are ...

Read the instructions and then play the game of Taboo.

Play the game.

4 Find the person

1. His name is Gatimu. He is standing near the chalkboard.

Part B: Match the words to Anita, Gatimu or Busama.

5 Voices from two continents

1. lives in a warm country?

3. is the youngest child?